masthead, closeup of compass

36 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 2, Rights of Citizens
<-- Previous | Next -->

Powerful Consumers: Exploring Boycotts Past and Present

http://www.nytimes.com/learning/teachers/lessons/20000327monday.html?searchpv=learning_lessons

Description: Explore the concept of a consumer boycott andpotential results that boycotts may bring. Then work in small groups to examine boycotts from multiple perspectives and create posters illustrating your research. Useful resource to learn about the tools of labor and specifically the United Farm Workers union. Standards 11.6.5, 12.3.1 civics, 12.2.5 and 12.4.1 economics

Author: Elyse Fischer, The New York Times Learning Network, Sanda Balaban, The Bank Street College of Education in New York City

Lesson ID: 843

Quincy Railways v. Chicago (1897)

http://www.billofrightsinstitute.org/Instructional/Resources/Lessons/Lessons_List.asp?action=showDetails&id=81&ref=showCatD&catId=7

Description: The landmark case Quincy Railways v. Chicago (1897) illustrates the doctrine of incorporation, or the application of Bill of Rights protections to the states through the Fourteenth Amendment. The Supreme Court held that states must honor the Fifth Amendment?s requirement that just compensation be paid to owners when the government takes property. The case opened the door to other claims against states, and broadened the scope of the Bill of Rights? protections. Standard 12.2.2

Author: Bill of Rights Institute

Lesson ID: 1328

Regulating Freedom of Speech

http://edsitement.neh.gov/view_lesson_plan.asp?id=370

Description: Read the First Amendment and briefly discuss what "freedom of speech" meant to the Framers of our Constitution. What limits can be put on this Constitutional right? Have each research team review the facts of the case in Ward v. Rock Against Racism by accessing the Court's decision. Then each team analyzes these opinions to determine how the Justices ruled on each of the following questions: Does the City of New York have a right to regulate the "time, place, or manner" of free speech in this case by limiting the volume level of public musical performances? Is the City's method of regulating the volume level "content neutral"? Is it "narrowly tailored" to serve the purpose of regulating the volume level? Does it "leave open ample alternative channels of communication"? Standard 12.2.1 and 12.5.1

Author: EDSITEment

Lesson ID: 1369

Respecting Freedom of Speech

http://www.constitutioncenter.org/education/ForEducators/LessonPlans/FirstAmendment/5490.shtml

Description: Consider the point where respect and freedom of expression intersect. After reviewing the language of the First Amendment and examine your definition of respect by responding to a writing prompt. Then consider five controversial instances of "free speech" and participate in a discussion that attempts to draw the distinction between: private versus government action regarding speech; rights of the speakers and rights of the listener; and right to free speech and responsibility to act or speak with respect. What role does freedom of expression play in maintaining a free and open society? Standards 12.2.1, and 12.5.1

Author: Bill of Rights Institute

Lesson ID: 898

Responsibility of the Jury

http://www.constitutioncenter.org/education/ForEducators/LessonPlans/JuryDuty/5495.shtml

Description: In the course of this lesson, students are asked to examine closely their understanding of responsibility and in what ways they are called upon to be responsible. In the warm up section, students are asked to a respond to a writing prompt related to responsibility, and then are guided through a class-wide discussion, in which they delve more deeply into the types of responsibilities they have, as well as their motivations for fulfilling them. The activity in the main section focuses on the responsibility to participate in jury duty. Students first review short excerpts from the Magna Carta, Constitution, and Bill of Rights in order to understand the jury's function in American civil society: balancing the power of the judge, reflecting community values, and protecting individual liberty. Afterward, students are given a fictional case and set of juror descriptions. After either playing the role of a potential juror or witnessing three jury selection proceedings, students analyze how the elimination of certain jurors from the panel might alter the case's outcome. In the end, students are asked to pick which system of jury selection they prefer and determine whether or not, if called, they think they would have a responsibility to participate in jury duty. Standard 12.2.3

Author: Annenburg Center for Education and Outreach

Lesson ID: 1326

The Function of and Qualifications for Jury Service

http://www.uscourts.gov/understand03/content_6_3.html

Description: One of the most important ways that individual citizens become involved in the federal judicial process is by serving on a jury. Jury service is one of the few legal responsibilities citizens in the United States have in their government. Though some people complain about the imposition of serving on a jury, many find that their service gives them unique insights into the judicial process and an opportu- nity to deliberate with others on weighty questions of law and evidence. In this lesson, students learn the difference between a trial jury and a grand jury and complete a brief activity that tests their understanding of juror qualifications and exemptions. Standard 12.2.3

Author: Administrative Office of the U.S. Courts

Lesson ID: 1034

The Trial Process

http://www.courts.wa.gov/education/lessons/?fa=education_lessons.display&displayid=Trialpro

Description: Learn about the trial process and the rights protected by the Fifth and Sixth Amendments. Students will explain the purpose of trial procedures and describe at least one alternative to the trial process. Identify roles and terms used in the trial process, such as parties, defendant, plaintiff, prosecutor, case, evidence, testimony, witness, documents, physical evidence, etc. Demonstrate an understanding of the rule of the "burden of proof," and name the parties to a case in both a civil and a criminal trial. Standards 12.2.1 and 12.4.5

Author: Tarry L. Lindquist, Washington State Office of the Administrator for the Courts

Lesson ID: 1086

Trial of Susan B. Anthony

http://www.law.umkc.edu/faculty/projects/ftrials/anthony/sbahome.html

Description: In 1873 Susan B. Anthony was arrested for the "crime" of voting for president. How would you use the Constitution to defend her? Here are all the resources you will need. Standards 8.6.6, 11.10.7, and 12.2.1 civics

Author: Douglas O. Linder, Famous American Trials

Lesson ID: 1135

Under Electronic Lock and Key: Security Versus Privacy

http://www.nytimes.com/learning/teachers/lessons/19981112thursday.html?searchpv=learning_lessons

Description: Evaluate issues of privacy and security by discussing whether or not one must compromise privacy to better ensure security and vice versa. Read a New York Times article about this debate on the Princeton campus, where a new "proximity card" system for all doors on campus is linked to a database which records the students' locations. Students then develop and distribute a survey about privacy and security issues. Standard 12.10

Author: Alison Zimbalist and Lorin Driggs, New York Times Learning Network

Lesson ID: 1155

Voir Dire: A Simulation

http://www.crfc.org/americanjury/voir_dire.html

Description: When people respond to a jury summons, they gather at the court house to form a pool of potential jurors from which they are called in groups for specific criminal or civil trials. There they are questioned by attorneys for each side and/or the trial judge about their background, life experiences, and opinions to determine whether they can weigh the evidence fairly and objectively. This process is called voir dire, an Anglo-French term meaning "to speak the truth." Through voir dire, an attorney can challenge a prospective juror "for cause" if that person says or otherwise expresses a bias against the attorney's case. Each attorney can also exercise a limited number of "peremptory" challenges for which no reason is required. Those individuals who are accepted by both attorneys [or the trial judge, if the judge conducts the voir dire] are impaneled and sworn in as the jury. This simulation shows the process.

Author: Constitutional Rights Foundation Chicago

Lesson ID: 1318

36 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 2, Rights of Citizens
<-- Previous | Next -->

Questions, comments, and suggestions may be addressed to webmaster@rims.k12.ca.us.

Resources on the SCORE H/SS pages were evaluated by history/social science leaders in California. Going beyond these links allows student access to unknown material. Each school site is responsible for evaluating resources for appropriateness in the local school community.

A Project of the San Bernardino County Superintendent of Schools.

Copyright © 1996-2008 SCORE H/SS. All Rights Reserved.