BFlynn



Baylee Flynn EDC 448 – Dr. Coiro

This text set is based on a unit on the Bill of Rights, with emphasis on the 1st amendment rights. There are texts of all different reading levels, and depth of context. The set contains information on different controversies concerning the bill of rights. In the unit, students would use these examples and others to work in groups to present an issue to the class from both sides of the argument.

Objectives: RI: C&G 2 (7-8) – 2 Students demonstrate an understanding of the democratic values and principles underlying the U.S. government. 1. As a result of this unit students will meaningfully connect the legislature of the Bill of Rights to modern controversies on a personal level. ¬¬Core Standards for Reading Informational Literary Texts: 2. Support of challenge assertions about the text by citing evidence in the text explicitly and accurately. 2. Students will demonstrate an understanding of text and application by choosing a position and defending it based on text of the Bill of Rights, and other related texts.

I. Print Resources 1. Time for Kids: Free Speech A. Citation: Pickerill, M. Time for Kids. (2003). Free speech, 8 (20). Retrieved October 20, 2010 from http://www.timeforkids.com/TFK/kids/wr/article/0,28391,431013,00.html. B. Summary: This article discusses a 1st amendment controversy over the right to wear politically aimed clothing in a public mall. It then connects the incident to the first amendment, as well as student rights. C. Rationale: This article will relate to students on a meaningful level, as well as help to personalize the first amendment. Students will create meaningful connections between their lives, and their country’s legislature. D. Use: I will use this either in class discuss, or as a group project assignment topic to allow students to further dive into the controversy of freedom of expression.

2. U.S. Sedition Act May 16, 1918 A. Citation: The Avalon Project. (2008). An act in addition to the act. Retrieved October 21, 2010 from http://avalon.law.yale.edu/18th_century/sedact.asp. B. Summary: This page contains the actual text of the Alien and Sedition acts, as well as links to more educational timelines and resources. This is a historically controversial piece of legislature put in place by the U.S. government, which seems to directly conflict with the principles of the constitutional rights. C. Rationale: The study of this piece of legislature will provoke criticism and analysis of fundamental democratic conflicts: How far does our freedom go? D. Use: I would use this text as an example and modeling approach on how to analyze and formulate an opinion on the constitutionality of an event.

3. “You Can’t Say That In School” A. Citation: One For All. [n.p.] You can’t say that in school. Retrieved on October 20, 2010 from http://1forall.us/teach-the-first-amendment/. (Attachment: http://1forallnet.files.wordpress.com/2010/06/take_exception.pdf) B. Summary: This text is meant to follow an introduction to the 1st amendment, and contains examples of the controversial freedoms in real-life, relatable scenarios. C. Rationale: This handout is a simplified version of the current events controversies we will be covering later in the unit. This will provide students a stepping-stone in debate before moving on to more passionate and confusing topics. It is at a lower grade reading level, and most students could handle the vocabulary with little guidance.

D. Use: I would use this text as an in class group discussion topic, and/or as homework for students to read and take a side on the issue. It gets their minds prepared for more complex and in depth analysis, to be done in a group project during the unit.

4. The Bill of Rights A. Citation: United States of America. (1789). United states constitution--Bill of Rights Washington: United States of America. Retrieved October 10, 2010 from www.billofrights.org. B. Summary: This is the preamble of the constitution and the first ten amendments that make up the bill of rights. C. Rationale: It is important that students be familiar with a document that preserves their freedoms as U.S. citizens. The amendments have difficult wording, and will challenge some students. However, students will analyze the difficult text, and understand why this language is used. D. Use: Students will use this constantly throughout this unit as their main point of reference and justification for their opinions on the controversies being discussed. They will make connections between the document, what our government does, and how it effects the lives of citizens.

5. First Amendment Court Cases A. Citation: First Amendment Topics. (2010). Free speech cases top supreme court’s agenda. Retrieved October 20, 2010 from http://www.firstamendmentcenter.org/news.aspx?id=23452. B. Summary: This page provides short summaries of recent free speech cases dealt with by the Supreme Court. It states the case name and number, so students may select to further research some cases. C. Rationale: This source is great because it shows students real life situations where these rights come into conflict. This will give a good base knowledge of Supreme Court cases dealing directly with the freedom of speech. Students will find certain cases very interesting, because they directly relate to them. D. Use: I will use this source as an intro into the Supreme Court and the 1st amendment connection. Although the Supreme Court will be covered in a different unit, students should understand that court selects cases, and that there is a high prevalence of 1st amendment related cases. Students can select one case for use in group projects.

II. Media Resources

6. Westboro Baptist Church Protestors “God Hates Everybody” A. Citation: Nauiocelotl. (2010, February 19). God hates everybody [Video file]. Retrieved October 22, 2010 from (http://www.youtube.com/watch?v=eamQZ6opVLI&feature=related) B. Summary: This video shows members of the Westboro Baptist Church demonstrating outside of a Jewish community center. The videographer is asking the demonstrators to explain their views on why “God hates everybody”. C. Rational: The controversial messages that the protestors use, as well as their protection under the constitution will provoke conversation and debate about a modern issue, bringing to life the first amendment. D. Use: The video would be an optional topic for the group project, and formulate an opinion/belief regarding whether or not the protest should be allowed, based on both the first amendment right to freedom of assembly, as well as the offensive speech used in demonstration.

7. Obama to End ‘Don’t Ask, Don’t Tell’ A. Citation: Associated Press. (2009). Obama says he will end ‘don’t ask, don’t tell’. Retrieved October 20, 2010 from http://www.youtube.com/watch?v=FKOTX0OmlNk. B. Summary: This video documents a presidential speech in which Obama discusses his stance on Don’t Ask, Don’t Tell as unconstitutional, and his desire to repeal the act. C. Rationale: This will give students insight into a current debate in our country. Many students are familiar with the topic, and it could be a good starting point for discussion on constitutional/unconstitutional opinion. D. Use: When we begin exploring certain controversies, I will show this clip, specifically the portion devoted to Don’t Ask, Don’t Tell, and further discuss the bill. The students will have time to discuss in groups whether or not they believe this bill violates U.S. rights, before taking a blind class vote and analyzing our classes’ positions.

III. Interactive Online 8. The Five Freedoms Project A. Citation: The Five Freedoms Project. (2008). The five freedoms project. Retrieved October 23, 2010 from Five Freedoms: http://www.fivefreedoms.org/ project/ the_five_freedoms_project_videos. B. Summary: The Five Freedoms Project is an overall organization bringing attention to the responsibilities and rights of citizens, concerning the first amendment. This link, in particular, is a series of five videos meant to give a good foundation of understand of the first amendment, and how it relates to individuals. C. Rationale: This source is very understandable. The language is on the simple spectrum, and it will allow more students to gain the background knowledge necessary for a deeper, more meaningful, understanding of the role of citizenship, the constitution, and their rights. D. Use: I would show all/selected videos to the entire class, most likely as an introduction to the unit. Students would either break into group discussions, using guided reading questions, or we would have a class discussion, following guided reading questions. 9. Interactive Constitution A. Citation: National Constitution Center [n.p.]. Interactive Constituion. Retrieved October 24, 2010 from http://ratify.constitutioncenter.org/constitution/index_no_flash.php B. Summary: This is an enormous site full of information about the constitution, how it works, and why it matters. It offers interactive components for students to explore and learn independently. C. Rationale: Websites offer students an opportunity to get away from traditional texts and foster independent learning skills. I provide a reliable internet source, students must explore and learn on their own. D. Use: In addition to other sources and teachings, I would allow students an opportunity to explore the site on their own. I would provide guided reading questions/worksheet for students to fill in as they navigate the webpage.

IV. Instructional 10. A Resource Guide for Teaching the Bill of Rights A. Citation: ACLU Michigan. (2009). A resource guide for teaching the bill of rights. Retrieved October 22, 2010 from http://michigan.camp-quest.org/pdfs/billofrights.pdf. B. Summary: This is an excellent resource that contains worksheets, anticipation guides, guiding questions, talking points, and important tips for teachers on approaching the bill of rights and freedom. C. Rationale: The handouts and tips in the guide are very well put together. The text ranges from simple to advanced. The anticipatory questions are interesting and well thought out. Although I may not use all the material provided, the majority of it is very helpful and organized handouts to help children map out their understanding. D. Use: I would use the information for teachers as part of a framework for my unit. The message to teachers helps guide what to teach, what to emphasize, and how much time it should take. I would also use the anticipatory questions and pre-test handouts at the start of the unit, to find out the students’ background knowledge.