War and Civil Liberties

Classroom Activities

Objectives

These objectives seek to break this unit into its constituent parts while allowing for the progression up Bloom's taxonomy from the simple definition of the terms in play to the evaluation of a work with regards to those terms.

Lesson 1: Defining Civil Rights and Civil Liberties

Goal: To establish a class definition of civil rights and civil liberties and help all of the students to understand it.

Objectives:

    As a result of this lesson the students will be able to

    1. List 10 rights that they have.

    2. Define Civil Rights and Civil Liberties

    3. Explain the difference between the two terms.

Materials:

Board, marker, notebooks, pens

Anticipatory Set:

The students should write down 10 rights they possess in their notebooks.

Procedure:

1. The teacher will begin the lesson by asking the students to brainstorm what rights they have.
2. The teacher will list the rights the students enumerate on the board, separating them into three columns (one for rights they do not actually have, one for civil rights and one for civil liberties- though the columns will not yet be named).
3. The teacher will then lead the class in a discussion of the question "Why would I choose to organize these columns in this way.
4. This discussion should lead into an understanding of how the three columns are defined.
5. The students will then be assigned to define civil rights and civil liberties using their books, and the internet.
6. When this is complete, which should be about 10 minutes later, the class will discuss the definitions, while the teacher writes the two master definitions on the board. The master definitions should be a combination of the answers given by the class.

Closure:

    The teacher will wrap up class by reviewing the definitions and assigning the homework.

Homework:

Write one page explaining the difference between a civil right and a civil liberty.

Lesson 2: Where do our rights originate?

Goal: To help the students understand where their rights originate.

Objectives:

As a result of this lesson the students will be able to

1. Brainstorm the question "Where do your rights originate?"
2. Create guiding questions to answer the question "Where do your rights	originate?
3. Answer the question "Where do your rights originate?" through the inquiry	process

Materials

Board, Marker, Notebooks, Pen, World History Text, American History Text, Internet ready computers.

Anticipatory Set:

The students should write 5 lines in their notebooks answering the question "where do your rights originate?"

Procedure:

1. The teacher will begin the class by asking the students to brainstorm answers to the question. The teacher should ask questions to prod the students into answering all levels of the question e.g. The Constitution, The Bill of Rights, Their Parents, Nature …
2. The teacher will then lead the class in writing an inquiry question (as outlined in the strategies section) or a series of inquiry questions designed to help them answer the Anticipatory Set question.
3. The students will then have 20-40 minutes to answer the question using the resources provided (the American and World history texts, and the Internet)
4. The teacher will circulate throughout the room prodding students along and giving help when needed.
5. With about 10 minutes left to class the teacher will reconvene the students and the class will discuss their findings.

Closure:

The teacher will wrap up class by introducing Hobbes and Locke as philosophers who inspired some of the rights the class had just been discussing.

Homework:

For homework the students will be asked to write a paragraph about each man explaining why they might be considered important using information from their textbook.

Lesson 3: The English Civil War

Goal: To introduce the English Civil War as an important event in the inspiration of civil rights and liberties.

Objectives:

As a result of this lesson the students will be able to

1. Create a Timeline of events in the English Civil War.
2. Compile a list of Causes and Effects of the English Civil War.
3. Judge whether or not the English Civil War was worth fighting.

Materials:

World History Textbook, board, marker, notebook, art supplies

Anticipatory Set:

The students should write 5 lines hypothesizing the ramifications of the English Civil War.

Procedure:

1. The teacher will begin class by reviewing the previous night's homework.
2. The students will then use their books to create a timeline of events in the English Civil War. They will be provided with art supplies to make the process more creative.
3. After about 20-30 minutes the teacher will lead the class in going over the Timeline.
4. When this is complete the students will be asked to create a list of causes and effects of the war, judging whether or not the causes or the effects were worth the war.
5. The students will be given time to work on this while the teacher circulates to ensure work completion, and answer questions the students might have.
6. With about 15 minutes remaining the teacher will reconvene the class and discuss their findings.

Closure:

The teacher will wrap up class by assigning the homework and answering any questions the students might have.

Homework:

Write one page in which the students answer the question "Was the English Civil War worth fighting? Why or why not?"

Lesson 4 & 5: The Life and Work of Thomas Hobbes and John Locke

Goal: To orient the students to the work and life of Hobbes (in lesson 4) and Locke (in lesson 5).

Objectives:

As a result of this lesson the students will be able to

1. Read and create an outline of the short biography of the philosopher.
2. Translate 4 quotes from the philosopher into their own words.
3. Create sample arguments from their own experience to back up the thesis statements offered by their philosopher.

Materials:

Chappell's short biography of Hobbes (LP4) or Locke (LP 5), Quotes from Hobbes and Locke, notebooks, pens, board, marker

Anticipatory Set:

The students will begin class by writing 5 lines on the importance of the philosopher in question.

Procedure:

1. The teacher will begin class by discussing the Anticipatory Set with the students.
2. The teacher will then break the class into heterogeneously grouped reading groups of 3-4 and pass out the biography of the philosopher in question.
3. The students will be given 20 minutes to read and outline the biography answering the following questions.
1. What effect did the Civil War have on this philosopher?
2. At what stage in his life did he write his work on government?

1. When this is complete the teacher will go over it with the students.
2. The teacher will then pass out the first of the 4 quotes and the class will go over it together, translating it into colloquial English, and decoding what the philosopher was saying.
3. The students will go back to their groups and decode the remaining quotes so that each has a copy of the work.
4. The teacher should circulate at this point to make sure that each student is working, and understanding the task.
5. With 10-15 minutes remaining the teacher will lead the students in outlining the philosophy on the board.

Closure:

The teacher will review the work of the day and ask the student's to start thinking about the pro's and con's of that philosophy.

Homework:

Each student must come up with 5 pieces of evidence, from their own experience, that would support one of the quotes we looked at today. The students should also list the pro's and con's of the philosophy discussed in class.

Lesson 6 & 7: Comparing Locke to Hobbes

Goal: To compare the work of Hobbes to the work of Locke

Objectives:

As a result of this lesson the students will be able to

1. List the Pro's and Con's of either man's argument.
2. Take a stand for one or the other philosopher, and explain their perspective.
3. Prepare an argument in favor of one of the philosophies, while anticipating the rebuttals of the other.

Materials:

Board, marker, notebooks, pen, Locke/ Hobbes quotes, Locke/ Hobbes Biographies, Essay Assignment.

Anticipatory Set:

Day 1: The students will be asked to write 5 lines on which of the two philosophies is better.

Procedure:

1. The teacher will begin class by asking the students to "Take a Stand" following the procedure outlined in the strategies section.
2. The students will then line up on either side of the room, one side for Hobbes, and one for Locke and explain verbally why they made that choice.
3. The class will then be assigned sides for a debate next class, the sides should be even, and this may require the teacher to move students around.
4. The students will take the rest of the period to prepare their arguments for the debate.
5. The teacher will circulate and ensure that all students are participating.

Closure:

The teacher will reconvene the class right before the end of class and answer any questions the students might have.

Homework:

For homework the students should write up 3 pro's to their philosopher, and 3 con's and write up 3 arguments explaining why the con's don't really matter.

Anticipatory Set:

Day 2: The students will have 10 minutes to get into their groups and discuss strategy.

Procedure:

1. The students will then have the opportunity to defend their philosopher in a debate. The teacher should set any rules that will facilitate the debate.

2. The students will have about half of the period for debate, with the teacher moderating.

3. When the debate is complete the students will have 10 minutes of discussion with the teacher in which they debrief on the process.

4. When the discussion is complete the teacher will pass out the Essay Assignment, asking the students to read through it with the class.

Closure:

The teacher will wrap up class by answering any questions on the Essay, or the Debate.

Homework:

Write an introductory Paragraph and outline for your essay.

Essay Assignment.

Introduction

"As a culminating project for our unit on Hobbes and Locke, I am asking you to critically assess and defend the work of one of these men as a philosophy to guide a school. You have used facts and evidence from the readings, from class and from school in general to defend your position."

Question:

Which of the 2 philosophers we have discussed, Thomas Hobbes or John Locke, presents a more appropriate philosophy for governing our school? Please explain your choice fully using evidence.

Specifications:

Your essay should be written in the five-paragraph format, with an introduction, conclusion, and 3 supporting paragraphs. It should be between 500 and 600 words, and may be typed or hand written. In either case it must be double-spaced and must include a word count at the end. You will be graded on each of these elements, and therefore should pay close attention to them.

Rubric:

Argument: (25 points)- You will receive a 25 in this area only if you have eloquently crafted your argument.

Defense: (25 points)- You will receive a 25 in this area only if you have soundly proven your hypothesis using facts and sound argument.

5 Paragraph Format: (10 points) You will receive a 10 in this area if your work includes an introduction, conclusion and 3 supporting paragraphs.

Length: (10 points) You will receive a 10 in this area if your work is of sufficient length and includes a word count.

Double Spaced: (5 points) You will receive a 5 in this area if your work is double spaced.

Mechanics: (25 points) This is a formal essay and therefore you will receive a 25 only if your essay meets mechanical specifications and is completely free of grammatical errors.

Lesson 8: What rights are important to you? (2 days)

Goal: To allow time for students to work on their Essay while engaging in meaningful discussion of rights and liberties.

Objectives:

    As a result of this lesson the students will be able to

•     1. Peer edit a partner's outline/ first draft.
•     2. Read the Universal Declaration of Human Rights and Harrison Bergeron critically assessing their points of view on civil rights and liberties.
•     3. Create their own list of rights and expectations that they would want in an ideal future of their own creation.

Materials:

UDHR, Harrison Bergeron, Notebooks, Pen, Board, Marker

Anticipatory Set:

Day 1: List 5 rights you would like to have in an ideal world.

Day 2: List 5 responsibilities government would have to you in your ideal world.

Procedure:

1. Class will begin each day with one to one peer editing of the outlines, and the rough drafts.
2. The teacher will then reconvene class and switch gears by brainstorming the Anticipatory Set with the students, putting the answers on the board.
3. When this is complete the teacher will break the students into heterogeneous reading groups of 3 or 4 and pass out one of the 2 readings.
4. The students will go through the reading together as the teacher goes around to check their work.
5. The students will be going through the reading with the goal of determining what kind of world the document imagines and determining whether or not it is a positive view of the future.
6. When this is complete the students will be asked to write up a description (individually) of their ideal situation. After reading the UDHR, they should write up the rights they want in an ideal world. After reading HB, they will be asked to write up their ideal role of government in protecting these rights.

Closure:

Each day class will end with a discussion of the group's work.

Homework:

Day 1. Rough Draft of Essay.

Day 2. Final Essay Draft.