Introduction
For the past few years, I have been teaching science on a high school level from grades nine through twelve. I have taught many subjects including Chemistry, Physical Science/General Science, and Environmental Science, and I have found that high school students tend to shy away from the sciences. They have an inherent fear of science, particularly of the physical sciences, which seem to stem from their experiences in middle and elementary schools. One of my primary objectives as a science teacher is to create ways for students to learn science in a fun and relatively non-threatening way. I also hope to make them aware of the many ways in which science is important in their lives. I have found that my best lessons have been the ones in which students are actively engaged. Students have a lot to offer both their peers and teachers, and I learn just as much from them as they do from me. I am still fascinated with each class that I teach, and I look forward to every new semester.
I intend to use this curriculum unit to heighten awareness of the ways that science often poses new problems for American goals of protecting civil liberties. This unit will also be used to challenge students to think about times when their individual rights may have been sacrificed in order to foster a sense of safety and security. In an effort to stimulate interest amongst students and integrate science with other subjects, this unit is designed to engage high school science students in learning about science-related topics that will focus on issues of both safety and civil liberties.
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