War and Civil Liberties

Lesson Plans

Lesson Plan 1: Biological Research Paper

The first step will be to introduce the HRT (Health Related Technology) students with background information about anthrax.

Definition of Anthrax on the web (http://en.wikipedia.org/wiki/Anthrax_disease):

Anthrax is an acute infectious disease caused by the bacteria Bacillus anthraces and is highly lethal in its most virulent form. Anthrax most commonly occurs in wild and domestic herbivores, but it can also occur in humans when they are exposed to infected animals, tissue from infected animals, or high concentration of anthrax spores. Still there are no cases of people who got sick through contact with a diseased person. Anthrax means "coal" in Greek, and is used because victims develop black skin lesions.

• The origin of Anthrax
• How is Anthrax exposed: occupational, exposure to dead animals etc.
• The pulmonary (pneumonic, respiratory, inhalation) means of exposure to Anthrax
• The gastrointestinal (gastro enteric) means of exposure to Anthrax
• Cutaneous (skin) means of exposure to Anthrax
• Safety/Protection - cautions used when confronted with Anthrax

Each paper must be done using the following guidelines:

• 1 1/2 inch margins around the entire paper (top, bottom, left, and right).
• All material must be typed using with a 12-point type.
• The font must be in Times Roman.
• All research papers must include a cover sheet with your name, date, title and title "Health-Related Technology".
• All research papers should include photographs, and or graphics that relate to the topic of interest (see above).
• Papers must also include a bibliography that cites the origin of your resources.

Each student must then give a 5-10 minute presentation of what their research paper is about. Students should not read verbatim from their research papers. A brief synopsis will suffice. Students should also be prepared to answer questions from other students pertaining to their topic if any questions arise. Visual aids are also necessary for all students. Students that are interested in using the overhead projector must create their own slides, and schedule a time to present their finding within the allotted time.

Technology application

1. Using the internet and other multimedia resources as a tool to gain research information.
2. To observe and evaluate information about Civil Liberties, and copy and paste into a word document.
3. Students will also make up a power-point presentation that they will present to the class about a clear and concise example of "Civil Liberties".

1. Students will work in cooperative learning groups allowing for a diverse learning environment (i.e. hands-on computer stations) that is suitable to the needs of a variety of learning styles.
2. Students will be using an educational tool that is fun and exciting to them, and this will foster open discussion and group learning, allowing teachers to facilitate as students work.
3. Students will be actively engaged in higher-order thinking skills.

Students will need to be relatively familiar with the intricacies of the Internet. They should also know the basics of how to create a simple power point presentation. A list of websites has been compiled below to help engage the learning process.

Instructional materials needed:

-computer workstations with internet capability

-word document worksheet

-overhead projector hooked up to a computer for classroom display

-screen to display the computer projection, and PowerPoint presentation

These particular goals relate to broader curriculum in that students will be reading for understanding, practicing accessing information form the internet, making a power point presentation and creating a word document using the information they collected. The knowledge that students will gain are also transferable to any other subject area.

Lesson Plan #2 - Debates

Part 1

My first step is to provide students with background information, by defining the term Civil Liberties.

Definitions of Civil Liberties on the Web:

• Freedoms that protect the individual from arbitrary government interference (as with the freedom of speech and movement) (www.csa.com/hottopics/terror/gloss.php)
• Rights "given to the people by the Constitution, Common Law, or legislation that enables an individual to be free to think, assemble, speak, organize, worship, or petition without interference or restraint. Civil liberties are protective in nature" (http://www.legal-explanations.com/definitions/civil-liberties.htm).

Debate Approach

A. Guidelines for Conducting a Debate

Discussion often calls for the cooperative thinking of members of a group in search of a solution or approach to a specific situation. Debate, on the other hand, begins with the assumption that the debaters have already found a solution or approach to a specific situation and their intention is to persuade others that their solution or approach is the proper one. The method of debate can be an effective device for encouraging participants to clearly and logically form arguments based upon evidence to support their positions and to develop a sense of efficacy in their ability to change policy or sway public opinion. A specific example of a way in which debate might be a useful tool is as a follow-up to a policy-making exercise. Participants in the minority who have not agreed with the policy established might use the debate as an effective means of trying to effect a change in public opinion which might in turn lead to a change in policy.

How to Proceed

1. All participants will be assigned one of the three subjects above for the debate.
2. Formulate the subject into a resolution (ex. should safety and security against bioterrorist threats like anthrax justify America spending billions of dollars to protect our country?)
3. Select participants to take part in the debate and divide them into two teams, one team in support of the resolution and the other in opposition to the resolution. (The most common number of members per team is two but you may wish to have larger teams.)
4. Select a chairman and a time-keeper.
5. Allow sufficient time for participants in the debate to prepare "constructive arguments," (i.e., arguments based upon three to five major points logically developed and substantiated by factual evidence in support of their position.)
6. Make certain that those participating in the debate are familiar with the procedures that will be followed.
7. The Debate a. The chairman and the debaters are seated at the front of the audience usually with the team in favor of the resolution to the right of the chairman and the team in opposition to the resolution to the left of the chairman. b. The chairman briefly introduces the subject and the resolution that is to be debated. c. The chairman introduces the first speaker from the affirmative team. (Each speaker is introduced when he is given the floor.) d. The first speaker from the affirmative team is allowed a set time to present his constructive argument. The time-keeper seated in the audience, will inform him when his time is up. e. The first speaker from the team in opposition to the resolution is introduced and asked to give his constructive argument. (This alternating procedure is continued until each debater has given his constructive argument; those who follow will probably need to adjust their prepared speeches to allow for what has already been said by preceding speakers.) The Rebuttal Arguments follow the Constructive Arguments. At this time, each debater is given the opportunity to weaken the position of his opponents by further attacking their position and by answering attacks that have been made upon his position. (No new issues may be introduced during rebuttal arguments and rebuttal arguments always begin with the team in Opposition to the resolution.) g. At the end of the debate, the chairman makes a few concluding remarks and the debate are over. 8. Evaluation. Each team will be evaluated by me, the teacher, as to the success of the debating teams by informally polling the class to determine how many people agree with the team in opposition to the resolution. Students will be asked to explain whether their own positions were strengthened or changed as a result of hearing the debate and to explain why.

1. To select one of the subjects or questions for debate from above.
2. To insure that participants are familiar with the procedures for conducting a debate.
3. To help participants see the dimensions of the problem and develop clear logical arguments supported by evidence in support of the position they defend in the debate.
4. To help participants gain an understanding of some of the implicit values in debate such as learning to make convincing arguments from another frame of reference (as might be the case if one is debating a position that does not correspond with one's true position) which should further develop participants' abilities to understand and respect the rights of individuals to hold opinions and beliefs that are different from their own.
5. tandard debate method - http://www.gemun.it/rules.htm)

Part III

Lesson Plan 3 - Final Research Paper about a personal Civil Liberty Issue

1. All students must do a 3-5 page paper on a Civil Liberty issue that they've experienced either personally or indirectly.
2. Follow the format for a research paper stated above (see part I).
3. Have fun!!!!

Examples of personal civil liberty issues

1. The right to privacy: according to the courts, this right includes the right to make fundamental decisions (relating in particular to family matters) without governmental interference.
2. The right against unreasonable searches and seizures: can law enforcement officials stop persons at airports, on trains, buses, or on the street, simply because they judge the persons to look like possible terrorists? If they stop suspects, can they search their clothes and belongings?
3. The right to free expression: should the government be able on a routine basis to monitor cell phone and wire phone calls? E-mail? Letters and packages?
4. The right to buy: can the government control the sale of medical, biological and chemical supplies that may have many important legitimate uses, but that might also be used to make weapons or illegal drugs?
5. The right to free exercise of religion: can the government constitutionally treat Muslims as more suspect and more subject to restrictions than other religious believers, because they are thought more likely to be terrorists?