Design+Report+Two

Building Citizenship through Civil Liberties __Revisions since initial report:__ In addition to the previously discussed learner analysis, instructors must be aware of any disabilities that students in the learning group may have. This could include those with learning disorders as well as students who are physically limited. The teacher must take these issues into account when designing instruction just as they must consider learning styles. Adjustments to the learning experience of individual students may have to be made to accommodate various unique circumstances.

__Goal Statement:__ To create a civil liberties unit that teaches students to:
 * · explain the various rights given in the first amendment.
 * · understand the limits that have been placed on free speech and religious freedoms.
 * · evaluate historical instances when liberties have been taken away in the name of security.
 * · describe the various rights of people suspected or accused of crimes in the US.
 * · value basic liberties that are important for a healthy democracy.

__Topic Task Analysis:__ Civil Liberties Bill of Rights 1st Amendment 14th Amendment Freedom of Speech Freedom of Religion Rights of the Accused Liberty vs. Security Free-Exercise Clause Establishment Clause Exclusionary Rule Selective Incorporation Limits on Speech Symbolic Speech Respect of Rights
 * Facts –**
 * · Rights of an individual that cannot be taken away by the state.
 * · First ten amendments.
 * · Rights of speech, assembly, petition, and religion.
 * · Post-Civil War amendment that included the Due Process and Equal Protection Clauses.
 * Concepts –**
 * · The right of American citizens and organizations to express themselves verbally and symbolically without legal consequences.
 * · The right of Americans to practice any religion they please and freedom from the government having ties to and favoring any specific religion.
 * · The rights of Americans who are suspected or accused of committing a crime.
 * · The tension that exists between the Constitutional responsibility to protect the people and the liberties guaranteed to the American people in the Bill of Rights and other parts of the Constitution.
 * Examples: Sedition Act of 1798, Communist Control Act of 1954.
 * Principles/Rules –**
 * · Fairly clear meaning: no state interference, similar to speech.
 * · No law imposing burdens on religious institutions.
 * Example: Cannot ban animal sacrifices (if no laws against it)
 * · Supreme Court interpretation: no government involvement in religion.
 * · Government involvement with religion constitutional if it meets tests. Secular purpose, primary effect neither advocates nor inhibits religion, no excessive government entanglement with religion.
 * · Evidence gathered in violation of Constitution cannot be used.
 * · Uses the 4th (unreasonable searches/seizures) and 5th (protection against self incrimination)
 * · //Mapp v. Ohio// (1961): Court began use of rule.
 * · Police can only search with properly obtained warrant, (judge states what is to be searched/seized), only issued with probable cause. Incident to an arrest.
 * · After arrest, search can include individual, things in plain view, things/places under the immediate control of the individual (purse).
 * · Applying the Bill of Rights to the States - 1868 (14th amendment)
 * · Due process clause, Equal protection clause: Supreme Court used 2 clauses to apply certain rights to states.
 * · 1925 (Gitlow): Federal government guarantees of free speech/press also applies to states.
 * · 1937 (Palko v. Connecticut): certain rights apply to states. Essential to “ordered liberty” and are “principles of justice”.
 * · Clear and present danger test: Law should not punish speech unless there was a clear and present danger of producing harmful actions.
 * · Libel/Slander (oral): falsely injuring another person is not protected speech.
 * · Obscenity: Not protected, but very hard to define.
 * · Cannot claim protection from an otherwise illegal act (on grounds that it conveys a political message)
 * Example: Burning draft cards
 * · Statutes can’t make certain types of symbolic speech illegal.
 * Example: Flag burning
 * Attitudes –**
 * · Although citizens interpret the exact meanings differently, fundamental rights must be maintained for the health of a democracy.

__Instructional Objectives (categorized by goal):__ **A.** **Explain the various rights given in the first amendment.** 1. On an essay style response, students will name and describe the various rights of expression listed in the first amendment to the US Constitution. 2. On a reading and response assignment, students will evaluate the validity of various cases involving symbolic speech. 3. Students will construct a timeline of the history of selective incorporation that includes an explanation of the important cases. **B.** **Understand the limits that have been placed on free speech and religious freedoms.** 1. In a class discussion, students will explain libel, slander, and obscenity and discuss what conditions must be met for the expression to not be protected speech. 2. Students will propose various hypothetical cases that could arise involving the free-exercise clause and argue which side would win. 3. Students will propose cases involving the establishment clause and other students will evaluate the constitutionality of the examples. **C.** **Evaluate historical instances when liberties have been taken away in the name of security.** 1. In a brief research essay, students will choose a historical case of the government limiting rights in the name of security and evaluate the constitutionality of the act. 2. Students will read about the USA PATRIOT Act and debate classmates about the constitutionality and effectiveness of the policy. **D.** **Describe the various rights of people suspected or accused of crimes in the US.** 1. On a formal assessment, students will recall that the Exclusionary Rule was established in the case //Mapp v. Ohio// and be able to explain what the rule means. 2. Students will create a graphic organizer that explains what police may search on a person before and after arrest, and what rights the arrested person is entitled to. **E.** **Value basic liberties that are important for a healthy democracy.** 1. On a survey, the students will agree that civil liberties are important and that the right to express unpopular ideas must be protected as well as popular ones.

__Instructional Sequence:__



Instructional Note – The objective-based instructional strategies used in this report were chosen both to meet multiple learning styles and to also meet time restraints. The designer recognizes the importance on student-centered activities and included several projects in the unit. Direct instruction is also utilized for some objectives for several reasons. As noted in the previous report, many students in previous AP classes have indicated a preference for direct instruction as others preferred project-based learning. The unit also uses both styles to limit instructional time used. To make the project be a realistic portrayal of a positive learning experience in an AP class, projects and direct instruction will be used to cover the vast amount of material. To maximize the effectiveness of instruction, fundamental concepts that simply need to be learned to understand more complicated processes were taught directly and higher order objectives were covered using more student-centered activities.
 * · Throughout all instruction, the importance of civil liberties will be stressed to give students a positive attitude about American and democratic values as a result of instruction.

__Strategies for Objectives:__ __Details on Objectives:__ __Practice for Objectives:__
 * Objective || Strategy || Explanation ||
 * A1 || Recall || Students will be able to list first amendment rights. ||
 * A2 || RULEG and elaboration || Students will learn what makes symbolic speech and then determine if several examples qualify. ||
 * A3 || Organizational || Students will relate historical events to one another on a timeline. ||
 * B1 || Recall || Students will explain forms and conditions of unprotected speech. ||
 * B2/3 || RULEG and elaboration || Students will learn constitutional principles and then apply them both by creating cases and evaluating cases. ||
 * C1 || EGRUL Integration || Students will learn of examples of the government limiting rights by reading and writing about historical instances. Students will better understand constitutional principles after completing the assignment. ||
 * C2 || Elaboration || Students will take new information about the PATRIOT Act and add their own beliefs and ideas. ||
 * D1 || Recall || Students will recall //Mapp v. Ohio// and the Exclusionary Rule. ||
 * D2 || Organizational || Students will relate and categorize rights of people accused of crimes in the United States. ||
 * E1 || Mental Rehearsal || Students will get opportunities to think about how they would give or not give people liberties in various situations. ||
 * Lesson || Materials || Details ||
 * 1st Amendment Explanation || Class computer, Promethean Board. || Students will read the first amendment on the Promethean Board and be asked to identify the important points in the document. Students will write down the various rights of expression and the class will discuss them. ||
 * Symbolic Speech readings || Textbooks, symbolic speech worksheet. || Students will read in their textbooks what the courts have determined to be acceptable symbolic speech. They will then be given a worksheet with various scenarios where symbolic speech was claimed and determine the validity of each argument based on previous information. ||
 * Limits on Speech discussion || Promethean Board || Using the interactive whiteboard, the teacher will explain that certain types of speech are not protected by the 1st amendment (libel, slander, obscenity). Students will note which situations the court has not allowed free speech in. ||
 * Free-Exercise/ Establishment cases || Textbooks, paper/pencil or computer to compose and evaluate cases. || Using their previous knowledge of the religion clauses in the 1st amendment, students will propose hypothetical lawsuits involving the Free-Exercise and Establishment Clauses. Students will then be asked to evaluate the cases based on their knowledge. ||
 * Selective Incorporation timelines || Textbooks, laptops, internet access, various software titles (Word, Inspiration). || Using information from the textbook and online sources, groups of students will track historical progress in the idea of selective incorporation on timelines. The timelines will be created on a class set of laptops and students will include important court cases and other legal changes to incorporation. Students will get options on which software/internet application to use for the project. ||
 * Exclusionary Rule explanation || Promethean Board || The teacher will give a brief explanation of //Mapp v. Ohio// and the Exclusionary Rule on the interactive whiteboard. Students will discuss the case and write down important facts. ||
 * Search Graphic Organizer || Textbooks, laptops, various software options. || Using textbook and online information, groups of students will create a graphic organizer explaining what police may search in various situations such as in a car, after an arrest, or in public. Laptops will be used to create the organizers on either software such as Inspiration or online applications such as [|Glogster] or [|Prezi]. ||
 * Liberty vs. Security Research || Laptops (to research cases), Patriot Act Reading. || Students will choose from a list of controversial issues when the US government denied liberties in the name of security. They will then write a brief summary of the event and evaluate the constitutionality of the events based on prior knowledge from the unit. This lesson will be concluded with a reading about the PATRIOT Act and an informal discussion/debate between students about the effectiveness and legality of the law. ||
 * Objective || Practice || Feedback ||
 * A1 || Students will practice describing their knowledge of basic first amendment principles in writing and verbally. || Feedback will be given when discussing the issues in the classroom by the teacher and classmates. Feedback will also be given when students write about the details on a formal assessment. ||
 * A2 || Students will practice the skills of understanding and evaluating symbolic speech by discussing the content and writing about it. || Students will receive written feedback after the teacher has reviewed the assignment and less formal feedback as the assignment is being discussed before and after the work is completed. ||
 * A3 || Students will practice explaining the major steps of incorporation by writing about them on a graphic organizer. || Feedback for the practice will be given by members of the project group. The teacher will also give feedback as the projects are being created and upon their completion. ||
 * B1 || Students will get practice learning the limits on speech by writing about them and discussing them with classmates and the teacher. || Feedback will be given as the topics are discussed and as students incorporate the concepts into future assignments and assessments. ||
 * B2/3 || Students will get practice building their understanding of the religious clauses in the first amendment by reading about cases, writing about them, and evaluating their validity. || Informal feedback will be given verbally by the teacher as the assignments are being completed and then formally when the assignments are graded. Feedback will also be given by peers as students evaluate the work of one another. ||
 * C1 || Students will practice evaluating the constitutionality of an act by reading what others have written and writing their own opinions. || Feedback will come from the teacher monitoring work while students are writing. Students will get an opportunity to ask the teacher questions about their progress and understanding. ||
 * C2 || As students debate the PATRIOT Act, they will practice their ability to articulate beliefs backed by knowledge of the US Constitution. || Feedback will come from the teacher and classmates who will both be a part of the debate process. ||
 * D1 || Students will practice building their knowledge of the Exclusionary Rule by reading about the concept, taking notes on it, and discussing it with classmates and teacher. || Feedback will come in the form of clarifications during the presentation and discussion and formal written feedback will come after a written assessment. ||
 * D2 || Practice of student knowledge of rights of the accused will come by writing about legal search requirements on the project. || Feedback will come from group members and the teacher throughout the creation of the project. ||
 * E1 || Students will practice having a positive attitude about the importance of constitutional rights by learning about the impact liberties have had on US history throughout the unit. || Feedback will take place informally by the teacher stressing the importance of the content and hopefully by students eventually stressing the same points. ||

__Preinstructional Activities:__ Learners will be motivated by a number of factors for the civil liberties unit. One major motivation for most students is to receive a high grade for assignments completed. Most AP students will work hard to receive a good grade in what is a fairly difficult class. The teacher will also highlight the importance of the material with an informal discussion about rights and why students feel like they are important. The students tend to be very open and insightful when prompted and a discussion should get students interested in the upcoming content. A previously successful strategy has been to have students guess how the federal courts ruled on various cases and then reveal the correct answers. The classes often guess incorrectly and become curious about why they could not predict how the courts would rule. As the class covered in a previous chapter, Americans hold liberties in high regard compared to most other political cultures. Students will be interested in gaining a deeper understanding of fundamental first amendment rights as well as rights of people who are accused of breaking the law. The teacher will get some sense of prior knowledge and misconceptions about civil liberties by the informal discussion mentioned above. Students will also be given a pretest similar to survey given to a sampling of students in the first part of this design project. This will give the teacher a stronger understanding of how individual students view and understand the upcoming content. Students should have enough of an understanding of liberties issues to answer various questions about the content that will be covered. A second formal preinstructional activity will involve exposing students to the instructional objectives for the unit. This will give the classes a strong understanding of what will be expected of them at various stages of their work.

__Groupings/Media:__ For this unit, students will always be working with their individual classes that have around twenty students each (there are three such classes). For the selective incorporation timeline and search process graphic organizer, students will get an opportunity to work in a group of two or three. Groups will be limited to three because previous experiences have shown that larger groups lead to an uneven workload and a poor learning process for some students. Students will be permitted to pick their own groups to ensure that students will be comfortable and productive working with one another. Several types of instructional media will be used during the lessons described. When students are being introduced to basic concepts, the teacher will use the classroom computer, projector, and Promethean Board. The interactive board will allow the teacher and students to highlight and make notes to emphasize important concepts. Presentations will also include images and videos that help students learn. The projects that will be completed also use various media applications involving a class set of laptops. The timeline assignment will give students choices on how to complete the requirements on their laptops. They could use software such as Microsoft Word or PowerPoint, or various online applications that could be used to create a timeline. The search graphic organizer will offer similar options to students as well. Laptops will also be used to allow students to research historical civil liberties issues that involved national security.

__Sample Assessments:__ The pretest shown below will be used to gauge student knowledge, misconceptions, and attitudes about political liberties. This pre-assessment will help the teacher understand the learning group as well as the knowledge and attitude of each individual student.



Below is a sampling of an AP Government civil liberties test that will be given at the conclusion of the unit. Questions were chosen to meet objectives and prepare students for the AP test that will be taken in May. The format on the national AP test is 50% multiple-choice (with five choices) and 50% essay. The civil liberties unit test will have a similar format to prepare students for the end-of-year exam.









__Relevant References:__ Chemerinsky, E. (2005). Civil Liberties and War on Terror. //Washburn Law Journal,// 45(1), 1-20. Retrieved from []

Herrington, J. & Oliver, R. (2000). An Instructional Design Framework for Authentic Learning Environments. //Educational Technology Research and Technology,// 48(3), 23-48. Retrieved from []

Grabinger, R. S. & Dunlop, J. C. (1995) Rich environments for active learning: a definition. //ALT-J: Research in Learning Technology//, 3(2), 5-34. Retrieved from []

Merrill, M.D. (2002). First Principles of Instruction. //Educational Technology Research and Development,// 50(3), 43-59. Retrieved from []

Osler, A. & Starkey, H. (2006) Education for Democratic Citizenship: a review of research, policy and practice 1995-2005. //Research Papers in// //Education,// 24**,** 433-466. Retrieved from []

Savery, J. R., & Duffy, T. M. (1994). Problem based learning: An instructional model and its constructivist framework. //Center for Research on Learning and Technology//. Retrieved from []

Wilson, J.Q., Dilulio, J.J. (2006). //American Government: 10th Edition.// Boston: Houghton Mifflin.