Design+Report+One

= Building Citizenship through Civil Liberties = __Project Description:__ The purpose of this project will be to teach Advanced Placement (AP) United States Government and Politics students about Civil Liberties concepts and issues in the United States. On the AP test that will be taken in May, they will be expected to have a deep understanding of basic rights that Americans are granted such as the freedoms of speech and religion. Students will also be taught to have a certain level of respect and appreciation for the liberties that will be discussed. They will become more effective citizens if they have a strong understanding of civil liberties and can make strong arguments in any discussion of the content in this unit. · 59 high school juniors (33 female, 26 male). · All are students in a suburban school district in Pennsylvania. · Most students are could be described as above-average to very strong students. · Students are familiar with multiple forms of instruction including lecture and technology-based instruction. · Students have varying interest in government and politics, but overall interest is above average for high school students. · The majority of students who do have a better developed political ideology in the classes tend to hold conservative views. · Some students have strong political values and ideologies while many others are just starting to develop them. · Students have a very limited knowledge of concepts such as freedom of religion, freedom of speech, and due process. · Most students have demonstrated a strong understanding of basic governmental concepts, the Constitution, and Federalism in previous units of study. · Students have had recent practice in reading and analyzing government texts such as Supreme Court opinions and articles discussing founding concepts of US government. · A wide variety of learning styles are found among the students, including those who prefer lecture and others who have more success with multimedia projects. As a result of this unit, students will be well-prepared for civil liberties questions on the AP government exam. This will include gaining knowledge of a number of court cases, laws, terms, and concepts. Students will be able to discuss historical and current civil liberties issues and will develop beliefs about the US system based on information learned. Students will also develop a level of respect for the rights that Americans are given and demonstrate a positive attitude toward the democratic ideals discussed.
 * Purpose/Needs** –
 * Learner Analysis** –
 * Results** –

__Description of Needs Assessment:__ The unit will take place at an 8-12 high school in three classes varying in size from 18-24 students. Classes meet daily for 42 minutes in the yearlong class. All three classes meet in the second half of the day for students. The classroom includes a Promethean Board and projector mounted to the wall and ceiling as well as chalkboards and pegboards for student work around the room. Technologies such as a class set of laptops and student response systems that can be used with the Promethean software are also available when needed. Data will be gathered for several types of needs for this project. Because normative needs (AP subject scores) cannot be analyzed until well after the class has ended, comparative needs will be used instead. Student knowledge and attitudes will be tested against a sample group of students who were successful on the previous year’s AP test. Anticipated needs will be used to prepare students for potential questions on the AP test and future situations where the class content will be useful. For the needs assessment, one of the three AP classes will be asked a series of questions on a questionnaire. This sample will poll about one-third of students involved in the government classes and will be representative of the whole group. For comparative data, twelve students who were successful on the previous year’s AP test will be given a similar set of questions. The “successful” group will consist of a sampling of students who received a three, four or five (out of five) on the test taken last May. Survey questions (listed below) will assess both content knowledge and attitudes about citizenship: Content Knowledge – Free Response 1. What are civil liberties? 2. Where is the freedom of speech found and what does the concept mean? 3. Where is the freedom of religion found and what does the concept mean? 4. What limits are there to freedom of speech? 5. What limits are there to freedom of religion? 6. What rights do Americans have when they are accused of a crime? 7. Give two examples of the US limiting the rights of citizens in the name of security. Attitudes – On a scale from strongly disagree to strongly agree. 1. Freedoms of speech and religion are important American values. 2. People with unpopular beliefs have a right to express themselves publically. 3. It is dangerous when in a democracy, the government censors political speech. 16 current AP students answered the questions listed above and 12 previous AP students who were successful on the AP exam answered the same questions. The table below gives a summary of the results. The purpose of the above study was to confirm the deficiencies in content knowledge of current AP students compared to previous successful AP students who have completed the entire year. A secondary purpose was to find out if students who have not studied civil liberties have the same level of respect for American political values as previous students. The information was gathered by giving a sampling of the two groups (16 current and 12 previous students) a survey asking the questions listed in Phase II. For content knowledge questions, a summary representative of how most students in each group responded was listed. The current student group included one of the three current classes taking the survey. For the previous students, 12 who scored a 3, 4, or 5 on last year’s test were asked to complete the questions. In some cases a list of how many students out of the total responded a certain way was given and other times the consensus answer was entered into the data analysis graph. The graph below depicts the differences between each group (if any) on the survey questions. The content questions confirmed that current students have learning needs in some areas and already have a strong background in others. The definitions of civil liberties and understanding of rights of the accused were very similar in both groups. In the other five content questions, former students demonstrated a stronger understanding of the rights given to American citizens in the US Constitution. The three attitude ranking questions confirmed that students who have studied civil liberties believe more strongly in important democratic values. The values were close for the importance of speech and religion, but the two more abstract applications of liberties showed a greater difference in attitudes. Based on the above data, the instructional unit should focus on content and attitudes as planned. Projects and readings should include examples of how rights have been correctly or incorrectly respected by the US government. Students need to be able to evaluate and analyze rights on a deep level to truly understand the significance of basic American liberties. Aim: To instruct students in civil liberties in a way that will help them have success on the AP test as well as make them better citizens. Goals: · Explain the conflict between the liberties found in the Bill of Rights and the Constitutional responsibility of Congress to keep America secure. · List and explain various types of protected expression and unprotected expression. · Demonstrate knowledge of the “Free-Exercise Clause” and “Establishment Clause” by explaining the religious rights of individuals and groups. · Explain and apply the rights of people accused of crimes in the United States including the details regarding the exclusionary rule, confessions, and searches. · Place a greater value on the importance of protecting liberties and being tolerant of unpopular ideas.
 * Learning Environment** –
 * Phase I (Planning)** –
 * Phase II (Data Collection)** –
 * Phase III (Data Analysis)** –
 * Question || Current Students || Previous Students ||
 * 1 || Rights given to the people. || Rights given to the people. ||
 * 2 || 9/16 identified the right to free speech in the first amendment. People can speak their minds and express themselves. || 11/12 identified the right to free speech in the first amendment. People can speak their minds and express themselves. Several mentioned nonverbal expressions that are protected. ||
 * 3 || 8/16 identified the first amendment, several with a question mark. People can practice whatever religion they please. || 11/12 identified the first amendment. People can practice any religion they want. Half of the students also explained that the right included the country not establishing religion. ||
 * 4 || 7/16 said there is no limit or did not answer. Several students mentioned that hate speech and threatening speech are not allowed. || All gave at least one valid answer. They included libel/slander, obscenity, clear and present danger, and limits for students in school. ||
 * 5 || There are no restrictions or only if they are causing some harm. || 8/12 correctly identified that existing laws cannot be broken by religious groups. ||
 * 6 || Rights to attorneys, fair trial, remain silent, speedy trial. || Miranda rights, attorney, speedy trial, trial by jury, habeas corpus. ||
 * 7 || Only four students identified valid examples. Gun restrictions, Lincoln suspending habeas corpus, and HUAC. || 11/12 gave a valid answer. Japanese internment, draft, PATRIOT Act, Cold War Anti-Communism laws. ||
 * 1 || Avg: 4.75 || Avg: 4.92 ||
 * 2 || Avg: 4.19 || Avg: 4.42 ||
 * 3 || Avg: 4.19 || Avg: 4.67 ||
 * Phase IV (Final Report)** –
 * Phase IV (Final Report)** –
 * Questions || Differences ||
 * 1 || No noticeable difference. ||
 * 2 || 36% more previous students were able to identify the first amendment as the source of free speech. Several previous students also expanded the meaning of free speech beyond verbal expression. ||
 * 3 || 42% more previous students were able to identify the first amendment as the source of free speech. While almost all survey takers discussed the free exercise of religion, half of the previous year group mentioned that government may not establish religion while none of the current students did. ||
 * 4 || Almost half of the current students responded that there are no limits on free speech while all former students identified at least one correct limit that the US system of government has put on speech. ||
 * 5 || 67% of former students correctly identified that religions cannot break existing laws while most current students stated that there are no restrictions. ||
 * 6 || Both groups were able to successfully list a number of rights given to people accused of a crime. ||
 * 7 || Only 25% of current students identified examples of limiting liberties in the name of security while all but one former students were able to do so. ||
 * 1 || Former student attitudes averaged .17 higher in believing that first amendment rights are important. ||
 * 2 || Former student attitudes averaged .23 higher in allowing people with unpopular beliefs to express themselves. ||
 * 3 || Former student attitudes averaged .48 higher in finding it dangerous when a democracy limits political speech. ||
 * 3 || Former student attitudes averaged .48 higher in finding it dangerous when a democracy limits political speech. ||
 * Goal Analysis** –

__Summary of Needs Assessment:__ The needs assessment process provided important information about which content areas instruction needs to be most focused on. Students will need instruction on what types of expression are included in the freedom of speech. Current students and some previous students seemed unfamiliar with symbolic speech and expression that is also protected. Limits on speech will also have to be included in the unit to help students understand that there are some legal limitations to expression. It also seems clear that current students have a limited understanding of how religion is addressed in the first amendment. The “free-exercise” and “establishment” clauses need to be addressed as well as the limits that have been placed on religious freedom. Some time must also be spent on covering historical events when liberties were sacrificed in the name of security. The current students were not able to identify such events. As this content is covered, there must be an effort to help students realize the importance of respecting the basic liberties that are being discussed. Many current students indicated only moderate support for protecting minority opinions and limiting government censorship. According to the assessment, learners have a basic understanding of liberties issues and a basic respect for the values discussed. The unit will need to increase their understanding of concepts to the level that will lead to success on the AP exam and improve their attitudes to prepare them for citizenship. The learning environment is appropriate for multiple methods of instruction including project based assignments. Class sizes are relatively small and a significant amount of technology resources are available in the classroom.

__Goal Statement resulting from assessment:__ 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. · value basic liberties that are important for a healthy democracy.

__Entry Competencies:__ From previous instruction, all students have knowledge of basic governmental concepts such as types of governments and definitions of democracy. Students also have a fairly strong understanding of the US Constitution, including the ratification process, and American political culture. The classes have not yet been exposed to in-depth coverage of the institutions of US government, but are aware of separation of powers in government, checks and balances, and federalism. All students are average to strong readers and have demonstrated an ability to analyze and evaluate government readings. Students also have basic technology skills such as operating laptop computers and creating multimedia presentations. Most students have a positive attitude about learning in government class. The class consists of students who chose to take the more difficult of the two government options offered to 11th grade students. The discussion of Civil Liberties is typically more interesting to students than other aspects of the AP class such as federalism or the US Bureaucracy.
 * Knowledge –**
 * Skills –**
 * Attitudes –**

__Learner Interview:__ During some free time at school, several students in the current AP student group were interviewed about the goals of instruction and other factors. Students found the idea of studying the first amendment interesting. They admitted having little knowledge beyond the phrases “freedom of speech” and “freedom of religion”. As the survey also indicated, the students found civil liberties to be important but had trouble evaluating liberties issues in the abstract. “Rights of the accused” was also an appealing concept for students, who brought up the idea of Miranda Rights. They are also curious to learn about how their rights are protected as minors and high school students. When prompted to talk about the government taking away liberties in the name of security, one student was excited to discuss the history of events such as the Japanese internment camps during World War Two and US actions during the Cold War to restrict suspected communists. Students were unclear about how an instructional unit would change attitudes about basic democratic values. They acknowledge that a stronger understanding of actual historical examples of liberties issues might lead to a slightly different attitude. Overall, current students seemed very interested in the upcoming unit and found the study of civil liberties to be important for developing citizenship, not just to prepare them for the AP test in May.

__Description of Learners:__ A general description of learners can be determined by the teacher’s several years of experience teaching the AP courses, conversations with students, and AP class surveys that are given each year at the conclusion of an AP class. With some exceptions, the AP government students tend to have a positive attitude about learning. As previously mentioned, the students made the decision to take the more difficult government class offered. The students are also usually more motivated than other students of the same age. By the point in the year that the liberties unit will be given, they will be used to extensive assignments including much reading and writing. Most students are straight A or A/B students who will work hard to keep their grade point averages from suffering. AP students in the district are usually from middle to upper-middle class families who live in the suburbs. Although the students tend to have a strong academic background, abilities can vary widely. Some have a very easy time understanding concepts and doing well on chapter tests while others will struggle to understand many of the more difficult topics that are covered in the class. Motivation also tends to slip for students who realize that they will need to put forth a great amount of effort to receive an A in the course. Many of these young people are used to social studies classes that required less effort to achieve an outstanding grade. Learning styles also vary greatly each year in AP government. Many students prefer project based assignments, while many others indicate that they would like more lecture and guided reading assignments. As a result of this, the course uses a variety styles but does include much direct instruction due to the amount of content that must be covered in the time allowed. As a group, the AP classes demonstrate a very positive and open learning environment. Students are respectful to the teacher and one another even as the class covers very controversial topics where students disagree with one another. The small class sizes and maturity level typically demonstrated by students allow for a more casual than normal classroom experience where students are able to learn from the teacher as well as one another during the many discussions that take place.

__Performance Context:__ Physical – Students will be working in a carpeted, climate controlled classroom with natural and artificial lighting. There are 32 desks and ample room to change the way seating is arranged. Social – Students will be working with familiar peers who they have had an opportunity to work with over the past two months. Almost all students are 11th graders (16-17 years old) who have chosen to take the AP class. The instructional unit will be delivered in 42 minute class periods each school day. Students have 8 such 42 minute instructional periods that they attend each day. Resources – The classroom has a classroom computer with an interactive whiteboard and ceiling mounted projector. There are also chalkboards throughout the room and room to display work on the walls. Students each have a government textbook as well as access to a supplemental government text. The class also has the use of a laptop cart with a class set of laptops. Each laptop has an extensive amount of project software such as the Microsoft Office suite, Photoshop, and MovieMaker. The room also has a set of interactive response systems that work with the interactive whiteboard software. These can be used to get instant feedback from each student in the class.

__Current References:__
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