Civil Liberties in America
Erin J. Riordan
Spring 2013
CIEP 475 Workshop – Teaching with Primary Sources Course
1
Civil Liberties in America
Essential Question: Should civil liberties be suspended in a time of crisis?
Background: This unit on American civil liberties and how they have violated in times of crises stemmed
from the teaching of the book Zeitoun. This true story is centered around Abdulrahman Zeitoun’s experiences
during Hurricane Katrina. After the breakage of the levees in New Orleans, Zeitoun is wrongfully
imprisoned, thus giving the unit its theme of civil liberties. Our unit takes a close look, first, at the violation
of civil liberties via Hurricane Katrina through Zeitoun and other media. Later, we discuss other times
America has violated civil liberties during a time of crisis, so students can fully answer the unit question via
an argumentative essay at the end of the 10 week unit. This particular mini-unit focuses on the first three
lessons of the unit. Here the term civil liberty is explored along with the terms human rights and civil rights.
Differentiating between these terms is important going forward in the unit and the novel.
TABLE OF CONTENTS
Lesson plan 1- page 3
Lesson plan 2 – page 7
Lesson plan 3 - page 11
Handouts –page 14
Concept Dissectors – page 17
Artifacts – page 20
Artifact Decoder – page 37
2
LESSON PLAN #1
1. Title
An Introduction
Civil Liberties | Human Rights | Civil Rights – How are they different? How are they the same?
2. Overview
What are civil liberties? How are the different from civil rights and human rights?
Main learning objectives: Create definitions for civil liberties, civil rights, and human rights by
drawing conclusions from artifacts throughout the room.
3. Objectives
• Students will explore the differences between human rights, civil rights, and civil liberties
• Students will categorize artifacts together to demonstrate the similarities and differences from the concepts
above.
4. Standards (State and Common Core)
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
5. Time Required
1 class period
50 minutes
6. Recommended Grade Range
10th graders
7. Subject/Topic
a. English/Language Arts
b. Social Studies/Humanities
PREPARATION
8. Materials Used
• Primary sources: photos, headlines, articles that are examples of civil liberties, civil rights, and human rights
– these should be placed around the room.
• excerpts from The Constitution, The Bill of Rights,
• post it notes of three different colors
• handout for the development of the following definitions – civil liberties, civil rights, and human rights
3
9. Resources Used
Civil rights march on Washington D.C.
http://www.loc.gov/pictures/resource/ppmsca.03128/
Leffler, Warren K.
1963 Aug. 28
The habeas corpus, or The wild geese flying away with Fox to America
http://www.loc.gov/pictures/item/97515217/
J. Barrow
1782 August 27
Patriotic surveillance
http://www.loc.gov/pictures/item/2004669150/
Telnaes, Ann
2003 June 13
Woman Suffrage Picket Parade
http://www.un.org/en/documents/udhr/index.shtml
Harris & Ewing
1917
At the bus station in Durham, North Carolina
http://www.loc.gov/pictures/resource/ppmsc.00199/
Delano, Jack
1940, May
Bureal [i.e. Burial] of the dead at the battlefield of Wounded Knee S.D.
http://memory.loc.gov/cgibin/query/r?ammem/AMALL:@field%28NUMBER+@band%28codhawp+10031292%29%
29
Mrs. Naguchi and two children, Manzanar Relocation Center
http://hdl.loc.gov/loc.pnp/ppprs.00246
Ansel Adams
1943
Other Resources:
Concentration Camp Victims
United States Holocaust Memorial Museum
US Constitution
http://www.usconstitution.net/const.txt
Bill of Rights
http://www.ushistory.org/documents/amendments.htm
4
Universal Declaration of Human Rights
http://www.un.org/en/documents/udhr/index.shtml
PROCEDURE
10. Description of Procedure
1. Introduce students to the new unit question: Should civil liberties be violated during a
time of crisis?
2. Students reflect on the question.
3. Teacher asks if there are any questions.
a. Possible questions – what are civil liberties, what is a crisis, what crises do we
know of in America, etc.
4. Teacher addresses these questions – though holding off a bit on civil liberties
5. Teacher directs attention toward civil liberties. Does anyone know what these are? How
are they different from civil rights? How are they different from human rights? There
will be natural overlap on all of these terms, and explain to students that our activity
today will help to find the differences and similarities between the three terms.
6. Give the following directions
a. Circulate around the room and take a look at each artifact.
b. Identify them as an example of human rights (orange), civil rights (green), and
civil liberties (pink) with a post-it note
c. Feel free to change your post-it placement
d. Don't be swayed by others, we each come to the room with different knowledge
and experiences
e. Although some quiet discussion is allowed, ultimately, this is an individual
activity.
7. Students will walk around the room and observe the artifacts. (allow for 15-20 minutes)
8. Match the artifact with the post-it note value - students can switch or rotate as needed (10-15 minutes)
9. Teacher will select certain artifacts for class discussion - particularly ones that are all one
color, or have many different colors.
10. Discuss the reasoning behind their choices.
11. In partners, students will create working definitions for the words civil liberties, civil
rights, and human rights
12. Hand in as an exit slip.
11. Extension Ideas
We will work analyze the artifacts further as we create and explore the definitions as a class the following
day.
EVALUATION
12. Evaluation
5
Students will hand in the exit slip with their definitions. Teacher will have a good understanding if the
students are beginning to comprehend the differences between civil liberties, civil rights, and human
rights. If need be, The teacher can do some scaffolding activities the following day (or give them the
accurate definitions of the words). Before the next lesson the teacher must compile all the student
definition on to the Working Definitions handout.
6
LESSON PLAN #2
1. Title
Digging Deeper
Civil Liberties | Human Rights | Civil Rights – How are they different? How are they the same?
2. Overview
What are civil liberties? How are the different from civil rights and human rights?
Main learning objectives: Create class definitions for civil liberties, civil rights, and human rights by drawing
conclusions from artifacts throughout the room
3. Objectives
• Students will categorize artifacts together to demonstrate the similarities and differences from the concepts
above.
• Students will develop deeper conceptual knowledge of each of the terms.
4. Standards (State and Common Core)
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
5. Time Required
1 class period
50 minutes
6. Recommended Grade Range
10th graders
7. Subject/Topic
a. English/Language Arts
b. Social Studies/Humanities
PREPARATION
8. Materials Used
• Primary sources: photos, headlines, articles that are examples of civil liberties, civil rights, and human rights
• excerpts from The Constitution, The Bill of Rights,
• A list of working definitions from previous day’s student work. See sample in the appendix
• Poster paper with the vocabulary technique – Concept Dissection, as modified from Dave Buehl’s Frayer
model
• Primary sources
9. Resources Used
Civil rights march on Washington D.C.
http://www.loc.gov/pictures/resource/ppmsca.03128/
7
Leffler, Warren K.
1963 Aug. 28
The habeas corpus, or The wild geese flying away with Fox to America
http://www.loc.gov/pictures/item/97515217/
J. Barrow
1782 August 27
Patriotic surveillance
http://www.loc.gov/pictures/item/2004669150/
Telnaes, Ann
2003 June 13
Woman Suffrage Picket Parade
http://www.un.org/en/documents/udhr/index.shtml
Harris & Ewing
1917
At the bus station in Durham, North Carolina
http://www.loc.gov/pictures/resource/ppmsc.00199/
Delano, Jack
1940, May
Bureal [i.e. Burial] of the dead at the battlefield of Wounded Knee S.D.
http://memory.loc.gov/cgibin/query/r?ammem/AMALL:@field%28NUMBER+@band%28codhawp+10031292%29%
29
Mrs. Naguchi and two children, Manzanar Relocation Center
http://hdl.loc.gov/loc.pnp/ppprs.00246
Ansel Adams
1943
Other Resources:
Concentration Camp Victims
United States Holocaust Memorial Museum
US Constitution
http://www.usconstitution.net/const.txt
Bill of Rights
http://www.ushistory.org/documents/amendments.htm
Universal Declaration of Human Rights
http://www.un.org/en/documents/udhr/index.shtml
10. Description of Procedure
8
1. Students will be handed a compilation of all of the previous day’s working definitions
with the following directions at the top.
a. Look over these definitions.
b. Circle the one or two that you find most accurate.
c. Cross out information that is incorrect and underline portions that could be
included in our final class definition.
d. In the margins, write down lingering questions or additions that need to be
included in the final definitions.
2. Students will complete the activity individually.
3. As a group, select the ‘better’ definitions and discuss how they can be combined, edited,
or added to create accurate definitions.
4. On the overhead projector – write down the student created definition for each term (civil
liberty, civil right, human right). Teacher will direct student’s attention to missing
portions of the definition if need be.
5. Students will write these definitions in their notes.
6. Break students into groups. Each group should get a large version of the Concept
Dissector where they will explore one of the following concepts deeply: civil liberties,
civil rights, and human rights. Students will put their newly created definition for the
concept on their poster paper.
7. They can tape/paste primary source artifacts that are still hanging around the room as
well as their own ideas on the Concept Dissector. They should have at least four
examples in each box. See boxes below:
a.
b.
c.
d.
Examples
Non-Examples
Essential characteristics
Non-essential characteristics
8. Model the following example for them:
a. Human Rights
i. Example - equality
ii. Non-Example - exclusion
iii. Essential characteristic – women’s suffrage
iv. Non-essential characteristic - disenfranchisement
9. While students work in their groups, teacher will circulate to assist students. Students
must have a minimum of four points in each box.
10. If students complete with a few minutes to spare before the bell-rings they can discuss
how they will present their Concept Dissector tomorrow.
11. Extension Ideas
Students will present their Concept Dissector tomorrow and comment on other group’s work.
EVALUATION
12. Evaluation
9
Teacher will give group grades for the examples included on the chart. They were required to have four
in each section. The teacher will also look for misperceptions to address in the future if needed. Ideally,
these misconceptions will be hashed out by other students in the class after the presentations.
10
LESSON PLAN #3
1. Title
Civil Liberties | Human Rights | Civil Rights – How are they different? How are they the same?
2. Overview
What are civil liberties? How are the different from civil rights and human rights?
Main learning objectives: create definitions for civil liberties, civil rights, and human rights by
drawing conclusions from artifacts throughout the room
3. Objectives
• Students will identify and describe the similarities and differences between human rights, civil rights, and
civil liberties
• Students connect primary source documents to their concept.
• Students will present their deeper conceptual knowledge of their term to the class.
4. Standards (State and Common Core)
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
5. Time Required
1 class period
50 minutes
6. Recommended Grade Range
10th graders
7. Subject/Topic
a. English/Language Arts
b. Social Studies/Humanities
PREPARATION
8. Materials Used
• Primary sources: photos, headlines, articles that are examples of civil liberties, civil rights, and human rights
• Excerpts from The Constitution, The Bill of Rights,
• Yesterday’s completed Concept Dissector posters
• A collection of any primary source artifacts that were not used by students in previous class
9. Resources Used
Civil rights march on Washington D.C.
http://www.loc.gov/pictures/resource/ppmsca.03128/
11
Leffler, Warren K.
1963 Aug. 28
The habeas corpus, or The wild geese flying away with Fox to America
http://www.loc.gov/pictures/item/97515217/
J. Barrow
1782 August 27
Patriotic surveillance
http://www.loc.gov/pictures/item/2004669150/
Telnaes, Ann
2003 June 13
Woman Suffrage Picket Parade
http://www.un.org/en/documents/udhr/index.shtml
Harris & Ewing
1917
At the bus station in Durham, North Carolina
http://www.loc.gov/pictures/resource/ppmsc.00199/
Delano, Jack
1940, May
Bureal [i.e. Burial] of the dead at the battlefield of Wounded Knee S.D.
http://memory.loc.gov/cgibin/query/r?ammem/AMALL:@field%28NUMBER+@band%28codhawp+10031292%29%
29
Mrs. Naguchi and two children, Manzanar Relocation Center
http://hdl.loc.gov/loc.pnp/ppprs.00246
Ansel Adams
1943
Other Resources:
Concentration Camp Victims
United States Holocaust Memorial Museum
US Constitutions
http://www.usconstitution.net/const.txt
Bill of Rights
http://www.ushistory.org/documents/amendments.htm
Universal Declaration of Human Rights
http://www.un.org/en/documents/udhr/index.shtml
12
10. Description of Procedure
1. Students will get back into their groups from yesterday. They will plan out their
presentation of their Concept Dissector (C.D.) to the class. Each student will have to
present a portion of the C.D. (5 minutes)
2. Teacher expectations during and after presentations
a. Audience members are listening and respectful during presentations
b. Audience members can and should politely question the presenters at the end of
the presentation if they have questions or disagree with the placement of an item.
c. Each group will be applauded before and after their presentation.
3. Each group presents.
4. Share out after each presentation. Teacher will address misconceptions.
5. After presentations – teacher and students will go over any left over artifacts that were
not included on the C.D.s. As a class we will decide where each one belongs on the
C.D.s.
6. Evaluation – give students a short quiz on the definitions of each concept and an example
of each.
11. Extension Ideas
Full awareness of these concepts will help us progress through the unit. We will first be looking at the
crisis of the Hurricane Katrina, then later the internment camps, Newtown, CT shootings, and 9/11.
EVALUATION
12. Evaluation
Teacher will assess final knowledge of the students through a quick quiz that asks them to define each
concept and provide an example of each.
Credit:
Erin Riordan
13
SAMPLE STUDENT WORK: LP #2
Working Definitions
Name:_______________________________
DIRECTIONS:
1. Look over these definitions.
2. Circle the one or two that you find most accurate.
3. Cross out information that is incorrect and underline portions that could be included in our final
class definition.
4. In the margins, write down lingering questions or additions that need to be included in the final
definitions.
Human Rights
●
●
●
Human rights are rights given to people for freedom and liberty
Is a right that you are born with and have it wherever you go.
The rights that all humans have and that can’t be taken away. This includes everyone, not only
people in the United States
● The right to have life, liberty and freedom.
● Rights of people whether a part of America or foreign.
● Rights you are born with no matter where you are located.
***Class Definition - Natural rights of life and liberty for human beings no matter where you
originate.
Civil Rights
●
●
●
●
●
●
Rights guaranteed by the country
Everyone in the same place have equal rights
Rights for race within the United States. (equality)
The rights people have in the United States. These rights have to be equal for everybody.
A privilege of equality.
Civil rights are rights given to protect citizens of a country.
***Class Definition - Equal rights given to citizens protecting them within a country.
Civil Liberties
●
●
●
Civil liberties are the laws of justice.
A right to go to a different country
The laws that give freedom to people and live the way they want. Usually the first 10
amendments.
● Rights for all people no matter what race.
● People are able to have liberty as everyone else around them.
● Justice for civilians with in that civilization: promised justification.
***Class definition - Freedom from unnecessary governmental interference as guaranteed by the
first ten amendments in the Bill of Rights.
14
Working Definitions
Name:_______________________________
DIRECTIONS:
1. Look over these definitions.
2. Circle the one or two that you find most accurate.
3. Cross out information that is incorrect and underline portions that could be included in our final
class definition.
4. In the margins, write down lingering questions or additions that need to be included in the final
definitions.
Human Rights
●
●
●
●
Class definition of Human Rights:____________________________________________________
________________________________________________________________________________
Civil Rights
●
●
●
●
Class definition of Civil Rights:____________________________________________________
________________________________________________________________________________
Civil Liberties
●
●
●
●
Class definition of Civil Liberties:____________________________________________________
________________________________________________________________________________
15
Concept Quiz
Name:_______________________________________________
Directions: Write the definition and an example for each concept. Each answer must be in a
complete and well-developed sentence.
Grading:
3 points - Accurately answered in a grammatically correct sentence.
2 points – Attempted to accurately answer in a grammatically correct sentence.
1 point – Accurately answered OR a grammatically correct sentence.
0 point – no attempt
Human Rights
Definition:
Example:
Civil Rights
Definition:
Example:
Civil Liberties
Definition:
Example:
16
Concept Dissector
Essential characteristics
Nonessential characteristics
Civil Liberties
Examples
Nonexamples
Concept Dissector
Essential characteristics
Nonessential characteristics
Human Rights
Examples
Nonexamples
Concept Dissector
Essential characteristics
Nonessential characteristics
Civil Rights
Examples
Nonexamples
20
21
22
23
24
25
26
27
No one shall be subjected to arbitrary
interference with his privacy, family,
home or correspondence, nor to
attacks upon his honour and
reputation. Everyone has the right to
the protection of the law against such
interference or attacks.
28
(1) Everyone has the right to freedom of
movement and residence within the
borders of each state.
(2) Everyone has the right to leave any
country, including his own, and to return
to his country.
29
Everyone has the right to rest and leisure,
including reasonable limitation of working hours and periodic holidays with pay.
30
(1) Everyone has the right to a standard of living
adequate for the health and well-being of himself and
of his family, including food, clothing, housing and
medical care and necessary social services, and the
right to security in the event of uneployment,
sickness, disability, widowhood, old age or other lack
of livelihood in circumstances beyond his control.
(2) Motherhood and childhood are entitled to special
care and assistance. All children, whether born in or
out of wedlock, shall enjoy the same social protection.
31
We the People of the United States, in Order to form a
more perfect Union, establish Justice, insure
domestic Tranquility, provide for the common
defence, promote the general Welfare, and secure the
Blessings of Liberty to ourselves and our Posterity, do
ordain and establish this Constitution for the United
States of America.
32
Congress shall make no law respecting an
establishment of religion, or prohibiting the
free exercise thereof; or abridging the freedom of speech, or of the press; or the right of
the people peaceably to assemble, and to petition the Government for a redress of grievances.
33
In all criminal prosecutions, the accused shall enjoy the
right to a speedy and public trial, by an impartial jury of
the State and district wherein the crime shall have been
committed, which district shall have been previously ascertained by law, and to be informed of the nature and
cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance
of Counsel for his defence.
34
The right of the people to be secure in
their persons, houses, papers, and effects,
against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause,
supported by Oath or affirmation, and
particularly describing the place to be
searched, and the persons or things to be
seized.
35
A well regulated Militia, being necessary to
the security of a free State, the right of the
people to keep and bear Arms, shall not be
infringed.
36
Decoder
page # - artifcat type
20- civil rights
21 - civil liberties
22 - civil liberites
23 - civil rights
24 - civil rights
25 - human rights
26 - civil liberties
27 - human rights
28 - human rights
29 - human rights
30 - human rights
31 - human rights
32 - civil rights
33 - civil liberties
34 - civil liberties
35 - civil liberties
36 - civil liberties
37