Lesson Plans
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First AmendmentThis inquiry leads students through an investigation of students’ rights and the First Amendment to the United States Constitution. By investigating the compelling question, students consider the ways in which their rights provide a unique perspective on learning about the First Amendment and the extent to which schools are “special areas,” in which various courts have made rulings that may be seen as limiting students’ First Amendment rights.
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EmancipationThe goal of this inquiry is to introduce students to historiography as they wrestle with historical significance within the context of a historical controversy. The common narrative about the end of slavery has given credit to President Abraham Lincoln, who earned the nickname “The Great Emancipator.” However, over the past 30 years, many scholars have sought to revise this narrative, with a critical mass now arguing that the slaves freed themselves. Students look at the laws that emancipated certain slaves over time and then examine the arguments contemporary historians have made about who was responsible for freeing the slaves. This inquiry invites students to engage with the actual historical debate, but rather than focusing on the veracity of claims, students concentrate on the significance of the issues behind the claims. By looking at the controversy about who freed the slaves, students should understand why this issue matters 150 years later. It is important to note that, in their contrasting interpretations, scholars do not really disagree on the facts of emancipation, but rather on the interpretation of those facts. This crucial difference is key to helping students engage in what it means to think and act like historians.
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Safety and FreedomThis inquiry leads students through an investigation of personal liberties vs. public safety. By investigating the compelling question “Should safety outweigh freedom?” students evaluate the constitutionality of government actions that originate from a desire to protect the American public. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students evaluate the fine balance between protection and oppression. Students create an evidence-based argument about government actions in the past and current actions that are intended to protect but may be challenged constitutionally.
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VotingThis inquiry leads students through an investigation of youth voting practices. By investigating the compelling question of whether or not they will vote, students consider the ways in which the voting habits of youth (citizens who are 18–29 years old) provide a unique opportunity to reflect on their own voting preferences. In investigating the issues behind youth voting, students evaluate their interests to determine whether or not they will vote in the next election.
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Issues VotingThis inquiry leads students through an investigation of youth voting practices. By investigating the compelling question of whether or not they will vote, students consider the ways in which the voting habits of youth (citizens who are 18–29 years old) provide a unique opportunity to reflect on their own voting preferences. In investigating the issues behind youth voting, students evaluate their interests to determine whether or not they will vote in the next election.
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democracy in Danger: Voting RightsThis inquiry leads students through an investigation of the right to vote as articulated (or not) in the Constitution and the historical and current challenges with voting and election administration. In addressing the compelling question, students will consider the connection of voting to the functioning of our democratic-republic. Students will then investigate what the text of the Constitution says about voting. Then, they will analyze historical and current challenges to voting rights and fair elections. Finally, students will evaluate how a voting rights amendment to the Constitution would impact current challenges to voting and elections.
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LGBTQ+ Rights Movement
This inquiry leads students through an investigation of the LGBTQ+ movement, primarily driven by the history of the movement through various accounts and perspectives. The compelling question—What makes a movement successful?—does not address whether or not the movement was successful, but instead assesses the components of a movement and whether the movement is in a period of growth or has already peaked. Although the focus of this inquiry is on the LGBTQ+ movement, parallels can be drawn to other social movements in history with respect to organization, activism, and overall execution, including the Civil Rights Movement or the women’s suffrage and rights movements. Specifically, this inquiry looks at four different aspects that can potentially shape a movement in its foundation as well as its rise, namely public reaction, government leaders and policies, Supreme Court cases, and personal experiences. Throughout the inquiry, students will examine each individual aspect independently, evaluating the merits, strengths, and significance of each provided source in the “Movement Analysis Organization Chart,” but the summative task will require a compilation and synthesis of the sources in this investigation in order to form an argument to address the compelling question.
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Rights of Citizens
Democracy depends on the engagement of the people. Both in agreeing and disagreeing, democracy only thrives when everyone is involved. During this unit, you will find ways to engage in the government around you.
