Task 1 Part B Plans for Learning Segment

LESSON PLAN 1
Topic: Analyze and Interpret Civil Liberties involving Landmark Supreme Court cases
Application Question: According to the First Amendment, within the Bill of Rights, citizens
have the freedoms of religion, speech, press, assembly and petition. The Amendment also states
that congress may not make any laws that prohibit or abridge these rights. But, do all citizens
have the right to do or say what they please, or are there limitations on the First Amendment?
Ohio Academic Content Standards:
5. As the supreme law of the land, the U.S. Constitution incorporates basic principles that help
define the government of the United States as a federal republic including its structure, powers
and relationship with the governed.
7. Constitutional government in the United States has changed over time as a result of
amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal
practices.1
14. Law and public policy are created and implemented by three branches of government; each
functions with its own set of powers and responsibilities.
22. Individuals and organizations play a role within federal, state, and local governments in
helping to determine public (domestic and foreign) policy.
Grade Level: 11-12
Class Period(s) Required: 1, 45-50 minute class period
Learning Objective(s): Posted at the front of the classroom: I can identify and explain the
similarities and differences between a Civil Right and a Civil Liberty.
Central Focus: Students will be able to identify and describe the change over time, in relation to
the Constitution and the First Amendment, through the analysis of landmark Supreme Court
cases.
I Can Statements and Learning Tasks:
I Can Statements of Previous Knowledge:
1.
2.
3.
4.
5.

Students can identify and define the Six Basic Principles of government
Students can explain the Bill of Rights
Students can construct examples of the Bill of Rights in daily life
Students can define the powers of the Judicial Branch
Students can define Judicial Review

I Can Statements following the lesson:

1. Students will be able to define Civil Liberties and a Right.
2. Students will be able to identify that rights are relative, not absolute.
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3. Student will be able to identify and explain the similarities and differences between a
Right and a Civil Liberty.
4. Students will be able to identify and define the limitations of the First Amendment.
5. Students will be able to define Civil Liberty and give two examples of a limitation of the
First Amendment.
Learning Tasks:
1. With a partner, students will discuss and define what they believe a Right is.
2. The partners will then discuss and define what they believe a Civil Liberty is.
3. Students will share their ideas with the class and create a class definition of a Right and a
Civil Liberty.
4. Direct instruction on the difference between a Right and a Civil Liberty. Along with the
different limitations of the Bill of Rights, specifically focusing on the First Amendment
and its limitations.
5. At the end of the period, students will be given an Exit Ticket asking the students to
define Civil Liberty and give two examples of a limitation of the First Amendment.
Specific Objectives/Activity/Instructional Strategy
Students will be able to:
1. Students will be able to define Civil Liberties and a Right.
a. Activity: Students will discuss with a partner and create their own definition of a
Civil Liberty and a Civil Right. Each pair will share their definition with the class
when the teacher calls the class together for a class discussion. As a whole, the
class will create a class definition of the two terms.
b. Instructional Strategy: Class discussion and partner work.
2. Student will be able to identify and explain the similarities and differences between
a Right and a Civil Liberty.
a. Activity: After the class creates a class definition of the two terms, the teacher
will share the actual definitions. The class will then compare and contrast their
class definitions and the actual definitions in a class discussion.
b. Instructional Strategy: Class Discussion, compare and contrast.
3. Students will be able to identify that rights are relative, not absolute.
a. Activity: The teacher will ask the class if Rights are absolute or if there are
limitations on Rights, in regards to the Bill of Rights. Students will raise their
hands to participate and to share their ideas. After the class is done discussing, the
teacher will explain that Rights are relative, not absolute. The teacher will ask if
any students can think of a Supreme Court case that challenged the rights listed in
the Bill of Rights or set limitations on Rights.
b. Instructional Strategy: Class discussion and direct instruction.
4. Students will be able to identify and define the limitations of the First Amendment.
a. Activity: Students will fill-out the Chart of Speech Limitations note sheet,
while the teacher introduces the information on speech limitations using a
PowerPoint presentation. The teacher will check for understanding throughout the
presentation. Students will use the Chart of Speech Limitations in a future
lesson.
b. Instructional Strategy: Note taking and direct instruction.
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5. Students will be able to define Civil Liberty and give two examples of a limitation of
the First Amendment.
a. Activity: Students will be given an Exit Slip at the end of the period, they will
have five minutes to complete it.
b. Instructional Strategy: Exit Slip
Resources and Materials:
1.
2.
3.
4.
5.
6.

Notebook/notebook paper/writing utensil

White board/markers
Projector/computer
Limited Speech PowerPoint presentation
Chart of Speech Limitations note sheet
Exit Slip

Supporting History/Social Studies Development Through Language

Academic Language:

Identify
Explain
Compare/Contrast
Define
Construct

Key Vocabulary:

Rights (Bill of Rights)

Civil Liberty
Civil Right
Libel/Slander
Incitement to Violence
Intentional Infliction of Emotional Distress
Intended to Intimidate/Fighting Words
Harassment
Lewd or Obscene

Differentiation:
Students will be working in a cooperative learning environment. Student on IEPs/504s will be
able to consult their peers if they are struggling or not grasping the new concepts. The teacher
will also circle the room during class discussions and partner discussion, this will give students
the ability to ask the teacher for clarification. Partner work does not have a formal writing
component, struggling writers can write definitions using bullet points/list. Struggling writers
can also use bullet points for the Exit Slip at the end of the period. Teacher will also display
directions on the board for visual learners. Teacher will provide a printout of PowerPoint
presentation for struggling readers and writers.
Closure:
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Informal Assessment: Informal assessment occurs in this lesson during direct instruction from
the teacher. The teacher will ask students various questions during class discussion and the
PowerPoint presentation to check for comprehension.
Formal Assessment: Formal assessment occurs in this lesson at the end of the period with an
Exit Slip. The teacher will hand out the Exit Slip and the students will have the last 5 minutes of
class to complete the assignment. Students will be required to define Civil Liberty and give two
examples of a limitation of the First Amendment.
Task 1 Part B Lesson Plans for Learning Segment
LESSON PLAN 2
Topic: Analyze and Interpret Civil Liberties involving Landmark Supreme Court Cases
Application Question: According to the First Amendment, within the Bill of Rights, citizens
have the freedoms of religion, speech, press, assembly and petition. The Amendment also states
that congress may not make any laws that prohibit or abridge these rights. We established that all
citizens do not have the right to do or say what they please and that there are limitations on the
First Amendment. What events occurred to cause the need for these limitations and how were
they established?
Ohio Academic Content Standards:
5. As the supreme law of the land, the U.S. Constitution incorporates basic principles that help
define the government of the United States as a federal republic including its structure, powers
and relationship with the governed.2
7. Constitutional government in the United States has changed over time as a result of
amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal
practices.3
14. Law and public policy are created and implemented by three branches of government; each
functions with its own set of powers and responsibilities.
22. Individuals and organizations play a role within federal, state, and local governments in
helping to determine public (domestic and foreign) policy.
Grade Level: 11-12
Class Period(s) Required: 1, 45-50 minute class period
Learning Objective(s): Posted at the front of the class room: I can analyze landmark Supreme
Court cases in regard to Civil Liberties and the Bill of Rights.
Central Focus: Students will be able to identify and describe the change over time, in relation to
the Constitution and the First Amendment, through the analysis of landmark Supreme Court
cases.
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3
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I Can Statements and Learning Tasks:

I Can Statements of Previous Knowledge (Lesson 1):
1. Students can define Civil Liberties and a Right.
2. Students can identify that rights are relative, not absolute.
3. Student can identify and explain the similarities and differences between a Right and a
Civil Liberty.
4. Students can identify the limitations of the First Amendment.
I Can Statements following the lesson:
1. Students will be able to examine and interpret the landmark Supreme Court case, Schenk
v U.S.
2. Students will be able to explain how Schenk v. U.S. set limits on the First Amendment.
Learning Tasks:
1. As a class, review the difference between Civil Right and Civil Liberty, along with a brief
list of the limitations on the First Amendment.
2. Examine Schenk v U.S. as its presented to the class.
3. Discuss what the case determined, in regards to the First Amendment.
4. Review the rubric and notes sheet for the next lesson.
Specific Objectives/Activity/Learning Strategy
The Students will be able to:
1. As a class, review the difference between Civil Right and Civil Liberty, along with a
brief list of the limitations on the First Amendment.
a. Activity: The students will review the content learned in the previous lesson in a
class discussion. Buzz words will be written on the board by the teacher.
b. Instructional Strategy: Class Discussion and reinforcement.
2. Students will be able to examine and interpret the landmark Supreme Court case,
Schenk v U.S.
a. Activity: The teacher will introduce the new key terms to the students before
beginning the presentation. The teacher will present Schenk v U.S. in a
PowerPoint presentation, this will be a model of what will be expected from
students in an upcoming lesson/activity. The students will have to identify on their
Speech Limitations Chart notes sheet which limitation the case matches with.
The teacher will ask the students if they believe Schenks First Amendment right
was violated or if it fell under limited speech, students will have to support their
argument with information from the case presentation and concepts from the
previous lesson.
b. Instructional Strategy: Direct instruction and modeling.
3. Students will be able to explain how Schenk v. U.S. set limits on the First
Amendment.
a. Activity: Students will participate in a class conversation, discussing which
limitation the case matched with on their Speech Limitations Chart. The class
will have to justify which limitation they chose. The students will then receive a
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rubric for their next group project. The teacher will explain and review the rubric
and Freedom of speech case study notes, they will be an outline of the
requirements and of what is expected from the students. The Schenk v U.S.
PowerPoint was a model of the students next group project and aligns with the
rubric. Students will then be given an Exit Slip at the end of the period, they will
have five minutes to complete the assignment.
b. Learning Strategy: Class discussion, direct instruction, and Exit Slip
Resources and Materials:

White board/markers
PowerPoint presentation (Schenk v. US)
Speech Limitations Chart notes sheet
Freedom of Speech case study notes
Group Project Rubric
Exit Slip

Supporting History/Social Studies Development Through Language

Academic Language:

Examine
Interpret
Analyze

Key Vocabulary:

Rights (Bill of Rights)

Civil Liberty
Civil Right
Schenk v U.S.
Supreme Court
Espionage Act
Petitioner
Respondent
Unanimous Ruling
Clear and Present Danger/Dangerous Speech

Differentiation:
Students will be working in a cooperative learning environment. Student on IEPs/504s will be
able to consult their peers if they are struggling or not grasping the new concepts. The teacher
will also circle the room during class discussions, this will give students the ability to ask the
teacher for clarification. Teacher will also write directions on the board for visual learners.
Teacher will provide a printout of PowerPoint presentation for struggling readers and writers.
Closure:

Informal Assessment: Informal assessment occurs in this lesson during direct instruction from
the teacher. The students will have to justify their answers during class discussion and the
PowerPoint presentation to check for comprehension.
Formal Assessment: Formal assessment occurs in this lesson at the end of the period with an
Exit Slip. The teacher will hand out the Exit Slip and the students will have the last 5 minutes of
class to complete the assignment. Students will be required to explain how Schenk v. U.S. set
limits on the First Amendment.
Task 1 Part B Lesson Plans for Learning Segment
LESSON PLAN 3
Topic: Analyze and Interpret Civil Liberties involving Landmark Supreme Court Cases
Application Question: We established that all citizens do not have the right to do or say what
they please and that there are limitations on the First Amendment. But can you identify and
explain what landmark Supreme Court cases defined the limitations on the First Amendment?
Ohio Academic Content Standards:
5. As the supreme law of the land, the U.S. Constitution incorporates basic principles that help
define the government of the United States as a federal republic including its structure, powers
and relationship with the governed.4
7. Constitutional government in the United States has changed over time as a result of
amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal
practices.5
14. Law and public policy are created and implemented by three branches of government; each
functions with its own set of powers and responsibilities.
22. Individuals and organizations play a role within federal, state, and local governments in
helping to determine public (domestic and foreign) policy.
Grade Level: 11-12
Class Period(s) Required: 3, 45-50 Minute Periods
Learning Objective(s): Posted at the front of the classroom: I can analyze and explain landmark
Supreme Court cases in regard to Civil Liberties and the Bill of Rights.
Central Focus: Students will be able to identify and describe the change over time, in relation to
the Constitution and the First Amendment, through the analysis of landmark Supreme Court
cases.
I can Statements and Learning Tasks:
I Can Statements of Previous Knowledge (Lesson 2):
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1. Students can examine and interpret the landmark Supreme Court case, Schenk v U.S.
2. Students can explain how Schenk v. U.S. set limits on the First Amendment.
I Can Statements following the lesson:
1. Students will be able to analyze and interpret landmark Supreme Court cases, involving
the First Amendment.
2. Students will be able to develop a well-constructed presentation, explaining a landmark
Supreme Court case that altered the limitations on a given Civil Liberty and the First
Amendment.
3. Students will be able to describe the change over time in relation to the Constitution and
the First Amendment.
Learning Tasks:
1. With a partner, research assigned Supreme Court case.
2. With a partner, prepare a PowerPoint presentation that illustrates your analysis of the
assigned Supreme Court case.
3. Present assigned Supreme Court case.
4. Discuss limitations each case set on the First Amendment.
5. Finish Chart of Speech Limitations notes.
Specific Objectives/Activity/Learning Strategy:
Students will be able to:
1. Students will be able to analyze and interpret landmark Supreme Court cases,
involving the First Amendment.
a. Activity: Students will pick one partner and the teacher will assign each pair a
specific landmark Supreme Court Cases. Students will research their assigned
case and fill out the Freedom of Speech Case Study Notes. Students must have
the teacher check their Case Study notes before starting their presentation.
Partners will prepare a PowerPoint presentation explaining the background of
their case, along with the Supreme Courts decision and if the case created or
repealed a limitation of the First Amendment. They will have two class work days
to research and create a presentation.
b. Instructional Strategy: Partner work
2. Students will be able to develop a well-constructed presentation, explaining a
landmark Supreme Court case that altered the limitations on a given Civil Liberty
and the First Amendment.
a. Activity: Each pair will present their PowerPoint to the class, the teacher
reviewed the rubric for the project before they began researching. The teacher will
score each pair, using the rubric, while they are presenting. The students will be
required to take notes on each court case, the teacher will provide the Court Case
Outline notes sheet.
b. Instructional Strategy: Partner work, Presentation, Note taking
3. Students will be able to describe the change over time in relation to the Constitution
and the First Amendment.

a. Activity: After all groups have presented, the class will discuss which limitation
they think each case aligns with. The class will discuss which cases set limitations
and which cases repealed or removed limitations on the First Amendment. While
they are discussing each case, the teacher will ask the class what time period the
case happened in and what events could have influenced the case. After they have
discussed each case, the teacher will ask students if they need to review any of the
cases to finish their Court Case Outline note sheet.
b. Instructional Strategy: Class Discussion, Direct Instruction, Note taking
Resources and Materials:

Rubric
Freedom of Speech case study notes
Chromebook/laptop
PowerPoint
Computer/Projector
Court Case Outline note sheet
Speech Limitations Chart notes sheet

Supporting History/Social Studies Development Through Language

Academic Language:

Analyze
Interpret
Describe
Change Over Time

Key Vocabulary:

Petitioner
Respondent
Unanimous Ruling
Dissenting Opinions
Supreme Court
Chaplinsky v. New Hampshire
US v. OBrien
Tinker v. Des Moines
Brandenburg v. Ohio
Miller v. California
Island Tree v. Pico
Texas V. Johnson
Watchtower v. Stratton
US v. ALA

Differentiation:
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Students will be working in a cooperative learning environment. Student on IEPs/504s will be

able to consult their peers if they are struggling or not grasping the new concepts. The teacher
will also circle the room during class discussions, this will give students the ability to ask the
teacher for clarification. Teacher will also write directions on the board for visual learners.
Teacher will provide a printout of PowerPoint presentation for struggling readers and writers.
Struggling writers can use bullet points in their PowerPoint presentation.
Closure:
Informal Assessment: Informal assessment occurs in this lesson during partner work and class
discussion. The teacher must check the students case study notes before they can create their
PowerPoint Presentation. The teacher will ask questions throughout the discussion, about the
Supreme Court cases. The students will have to justify their answers during class discussion.
Formal Assessment: Formal assessment occurs in this lesson during PowerPoint presentations.
The teacher will grade the pairs PowerPoint presentations and comprehension of their case while
they are presenting. The students will be graded using the rubric the teacher reviewed before the
project was started.

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