Teacher: Kaitlyn Smith Class: Civics Grade Level: Sophomores, Rockville High School Topic: National Security vs.

Civil Liberties: The USA PATRIOT Act Date: April 10, 2013 Essential Question: Which is more important, providing domestic security against terrorist (through USA PATRIOT Act) or preserving the civil liberties guaranteed by the U.S. Constitution? National Social Studies Standards: 1.1, 1.7, 1.8, 1.9, 2.2, 2.3, 2.4 Learner Background: Students have had three previous lessons on the Bill of Rights, with one particularly focusing on Freedom of Speech. We will now be exploring whether or not violating civil liberties should be permissible during national crises, such as 9/11. Student Objectives: Students will be able to... 1) Define the terms of the USA PATRIOT Act 2) Determine how some terms of the USA PATRIOT Act interfere with civil liberties granted by the U.S. Constitution 3) Understand both positions in the National Security vs. Civil Liberties debate through the use of a Structured Academic Controversy (SAC) Materials/Resources: 1) SAC Packets 2) SAC Instruction Sheets 3) SAC Rubrics 4) Research Articles Initiation: - Students will meet up with their SAC partners (assigned last class) and review their homework from the night before, which was to finish researching articles pertaining to the national security vs. civil liberties debate (refer to Capture Sheet on the front of the SAC packet) o Each partnership or group of 3 was assigned a side to the debate and given accompanying articles to support their opinions. The Capture Sheet will help to organize their thoughts. - Students will copy down any information that their partner has and they do not on their capture sheets - Students will summarize their arguments under #3 in the packet Learning Activities: - After students have organized their information, I will pair the partnerships up with another partnership that is arguing the opposite position. These match-ups are predetermined based on student behavior. - Students will follow the SAC Conference/Debate guidelines as outlined on the SAC Guide (please refer to this handout)

Students are prompted to stop after each level of the SAC conference. At these points I would like to check back in with each group to assess their progress/understanding. After the groups (Team 1 and Team 2) have shared their positions, the groups will set their assigned opinions aside and determine their personal opinions about the debated question. The group (both partnerships) will now come up with a consensus on the issue (What do you think should happen to the USA PATRIOT Act?) Students are encouraged to complete the extra credit political cartoon at the end of the packet.

Closure: - I will wrap up the lesson by asking groups to share their final consensuses with the entire class; what groups were for civil liberties? How about national security? What about a little bit of both (this will lead to a larger class discussion). Modifications for Special Education: I am fortunate enough to have a paraprofessional in the room working with special education students. Because of this, students are able to work with her one-on-one and assess the research in their own ways. In this particular case, the para took two students to the Resource Room, read the articles with them, helped them take notes on the articles, and then asked a series of questions to gage student understanding of the content. I then met with the para to discuss their progress and to collect the notes sheet for a formal assessment. Assessment: I will assess the students using a rubric. Students will receive a test grade for the entire SAC process worth 50 points. Students can receive a maximum of 20 points for correctly filling out the SAC Packet. The other 30 points are earned through the actual SAC Debate/Conference. I will monitor and assess the conferences by walking around the room and spending an adequate amount of time with each partnership/student. I will complete the rubrics immediately after class.