Prefatory statement--
 This unit is a basis for basic understanding of our rights as citizens of the United States of America.  It is the intention of this unit to give students the awareness of their U.S. rights as citizens but also to empower them as well.  With the understanding of how government processes works, students will learn how to make changes with in our government for social improvement of our society.  This unit is not meant to make the government look good but to raise awareness of issues concerning our government and its people.  Awareness of social injustices caused by our government is the heart of the issue for this unit. Once the students are aware of the world around them, then they can affect change in their world and be better empowered to live with in it.  Students shall demonstrate understanding of the foundations, rights and responsibilities of United States citizenship including how the United States government, as established by the Constitution, embodies the principles and ideals of a democratic republic; the rights and responsibilities of United States citizens, noncitizens, and dual citizens; and the formal and informal structures within which interest groups exercise power, by:  examining the foundational documents, including the United States Constitution and the Bill of Rights relating to citizen rights and responsibilities; examining persisting issues involving rights, roles, status of individuals in relation to the general welfare of society; analyzing how citizens affect public policy; and observing, analyzing, and interacting with an actual or simulated governmental process.  By examining various works of literature, students will see a pattern of developing rights in this country over the history of the United States.

Class specification--  This unit would be most suited to students of 11th and 12th grade but could be adapted to fit other grades to fit  upper middle and high school levels.  The literature can be changed easily but anything less than seventh grade would be too difficult because concepts required for this package would be difficult for a young students who have not moved into the preformal level of mental development.  This would work best in a class where there was a good mixture of cultural diversity.  This unit can cause tension among the students that could lead to violence.  Teacher awareness is very important.  I recommend that this unit be taught but, if the racial tension in the school is very extreme, I would not recommend this unit.  When things do get heated in the classroom, take a timeout.  Try to help the students understand each others’ perspectives.

Significant assumptions--  In writing this unit, I have assumed that:
 -cultural diversity and equality is important.
 -understanding of our government processes can empower and effect change.
 -students can effectively learn from one another.
 -students will learn through experience and empathy.
 -students are able to identify issues of injustice in their own community.
 -students have a moral sense of justice.

Standards to be met--  This unit will fit in accordance with the Minnesota high standards as of October of 1998 under the standard of People and Culture, subpart United States citizenship.

Possible Whole-Class Activities:
 -Discussion of social issues in various texts and other forms of media
 -Discussion of current events relevant to the class.
 -Governmental process simulation such as a trial or passing a law.

Possible Small Group Activities:
 -Reading groups for texts and discussion of reading guide.
 -Collaboration for Bill of Project
 -Discussion of current event articles that students bring in
 
Possible Individual Activities:
 -Reading guide questions for The Surrounded
 -Research Paper for trial simulation
 -Essays on current event clippings they find in papers and magazines.

Ongoing Activities--  The students will have response journals through this entire unit.  They will be required to write about the class readings or current events.  This will be a good tool to find out how the large research project is going with the students.  This journal will also double as a timeout log.  When thing begin to get too heated in the class, give the journals to the students to allow them to write about their feelings and opinions.

Student Resources:
 -The Crucible 1996 film
 -To Kill a Mocking Bird by Harper Lee
 -The Surrounded by D’Arcy McNickle
 -Journal/Notebook
 -Ring binder
 -Library access
 -Internet access
 
_________________________________________________________________
Unit Launch  Week one, Day one  50 min Lesson.

Objectives: Students will examine persisting issues involving rights, roles, status of     individuals in relation to the general welfare of society.
Methods:
1. Give the class an essay test asking them to explain how a bill becomes a law   and tell the students that a good part of their grades weighs on this. This test is   not really going to be graded, but don’t let the students know this.  During the   test, take note of who is right-handed and who is left-handed. 5 min.

2.   At the end of the test call off the names of the left-handed students and tell them   that they do no need to turn it in and they have received A’s for the test.     Announce that everyone else will lose one full letter grade to make up for the   A’s.  This should start a protest from the right handed students.  This unfair   grading is supposed to make the students see what it is like for a minority group  to have special favor over everyone else in the society.  Discuss the    appropriateness of the grading system.  Focus on how the students feel about   what you just did.  Give equal time for discussion to the left-handed students as   well as the right. 10 min.

3. Introduce the film The Crucible.  The movie is about the Salem Witch Trials   during the 1600’s.  The constitution did not exist.  Laws were made by puritan   colonists based on their particular interpretation of the Bible.  Many innocent   people were accused of witchcraft and  put to death. Tell the students they will   be expected to write a response in their journal about the film.  5 min.

4. Show the film. 20 min.

5. Discuss what injustices the students saw in the film so far.  What did they find   confusing?  What did they find compelling?  What is unjust in the film?  How   does it relate to the test activity. 5 min.

6.   Hand out the reading guides for The Surrounded, and the book.  Assign the first  two chapters for tomorrow.  Explain that the book is written by a Native    American author.  He writes about life on a reservation in Montana in 1936.    Talk about the conditions of the boarding school and the concept of Indian   assimilation. 5 min.

Homework:  Read the first two chapters of The Surrounded, reading guide answers to   the chapters, and a response to the first 20 minutes of The Crucible.

Assessment:  I will know the students are learning if they can identify how the test   activity is unjust.  The students should be able to pick out injustices in the film   and students are able to relate the film to the class activity in their journal.

The rest of week one:
 -Assign two chapters a day of reading in The Surrounded and the following   reading guide questions. On Friday, assign four chapters for the weekend.
 -Responses for The Crucible due on Tues., Thurs. and Mon.
 -On Weds., announce that the class has to find a current event article about an   injustice and write a response for every Friday of the unit.
 -show The Crucible on Mon., Weds. and Fri. for twenty minutes.
 -introduce the trial simulation project.  Brown vs. The Board of Education.    Assign roles to the students and have the students study the case and its    outcome the simulation will take place on the last two days of week five.  Long   writing projects will be due for the role studies.
 -Discussions of The Surrounded and the Crucible.  What are the differences in   the injustices between the book and the film?  What is it like to be falsely    accused of a crime that can not be proven?  What was it like when you are   accused of doing something wrong and can not prove your innocence?
 -Possible timeout journal entries if needed during the discussions.
 -Discussions of current event articles.  Such headlines can be “Fishermen riot   against spear fishing Indian rights.”  or “Blackman is beaten by police officer.”

Week two:
 -Finish the book.  Complete Reading guide.
 -Complete The Crucible and journal responses.
 -Set up trial conference groups.  Have students with related roles confer with   one another.  Such as the lawyer and the clients or have the jury meet together   and discuss their role.
 -Discussions of The Surrounded and the Crucible.  At what point does someone  give up and accept their injustice?  Why do these people give up?  How has   society failed them?  What can you do to improve our society so that this doesn’t  happen?
 -Possible timeout journal entries if needed during the discussions.
 -Discussions of current event articles.

Week three, Day one.
Objectives: Students will examine the Bill of Rights relating to citizen rights and    responsibilities.  Students will connect issues of justice to the Bill of    Rights.  They will learn how the Bill of Rights gives the Americans     freedom, rights and responsibilities.

Methods:
1. Examine the Bill of Rights.  Analyze each right and see what freedom each   gives to US. Citizens. 10 min.

2.  In groups of five, have the students think about The Surrounded.  Which laws   were violated?  What could Archilde do about it?  Are there any similar    experience the students have?  How did the Salem Witch Trials effect the Bill of   Rights? 10 min.

3. Discuss findings from groups with whole class.  5 min.

4. Discuss the current event articles that the students have been doing the last two  weeks.  How do these events hold up or break the Bill of Rights? What can be   done about the violations?10 min.

5. Tell the students that they need to come up with a student Bill of Rights on their   own.  The Bill must not exclude anyone or empower any one because of a   personal trait.  It must be fair. The Bill must give as much freedom as possible   and have at  least seven laws.  Each law must be accompanied by a    rationalization for the law.  Students should begin working on the assignment   today but it is due on Friday of this week.  15 min.

Homework:  Students are to Work on their Bill of Rights for Friday.

Assessment:  I will know the students are learning if they can connect issues in current   event articles and The Surrounded to the Bill of Rights. The students    should be able to demonstrate an understanding of freedom by reporting   during the analysis of the Bill of Rights.

Rest of week 3:
 -Essay test on issues in The Surrounded and how the book connects to current   issues.  What concerns on these issues does the Bill of Rights address?  What   does the Bill of Rights not address?  What changes can be made to correct   these issues?
 -View the “I Have a Dream” speech by Dr. Martin Luther King jr. and other civil   rights movements of the 60’s.
 Students should write their own “I Have a Dream” speech about how they would  change social injustices in their own community.
 -Speeches will be delivered in class.
 -Computer lab day for working on large writing assignments for trial simulation.
 -Possible timeout journal entries if needed during the discussions.
 -Discussions of current event articles.

Week 4:
 -Begin working on To Kill a Mockingbird.  Hand out reading guides and assign   chapters to be read for class.
 -Computer lab day for working on large writing assignments for trial simulation.
 -Possible timeout journal entries if needed during the discussions.
 -Discussions of current event articles.
 -Discussions of To Kill a Mockingbird.

Week 5:
 -Finish To Kill a Mockingbird.  Have students turn in their reading guides.
 -Computer lab day for working on large writing assignments for trial simulation.
 -Possible timeout journal entries if needed during the discussions.
 -Discussions of current event articles due on Thursday.
 -Discussions of To Kill a Mockingbird.
 -Last day trial preps.  This is conferencing among the student for them to    prepare for the trial on Thursday and Friday.
 -Trial simulation.  Opening statements from the Lawyers and cross    examinations of witnesses. Deliberations.
 

Week 5, Day 5:
Objective: Students will observe, analyze, and interact with a simulated trial.       Assessment of To Kill a Mockingbird.

Methods:
1. Closing arguments and verdict for trial simulation. 15 min.
2. Processing and discussion of the simulations.  What was effective in making   change?  How is this similar to the trial in To Kill a Mockingbird?  What was   different?  Collect the role research papers.15 min.
3. Essay test on To Kill a Mockingbird and trial simulation.  What role does the   judicial system play in democracy?  Identify the injustice in To Kill a Mockingbird  and the Brown vs. the Board of Education.  What are the similarities,  What   are the differences?  Does the system work?  Explain. 20 min.

Assessment:  I will know the students are learning if they can compare and contrast the   simulation to To Kill a Mockingbird.  The students should be able to    explain how  the judicial system works and how they effect laws.

Unit Test:
 Over the past several weeks we have looked a injustice in our community, the Bill of rights, the judicial system, and how citizens can create change.  Pick a social injustice that you found in one of your current events you found and write about what you would change to insure justice.  Write about the methods you could use to create change and raise awareness.  How does the Bill of Rights deal with this injustice? How would the judicial system deal with this topic?  Why should this injustice be changed?  This is a take home exam to be done over the weekend and turned in on Monday.

Assessment:
 Students will contract for grades based on the following guidelines.

C contract:  Students will need to complete the performance package with all parts met with satisfaction according to the standard.

B contract:  Students will need to have completed the C contract plus complete the reading guides with the novels,  participate in class discussions, do the journal writing assigned.

A contract:  Students will need to have completed the B contract plus complete the three essays assigned in class to satisfactory standard.

Teacher Resources:
 Eyes on the Prize documentary.
 The Crucible film, 1996.
 Internet Access.
 Local Lawyers.
 Local City Council members.
 A study book for the U.S. Citizenship Exam for Immigrants.
 

Content Standard:  People and Cultures; U.S. Citizenship           Level: 11th and 12th

Title of Package/Activity:  Fair? Unfair? Who Cares!?
_________________________________________________________________
Summary Statement of Content Standard:
 United States citizenship.  A student shall demonstrate understanding of the foundations, rights and responsibilities of United States citizenship including how the United States government, as established by the Constitution, embodies the principles and ideals of a democratic republic; the rights and responsibilities of united states citizens, noncitizens, and dual citizens; and the formal and informal structures within which interest groups exercise power, by:  examining the foundational documents, including the United States Constitution and the Bill of Rights relating to citizen rights and responsibilities; examining persisting issues involving rights, roles, status of individuals in relation to the general welfare of society; analyzing how citizens affect public policy; observe, analyze, and interact with an actual or simulated governmental process.
_____________________________________________
Description of Student Performances:

Task 1:   Collect articles from magazines and news papers about civil injustices.  Essays will be written   about the  rights, roles, status of individuals in relation to the general welfare of society

Task 2:  Analyze the laws in the Bill of Rights.  Create a Bill of Rights that is just for everyone.  Rationale for   the laws must be given.

Task 3:  I have a dream speech.  Students will study Dr. Martin Luther King jr.’s civil right movements and     how they affected public policy.  Students will write and deliver their own I have a dream speech.

Task 4:  Brown vs. The Board of Education trial simulation.  Students will be assigned roles of this trial and   through the judicial process make a verdict on this landmark case.

FINAL ACHIEVEMENT: Use the following scoring criteria when evaluating student performance.

Scoring Criteria
4 - Performance on this standard achieves and exceeds expectations of high standard work.
3- Performance on this standard meets the expectations of high standard work.
2 - Work on this standard has been completed, but all or part of the student's performance is below
 high standard level.
1 - Work on this standard has been completed, but performance is substantially below high standard level.
No package score is recorded until ALL parts of the package have been completed.

PERFORMANCE PACKAGE TASK 1
Fair? Unfair? Who Cares!?

Content Standard:  People and Cultures; U.S. Citizenship           Level: 11th and 12th

Specific Statement(s) from the Standard:
 United States citizenship.  A student shall demonstrate understanding of the foundations, rights and responsibilities of United States citizenship including how the United States government, as established by the Constitution, embodies the principles and ideals of a democratic republic; the rights and responsibilities of united states citizens, noncitizens, and dual citizens; and the formal and informal structures within which interest groups exercise power, by examining persisting issues involving rights, roles, status of individuals in relation to the general   welfare of society.

Product(s):
 -Current events article response
 -Essays focused on the issues in The Surrounded and To Kill a Mockingbird.

Task Description:
 Overview:  Students are to find issues of social injustices in current magazines and newspapers.  Students shall identify the issues in these articles and explain how rights and roles relate to the general welfare of the society.  Students are expected to compare and contrast the current events to the issues related in The Surrounded and To Kill a Mockingbird.

Step A:   Students will find current event articles relating to issues of civil rights and social    injustices.

Step B:  Students write response essays on the articles and answer the following questions:  What   issue is addressed?  Does this article suggest any changes?  How does this issue effect your  personal life?    What changes can be made?  How would you implement these changes?

Step C:  After reading each novel,  Students will do in-class essay relating the issues of the novel   to the current event article collected earlier.  Student will compare and contrast issues in the   novels and issues in the events.
 
Special Notes:
 Student should be able to find something from Time Magazine or US News.  Issues from local papers would serve the purpose better.  Local papers would be the best source for articles.

PERFORMANCE PACKAGE TASK 1
Fair? Unfair? Who Cares!?

FEEDBACK CHECKLIST FOR TASK 1

The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference.

Y=Yes
N=Needs Improvement

Student                                                                                                                                   Teacher

______             Students found articles that were current and exemplified  persisting issues ______
                              involving rights, roles, status of individuals in relation to the general
                              welfare of society.

______ Students identified issues and suggest changes.                                                         ______

______ Students compared and contrasted the novels to current event                                   ______
                      articles.

______ Students found ways they could affect policy connected with these                             ______
                      issues.
 

Overall Comments (information about student progress, quality of the work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed):

PERFORMANCE PACKAGE TASK 2
Fair? Unfair? Who Cares!?

Content Standard:  People and Cultures; U.S. Citizenship           Level: 11th and 12th

Specific Statement(s) from the Standard:
 United States citizenship.  A student shall demonstrate understanding of the foundations, rights and responsibilities of United States citizenship including how the United States government, as established by the Constitution, embodies the principles and ideals of a democratic republic; the rights and responsibilities of united states citizens, noncitizens, and dual citizens; and the formal and informal structures within which interest groups exercise power, by  examining the foundational documents, including the United States Constitution and the Bill of Rights relating to citizen rights and responsibilities.

Product(s):
 -Student generated Bill of Rights for students.

Task Description:
 Overview:  Students will examine the laws in the Bill of Rights. The the students will create their own Bill of Rights that will not exclude any person, and give fair equal rights to all individuals.

Step A:   Students will examine the laws under the bill and determine definitions and meaning for   each law.  They will determine if the law is fair and just.

Step B:  The student will create their own laws concerning social that will give citizens freedom,   justice, and will not discriminate.  Students will need to create at least seven laws.

Step C:  Students will provide a rationale for each law.  The rationale must describe why the law is  necessary and just.

Special Notes:
 This assignment hinges on an understanding of the rationales in the Bill of Rights.  Students will not do well if they don’t understand the rationales.  Check for understanding often.  A suggested source for rationales is a study book for the U.S. Citizenship Exam for Immigrants.
PERFORMANCE PACKAGE TASK 2
Fair? Unfair? Who Cares!?

FEEDBACK CHECKLIST FOR TASK 2

The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference.

Y=Yes
N=Needs Improvement

Student                                                                                                                       Teacher

______          The Student created  at least seven laws.                                              ______

______ The laws do not discriminate against any group.                                            ______

______ Rationales are provided for each law.                                                             ______
 
______ The Rationale describes how each law is just and necessary.                          ______

______ Final draft of the laws are written with correct expression and mechanics.    ______

Overall Comments (information about student progress, quality of the work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed):

PERFORMANCE PACKAGE TASK 3
Fair? Unfair? Who Cares!?

Content Standard:  People and Cultures; U.S. Citizenship           Level: 11th and 12th

Specific Statement(s) from the Standard:
 United States citizenship.  A student shall demonstrate understanding of the foundations, rights and responsibilities of United States citizenship including how the United States government, as established by the Constitution, embodies the principles and ideals of a democratic republic; the rights and responsibilities of united states citizens, noncitizens, and dual citizens; and the formal and informal structures within which interest groups exercise power, by analyzing how citizens affect public policy.

Product(s):
 - “I Have a Dream” speech
Task Description:
 Overview:  Students will watch Dr. Martin Luther King jr.’s “I Have a Dream” speech and other civil rights movement documentaries.  Students will then be asked to write their own speech about how they can create changes in their own community.

Step A:  Watch the civil rights documentaries.  Discuss some of the issues that were relevant during this time.  Discuss what they did about these injustices.

Step B:  Have the student choose an issue facing them in their community and write a speech on how they could create changes in their community.  The speech needs to be five to seven minutes long.

Step C:  Have the Students deliver the speech in class.

Special Notes:
 For extra credit student could deliver the speech at the next city council meeting or before interested groups.

PERFORMANCE PACKAGE TASK 3
Fair? Unfair? Who Cares!?

FEEDBACK CHECKLIST FOR TASK 3

The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference.

Y=Yes
N=Needs Improvement

Student                                                                                                       Teacher

______                    The speech five to seven minutes long.                     ______

______ The speech is about a social issue that effects the community.  ______

______ The speech makes suggestions about affecting public policy.  ______
 

Overall Comments (information about student progress, quality of the work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed):

PERFORMANCE PACKAGE TASK 4
Fair? Unfair? Who Cares!?

Content Standard:  People and Cultures; U.S. Citizenship           Level: 11th and 12th

Specific Statement(s) from the Standard:
 United States citizenship.  A student shall demonstrate understanding of the foundations, rights and responsibilities of United States citizenship including how the United States government, as established by the Constitution, embodies the principles and ideals of a democratic republic; the rights and responsibilities of united states citizens, noncitizens, and dual citizens; and the formal and informal structures within which interest groups exercise power, by observing, analyzing, and interacting with an actual or simulated governmental process.

Product(s):
 -Active trial participation in accordance with assigned roles.
 -Long research paper on roles in the Brown vs. The Board of Education case.

Task Description:
 Overview:  This is a trial simulation of the Brown vs. The Board of Education.  Students will be assigned roles of people in the trial.  Students will then be expected to research and role play these roles in a mock trial setting.  Long papers will accompany the research for these roles.  Papers will include information on why their role is important to the judicial system.  What information did they find on Brown vs. The Board of Education and how it relates to their role.  What are some key aspects of the judicial system.  What was the outcome of Brown vs. The Board of Education?  How did it create social change.

Step A:  Assign the roles to the students.

Step B:  Give the students Computer Lab time to do research and writing.

Step C:  Allow a day and a half for the mock trial and simulate.

Step D:  Collect the papers.  Papers should be roughly five pages in length or more.

Special Notes:
  Try to mix up the roles by giving some white students black roles and some black students white roles.  Give the students time to confer with one another as in real life.  Let the lawyers talk to the clients and witnesses.  Try to make the trial as true to life as possible.  Guide the students in this assignment.  It will be tempting to point to the answers but let them discover the answers for themselves.
 

PERFORMANCE PACKAGE TASK 4
Fair? Unfair? Who Cares!?

FEEDBACK CHECKLIST FOR TASK 4

The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference.

Y=Yes
N=Needs Improvement

Student                                                                                                           Teacher

______ Student participated actively in the trial simulation.                            ______

______ The paper addressed issues of  Brown vs. The Board of Education.  ______

______ The paper analyzed the student’s role in the trial.                                ______

______ The paper showed how the trial affected the policy of this country.     ______

______ The paper shows an understanding of Due Process.                           ______

______ The Final draft of the paper is correct in expression, fact, and presentable ______
  public reading.

Overall Comments (information about student progress, quality of the work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed):