Liz Kelly: Civil Liberties Unit Plan
Liz Kelly
American Government
Grade 12
Civil Liberties Unit
Liz Kelly: Civil Liberties Unit Plan
Unit Overview
This civil liberties unit fits into a twelfth grade American Government curriculum. The
unit covers seven 90-Minute class blocks. Throughout this unit, students gain an understanding
of the Bill of Rights, due process, and the relationship between individual liberties and public
interest. Students gain an understanding of how history influences our civil liberties today by
investigating the Bill of Rights and some landmark court cases. The unit also works to build
students’ skills in using contemporary and historical sources to support a position both in writing
and orally. Throughout the year, students have been working to familiarize themselves with
American politics in a variety of ways. Recently, the course focused on digital literacy;
navigating the web to find, understand, and analyze information about the American
government. Students continue honing that skill during this unit. This unit also includes some
writing and discussion activities; students participate in a Socratic seminar and two mock
Supreme Court trials. The larger theme of the unit is citizenship education.
After investigating the three branches of government and their powers throughout the
beginning of the year, this unit allows students to shift the focus to the American people and
their liberties. Students gain a basic understanding of civil rights in this unit as they distinguish
between rights and liberties, helping to ease the transition into the next unit for the course: civil
rights.
Rationale
Understanding civil liberties is an important concept in any social studies class, yet it
holds particular significance in government classes. This topic connects to the world beyond the
classroom in that the students are seniors who are at or approaching voting age. The unit will
help students to learn and make decisions about the importance of civil liberties in their own
lives as voting citizens in America. Civil liberties are also important for students entering
adulthood to know and understand so that they are aware of their rights. Understanding the
relationship between individual liberties and public interest will help students to function as
active and informed citizens in the United States.
Goals and Essential Questions
Goals
1. Students will be able to engage in political discussions.
2. Students will be able to understand the significance that civil liberties play in American
society.
Essential Questions
1) What are your rights at US citizens? (Content I-V)
2) How are your civil liberties protected? (Content VI-VII)
3) What happens when public interest and individual liberties clash? (Content VII-VIII)
Liz Kelly: Civil Liberties Unit Plan
Unit Objectives
1) Students will be able to support a position in writing and aloud using evidence from
primary sources.
2) Students will be able to describe, analyze, and evaluate the Bill of Rights.
3) Students will be able to describe and analyze due process of law.
4) Students will be able to evaluate the relationship between individual liberties and public
interest.
Standards
NCSS Standards
V Individuals, Groups, and Institutions
VI Power, Authority, and Governance
X Civic Ideals and Practices
SOL Objective
GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights by
a) Examining the Bill of Rights, with emphasis on First Amendment freedoms,
b) Analyzing due process of law expressed in the 5th and 14th Amendments,
c) Explaining selective incorporation of the Bill of Rights,
d) Exploring the balance between individual liberties and the public interest
Outline of Content
I.
II.
III.
Introduction
A. Bill of Rights
B. Civil Liberties
C. Civil Rights
D. Alien
E. Due Process Clause
F. Process of Incorporation
Freedom of Religion
A. Establishment Clause
B. Separation of Church and State
C. Religion and Education
1. Parochial
2. Lemon v. Kurtzman
a. Lemon Test
D. Free Exercise Clause
E. Minersville School District v. Gobitis, 1940
Freedom of Speech and Press
A. Libel
B. Slander
C. Sedition
Liz Kelly: Civil Liberties Unit Plan
IV.
V.
VI.
1. Seditious Speech
D. Prior Restraint
E. Symbolic Speech
1. United States v. O’Brien, 1968
2. Tinker v. Des Moines School District, 1969
3. Picketing
F. Commercial Speech
G. Clear and Present Danger
1. Schenk v. US, 1919
Freedom of Assembly and Petition
A. Assemble
1. Peaceable
2. Civil Disobedience
3. Skokie Trial
B. Time-Place-Manner Regulation
1. Content Neutral
C. Public Property
1. Gregory v. Chicago, 1969
D. Private Property
E. Right of Association
Due Process of Law
A. Due Process
1. Substantive Due Process
a. Pierce v. Society of Sisters, 1925
2. Procedural Due Process
a. Rochin v. California, 1952
th
B. 14 Amendment
C. Police Power
1. Search Warrant
D. Right of Privacy
1. Griswold v. Connecticut, 1965
2. Roe v. Wade, 1973
Freedom and Security of the Person
A. Slavery and Involuntary Servitude
1. 13th Amendment
2. Discrimination
B. Security of Home and Person
1. 3rd Amendment
2. 4th Amendment
a. Writs of Assistance
3. Probable Cause
a. Florida v. J. L., 2000
b. Minnesota v. Carter, 1999
4. Automobiles
a. California v. Acevedo, 1991
5. Exclusionary Rule
Liz Kelly: Civil Liberties Unit Plan
VII.
VIII.
a. Mapp v. Ohio, 1961
C. Drug Testing
D. PATRIOT Act
1. Wiretapping
2. Airplane Security
Rights of the Accused
A. 5th Amendment
B. Writ of Habeas Corpus
1. Article 1, Section 9
C. Bill of Attainder
D. Ex Post Facto Law
E. Grand Jury
1. Ex Parte
2. Indictment
F. Double Jeopardy
G. Speedy and Public Trial
1. Barker v. Wingo, 1972
H. Trial by Jury
1. Bench Trial
I. Right to Defense
1. Gideon v. Wainwright, 1963
J. Self-Incrimination
1. Miranda Rule
Punishment
A. Bail
B. Preventive Detention
C. Cruel and Unusual Punishment
1. 8th Amendment
D. Capital Punishment
1. Furman v. Georgia, 1972
E. Treason
1. Article III, Section 3
Assessment and Evaluations
Formative
 Class Participation: students are engaged and attentive in class to receive full credit
 Classwork: students complete class work to the best of their abilities and turn it in
 Bellringer: students answer a short review question completely and thoughtfully at the
beginning of class on instructional days. Students grapple with ideas from the Essential
Questions for the unit as they work to complete the Bellringer within the first ten minutes
of class. I monitor the classroom to observe student progress, and the class engages in
conversation about the Bellringer question after students complete their answers.
 Homework: students define vocabulary terms, complete a homework study guide, and
complete a test review worksheet
Liz Kelly: Civil Liberties Unit Plan
Summative
Freedom of Religion Mock Supreme Court Trial (Minersville School District v. Gobitis)
Objective 1, 2
Content II
Seditious Speech Socratic Seminar
Objectives 1, 2
Content III C
Symbolic Speech Writing Prompt
Objectives 2
Content III F
Freedom of Assembly Mock Supreme Court Trial (Snyder v. Phelps)
Objectives 1, 2
Content IV
Homework Quiz (4 Vocabulary Supply Response Questions, 6 Multiple Choice Questions)
Objectives 3, 4
Content V, VI
Rights vs. Privileges Assessment (25 True/False Questions)
Objectives 2, 3, 4
Content I-VIII
Vocabulary Quiz matching and supply response (20 Questions)
Objectives 2, 3, 4
Content I-VIII
Unit Test (15 Matching Questions, 30 Multiple Choice Questions, 2 Short Answer Questions)
Objectives 1-4
Content I-VIII
Liz Kelly: Civil Liberties Unit Plan
Table of Specifications for Unit Test
CONTENT
Knowledge
COGNITIVE LEVEL
Comprehension Application Analysis
Synthesis
M
Primary
Sources
Bill of Rights
Due Process
of Law
Evaluation
Support
H
H
L
Describe
Analyze
Evaluate
H
M
Describe
Analyze
M
H
Individual
Explain
Evaluate
Liberties and
Public
Interest
Scale of Instructional Emphasis: L= Low Emphasis, M= Moderate Emphasis, H= High
Emphasis
Writing Prompt
Answer the following questions in a well-constructed essay:
Explain the details and significance of the following court cases: United States v. O’ Brien,
1968, Tinker v. Des Moines School District, 1969, Texas v. Johnson, 1989. What do these cases
have in common? How are they different? Explain your reasoning and use evidence to support
your answer.
Rubric
Organization
Introduction
5 pts
Distinct and Focused Content Paragraphs 10 pts
Conclusion
5 pts
________ 20 pts
Concepts and Content
Explain Significance
Explain Similarities
Explain Differences
Mention Symbolic Speech
Mention No Blanket Ruling
________ 50 pts
20 pts
10 pts
10 pts
5 pts
5 pts
Liz Kelly: Civil Liberties Unit Plan
Use of Evidence
Cites At Least Three Documents
Evidence is Relevant
Documents Properly Cited
________ 20 pts
5 pts
10 pts
5 pts
Conventions
Less Than Three Spelling Mistakes
Grammar and Usage are Correct
________ 10 pts
5 pts
5 pts
TOTAL: ________ / 100 pts
Materials and Resources
Computer with Internet Access
Projector
Computer Lab
White Board (Markers, Eraser)
Images for Notes
Primary Sources
Handouts/Graphic Organizers
Unit Handouts (Bellringer Sheets, Assignment List, Table of Contents)
School Resource Officer
Unit Calendar
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Topic:
Introduction,
Freedom of
Religion
Topic:
Freedom of
Speech and
Press
Topic:
Freedom of
Assembly
and Petition
Objectives:
1, 2
Objectives:
1, 2
Topic:
Finish
Freedom and
Security of
the Person
Objectives:
3, 4
Topic:
Freedom and
Security of
the Person;
Punishment
Objectives:
1, 4
Topic:
Review and
Unit Test
Objectives:
1, 2
Topic: Due
Process of
Law; Start
Rights of the
Accused
Objectives:
3, 4
Activities:
Bellringer,
New Unit
Handouts,
Rights vs.
Privileges
Assessment;
Notes, Mock
Trial
Activities:
Bellringer,
Notes,
Seditious
Speech
Socratic
Seminar,
Video Clip,
Writing
Prompt
Activities:
Bellringer,
Vocabulary
Quiz, Notes,
Mock Trial
Activities:
Bellringer,
Notes,
Procedural v.
Substantive
Worksheet,
Notes,
Jigsaw
Group
Activity and
Presentations
Activities:
Bellringer,
Homework
Quiz, Notes,
Computer
Lab Activity
using
streetlaw.org,
Present
Computer
Lab Activity
Activities:
Bellringer,
Finish
Presenting
Computer
Lab Activity,
Notes, Guest
Speaker
(Deputy),
Discuss Unit
Test
Activities:
Collect
Notebooks,
Review
Game; Unit
Test
Objectives:
1-4
Liz Kelly: Civil Liberties Unit Plan
Assessment:
Formative
Bellringer,
Participation,
Classwork,
Summative
Rights vs.
Privileges
Assessment,
Mock Trial
Assessment:
Formative
Bellringer,
Participation,
Classwork;
Summative
Socratic
Seminar,
Writing
Prompt
Assessment:
Formative
Bellringer,
Participation,
Classwork;
Summative
Vocabulary
Quiz, Mock
Trial
Assessment:
Formative
Bellringer,
Participation,
Classwork
Assessment:
Formative
Bellringer,
Participation,
Classwork;
Summative
Homework
Quiz
Assessment: Assessment:
Formative
Summative
Bellringer,
Unit Test
Participation,
Classwork;
Daily Lesson Plans
*Students complete bellringer assignments during the first ten minutes of each class
period. Students work individually to answer the bellringer questions and write their answers on
their bellringer sheets, kept in their notebooks. After students complete the bellringer each day,
we discuss the answers as a class. The bellringer questions reflect the essential questions posed
for each class period. At the end of the unit, I collect students’ notebooks and review their
individual answers.
Day 1
Topics: Introduction, Freedom of Religion
Essential Question: 1
Objective: 2
Standards: NCSS V, VI, X; SOL 11a, c
Procedures:
 Bellringer- Students individually answer an essential question: What is your favorite
individual liberty and why? After students record their answers on their bellringer sheets,
we discuss the question as a class. I explain that students will answer an essential
question at the start of each class for their bellringer assignment, and that this question
will serve as the focal point of our lesson for the day  10 Minutes
 New Unit Handouts – Pass out the Assignment List, Table of Contents, and new unit
Vocabulary List and discuss upcoming test and quiz dates  5 Minutes
 Introductory Unit Activity- Rights vs. Privileges Pre-Assessment- Students individually
complete a true/false pre-assessment worksheet to help inform my instruction throughout
the unit; this also provides students with an understanding of what they already know,
and which unit topics they need to pay particular attention  10 Minutes
 Notes and Concept Formation- Students take notes for about five minutes as I explain the
key principles of civil liberties. Students focus on the concept of civil liberties, and
distinguish between civil liberties and civil rights. In the context of the concept
formation, students analyze examples of civil liberties that relate to the freedom of
religion. Students work in pairs to distinguish between examples and non-examples, then
the entire class discusses the answers and why each is or is not an example  15 Minutes
 Supreme Court Mock Trial (Minersville School District v. Gobitis) Students work in
groups of 4-6 to conduct a mock Supreme Court case. Students work in assigned group to
serve as a Supreme Court Justice, Lawyer on the team for the Petitioner, Lawyer on the
Liz Kelly: Civil Liberties Unit Plan
team for the Defendant, or Amicus Curiae. Students collaborate with their group
members to construct an argument to support their claims or to analyze and evaluate the
key issues of the case. Students use the Background Information sheet that I provided
them (that we read aloud together) or their textbook (to investigate similar cases and their
outcomes). Students work for twenty-five minutes to prepare for the case. After students
complete the mock trial (about fifteen minutes), I reveal the outcome of the case
according to the Supreme Court. Students complete an Outcomes worksheet comparing
the reasoning and course of action that the mock trial took to that of the Supreme Court
trial. Students also write a paragraph explaining which outcome they support and why,
using the Constitution as evidence to support their answers  50 Minutes
Day 2
Topic: Freedom of Speech and Press
Essential Question: 1
Objectives: 1- 2
Standards: NCSS V, VI, X; SOL 11a,c
Procedures:
 Bellringer- Students individually answer a review question at the start of class: What are
your Constitutional rights as a US citizen?  10 Minutes
 Notes- introductory lecture about the freedom of speech and press  15 Minutes
 Socratic Seminar- Students read the background information for the court case Schenck
v. United States aloud. I answer questions about the background information. Students
read the Majority Opinion primary text individually and complete an entrance ticket. I
underline key sentences or phrases to help students tackle a rich text  20 Minutes
 Seditious Speech Socratic Seminar- Students engage in discussion about the Majority
Opinion text. I pose questions periodically, if necessary, and encourage students to use
the text as evidence to support what they share. I encourage all students to share in our
discussion. This seminar serves to develop students’ understanding of the First and
Thirteenth Amendments to the US Constitution  15 Minutes
 Freedom of Expression Video Clip (http://www.freedomofexpression.us/video/html)
Students watch a short video clip about present-day copyright laws, and discuss how
copyright relates to the First Amendment  10 Minutes
 Symbolic Speech Writing Prompt- I provide background information about significant
symbolic speech cases. Students complete a short writing assignment using this
background information and their textbooks  20 Minutes
Day 3
Topic: Freedom of Assembly and Petition
Essential Question: 1
Objective: 2
Standards: NCSS V, VI, X; SOL 11a,c
Procedures:
 Bellringer- Students individually answer nine supply-response vocabulary review
questions in order to prepare for their vocabulary quiz. After students complete their
bellringer, I ask for questions about the vocabulary terms and answer those questions 
10 Minutes
Liz Kelly: Civil Liberties Unit Plan




Vocabulary Quiz- Students complete a quiz that assesses their knowledge of twenty
relevant vocabulary terms for the unit. Students work to complete ten matching questions
and ten supply response (fill-in-the-blank) questions  10 Minutes
Symbolic Speech Cases Review- Students review the symbolic speech cases from their
writing prompt on Day 2. I discuss some positive features of their writing and some areas
that need improvement (I remind students to use this feedback for the short answer
section on their unit test)  5 Minutes
Notes- Students take notes about freedom of assembly and petition as I lecture  5
Minutes
Supreme Court Mock Trial (Snyder v. Phelps) Students work in groups of 4-6 to conduct
a mock Supreme Court case. Students work in assigned groups (students are assigned a
different group from the first mock trial) to serve as a Supreme Court Justice, Lawyer on
the team for the Petitioner, Lawyer on the team for the Defendant, or Amicus Curiae.
Students collaborate with their group members to construct an argument to support their
claims or to analyze and evaluate the key issues of the case. Students use the Background
Information sheet that I provided them (that we read aloud together) or their textbook (to
investigate similar cases and their outcomes). Students work for thirty minutes to prepare
for the case. After students complete the mock trial (about twenty minutes), I reveal the
outcome of the case according to the Supreme Court. Students complete an Outcomes
worksheet comparing the reasoning and course of action that the mock trial took to that
of the Supreme Court trial. Students also write a paragraph explaining which outcome
they support and why, using the Constitution as evidence to support their answers  60
Minutes
Day 4
Topics: Due Process of Law, Rights of the Accused
Essential Questions: 2- 3
Objectives: 3- 4
Standards: NCSS V, VI, X; SOL 11b,d
Procedures
 Bellringer- Students individually answer a review question: How do the 5th and 14th
Amendments to the Constitution of the US protect due process of law?  10 Minutes
 Notes- Students take notes about due process of law as I lecture  10 Minutes
 Procedural v. Substantive Due Process Worksheet- Students work individually to
complete a worksheet in which they distinguish between procedural and substantive due
process. Students answer twenty questions on the front (placing a P next to examples of
procedural due process and an S next to examples of substantive due process) and two
short answer questions on the back of the worksheet (students read a paragraph scenario
and distinguish whether the scenario violates procedural or substantive due process and
explain why). After students complete the worksheet individually and turn in their work,
I project the worksheet onto the screen and review the answers with the entire class. I
address questions students have at this time and they pose questions throughout the
review if they are unclear about the distinctions  15 Minutes
 Blow-Up Activity- I use “outrageous teaching” practices to engage students in the rights
of the accused. I meet with a student before class to explain this activity to them and
request their participation. After we finish reviewing the procedural and substantive
Liz Kelly: Civil Liberties Unit Plan

distinctions, I (seemingly) randomly start accusing the student, which I met with before,
of not following directions or proper conduct in the class. Every time the student tries to
defend himself, I cut him off, thus wrongly accusing him of something and not allowing
him a “fair trial.” This activity ends with me ordering the student out of the classroom
and to the office. At this point, the student and I reveal that this was an activity created to
demonstrate the rights of accused persons. Students write down their reactions and we
discuss what went wrong and how the student’s rights were violated  10 Minutes
Jigsaw Inquiry Lesson- What are the Rights of Accused Persons? This activity is a
modified inquiry lesson. Students work in groups to analyze different key terms about the
rights of the accused. Students answer prepared questions in a group of 3-4, and create
posters to present their information to the class. Students present their posters to the class;
students take notes as their classmates present. Students use this information to answer
the question: what are the rights of accused persons in the US?  45 Minutes
Day 5
Topic: Freedom and Security of the Person
Essential Questions: 2- 3
Objective: 4
Standards: NCSS V, VI, X; SOL 11d
Procedures:
 Bellringer- Students individually answer a review question: How does the Constitution
protect the freedom and security of the person?  10 Minutes
 Homework Quiz- Students complete a homework quiz from a section in the Civil
Liberties chapter of their textbook. Students complete one homework quiz for each unit.
Students may use the study guide assigned to them for homework the class period before
to complete their homework quiz. Students answer four supply response questions
(vocabulary identifications) and six multiple-choice questions  10 Minutes
 Notes- Students take notes about the freedom and security of the person in the US as I
lecture  15 Minutes
 Directions for Computer Lab Activity- I explain the directions for the lab activity, assign
students to work in groups of 3-4, and assign each group a Supreme Court case to
research  5 Minutes
 Computer Lab Activity- Students work in the computer lab in groups of 3-4 to research a
relevant Supreme Court case. Students are encouraged to use streetlaw.org to conduct
their research. Students create a series of four PowerPoint slides using the information
they gather, and prepare to present these slides to the class as notes  30 Minutes
 Present Computer Lab Research- Students present their research about relevant Supreme
Court cases to the class using their series of four PowerPoint slides  20 Minutes
Day 6
Topic: Punishment
Essential Question: 3
Objectives: 1, 4
Standards: NCSS V, VI, X; SOL 11d
Procedures:
Liz Kelly: Civil Liberties Unit Plan




Bellringer- Students individually write down at least seven thoughtful questions to ask
our guest speaker, a deputy police officer, about the rights of the accused or punishment
in the United States  10 Minutes
Notes- Students take notes about punishment in the United States as I lecture  15
Minutes
Guest Speaker (Deputy- School Resource Officer) Students listen as a content expert
shares information and responds to questions about the rights of the accused and
punishment in the United States and on a state and local level. Students take notes,
understanding that they will be responsible for the information that the guest speaker
shares on the unit test  60 Minutes
Test Review Guide- I distribute the test review guide and explain the layout of the test
(fifteen matching, twenty-five multiple-choice, and two short answer questions). I answer
student questions about the test  5 Minutes
Day 7
Topic: Review and Unit Test
Essential Questions: 1-3
Objectives: 1-4
Standards: NCSS V, VI, X; SOL 11a-d
Procedures:
 Collect Notebooks- Students turn in their notebooks for the class. Throughout the unit,
students number and keep all of the worksheets and study guides completed in class or at
home. I check students’ notebooks to make sure all of their assignments are complete,
and I read their bellringer answers  5 Minutes
 Review Game- Students work in pairs to answer review questions to prepare for the unit
test. Each pair uses a small dry-erase board on which to write their answers. Review
questions appear in a series of PowerPoint slides on the projector screen. Pairs earn one
point for each correct answer; the pair with the most points at the end of the review
receives five points of extra credit on their unit test grade  25 Minutes
 Unit Test- Students work complete their unit test. Students complete fifteen matching
questions, twenty-five multiple-choice questions, and two short answer questions (oneparagraph answers). The short answer questions directly address the essential questions
from the unit (i.e.: Identify and describe three liberties granted to persons accused of a
crime in the United States. Why are these liberties important? How are they protected?)
 60 Minutes
Differentiation
I differentiate within this unit to meet the needs of my students. I challenge some students
by giving them the opportunity to work individually on various assignments, while still offering
support for other students by giving them the opportunity to work in pairs and small groups
during class. Students also work together as a whole class in various points throughout the unit
after students individually construct their understandings of a theme or concept. Students
investigate court cases that cover a variety of perspectives, allowing them to make connections
with their own perspective while learning about perspectives of others. I use a variety of
instructional techniques to differentiate lessons in this unit, too; students work individually, in
Liz Kelly: Civil Liberties Unit Plan
pairs, small groups, and as an entire class to understand and evaluate their civil liberties. Students
interact with a variety of forms of information throughout this lesson including primary and
secondary texts, letters, video clips, and digital sources. Students use multiple levels of Bloom’s
Taxonomy throughout this unit in various formative and summative assessments.
Accommodations
I adapted the lessons to meet the needs of students in the American Government classes
with IEPs, 504 plans, or other specified needs. Since the IEPs for the students that I taught
addressed reading challenges, I made sure to include concise language in my assignments and to
limit the length of the excerpts from documents that we read in class. Some students exit the
classroom with a Special Education teacher to complete tests and quizzes in one of the American
Government classes; the Special Education teacher reads the tests and quizzes to these students
who struggle with reading. Some accommodations that I provided for these students throughout
the unit included allowing them to read assigned texts ahead of time, incorporating visual and
audio effects, allowing for front of class seating, highlighting key sentences or concepts in bold
text, and allowing extended time to complete tests, quizzes, and reading assignments. Since the
Special Education teacher was in the room, she was available to read assignments aloud to
students with IEPs if necessary. I enjoyed the opportunity to collaborate with the Special
Education teacher throughout the unit to discuss effective instructional strategies and
modifications.
Unit Reflection
Writing a unit and implementing a unit were two helpful processes for my development as an
educator. I will admit that I was quite surprised at the difference between the way that a unit
looks on paper versus the way it actually turns out as student needs arise or change. Throughout
the experience of writing a unit and implementing the unit plan, I was most pleased with my
ability to change and adjust the unit plan upon reflection after each lesson. I believe educators
must be flexible with their lesson plans, especially since education is a very “messy” field. After
each lesson, I took a moment to reflect upon what went well and what areas I could improve for
the short-term and the long-term. I implemented this unit about half-way through my student
teaching experience, and I was rather surprised at the difference that five weeks made on my
teaching abilities. I was able to create effective lesson plans and focus the unit around essential
questions and objectives while still addressing smaller essential questions and objectives for each
individual lesson. By the time that I taught this Civil Liberties unit, I already constructed and
completed two instructional units for three sections of eleventh grade US/VA History classes. I
believe this experience helped me modify the unit, especially since I had a better understanding
of what was successful in the classroom than when I first constructed the Civil Liberties unit
during the five-week period before student teaching.
Upon reflection of this unit, I found different aspects that were successful and that I would
consider sharing or using again if I teach American Government in the future. I believe the unit
was effective and successful as a whole. My analysis of formative and summative assessments
support this notion; students worked diligently through class and demonstrated an understanding
of civil liberties through their high scores on the vocabulary quiz and various writing prompts
Liz Kelly: Civil Liberties Unit Plan
(including those prompts from the mock trials). Student scores on the unit test were in the high
C, B, and A range; this is consistent with scores students earned on assessments given by my
cooperating teacher throughout the school year. I tried to make the lessons as engaging as
possible in order to increase student motivation- especially since these students were second
semester seniors! I reviewed students’ bellringer sheets and reflected upon the development of
their answers to the essential questions. As students became increasingly comfortable with the
information, their answers became slightly longer and more focused on citing the Constitution to
support their responses. Students responded very well to the mock trials and the guest speaker,
and I would certainly consider using these activities in the future. In addition, students did well
with the computer lab activity, which helped develop their research skills and their presentation
skills (especially valuable as they prepare to enter college or a career after school).
I would work to improve some aspects of the unit if I taught American Government again. I
would try to include more audio-visual activities and videos for the audio learners. I could
include clips from television shows that demonstrate the rights of accused persons, or clips of
actual assemblies to demonstrate First Amendment freedoms. In addition, I would adjust the
Socratic Seminar. I would choose a text that was a bit shorter (their text was 2½ pages long). In
addition, I would spend more time working with the entrance tickets for the Socratic seminar to
make sure that students understood the text well and did not simply write down the answers
without thinking about them. I would also make a point to stress the importance of participation
in any Socratic seminar that I conduct in the future.
Implementing this unit was a learning experience for me as an educator, too. Government is not
my strongest content area, and I worked to increase my knowledge in this field so that I would be
prepared to answer student questions and provide them with a depth of knowledge that they
could use as US citizens. I used lessons that were a bit out of my comfort zone as a teacher, the
Socratic seminar and Supreme Court mock trials were a bit intimidating, but I believe I benefited
from implementing those plans just as the students did. I believe it is important for teachers to try
new things in the classroom, especially since these new activities provide educators with the
opportunity to reach students with different learning styles. I look forward to trying a variety of
activities in the future in order to push myself to improve as an educator.
PASS Standards
Higher Order Thinking: 3
Students engaged in higher order thinking throughout the unit. Students worked to analyze
various Supreme Court cases, and apply their understanding of the Bill of Rights to different
court case scenarios. Students worked to evaluate Supreme Court decisions through mock trials,
as well. Students synthesized information from a primary text and engaged in discussion of that
text in a Socratic seminar.
Deep Knowledge: 4
Students worked to develop deep knowledge of civil liberties. I worked to include a culminating
activity in each lesson plan so that students could apply their basic knowledge of the information
from that class period. Each lesson sustained focus on a particular topic to develop students’
understanding. In order to increase students’ depth of knowledge, I also included writing
Liz Kelly: Civil Liberties Unit Plan
activities in which students analyzed the Constitution and various Supreme Court cases, thus
building upon their basic knowledge of the law. Students connected information covered
throughout the entire unit as each lesson built upon the lesson before.
Substantive Conversation: 3
Students engaged in substantive conversation throughout the civil liberties unit. Students worked
in groups or pairs nearly every class period. I believe students developed their abilities to
collaborate with their peers through the group activities, especially the mock trials. The mock
trials provided the students the opportunity to take a stand and defend their position as a team
and to work with their peers to apply their knowledge of the Constitution. In addition, students
spent at least fifteen minutes working with their peers for each group activity, allowing them
more time to engage in meaningful, sustained conversations. While the Socratic seminar served
to allow whole-class conversation about a particular topic, in the future I will work to provide
more opportunities for whole-class discussions.
Connections to the World Beyond the Classroom: 3
The Civil Liberties Unit included several opportunities for students to make connections to the
world beyond the classroom. As I gave notes/lectured, I asked students to apply various key
terms to current issues in the news; for the most part students were able to recognize these
connections. Students felt comfortable posing hypothetical questions to apply a particular topic
to a current issue or situation. I relied heavily on students’ ability to make these connections as
we discussed topics during the lecture/notes portion of class. In the future, I will work to create
more activities where students make connections to current events in writing prompts, news
research, or mock trials of cases waiting for a Supreme Court decision.
Ethical Valuing: 4
Ethical valuing played an important role in the Civil Liberties Unit. Students worked nearly
every class period to analyze and evaluate various questions in US civil liberties, and make a
decision about their own beliefs. Students investigated different perspectives throughout the unit,
as well. These different perspectives provided students with the opportunity to better understand
how civil liberties affects different racial, socio-economic, gender, religious, etc. groups in the
United States. Students worked to apply democratic ideals to a variety of situations where public
interest and individual liberties came into conflict.
Integration: 3
Lessons integrated history as we discussed the circumstances of various Supreme Court
decisions throughout American history. Lessons also integrated technology as students
researched Supreme Court cases in the computer lab, and I used the iStation to present notes,
project worksheets as we discussed the answers as a class, and to project the video clip for
freedom of expression.