Teaching American History Vertical Team Meeting

Agenda Feb. 24, 2010
8:30-9:00	TAHP business, Lesson formatting, Assessment data, NCSS Judy and Marie
9:00-9:45	Reading Strategy: “Yes, But…”
9:45-9:55	Break
9:55-11:30	Deliberated Discussion Strategy
11:30 -12:00	Lunch
12:00-12:45	Discussion and Debrief
12:45-1:15	Foner Vocab- Word Strips Strategy
1:15-2:30	Foner: The Story of American Freedom, Chapters 5-8
2:15-2:30	Foner Assignment, TAHP Evaluation

 

Deliberated Discussion

During nearly every major war time conflict in U.S. history, the American government has limited civil liberties in the name of protecting national security and domestic tranquility.  These acts have proven to be controversial and divisive.  For our discussion today, we will examine some of the limitations placed upon civil liberties during WWI and its immediate aftermath.  We will also discuss the implications of our discussion of limiting civil liberties in WWI on today’s political climate as we face what has been termed the War on Terror.

ESSENTIAL QUESTIONS:

What justifies the limitation or the promotion of freedom?
What types of relationships should exist between government, institutions, and individuals?

STANDARD BENCHMARKS:

H1.11 Explain the effects of WWI on social and cultural life in Nevada and United States.
H2.8  Discuss the economic and political effects of WWI on the United States.
C13.6 Examine the rights of citizens and how these rights are protected and restricted.
C15.5 Evaluate propaganda in the political process.

HISTORICAL QUESTION:

Was the U.S. government justified in limiting civil liberties during WWI?  Why or why not?

QUESTIONS TO GUIDE DISCUSSION:

• What are the most compelling arguments for limiting civil liberties for national security?  For domestic tranquility? 
  What are the most compelling arguments for sustaining rights during times of great conflict? (Use evidence.)
• Is widespread government propaganda a viable alternative to the limitation of civil liberties during times of war?
• At what point does political dissent become dangerous to American security?
• What, if any, civil liberties should be limited during the War on Terror? 

Turning In Your Unit Plan

For more details, download Turning in Your Unit Plan for Microsoft Word.

General Instructions:

• Email to aorr@washoe.k12.nv.us by April 20, 2010.
• Turn in only one unit plan per grade level group.
• Place your whole unit plan into one WORD document.
• Use  12 font Times New Roman, Calibri, or Arial.
• Single space your lessons, but return/double space in between major categories
  (i.e. double space between Objectives and Standards/Benchmarks.
• Put categories in Bold CAPS.
• For lists (Objectives, Standards/Benchmarks, Lessons, etc.), use bullets. 
• Place a page break between each lesson.
• Place worksheets, direction sheets, examples, etc. after the lesson with which it matches.
• Place your unit assessment at the end of the unit.