Blog posting #4 Miranda v. Arizona (1966)

In my American government class we are examining significant Supreme Court cases throughout the history of the Court.  I always try to select something that will create debate but I did not want anything that was racially charged, that is why I stayed away from Brown v. Board of Education and Plessy v. Ferguson. Since my seniors have just a few weeks left and most have already “checked out”, I thought that Miranda v. Arizona would get them interested. Also, I have a standard line when the classes get a bit loud; I always tell them that they “have a right to remain silent”.  The lesson plan that I selected can be found at:

http://billofrightsinstitute.org/resources/educator-resources/lessons-plans/landmark-cases-and-the-constitution/miranda-v-arizona-1966/

The lesson will take place over two days.  On day one, I will start the lesson by ascertaining my students’ prior knowledge of the case through a brief (5 minutes) question and answer session.  Next the students will reexamine the Fifth Amendment to the Constitution and read the briefs submitted to the Court from the attorneys for both sides in order to understand why the Supreme Court agreed to hear the case.  After they have finished reading, time permitting, we will watch 2 short videos (4-5 minutes each) about the case.  This should put us at the end of day 1.

On day two the class will read the Supreme Courts decision, including Chief Justice Warren’s majority opinion and Justice Harlan’s dissenting opinion.  Next, the students will answer three questions, 1. Why did the Supreme Court overturn Miranda’s conviction?  2. What are the effects of this ruling for accused persons? For society?   

3. Do you agree with Justice Harlan’s dissenting opinion? Why or why not? 

The students will then share their opinions and the debate will ensue.

Lesson Plan #3 - The Federal Bureaucracy

In my American Government class, we are starting a unit on the executive branch and the federal bureaucracy.  I could not think of a better way to show the potential dysfunction of the giant federal bureaucracy than to examine the Federal Emergency Management Agency (FEMA) and its response to the Hurricane Katrina disaster.  The lesson plan I selected can be found at http://beep.browardschools.com/lv/io_s001_04.forward.

The main purpose of the lesson is examine the pros and cons of Federalism and shared powers between the federal, state and local governments

First, we will start with an essential question “Why did Congress create the bureaucracy?”  Then we will examine some key vocabulary terms of the executive departments of the Federal Government.  Next, I will assess my student’s prior knowledge of Hurricane Katrina. Most of my students were 9 or 10 years old when the hurricane struck the Gulf coast. We will explore the FEMA website and then examine the structure and effectiveness of FEMA under both Presidents Clinton and Bush II. I will also incorporate video of the disaster examining it from different perspectives.  The class will also examine news articles, specifically a time line of Hurricane Katrina and an article about FEMA Director Brown’s resignation.  We will then look at the changes made to FEMA post Katrina and the structure of the agency under President Obama’s administration.

Lesson Plan #2 The Electoral College

The Lesson Plan I selected is titled “The Electoral College” and revolves around the creation, purpose and necessity of the Electoral College. The plan is designed for high school (9 - -12) Government/Civics and Politics subject areas.  I chose this because there is a great misunderstanding about why the Electoral College was created and does it still serve the desired purpose. In addition, it can create debate in the classroom and because there are a vast amount of outside resources available.  The lesson can be found at

http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/electoral_college.html

The purpose of the lesson is to show why the Electoral College was first established under the Constitution and to have my students analyze whether it is still a viable system. It is my goal to open up my class the varying points of view and to create debate.  As I stated in a previous discussion, I want my students to be able to present their opinions and defend their position supported by facts.

The day before the lesson, I will take a vote in all six of my classes on the students’ preference of vanilla or chocolate ice cream. The next day, after the lesson, I will reveal the results of the vote, the popular vote and how the vote would turn out using the Electoral College system.  I will first asses my student’s prior knowledge by asking them if they know where the Electoral College is located, to determine if they know that it is not a place. Then we will use the recommended material to build on and expand their prior knowledge. We will start with a short video and then we will read Article II and the 12^th amendment of the Constitution for the exact wording of the plan. We will then explore how the territories of the United States vote in presidential elections yet do not have any electoral votes. The students will also be required to do independent research and reading to establish their views and opinions and finally to present them to the class.

Lesson Plan

The Lesson Plan I selected is titled “Dissent in Democracy” and revolves around the United States involvement in the Vietnam War. The plan is designed for high school (9 - -12) AP U.S. history students.  I chose this for several reasons, first is my own personal involvement and interest in the topic, second is the debate it can create in the classroom and lastly, because of the amount of resources available.  The lesson can be found at

http://www.itvs.org/educators/collections/vote-democracy/lesson-plans/dissent-in-democracy

The purpose of the lesson is to show how democracy is designed to be open to different views and opinions. Specifically of America’s involvement in the Vietnam War. And it is my goal to open up my class the varying points of view and to create debate.  As I stated in a previous discussion, I want my students to be able to present their opinions and defend their position supported by facts.

I will first asses my student’s prior knowledge of the War in Vietnam, the politicians involved and the dissent that the war caused here at home. Then we will use the recommended material to build on and expand their prior knowledge. We will start with a brief history of Vietnam from its French colonial time to the present.  We will then explore the reasons that the United States became involve in the conflict.  The lesson will also include archival film footage of the war and of protests here and also interviews and writings of those involved including soldiers and politicians.  The students will also be required to do independent research and reading to establish their views and opinions and finally to present them to the class.