American Civil Liberties

Our last unit of the year functions a bit differently than those that we have learner through up to this point.  Rather than specific tasked lesson plans our learners will research analyse and create teaching modules for themselves over a three week period.  During the fourth week each team of four to five learners will teach content to the rest of the class through lessons that they write for each other.

Preparation and Setup. 

Each student must take the Parker Team Player Survey to discover the role that they fit the best.  Through the survey each learner will find themselves to be a Contributor  Collaborator  Communicator of Challenger.  Each learner uses a posted note to identify their role and must find three other learners to form a team which is composed of each of the four positions.  (Because a class may have uneven numbers or may not have enough of each role to make a perfect setup the following rules apply.  There can only be on challenger in each group.  No group can have more than two of any other role.)  

Once the teams are set a representative from each team will choose three cards from separate piles that identify the specific topics that they must teach to the rest of the class.  
The general topic cards include: Women, Children, African-Americans, Latinos, American Indians, Asian-Americans, and Muslin Americans.
Each topic is dated to one of the following time periods: 1600-1700, 1700-1800, 1800-1850, 1850-1900, 1900-1950, and 1950-Present.
The topic cards are sorted into three piles (or placed into three containers): 17th-18th Centuries, 19th Century, and 20th Century.

The teams must make connections for  the experiences and issues of each of the groups that they receive through the filter of Civil rights and Civil Liberties in America.
(Example:  Women 1700-1900,  American Indians 1800-1850, and African Americans 1950-Present)
The connections must be substantial and critically analysed and discussed with the instructor prior to the design and construction of lesson plans.

Each team must meet for at least five minutes everyday with the instructor to discuss progress and development.  Daily participation grades will be given for each learner during team meetings.  Homework will be assigned by the teams and must be approved by the instructor for extra credit grading.

Week One

After choosing the learning topics each team will spend the rest of the week researching content and connecting learning targets from the State Essential Standards and the C3 Social Studies Standards.  Each team must learn to unpack the standards relevant to their topic and develop learning targets for the lessons that they will create.

Week Two

Each learner on the team will analyse the usefulness of  sources that they have developed for their teaching.  Each learner will write an annotated bibliography entry for each source that they have read for the project.  (minimum of 4 sources for each person).  Each learner will then give a different source to each person in on there team.  These three additional sources will be reviewed and an annotated entry will be created by the rest of the team so that each person has reviewed a minimum of seven sources.  The team will discuss each source and determine its usability for the overall project.  This process may take up to a week to ensure that students accurately read all sources which may include websites, primary sources and books, or chapters from books.

Week Three

Lesson planning and development (to be continued)

Week Four 

Teaching (to be continued)