Lesson Goal: The goal of this lesson is to introduce students to the restrictions and limitations placed on the rights of United States citizens during World War I. During WWI the United States passed legislation that limited the rights of citizens in order to prevent dissention from the war effort. To understand these restrictions students will complete a Take a Stand activity as well as analyze primary source documents.
Learning Objectives: Identify the ways in which rights were restricted during World War I Analyze primary source documents for purpose and content Constructing arguments on liberty vs. security and liberty vs. patriotism
Ohio Academic Content Standards: American Government: Role of the People: 16.In the United States, people have rights which protect them from undue governmental interference. Rights carry responsibilities which help define how people use their rights and which require respect for the rights of others. NCSS Thematic Strands: V. Individuals, Groups, and Institutions: Processes: Analyze instances of tensions between individual expression and group conformity; V. Individuals, Groups, and Institutions: Processes: Understand examples of tensions between belief systems and governmental actions and policies.
Anticipatory Set: Discuss daily statements Discuss what patriotism means. Can it be a bad thing?
Instructional Strategies: Take a stand activity Cooperative learning Class discussion
Materials: PowerPoint with Take a stand statements Document A: Eugene Debs speech Document B: Schenk pamphlet Document C: The Sedition Act Graphic organizer
Activities: Activity One: Discuss anticipatory set. (3-5 minutes) Activity Two: After discussing anticipatory set inform students that they will be completing a Take a Stand activity. For this activity students will be up out of their seats and will need a clear path from one side of the room to the other. One side of the room represents strongly agreeing with a statement while the other represents strongly disagreeing with the statement. Students will be presented with five different statements using the PowerPoint slides. For each statement students will stand on either side of the room depending on whether or not they agree with the statement. After students have taken their place on the spectrum of agree/disagree sample responses from students on either side about why they feel the way they do. Repeat this process for each statement. (10-15 minutes) Activity Three: Have students return to their seats. Pass out Document A: Debs speech and Document B: Schenk pamphlet. Have students work in groups of 2-3 to complete the graphic organizer for the two documents. Monitor students and allow sufficient time for them to complete the organizer on their own. After 10-15 minutes hold a classroom discussion calling on groups to complete the graphic organizer as a class using the interactive white board. Ask students if they feel Debs or Schenk was unpatriotic or anti- American. (20-25 minutes) Activity Four: Using the interactive white board read aloud Document C: The Sedition Act and discuss the prison sentences of Debs and Schenk. As a class discuss whether or not students believe either men committed a crime or if the Sedition Act limited freedoms too much. (5-10 minutes)
Accommodations for Special Learners: Difficult vocabulary terms defined in readings Graphic organizer Monitoring of students on IEP/struggling readers during group work
Assessment (formal or informal): Graphic organizer (informal-formative) Group discussion (informal-formative)