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Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes Title of Lesson: Rights of the Accused Subject Area: United States History Grade Level: 11 Context of Lesson This College Prep US History class is comprised of regular and low level students who are mostly juniors. There is one freshman student, who transferred from a different school. The students are very cooperative during class activities but tend to avoid participating unless prompted. There are several students who like to chat with each other at inappropriate times and need re-direction. The students in this class come from a variety of cultural and racial backgrounds, bringing diverse experiences and viewpoints to the class. Although there is no tracking in social studies courses at Stevenson High School, 75% of junior students at Stevenson take AP US History. Due to this, the students who are in this class tend to be lower level students. Several students have IEPs and 504 plans, but they are mostly accommodations for exams and will not affect the delivery or content of this lesson. The design of this lesson was influenced by the interest that many students have about relations between the United States and other countries. Students in this class have expressed that they enjoy learning about Cold War tensions. Rationale This lesson is designed to provide students with context about Supreme Court cases that were intended to give rights to accused people. Over the course of the unit, students have been exploring different civil rights reforms and reformers who made positive contributions to the Civil Rights Movement. Additionally, the unit question asks students to think about how these different reforms or reformers directly responded to the discrimination that African Americans, women, children, and poor people faced. The last segment of the lesson is intended to have students think about current civil rights issues and to draw parallels between the past and present. This is the seventh lesson in the Civil Rights Movement unit, which is part of the required United States History curriculum. It follows the study of the Cold War and is a prelude to the study of the 1970s & 1980s. ISBE Learning Standards 16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.
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Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

Feb 15, 2022

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Page 1: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes

Title of Lesson: Rights of the Accused

Subject Area: United States History Grade Level: 11

Context of Lesson

This College Prep US History class is comprised of regular and low level students who are mostly juniors. There is one freshman student, who transferred from a different school. The students are very cooperative during class activities but tend to avoid participating unless prompted. There are several students who like to chat with each other at inappropriate times and need re-direction. The students in this class come from a variety of cultural and racial backgrounds, bringing diverse experiences and viewpoints to the class. Although there is no tracking in social studies courses at Stevenson High School, 75% of junior students at Stevenson take AP US History. Due to this, the students who are in this class tend to be lower level students. Several students have IEPs and 504 plans, but they are mostly accommodations for exams and will not affect the delivery or content of this lesson.

The design of this lesson was influenced by the interest that many students have about relations between the United States and other countries. Students in this class have expressed that they enjoy learning about Cold War tensions.

Rationale

This lesson is designed to provide students with context about Supreme Court cases that were intended to give rights to accused people. Over the course of the unit, students have been exploring different civil rights reforms and reformers who made positive contributions to the Civil Rights Movement. Additionally, the unit question asks students to think about how these different reforms or reformers directly responded to the discrimination that African Americans, women, children, and poor people faced. The last segment of the lesson is intended to have students think about current civil rights issues and to draw parallels between the past and present.

This is the seventh lesson in the Civil Rights Movement unit, which is part of the required United States History curriculum. It follows the study of the Cold War and is a prelude to the study of the 1970s & 1980s.

ISBE Learning Standards

16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.

Page 2: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

Objectives

1. Examine two court cases that gave rights to accused people, through note taking during a PowerPoint presentation.

2. Consider current day civil rights issues and how they compare with civil rights issues from the 1950s & 1960s, through group discussion.

Instructional Procedure

Announcements and Finishing Quiz (10-15 min) The teacher will begin class with a few brief announcements about upcoming assignments and due dates. Following these announcements, students will receive 10 minutes to complete their group quizzes that they had begun during the previous day’s class. The students who have finished their quizzes already will be instructed to fill out the mid-unit reflection survey on the class website.

PowerPoint Presentation & Individual Presentations (20-25 min) The teacher will deliver a short PowerPoint presentation about The Warren Court in the 1960s and how the decisions made under Chief Justice Earl Warren expanded the rights of accused people.

Following this segment, a few students will present pages from their Civil Rights Reform Book Projects (more on this project below in the “additional information” section). The two reforms that will be presented are the court cases of Mapp v. Ohio (1961) and Gideon v. Wainwright (1963).

When the students have finished their presentations, the teacher will expand upon the information that the students present.

Group Discussion: Contemporary Civil Rights Issues (10-15 minutes) Following the content delivery, the teacher will ask students to reflect on all of the different civil rights reforms and reformers that they have learned about thus far. The teacher will then guide students to think about contemporary civil rights issues and their own personal opinions on controversial topics. In their small groups, students will discuss the following questions: 1. In your opinion, what are the civil rights issues that we face in America today? 2. Which issue or issues in particular are important to you? Why? 3. Have the Supreme Court or state courts enacted any legislation to address these civil rights issues? 4. What parallels can you draw between the Civil Rights Movement of the 1950s/60s and the present day?

Page 3: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

Closure (5-10 min) During the last moments of class, the teacher will ask the small groups to share out their responses to the rest of the class. The teacher will close by explaining to students that although some of the current issues may be different from past issues, the struggle for equality and rights still prevails.

Assessment

The teacher will listen to the group discussions to formatively assess students and check for understanding.

The students who present their book projects will also be assessed on the clarity of their presentation. This will be included in the grade for the summative assessment (book project).

Materials and Resources

The teacher will need a computer, a digital projector, and a projector screen to display the PowerPoint presentation.

The students will need a writing utensil and their iPads.

Language Demands

Students must be familiar with the content vocabulary terms Warren Court, Mapp v. Ohio, and Gideon v. Wainwright. Students will demonstrate their English language development during this lesson by discussing their opinions about contemporary civil rights issues.

Modifications

There are no students in this class who require modifications for regular class periods (they require modifications and accommodations for exams).

Additional Information

The students have been working on their Civil Rights Reform Book Project over the last two weeks. Each student was assigned a different reform (court case, law, etc.) that addressed discrimination of one of the following groups: African Americans, women, children, and poor people. In their books, students are asked to provide context for the reform, what the reform did to improve the condition of discriminated peoples, and how the reform enhanced democracy.

The presentations that will be occurring are very simple and straightforward. Each student has been assigned a particular page that they will present to the class. The purpose of this is to allow students to share their work with others and to also practice public speaking.

Page 4: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

The Warren Court

During the 1960s, Supreme Court rulings expanded the rights of accused people

Under Chief Justice Earl Warren, the Supreme Court issued a number of decisions that altered the voting system, expanded due process, and reinterpreted aspects of the First Amendment

Extended due process

Page 5: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

What is Due Process?

Due process means that the law may not treat individuals unfairly, arbitrarily, or unreasonably, and that courts must follow proper procedures when trying cases

Meant to ensure that all people are treated the same by the legal system

Page 6: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

Mapp v. Ohio 1961

Dollree Mapp was convicted of possessing obscene materials after an admittedly illegal police search of her home for a fugitive

She appealed her conviction on the basis of freedom of expression

The Supreme Court declared that “all evidence obtained by searches and seizures in violation of the Constitution is, by [the Fourth Amendment], inadmissible in a state court.”

Therefore, courts could not consider evidence obtained in violation of the federal Constitution

Page 7: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

Mapp v. Ohio 1961

Historic & controversial decision

Placed the requirement of excluding illegally obtained evidence from court at all levels of the government

How did this court case enhance democracy?

Page 8: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

Gideon v. Wainwright 1963

Clarence Earl Gideon was charged in Florida state court with a felony and appeared in court without a lawyer

Gideon requested that the court appoint a lawyer for him

According to Florida state law, an attorney could only be appointed to an indigent defendant in capital cases, so the trial court did not appoint one

Page 9: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

Gideon v. Wainwright 1963

Gideon represented himself and was found guilty - filed a petition and argued that the trial court’s decision violated his constitutional right to be represented by counsel

The court ruled that a defendant in a state court had the right to a lawyer, regardless of his or her ability to pay

How did this court case enhance democracy?

Page 10: Teacher: Lizzy Scheinkopf Lesson Duration: 50 minutes ...

Group Discussion: Contemporary Civil Rights Issues

In your opinion, what are the civil rights issues that we face in America today?

Which issue or issues in particular are important to you? Why?

Have the Supreme Court or state courts enacted any legislation to address these civil rights issues?

What parallels can you draw between the Civil Rights Movement of the 1950s & 1960s and the present day?

With your group members, respond to the following questions: