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“Do We Have Universal Rights or Does the Government Grant Us Privileges?” LESSON

SS:CV:12:1.3: Evaluate how the purposes of government have been interpreted

Content
Standards

COMPELLING
“Do We Have Universal Rights or Does the Government Grant Us Privileges?”
QUESTION

1. What are the beliefs of ideological conservatism and liberalism?

SUPPORTING
QUESTIONS 2. Are both ideologies represented in the constitution?

3. How does the way we classify a right vs privilege support your side?

1. Students know that some Americans argue the constitution implies we have more
rights than are stated.

OBJECTIVES 2. Students are able to differentiate philosophical liberalism vs conservatism and

apply this to their interpretation of the constitution.

3. Students do team analysis of the constitution to determine their key points for the
upcoming debate.

Create:
Assemble
arguments for
the debate

Evaluation: Support
your teams claims.

Analyze: Compare your

evidence to the other teams.
BLOOMs
Taxonomy Apply: Interpret your evidence to support
your claim.

Understanding: Identify evidence in the constitution to

support your sides claim.

Remembering: List the idelogocal values of the team you are put on.

C3 Standards
D2:Civ.4.9-12 Explain how the U.S. Constitution establishes a system of government that
has powers, responsibilities, and limits that have changed over time and that are still
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contested.

MULTIPLE INTELLIGENCES: Given the building blocks from Bloom’s Taxonomy and the standards outlined above,
how could you connect teach these ideas with Multiple Intelligences in mind. What could you do in the lesson to target
each of these areas?
Verbal Logical Spatial Musical
Communicating with Students have to use Students will have to Soft background music
peers to formulate a critical thinking skills to map out their throughout work time.
coherent debate formulate arguments. arguments.

Bodily Interpersonal Intrapersonal Naturalist

Students have to move to Students will have to Students will have to Teams will be seated close to
get with their teams and listen to and effectively regulate their windows and the curtains will be
can stand freely as long communicate with their emotions during opened during the class period.
as they are completing peers. what tends to be a
work. high-emotion
activity.
DIVERSITY & INCLUSION: Thinking about your topic, how can you bring diversity to the lesson. Which groups
below are obviously present? Which could you look for and either incorporate now or in a later lesson?
Genders Races & Ethnicities Ages & Generations Abilities
The government has a Different races and The Constitution has The Constitution is meant to
say on things like ethnicities are protected specific laws in place protect people of different
reproductive rights, by this document. about what people of abilities.
gender-affirming care different ages can do.
and more. Should they? This has changed
between generations
at times.
Cultures & Religions Regions of the World Political Ideologies Wealth
This document sets a Both ideologies are seen This lesson plan is This document supports people
specific culture to be around the world. about philosophical across different wealth statuses.
followed and means to Founding Fathers also liberalism vs
remove religion from the had diverse backgrounds conservatism
equation to bring peace coming from England and
amongst different residing in the US.
identities and unify
them.
STUDENT PREPARATION: What do students need to do or know before this lesson?

Students will need to know the difference in the ideologies learned in the last class period.

TEACHER STUDENT TIME

Opening Recall information from the 5 minutes.
1. Opening Question: What are the beliefs of previous class period. Look at notes
ideological conservatism and liberalism? and determine what you can’t
remember if you are having a hard
This will get students thinking about the last class period time. Discuss with a peer when
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and what they will have to be finding evidence to defend. done.

Give Students the Supporting Documents and have Describe the documents that you 20 minutes.
them read through and discuss them with a peer. are reading and discuss how they
impact either side of the debate.

Students will have a group discussion on what they read

and how this impacts their debate.

Assign debate teams and give students time to discuss
with them.
Students will begin to interpret their arguments and
compare the weight of specific evidence
Get in your debate teams and 15 Minutes
interpret your evidence from the
perspective of your ideology. After
this, compare how significant each
piece of evidence is.

Closure Go back to your seat and write on 5 minutes

Exit Ticket: select your personal top 3 arguments for a piece of paper the top 3
your debate team’s side. arguments you would like to use
in the debate for your side.

This gets students to evaluate the evidence and assemble

a tier list of their top 3 pieces of evidence.

MATERIALS: What materials will you need to carry out the lesson?

The Opening of the constitution and the bill of rights.

HOMEWORK:

Do any outside research you feel necessary. With your team, create a google doc outline for your debate next
class.

REFLECTION: After you’ve taught the lesson, reflect on the plan. What worked? What didn’t? How will it be
modified for next time?
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