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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 your strongest arguments?

SUPPORTING 2. What arguments can you anticipate from the other side?
QUESTIONS
3. Are there examples from the other side that you can spin to support your
argument?

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 a debate on rights vs privileges as supported by the constitution.

Create: Develop
a point of view on
either ideological
conservatism or
liberalism.

Evaluation: Defend
your teams side.

Analyze: Compare the evidence

presented.
BLOOMs
Taxonomy Apply: Use the constitution to support
your claim.

Understanding: Identify how your side would look at

the constitution.

Remembering: Define either ideological conservatism or liberalism

C3 Standards
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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
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
Debate style lesson. Students have to use Students will have to Soft background music in the
critical thinking skills to map out their beginning of class while they are
formulate arguments. arguments. formulating their debates.
Bodily Interpersonal Intrapersonal Naturalist
Students have to move to Students will have to Students will have to Students will be seated by
get with their teams and listen to and effectively regulate their windows during the opening and
then into debate. communicate with their emotions during curtains will be open during the
peers. what tends to be a lesson.
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?

Notes from the previous days and any outside research they have done. They will need their debate notes.

TEACHER STUDENT TIME

Opening What are your strongest 10 minutes
Have students meet in their teams. arguments? What are your
weakest arguments? Work with
your team to prepare a plan for the
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Students will be discussing their strongest arguments debate using the evidence that is
with their team and deciding which ones to bring up most compelling for your side.
during the debate.

Debate Present the arguments that your 30 Minutes

group found to be the strongest.
Can you overcome the other side’s
Students will apply their knowledge from the weeks arguments?
previous lesson plans to debate philosophical liberalism
or conservatism in the United States as supported in the
constitution.

Closure Do you personally believe in 5 Minutes.

Reflect on the debate. philosophical conservatism or
liberalism? Which of the two do
you think are supported by the
Students will reflect on the debate we just had to form Constitution?
their own opinion on philosophical liberalism or
conservatism in the United States as supported by the
constitution.

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

None. Student provided materials for debate.

HOMEWORK:

None.

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