Who+Is+an+American?

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THIRTEEN AMERICAN ARGUMENTSEnduring Debates That Defineand Inspire Our CountryHoward Fineman ** WHO IS AN AMERICAN? **
 * [[image:osussmethods/fx_Bloom_New.jpg caption="fx_Bloom_New.jpg"]] || Lesson Plan Creators

David Dybowski and Megan Putman ||

Develop a lesson plan that moves the students from lower to higher levels of thinking.  Complete the following template.

Controlling Question

What are the rights of American Citizens during times of crises?

Overview of Lesson

Students will be introduced to different points of view about the rights of American citizens during two specific times of crises during American history and how their rights conflict with concerns of national security. Students will then be asked to analyze their position and to find connections between the different instances.

Objectives (skills and content)

Objectives are listed in table below.  [|Rev Objective Table (1).docx]

Lesson Activities & Materials: Match the Objectives to the Learning Activities


 * Objectives:Begin with the VERB || Describe the Learning Activities: ||
 * Students will define important terms and concepts || Divide class into seven groups. Assign each group one term or concept to define (natural born citizen, immigrant, naturalized citizens, Fourteenth Amendment, internment camps, Korematsu v. US, Executive Order 9066) They will share their definitions with the class. ||
 * Students will describe their segment of reading || Different groups will be assigned different segments of reading to summarize and present to the class. The topics will be focused around issues of Japanese internment and treatment, including concerns about national security, citizen rights, and also the treatment that immigrants and citizen descendents from different world regions received at the time. ||
 * Students will evaluate the Supreme Court's actions regarding Japanese internment || Students will sort themselves into four groups through the four corner activity ranging from strong agreement to strong disagreement with the Supreme Court's decision in Korematsu. The students will be asked to explain their evaluation citing evidence from the different readings. If any group does not have representatives, a couple of students will be told to go there and defend that position. ||
 * Students will compare and explain the relationship between treatment of US citizens of Japanese descent during WWII and those American Citizens in Guantanamo Bay. || For homework students will read two brief articles about the controversy of internment of US Citizens at Guantanamo Bay from differing points of view. They will then be required to write one paragraph comparing the Japanese and Guantanamo situations. Then they will write a paragraph explaining their position Guantanamo Bay in which they defend their point of view. They post their work on the class blog. Each student must reply to two different classmates opinions with a thoughtful question. ||