the Unit 1: Civics and Citizenship Lessons (pdf) - The Ronald ...

Unit 1: Civics and Citizenship, Lesson 4: Civil DisobedienceExit Slip: Lesson 4I don’t agree with Thoreau’s stance on… because…I’m a bit confused about, or a question I have is…Thoreau’s best idea about citizenship is…Exit Slip: Lesson 4I don’t agree with Thoreau’s stance on… because…I’m a bit confused about, or a question I have is…Thoreau’s best idea about citizenship is…74Student Handout 4BLesson 5: Private vs. Public CharacterOverviewThis lesson will explore the traits displayed by public figures inboth their private and public lives. Students will examine sourcesthat discuss both the public and private lives of John F. Kennedy,Condoleezza Rice, and Henry Clay.ObjectivesStudents will be able to (SWBAT):• identify specific traits of private and public character displayedby select public figures.• evaluate the connection between traits displayed in private lifeand traits displayed in public life.• make and defend a judgment on which traits are most essentialfor improving American society.Classroom ProceduresI. Essential Question(s) – What civic dispositions or traits ofprivate and public character are important to the preservationand improvement of American constitutional democracy?II. Agenda - (Teachers may project or write this agenda)• Essential Question• Hook: Four Corners Activity• Primary Source Exploration• Exit SlipIII. Hook (15 minutes)• As students enter the class, project the following quotation: “Asknot what your country can do for you, but what you can do foryour country.” - John F. Kennedy• The four corners of classroom are labeled as follows: StronglyAgree, Agree, Disagree, Strongly Disagree. (Signs are includedin previous lesson)• Read the quotation aloud to the students. Students then move tothe corner of the classroom that best represents their reactionto the statement. While in their corner, students should discusstheir reasoning with other members of the group, and form anargument explaining why. (5 minutes)• Students who change their mind during the course of thediscussion may change groups.• Each group chooses a spokesperson to present their viewpoint,and has one minute to explain its reasoning. Allow anotherminute allowed for questions and response from other groups.End with a couple of minutes for wrap-up discussion.IV. Primary Source Exploration (60-90 minutes)• Prior to this activity, you will want to arrange students in groupsof six.• In this activity students will participate in a jigsaw activity asthey explore several primary and secondary sources related topublic figures. Documents include Senator John F. Kennedy’sstatement on the “Senate Reception Room,” as well as twoexcerpts on events from his private life, Condoleezza Rice’s“Opening Statement” for her Secretary of State confirmationhearings, and Abraham Lincoln’s “Eulogy for Henry Clay.”STANDARDSCCE/NSCGV.D.1 explain the meaning and importance ofself-discipline and self-governance.V.D.2 explain the meaning and importance ofrespect for the rights and choices of individuals.V.D.3 explain the meaning of civic mindedness.V.D.4 evaluate the usefulness of certain traitsin facilitating thoughtful and effective participationin public affairs.NCSSII. Time, Continuity, & Changed. systematically employ the process ofcritical historical inquiry to reconstruct andreinterpret the past, such as using a varietyof sources and checking their credibility...IV. Individual Development & Identityb. identify, describe, and express appreciationfor the influences of various historicaland contemporary cultures on an individual’sdaily life.IRA/ NCTE• 7.Students conduct research on issues and interestsby generating ideas and questions, andby posing problems. They gather, evaluate, andsynthesize data from a variety of sources (e.g.,print and non-print texts, artifacts, people) tocommunicate their discoveries in ways thatsuit their purpose and audience.Key TermsSelf-Discipline- the power to disciplineone’s own feelings, desires, actions, etc...especially with the intention of improvingoneself or doing the right thing.Public Affairs- issues arising from therelationship of the public to the governmentor another institution.Jingoism- extreme nationalism or patriotism,often in the form of aggressive foreignpolicy.Chauvinism- fanatical patriotism, orprejudiced belief in the superiority of one’sown group.Patriotism- a feeling of love and devotiontowards one’s country.Civility- courteous behavior, being polite.75