Expansion of Freedom

1. Expansion of Freedom

2. Expansion of FreedomLaunch To Do Get out a sheet of paper and a pencil, clear your desk of everything else Agenda: -Warm Up: Pretest -Launch The Unit a. View The Great Divide: 52 minutes b. Reaction -Student Learning Map Preview Homework: Find evidence to support your answer the think about questions from the movie we will watch

3. As we learning this unit…I NEED you to appreciative to other cultures! There will be no “dissing” others you will be open minded and accepting!Different views will be expressed through this unit, that does not mean by anyway that these are Ms. Miller’s views! Expansion of Freedom Unit Warning

4. Warm Up Test time!!! We are going to take a pretest today so I can see what you know about our next unit! However….I feel like being nice today, if you have workshop with another S.S. teacher, you are exempt from the test today!!! Everyone else, get out a sheet of paper and a pencil!

5. PretestOn your own paper answer the questions in complete sentences. • What is the difference between a majority and a minority? • Give an example of one minority group in our country and support your example with evidence. • What rights have been violated against minorities as per granted by our Constitution? • How can your understanding of our Constitution work in your benefit? Support your answer using details!

6. Your reaction Those who Took Pretest Those who Didn’t take Pretest • How did it feel to be a person taking the Pretest? • Were you mad at those who didn’t take test? Why or why not? • Were you made at me for making you take the test? Why or why not? • How did it feel to be “special” and not have to take the test? • Did you feel bad for those who took it? Why or why not? • Were you happy with me that you didn’t have to take the test? Why or why not? Everyone answer this question: What action did I just demonstrate with you? (hint: it is when you treat someone differently based on race, gender, religion…etc.)

7. Share out! 1st: Those who took test2nd: Those who didn’t take test

8. Student Learning Map Topic: Expansion of Freedom Key Learning: The principles and ideals of the American democratic system are designed to promote the freedoms of the American people. Unit EQ: How do the ideas of American democracy promote the freedoms of American citizens? Limitations Vocabulary: Majority, minority, equality, discrimination

9. What is Race? As you watch Matters of Race: The Great Divide consider these questions Does the future resemble the country's racially divisive and segregated past? Is America going back to the past? Or Is the nation seeing the declining significance of race?

10. Expansion of FreedomLaunch To Do Open your journal, write down homework Agenda: -Warm Up -Discuss Trip -View The Great Divide Finish Homework: Find evidence to support your answer the think about questions from the movie we will watch

11. Warm Up Which candidate for the U.S. Presidency is qualified, why?

12. Summarize: n example • Explain to me at least one instance where you or someone you know has been discriminated against? • Tell me what happened? What type of discrimination was this? What was your reaction? How should you have reacted?

13. Find evidence from either a news article, the internet, or interviewing your family to support this statement Discrimination still exists…

14. Expansion of FreedomLeq: How might the majority threaten individual and minority rights? To Do Get out your homework from last night Agenda: -Warm Up: Review Population chart - Last night’s homework -Cross the line activity -Majority/Minority preview vocab Homework: Create a scenario that displays your understanding of majority vs. minority

15. Population Chart • Lets go over the answers you wrote from the Population growth charts.

16. Last night’s homework • Read to your shoulder partner the evidence you found that discrimination still occurs… 8 minutes

17. Last night’s homework & cross the line • How did you feel when you crossed the line and others did not? What did you think about all of this? • What surprised you about what you learned? • Compare your evidence to your partners evidence. • Predict the future of all of this…?

18. Majority vs. minority Read the directions for the word you have been assigned…complete the task. You will read the sentence and then based on the context clues within that sentence create a definition for the term. 1s: Minority 2s: Majority

19. With your partner • Now with your partner (there will be a 1 & 2 in each partnership) • Create sentences which represent the meaning for each term. These will go on poster paper so we can display these sentence strips! • Below each sentence create a small picture representation.

20. Homework Create a scenario (skit) which demonstrates your understanding of minority vs. majority. Example: The teacher walks into the room, there are 4 boys and 12 girls. The teacher says ok, since there are more girls than boys in the class today I will let girls who are the majority begin their bathroom breaks first. Boys since there are less than you and that makes you the minority you will go last.

21. Expansion of FreedomLeq: How might the majority threaten individual and minority rights? To Do Put your homework from last night in your folder, open your journal Agenda: -Warm Up: Minority & Majority 3 min united streaming; difference • Majority Pizza Homework: none

22. Warm Up • After you have watched the movie turn to your shoulder partner and determine the difference between minority and majority.

23. Tuesday night’s homework • Tuesday night you had to create a skit to show your understanding of majority vs. minority. • Read to your shoulder partner your skit • Pick the best one out of the partnership • Now as a group read the “best” 2 • Pick 1 of those and plan out how you will act it out You will have 20 minutes to follow these steps

24. Think about this…record in your journal • If a group has to make a decision but it has to choose from several alternatives, what do you think would be the best method to decide?

25. Situation You are all students of the month and because you are so great you have earned a reward. That reward will be one (and only one) pizza!!!

26. Working with your shoulder partner Create a definition for the term (use your understanding of the two root words) Majority Rule: Share out for a class definition

27. Pizza Order Form • Directions: • Silently decide which kind of pizza you wish to order from the list of options presented below on the order form. Circle your choices on the order form. • Select one person in your group to lead the discussion described in steps 3-4. Select another person to serve as a recorder. The recorder should write down each person’s choices. • Give each person a chance to describe his or her choice with the others in your group. Once everyone has described the choices, lobby for your choice. • Using the principle of majority rule, choose the pizza you will order from the following options:

28. What is this… We have a student in the class who Is severely allergic to one of the toppings you have Selected! With your group discuss: Should your choice of pizza remain? Explain!

29. Questions for Discussion • Is our class definition for Majority Rule one that should be used to make decisions in a democratic society? • Revise if necessary

30. Summary: Exit Ticket (please write answers in your journal) • Did the group ever consider the interests of the minority (vegetarians, those who can have milk products, those who are allergic to a choice) • How might the needs of the minority be met? (Example: What if someone can’t eat cheese, how can they still get pizza?) • How did you add to, modify, or delete from your original definition of majority rule? Explain why you made this change This is a grade

31. Expansion of FreedomLeq: How might the majority threaten individual and minority rights? To Do Agenda: -Warm Up: DCAS Prep - Scenarios: Analyzing Perspectives Homework: Have a good weekend

32. What language group Is the most English proficient? What is the % difference between Asian vs. Spanish language groups In their English proficiency?

33. Agree vs. Disagree I will be reading some scenarios, when I read each you will decide if you “agree” or “disagree” & you will move to that area of the room

34. Scenarios Scenario 1: All athletes are allowed to miss three days of school a year to recover from their long and grueling sports seasons. Scenario 2: Students who earn an “A” in their first marking-period class are not required to take a final exam. Scenario 3: All band members are allowed to miss one class a day to practice their instrument. Scenario 4: Student council homeroom representatives/alternates are given the power to cut the lunch line on a daily basis. Scenario 5: The student council has decided the 7th grade dance will have a country music theme.

35. Debriefing • Select one of the scenarios and complete the analyzing perspectives graphic organizer.

36. Expansion of FreedomLeq: How might the majority threaten individual and minority rights? To Do Get out your field trip stuff if you have it Agenda: -Warm Up - Minority Rights Homework: Find an article which discusses a minority group, complete a 5W on it; Who what when where why

37. Warm UP • Consider a situation where you were the minority in a group, explain this situation…explain what made you the minority was it (age, race, religion, gender, ability, language, cutlure…

38. With your shoulder partner Create a list of as many minority groups in America that you can think of…

39. Paper Pass Here is how it works: • I will write the name of the minority group and a couple questions. • I have assigned each group a specific color to write with. • Your group will brainstorm the answers to the questions and write them on the paper. Everyone in the group must contribute! • You will have 5 minutes • Then when I say switch you will switch posters with another group, continuing the process. • When you have addressed each of our posters, your group will be given one to present to the class.

40. How am I graded? • Group Work Rubric • As we do the paper pass you cannot have the same answers as any other group, so be sure to think and read before you answer. • I will know who wrote what based on the color you were assigned

41. Questions to consider 1. What problems or issues do these minorities face? 2. Have the Problems/issues been solved? Yes/No and Why? If yes, what actions laws, etc., have taken place? If no, what does your group propose be done 3. How does the government or other groups work to protect minorities?

42. Exit Ticket: In your journal • What did you learn from today’s activity? • Why should the rights of minorities and individuals be protected?

43. Expansion of FreedomLeq: How might the majority threaten individual and minority rights? To Do Get out your homework from last night and clear your desk Agenda: -Warm Up - Poster Presentations - Constructing Support for your LEQ Homework:

44. Warm Up • Get out your homework, switch with your neighbor. • Silently read their 5W

45. Your presentation • Each member of your group must speak

46. Answer the LEQ How might the majority threaten individual and minority rights? Example #2 Support with details Example #1 Support with details Example #3 Support with details Use the following words in your support & underline them: Majority Rules, Minority, Majority, Discrimination

47. Expansion of FreedomLeq: How does the interpretation of laws affect individuals? To Do Get out your student learning map Agenda: -Warm Up: Copy new LEQ “From Fighting to ‘Friending’” • Preview key vocab • “No Vehicles in the Park” Homework: Political cartoon activity

48. Student Learning Map Topic: Expansion of Freedom Key Learning: The principles and ideals of the American democratic system are designed to promote the freedoms of the American people. Unit EQ: How do the ideas of American democracy promote the freedoms of American citizens? Limitations Vocabulary: Majority, minority, equality, discrimination

49. Warm Up • Read the article “From Fighting to ‘Friending’” independently. • Then on your own complete the questions that go along with the graph. YOU MUST USE THE WRITING UTENSIL I HAVE PROVIDED NOTHING ELSE

50. EQULAITY Reflect on the activity you just took part in, was everyone treated equally on this assignment? Why or why not?