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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

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

QUESTIONS 2. How do these ideological beliefs impact the constitution?
3. Can you have ideological conservatism and liberalism coexist?

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 take notes on both ideologies and interpret them.

Create:
Formulate an
opinion on which
side you want to
defend

Evaluation: Weigh
the values of each side.

Analyze: Test the values of each

against your knowledge of the
constitution
BLOOMs
Taxonomy Apply: Demonstrate you can identify a
idologically conservative or liberal viewpoint.

Understanding: Explain the difference between both

idologies.

Remembering: List values of each belief.

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
contested.
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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
Discussions with peers Students will compare Students will create a Soft background music
about the ideological prior knowledge with Venn diagram to throughout work time.
beliefs. the new vocabulary. visualize these
arguments
Bodily Interpersonal Intrapersonal Naturalist
Students may move Students will have to Students will be Curtains will be open during the
themselves to sit with a listen to and effectively trying to understand class period and students who
partner of their choice communicate with their concepts they may enjoy nature will be seated by the
during work time peers. disagree with. window.
provided it does not
cause a distraction.
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?

Nothing, this serves as the intro to these concepts.

TEACHER STUDENT TIME

Opening Recall information they may have 5 minutes.
1. Opening Question: What do you know about learned at home or in other classes.
ideological conservatism and liberalism?

This will get students thinking about anything they may

know on the topic.
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Crash Course video Watch the video and take notes on 10 minutes.
the different perspectives

Students will watch the crash course video on what both

ideological conservatism and liberalism are.

Discuss the video with a peer then the class. Group up and discuss the 15 Minutes
differences between ideological
conservatism and liberalism.
Students discuss their understanding with peers and as a Compile a list of questions for the
class, discuss any questions that they might have. class discussion and be prepared to
ask them.

Closure Go back to your seat and write on 5 minutes

Exit Ticket: Write your own definition of ideological a piece of paper your definition of
conservatism and liberalism. both concepts

This gets students to evaluate their own understanding

of the concepts and bring this into class next period.

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

https://youtu.be/j_k_k-bHigM?si=Zd6ktlRqPJCboCKD
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?