Overview and Background: Unit: Individual Freedom

Lynn Thalmann : Cheney USD 268

History. : American History : American History

Cheney : Grades 11 - 11 : Aug. - Jun.

Title:	Individual Freedom
Topics:	Individual Freedom
Time Frame:	Four 85 minute class periods
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
This unit examines the attempt to balance individual rights with the common good.

Print Materials Needed:
Text book

Resources:
video "The Cold War"

Resource Attachments:

Internet Resource Links:

Notes:

Stage 1: Identify Desired Results

State:	KS       11B6I4
Title:	Social Studies-United States History
Standard(s):	Kansas State Social Studies United States History Standards Grade 11 Benchmark 6 Indicator 4 4. analyzes the origins of the Cold War and the advent of nuclear politics (i.e., the establishment of the Soviet Bloc, Mao's victory in China, the Truman Doctrine, the Marshall Plan, the formation of NATO, the Berlin Blockade, the Iron Curtain, and the Berlin Wall). [See World History Eleventh Grade Benchmark 7]

Understandings:
user	Democratic governments must balance the rights of individuals with the common good. Fairness is difficult in a political system when there is an atmosphere of fear.

Essential Questions:
User	Do the ends justify the means when it comes to perceived national security concerns? (HUAC, McCarthyism, testing) Can censorship exist in a democracy? How much limitation can be placed on individual rights in a democracy? Can there be too much freedom in a democracy?

Knowledge and Skills:

K
Laws protect freedom and individual rights.

S
Relate past American experiences to current ones.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students will research and then role play the parts of a Congressional committee-the Internal Security Committee. Distribute three roles; one will be a group of ardent supporters of strict security measures, one will be a group of American Muslims, and one will be members of the House Internal Security Committee. Each of the persons testifying before the committee will be given a choice of how to testify.
Key Criteria - The student will display clarity, insight, and persuasiveness in the testimony roles. In the role of committee member the student will display perception and empathy, and will defend his vote.

Other Evidence:
Students will be tested on their knowledge of the major events and people of the Cold War.

Task/Prompt: Individual Freedom

Type:Performance Task

Topics: Individual Freedom

Summary:
Students will research and then role play the parts of a Congressional committee-the Internal Security Committee. Distribute three roles; one will be a group of ardent supporters of strict security measures, one will be a group of American Muslims, and one will be members of the House Internal Security Committee. Each of the persons testifying before the committee will be given a choice of how to testify.
Key Criteria - The student will display clarity, insight, and persuasiveness in the testimony roles. In the role of committee member the student will display perception and empathy, and will defend his vote.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

Notes:

Student Directions:
Some of you are members of a Congressional committee-the Internal Security Committee. Others of you are a group of ardent supporters of strict security measures. The rest of you are a group of American Muslims. Members of the two groups will be allotted time to testify before the committee, presenting their case. You should be clear, insightful, and persuasive in your testimony. Committee members will display perception and empathy, and will defend his/her vote.

Other Evidence:
Students will be tested on their knowledge of the major events and people of the Cold War.

Other assessment evidence to be collected:
Selected Response/Short-answer test/quiz
	Test over major events and people of the Cold War.

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

1. Ask students, "Why did the Cincinnati Reds change their team name to Red Legs in the 1950s?"
2. Post essential questions.
3. Post front page headlines from Cold War era.
4. Give students task scoring rubric.
5. Discuss what they know of the era.
6. Text book material, lecture, and videos provide general information.
7. Students role play a scenario highlighting the question of individual rights vs. internal security and the common good
8. Students will research and then role play the parts of a Congressional committee-the Internal Security Committee. Distribute three roles; one will be a group of ardent supporters of strict security measures, one will be a group of American Muslims, and one will be members of the House Internal Security Committee. Each of the persons testifying before the committee will be given a choice of how to testify.
Key Criteria - The student will display clarity, insight, and persuasiveness in the testimony roles. In the role of committee member the student will display perception and empathy, and will defend his vote.
9. Students will be tested on their knowledge of the major events and people of the Cold War.