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Evolution of Freedom of Speech

Lesson Author
Brosseau, Robert
Course(s)
American History
Required Time Frame
30 minutes class time one day, one night’s homework, next day entire class to report & discuss results
Subject(s)
Civil War
Grade Level(s)
11
Lesson Abstract
Cooperative Learning - groups of two will research and report back to class. Class draws conclusion(s) as a group.
Description

Cooperative Learning – groups of two will research and report back to class.  Class draws conclusion(s) as a group. 

Rationale (why are you doing this?)

Review for final exam.  Perspective going forward towards senior government class.

Lesson Objectives - the student will
  • Be able to trace the expansion of freedom of speech using specific events in US history
  • Better understand the differing ideas of the term “treason”
District, state, or national performance and knowledge standards/goals/skills met
  • SS2 (Knowledge of Principles and Processes of Governance Systems) 1.6 & 3.6 

Principles and purposes of government – majority rule and minority rights; constitution and civil rights

  • SS3 (Knowledge of Continuity and Change in the history of Missouri and the US) 1.6 & 1.9

analyze the evolution of American democracy from Reconstruction to present

  • SS3 (Knowledge of Continuity and Change in the history of Missouri and the US) 1.6, 1.9, 3.5, & 3.6 describe and evaluate the evolution of US domestic and foreign policies from Reconstruction to present
Secondary materials (book, article, video documentary, etc.) needed
  • Assigned textbooks
  • Internet sources
  • Teacher packet from Truman Library re: Youngstown case
Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed
Fully describe the activity or assignment in detail. What will both the teacher and the students do?
  • Break students into groups of two.  Assign them one of the following terms.  They are to research and develop a brief oral explanation of the event (less than one minute); the partner is to explain how that event relates to either freedom of speech and/or treason (30 second max here).  Give them 30 minutes or so to research in class.  Homework to complete.  Next day, take entire class period to give presentation.  Have a recorder make notes on the board; background timeline is helpful here, as is color-coding.  Teacher is to keep presentations focused on either freedom of speech or treason.

-       Whiskey Rebellion

-       Alien & Sedition Acts

-       Burr Conspiracy of 1807

-       Jackson’s Force Bill & Tariff of Abominations

-       John Brown’s Trial for Harper’s Ferry raid

-       Lincoln’s suspension of habeas corpus

-       Booth conspiracy of 1865

-       Schenck v. US and 1917 Espionage Act

-       Eugene Debs jailing

-       FDR’s Executive Order #9066 – Nissei internment

-       Truman attempts to nationalize steel industry – Youngstown Sheet & Tube Co vs. Sawyer

-       Rosenberg trial

-       Pentagon Papers – New York Times Co v. US

-       Vietnam anti-war protests

-       Wikileaks – Julian Assange & PFC Bradley Manning

 

other possibilities include the Hartford Convention, Chicago 7 trial, etc.

Assessment: fully explain the assessment method in detail or create and attach a scoring guide
  • Easiest :  grade oral presentations only.  Basically, a full credit or no credit assignment.  Allow students to read off of a note card if they are nervous. 
  • Optional:  give extra credit for audience questions and/or correct answers given by presenter.  In this case, give only a passing grade for basic presentation of facts and require both a question and/or an answer to someone else’s question for “A” grade.  However, be aware that this will significantly lengthen the time of the activity, probably requiring an extra day.