Title:
When
Are We Willing to Sacrifice Our Personal Liberties in American History?
T. Vaughn
Port Byron High School
Introduction:
Many times throughout American History citizens have been asked to
sacrifice their personal liberties for the betterment of the United States in
times of crisis. The federal government has restricted freedoms of its citizens
to protect the welfare of the entire country particularly during times of war.
Throughout our study of United States History, we have examined
government actions and the context of why their decisions were made. Sometimes
we agreed and other times we disagreed with the decisions. History allows us to
debate, discuss and evaluate such decisions today.
Task:
Students should write an editorial essay that uses two resources
listed below to justify or oppose the government’s ability to limit personal
liberties. Your argument should discuss the historical rationale of the
government action, its impact on personal liberties and its lasting impact on
American lives.
See pictures
below to analyze the problem that threaten individual liberties:
Impressment of American Sailors
http://manthecapstan.wordpress.com/2009/02/10/pressed-into-service-impressment-in-the-royal-navy/
Lincoln
suspends habeas corpus 1862
http://www.abrahamlincolnsclassroom.org/Cartoon_Corner/index3.asp?ID=129&TypeID=2
Executive
Order 9066 1942
https://coreycr0708.wikispaces.com/Japanese+Internment+Camps
Patriot Act 2001
http://referencegirl620.vox.com/library/photo/6a00e398c57115000400e398dc65990003.html
Process/Resources:
Students will use the AHPPA worksheets
linked below to define the issue, gather evidence to support, identify causes
of the problem, and evaluate the public policy. Research information about laws
created to limit individual rights is listed below.
Each student should select two to support their argument for
validation or injustice of the actions throughout our history by the
government.
Process: AHPPA
Worksheets
·
Identify the
Problem:
http://www2.maxwell.syr.edu/plegal/ppa/worksheet1us.html
·
Gather evidence:
http://www2.maxwell.syr.edu/plegal/ppa/worksheet2us.html
·
Identify Causes:
http://www2.maxwell.syr.edu/plegal/ppa/worksheet3us.html
·
Evaluate the
Policy:
http://www2.maxwell.syr.edu/plegal/ppa/worksheet4us.html
Resources for research: Laws created limiting individual’s rights throughout United States History.
·
Alien and Sedition Acts 1798:
http://avalon.law.yale.edu/subject_menus/alsedact.asp
http://teachingamericanhistory.org/library/index.asp?document=425
http://www.firstworldwar.com/source/espionageact.htm
http://www.oyez.org/cases/1901-1939/1918/1918_437
http://historymatters.gmu.edu/d/5154
http://historymatters.gmu.edu/d/5151
http://www.archives.gov/pacific/education/curriculum/4th-grade/ww2-opa-records.html
http://thomas.loc.gov/cgi-bin/bdquery/z?d107:HR03162:@@@D&summ2=m&
Evaluation:
CATEGORY |
4 |
3 |
2 |
1 |
Introduction (Organization) |
The introduction is inviting, states the main topic
in an original sentence and introduces the content of the essay. |
The introduction clearly states the main topic as a
paraphrase and introduces the content of the essay, but is not particularly
inviting to the reader. |
The introduction states the main topic, but it is
copied from the theme. It does not adequately introduce the content of the
essay nor is it particularly inviting to the reader. |
There is no clear introduction of the main topic or
content of the essay. |
Content |
Thoroughly addresses all aspects of the task. |
Addresses all aspects of the task, but may do so
unevenly. |
Addresses most aspects of the task or addresses all
aspects in a limited way. |
Makes little effort to address most aspects of the
task. |
Accuracy of Facts (Content) |
All supportive facts are reported accurately. |
Almost all supportive facts are reported accurately.
|
Most supportive facts are reported accurately. |
NO facts are reported OR most are inaccurately
reported. |
Analysis |
Shows an ability to analyze and evaluate the topic. |
Shows an ability to analyze and evaluate the topic
by including some analysis. |
Shows an ability to analyze and evaluate the topic,
but not in any depth. |
Develops a weak or faulty analysis or evaluation of
the topic. |
Conclusion (Organization) |
The conclusion is strong and leaves the reader with
a feeling that they understand what the writer is "getting at." |
The conclusion is recognizable and ties up almost
all the loose ends. |
The conclusion is recognizable, but does not tie up
several loose ends. |
There is no clear conclusion, the paper just ends |
Conclusion:
Individual freedom is a fundamental
principle that defines the American character and remains a freedom that
Americans hold dear to the American principles. During our history, conflicts
have led to the United States government to restrict individual freedom to
protect the country as a whole. Some Americans agree with the governments’
decisions to limit freedom while other Americans fought to preserve the
individual rights. You have successfully created a justified argument to debate
public policy. Become active anytime you feel public policy needs to be
debated.
Standards
Social Studies
Standard
1 - History of the United States and New York
Students
will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in the history of the
United States and New York.
Standard
2 - World History
Students
will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in world history
and examine the broad sweep of history from a variety of perspectives.
English Language Arts
Standard
1 - Language for Information and Understanding
Students
will listen, speak, read, and write for information and understanding; they
will collect data, facts, and ideas and use electronically produced texts.
Standard
2 - Language for Literary Response and Expression
Students
will read and listen to oral, written, and electronically produced texts and
performances from American and world literature; relate texts and performances
to their own lives; and develop an understanding of the diverse social,
historical, and cultural dimensions
the texts and performances represent. As speakers and writers, students will
use oral and written language that follows the accepted conventions of the
English language for self-expression and artistic creation.
Standard
3 - Language for Critical Analysis and Evaluation
Students
will listen, speak, read, and write for critical analysis and evaluation. As
listeners and readers, students will analyze experiences, ideas, information,
and issues presented by others using a variety of established criteria. As
speakers and writers, they will use oral and written language that follows the
accepted conventions of the English language to present, from a variety of perspectives,
their opinions and judgments on experiences, ideas, information and issues.