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://www.sss.gov/FSwho.htm

 

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.