Teachers'+Domain

[|Teachers Domain]

[|McCulloch v. Maryland] I would use this video and resources if I taught US History. I find using supreme court cases as an interesting way to learn. I also like that Teacher's Domain includes a background essay and discussion questions. This will give the class an overview of the topic, as well as a basis for the teacher to start from.

[|Restoring the Torah] This video and other resources would be great to use when teaching ancient Israel. It explains the importance of the Torah, as well as shows how writings and documents from the ancient world are still used today and can be restored and saved.

[|Pantheon Dome] This is a great video to answer the question, "How did they build that?" The diagrams in the video show how it was constructed, as well as relates back to another important 'invention' the arch.

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 * Technology Guide to Teachers’ Domain Workshop:
 * Introduction to Teachers’ Domain Workshop:
 * Using Teachers’ Domain in the Classroom Workshop:
 * Using Folders and Groups Workshop:

[|Civil Rights Movement Interactive Timeline]

Focus: Read Background Essay. Discuss major events of era. (Brown, Voting Rights Act) Frame: Ask students to notice the shape the timeline makes as they explore the events posted. Follow-Up: As students summarize the events of the timeline, as them to also explain the shape the timeline took. Why were some period "thicker" with information than other periods? What else was going on that wasn't listed on the timeline?

__**Lesson on the Fly: Miranda v. Arizona**__
Introduce the Miranda Rights. When do you here these? (on tv when someone is arrested) Why are these rights explained by arresting officers? FOCUS: Background: Read Background Essay. Everyone has heard on television and in the movies, accompanying the slap of handcuffs on a criminal's wrists, the following words: "You have the right to remain silent. Anything you say can and will be used against you in a court of law.” These words are known as Miranda rights, and they were not always followed. Ernesto Miranda, a poor Mexican immigrant living in Phoenix, Ariz., was arrested in 1963 after a crime victim identified him in a police lineup. Miranda was charged with rape and kidnapping, and interrogated for two hours while in police custody. The police officers questioning him did not inform him of his Fifth Amendment right against self-incrimination, nor of his Sixth Amendment right to the assistance of an attorney. As a result of the interrogation, he confessed in writing to the crimes with which he was charged. During his trial, the prosecution used his confession to obtain a conviction, and he was sentenced to 20 to 30 years in prison on each count. Miranda's defense attorney appealed to the Arizona Supreme Court. He argued that Miranda’s confession should have been excluded from trial because he had not been informed of his rights, and an attorney had not been present during his interrogation. The police officers involved admitted that they had not given Miranda any explanation of his rights. They argued, however, that because Miranda had been convicted of a crime in the past, he must have been aware of his rights. The Arizona Supreme Court denied his appeal and upheld his conviction. The case came down to the fundamental question: What is the role of the police in protecting the rights of the accused, as guaranteed by the Fifth and Sixth Amendments? The Supreme Court of the United States had made previous attempts to deal with these issues. The court had already ruled that the Fifth Amendment protected individuals from being forced to confess. In 1964, after Miranda's arrest, but before the court heard his case, it ruled that when an accused person is denied the right to consult with an attorney, the Sixth Amendment right to the assistance of a lawyer is violated. But do the police have an obligation to ensure that the accused person is aware of these rights? In 1965, the Supreme Court of the United States agreed to hear Miranda's case, as well as three other similar ones. The Court combined all the cases into one, which came to be known as Miranda v. Arizona. The decision in the case was handed down in 1966. FRAME: Watch video of [|Miranda v. Arizona]and [|Gideon v. Waitnwright]. Students should compare the two stories. FOLLOW-UP. Discuss. Use discussion questions to check for understanding. HOMEWORK: Read Rehnquist’s Views on the Miranda Decision One of the Supreme Court justices appointed by President Richard Nixon was William Rehnquist. Rehnquist was a “strict constructionist,” a philosophy that he carried with him through his long service on the Court. He believed the Constitution should be interpreted in the plain language it was written in, not beyond that. For example, he had a very narrow view of the Fourteenth Amendment. He thought that it was only meant to address the problems of former slaves, not to give basic rights to all citizens. Bob Woodward and Scott Armstrong wrote in 1979 that Rehnquist was the most conservative of Nixon’s appointees and that he “almost always voted with the prosecution in criminal cases, with business in antitrust cases, with employers in labor cases, and with the government in speech cases.” Prior to his appointment and in the early days of his term on the Court, Rehnquist openly criticized the Warren Court, including its now famous Miranda decision. Decided in 1966, Miranda was based on the premise that people are entitled to the Fifth Amendment protection against self-incrimination and to the Sixth Amendment right to an attorney as soon as law enforcement officers begin to interrogate them in custody. The ruling also requires: Rehnquist thought the decision intruded on the affairs of local law enforcement, in other words, “telling cops what to do.” Where in the Constitution are the words “warning” or “custodial interrogation” or even “waiver of rights?” He thought the Court created rights that were not in the Constitution. While Rehnquist’s views were consistent with a conservative philosophy, his tenure on the Court proved that ideological labels like “liberal” and “conservative” often oversimplify. He proved that no one, not even the president, can predict with any certainly what a judge will or will not decide. Rehnquist had an opportunity to reverse Miranda when a case known as //Dickerson v. United States// reached the Court in 2000. Instead, he wrote the opinion upholding Miranda saying “… We do not think there is such a justification for overruling Miranda. Miranda has become embedded in routine police practice to the point where the warnings have become part of our national culture…” Explain why he may not have agreed with the court's decision. Explain why.
 * Explain the rights granted in //Miranda v. Arizona//.
 * What are some of the nationally imposed rules that states must adhere to as a result of rulings by the Warren Court?
 * Do you think it's important to protect the rights of accused persons? Why or why not?
 * Why didn’t Gideon have a lawyer when he was arrested in Florida for the pool hall break-in?
 * What was the argument placed before the Supreme Court on behalf of Gideon?
 * Do you agree that counsel in criminal cases should be provided for those who can't afford it? Why or why not?
 * Police must warn suspects that their statements may be used against them in court.
 * If suspects waive these rights, those waivers must be made “voluntarily, knowingly, and intelligently.” Police must inform suspects that even after they waive their rights, they are entitled to request a lawyer later at any point during the interrogation, at which point the interview can only continue in the presence of a lawyer.
 * Without these timely warnings from police, it can be presumed that statements made in custodial interrogation were made involuntarily and are, therefore inadmissible in state and federal courts.

**__Adapted Lesson Plan: 14th Amendment__**
=== === =The Meaning of the Fourteenth Amendment= Lesson Plan for Grades 9-12

Overview
Why were the promises made by the post-Civil War amendments so important? In this lesson, students analyze and compare important Supreme Court decisions involving the Fourteenth Amendment and civil rights This is the first of three lessons that comprise a unit on the Fourteenth Amendment. For the other two lessons, see [|Decisions Affect History: The Limitations of the Fourteenth Amendment] Lesson Plan and [|Liberty of Contract] Lesson Plan. For extension activities to use with this unit, visit the Supreme Court Website.

Objectives
Students describe the Fourteenth Amendment and how it is associated with due process and equal protection.

Grade Level:
9-12

Suggested Time
Approx. (1) 50 minute period

Media Resources

 * [|A New Kind of Justice] QuickTime Video

Materials

 * [|The Amendments]
 * [|Announcing the Passage of the 14th Amendment]
 * Several sheets of large paper, markers, and tape for the culminating activity

Before The Lesson
> The Fifteenth Amendment says that citizens of this country cannot be denied the right to vote based on race or color or because they were previously slaves. Congress can enforce this amendment by passing laws.
 * Prepare the necessary materials, including student handouts, which are found above. If possible, copy each of the handouts onto a different color of paper. This will help you and your students keep track of which handout they should be working with at a given time.
 * Download the video segment used in the lesson.
 * Write the following on the board or copy it onto a transparency: The Thirteenth Amendment prohibits slavery and involuntary servitude except when it is part of a sentence when someone has been properly convicted of a crime. This is true throughout the United States and in any place the United States controls.
 * Prior to this lesson, students should have a basic understanding of the causes and outcomes of the Civil War. This background knowledge is not required, but it is helpful.
 * Consider inviting a lawyer, historian, prosecuting attorney, defense attorney, or judge to help you teach this lesson.

Part I: Introduction (FOR A MIDDLE SCHOOL CLASS, I WOULD INTRODUCE IMPORTANT VOCABULARY AS WELL. FOR EXAMPLE, SERVITUDE, NATURALIZED, JURISDICTION)
1. Ask students to write down at least two causes of the United States Civil War, which lasted from 1861 to 1865. Discuss their answers. If students are struggling, you might offer one of the suggestions below: - Deep divisions existed in the country about slavery. Northern abolitionists fought to abolish it and prevent it from spreading into new states. Southerners defended slavery as part of their culture and economic viability. - The Supreme Court's 1857 decision in the Dred Scott case proved incendiary in the conflict over slavery. This decision held that a black slave's residence in a free state did not necessarily make him free. It also said that Congress has no right to prohibit slavery in the territories and made the Missouri Compromise unconstitutional. - Lincoln was elected president with very little support from the slave states. - In 1861, ten Southern states seceded from the Union, a new country was formed called the Confederate States of America, and Confederate troops fired on Fort Sumter in Charleston, South Carolina. 2. Ask students to think of two results brought about by the Civil War. Answers will vary, but will likely include: -Slavery ended. -African Americans gained constitutional rights and protections. -The Union survived, but deep divisions remained between the North and the South. -The Reconstruction era began. 3. Tell students that law and history are intertwined. History has significantly affected the development of our laws and our laws have had major impact on our history. The conflicts in our courts often reflect changes in our basic values. Explain that the passage of the Thirteenth, Fourteenth, and Fifteenth Amendments in the years following the Civil War represented a major shift in values. These amendments represent the ideals for which Northern abolitionists fought the war. 4. Project the transparency or show the summaries of the Thirteenth and Fifteenth Amendments that you wrote on the board before class. 5. Distribute [|The Amendments] handout. Ask students to work with a partner and to summarize the Thirteenth and Fifteenth Amendments in their own words. They should write down their answers on a sheet of paper. Give students approximately five minutes to do their work and then ask a few pairs to read their summaries aloud. Confirm that students have a basic understanding of the amendments. 6. Divide the class into groups of three or four students. Ask students to read Part II of the handout together and answer questions A and B as a group. Tell them they have seven minutes for this assignment and write the ending time on the board. If students need prompting, feel free to use the information provided below: The Fourteenth Amendment: Section 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Section 5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this article. 7. Ask students to preview question C in Part III of their handout as a focus for viewing [|A New Kind of Justice] QuickTime Video. Once the segment ends, take student responses to question C. You may use the following information to guide the discussion: Answers will include: - Getting married, starting businesses, buying property, getting educated, serving on juries, testifying in court, voting, becoming elected officials, etc.

Part II: Culminating Activity - Applying What You Have Learned About the Fourteenth Amendment
1. Explain to students that they will work with the same group of three or four students to complete the next activity. Distribute the handout [|Announcing the Passage of the 14th Amendment]. 2. Review the directions and be sure students understand their task. Give each small group a large flip chart sheet of paper, some markers, and tape. Remind them they have 30 minutes and write the ending time on the board. Circulate around the room to observe and assist student groups. 3. When time is up, ask each group to hang their flip-chart paper in various corners or other wall spaces around the room. Ask one team member to stand next to the cover design to answer questions from other students. Then ask the other students to circulate around the room in a "carousel" style, viewing the other cover designs and asking questions if they have any. After a few minutes, let the students who were stationed near their poster switch with another student from their group so they can also see the work of other groups.

Check For Understanding
As a homework assignment or a class discussion, ask students the question below and discuss student answers. - Supreme Court Justice David Souter called the Fourteenth Amendment "the most significant structural provision adopted since the original Framing [of the Constitution]." (McCreary County v. ACLU of Kentucky 2005) Do you agree with his assessment of it? Explain your reasons.

Teachers Domain Video Download I would use this video to help students understand how historians translate ancient writing.

[|obtaining rights for your video project.pdf]

Open Educational Resources [] This link leads to a site which give a 3-D look at the Roman Forum. Students could use this to further explore daily life in ancient Rome, by seeing what things would look like up close, and understand how big the architecure was.