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Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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"They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety." Ben Franklin
Students will take an inside look at the current Patriot Act and compare them with the Post WWI Palmer Raids. Many argue that the point to studying history is so we are not condemned to repeat it. Well then, what have we learned from the Red Scare and the Palmer Raids when looking at how we have handled the current scare from terrorism.
Using a cause and effect analysis students will examine the similarities and differences of the Palmer Raids and The Patriot Acts.
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Top of Page)(Objective)
Students will work in groups to create a cause and effect analysis of both the Palmer Raids and the Patriot Acts. Students will then discuss the similarities and differences between the causes and effects of both the Palmer Raids and the Patriot Acts.
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Steps
1. Introduce the Students to the Espionage and Sedition Acts, The Palmer Raids and then transition to the current Patriot Acts.
2. Put students in groups of three or four. Teacher discretion.
3. Show them the Cause and Effect Model using Lewis and Clark Example.
4. Using generic information provided by the teacher, students find causes and effects for the Palmer Raids and the Patriot Acts.
Resources
Info printed from:
· http://en.wikipedia.org/wiki/Patriot_act
· http://en.wikipedia.org/wiki/Palmer_Raids
· Textbooks The American Vision (Glencoe-McGraw Hill)
· Materials from Teacher Lecture
· Cause and Effect Model from Dr. Wayne Carroll (Lewis and
Organization
Prior Causes Immediate Causes The Event Immediate Effect Later Effects The Palmer Raids
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Group Planning -- Research Project : Cause and Effect Analysis of The Palmer Raids and The Patriot Act | ||||
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Teacher Name: Mr. Neuendorf |
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Student Name: ________________________________________ |
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CATEGORY |
4 |
3 |
2 |
1 |
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Ideas/Research Questions |
Researchers independently identify at least 2 each of immediate cause, immediate effect, prior cause, later cause. |
Researchers independently identify at least 1 each of immediate cause, immediate effect, prior cause, later cause. |
Researchers independently identify some immediate cause, immediate effect, prior cause, later cause. |
Researchers independently identify very little or no immediate cause, immediate effect, prior cause, later cause. |
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Plan for Organizing Information |
Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. |
Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. |
Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. |
Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan. |
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Quality of Analysis of Information |
Information and Analysis is appropriate and correct and show cause and effect of actual event |
Information and Analysis is mostly appropriate and correct and show cause and effect of actual event |
Information has some factual errors and lacks or is missing cause and effect of actual event |
Information and Analysis is inappropriate and fails to show correct cause and effect of actual event |
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Participation in Class Presentation |
All Group members have an active part. |
Some members have active part |
Only one member has active part in presentation |
No presentation |
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Quality of Class Participation |
Oral presentation is appropriate volume, eye contact is good and body movement and posture is good. |
Oral presentation is appropriate volume, eye contact is fair and body movement and posture is fair |
Oral presentation is hard to hear, or eye contact is lacking or body movements and posture are distracting |
No Presentation |
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Students will learn how to use the Cause and Effect Model to create and compare and contrast analysis of historical events.
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Grade Level(s): 11 or 12
Subject(s):
Length of project: 3 Days
Teaching models used: Cause and Effect
Extensions to additional grades and subjects: Constitutional Study in Government
Prior knowledge/critical skills needed (either for students or teachers): Cause and Effect thinking
Learning Outcomes/Curriculum Standards:
· Students will be able to identify the causes and effects of the Espionage and Sedition Acts, the Palmer Raids and the Patriot Act. Students will then be able to analyze the information finding similarities and differences between each.
1) 489.01 The Student will acquire critical thinking and analytical skills.
2) 497.01 The student will understand significant conflicts in
Other Information:
Include misconceptions or stumbling blocks that you anticipate and suggest how to get around them.
Describe variations and adaptations
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· http://en.wikipedia.org/wiki/Patriot_act
· http://en.wikipedia.org/wiki/Palmer_Raids
· Textbooks The American Vision (Glencoe-McGraw Hill)
· Materials from Teacher Lecture
· Cause and Effect Model from Dr. Wayne Carroll (Lewis and
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Based on a template from The WebQuest Page