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Civil Liberties & Civil Rights Understanding Your Rights: Privacy

Goals & Objectives

Have student recall information about their understanding of the Bill Of Rights and
their prior understanding of privacy in the United States.
Have students analyze the Bill of Rights to derive a legal understanding of privacy.
Have students analyze the Majority Opinion of Griswold V. Connecticut to concrete
their understanding of legal understanding of privacy.
Have students criticize the Video: Invasion of the Data Snatchers to source and
evaluate the legitimacy of their argument.
Have students examine and connect the document from Googles privacy policy to
other documents and their understanding of privacy.
Have students synthesize their understanding of privacy to form an argumentative
stance about privacy.

California State Content Standards


12.2 Students evaluate and take and defend positions on the scope and limits of rights and
obligations as democratic citizens, the relation- ships among them, and how they are secured.
1. Discuss the meaning and importance of each of the rights guaranteed under the Bill of
Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition,
privacy)
5. Describe the reciprocity between rights and obligations; that is, why enjoyment of ones
rights entails respect for the rights of others.
12.10 Students formulate questions about and defend their analyses of tensions within our
constitutional democracy and the importance of maintaining a balance between the
following concepts: majority rule and individual rights; liberty and equality; state and
national authority in a federal system; civil disobedience and the rule of law; freedom of the
press and the right to a fair trial; the relationship of religion and government.
California
Common Core Literacy Standards
CCSS.ELA-HSS Literacy RHST 11-12. 1: Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole
CCSS.ELA-HSS Literacy RHST 11-12. 7: Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
CCSS.ELA-HSS Literacy WHST 11-12.1A: Introduce precise, knowledgeable claim(s), establish
the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that logically sequences the claim(s), counterclaims, reasons, and
evidence
CCSS.ELA-HSS Literacy WHST 11-12. 9: Draw evidence from informational text to support
analysis, reflection, and research.
Driving Historical Question
In what ways throughout U.S history has the tensions between maintaining civil liberties
and rule of law manifested?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 5
minutes
Watch video: Lesson of the Data Snatchers. They will then do an individual quick write
answering the following questions in 1-2 sentences each:
What is the point the video is trying to make?
How valid is the argument?
What prior experience do you have with electronic data?
What right is at stake?
Students will then get into strategically placed groups discuss what they wrote down, then
have students from each group share what they wrote down.
Vocabulary (Content Language Development) Time:
Penumbras
Reasonable Expectation of privacy
Zone of privacy
Student Engagement (Critical Thinking & Student Activities) Time: 20-30 minutes
Day 1:
Group Discussion: Students will remain in the groups which were formed from the
anticipatory set and be provided with a copy of the Bill of Rights. Students will then be told
to look over the Bill of Rights to find where it is written that U.S citizens have the right to
privacy. Once students cannot explicitly find the right to privacy, the teacher will then
instruct and model to students to look at the bill of rights and to see if an amendment or
combination of amendments can possible imply a right to privacy. The teacher will provide
a brief overview of the historical circumstances which brought about the Bill of Rights and
ask that students consider this criterion in their analysis. Students will work together to
analyze the text to see if they can find a right to privacy and have one member of their
group write on a piece of paper their ideas. When each group has finished their analysis,
the teacher will write on the white board each amendment of the Bill of Rights, and ask
each group what they wrote down for their interpretation of privacy in each amendment,
the teacher will write down their interpretation under the corresponding amendment.
Group Discussion: Students will then receive another sheet which has the Majority Opinion
of Griswold V. Connecticut along with questions. Students will source and contextualize the

document by answering the questions marked below, as well as questions about the
content itself and as a group discuss why they agree or disagree with the texts argument.
Voice those comments to the class.
Class Discussion: students look at a document from Googles privacy policy and discuss in
their groups then as a class the importance of google for information. Students will analyze
the language used in the privacy policy and information, and ask students how they feel
about such a policy.
Lesson Closure Time: 10 minutes
Class Debate: Using the all the documents analyzed before in establishing the right
to privacy in the United States, will converse with their groups to develop an argument to
answer a question: Do we need more or do we need less privacy in government and
society? The groups of students will split into two sections based on their answer and
discuss in their newly formed sections an argument for why they chose their side. Students
will be asked to provide singular points to their argument so that everyone in the class will
have something to say.
Assessments (Formative & Summative)
Entry Level: Video Discussion, assessing prior knowledge about present issues dealing with
privacy.
Formative: Class discussion of Bill of Rights.
Formative: Worksheet about Griswold V. Connecticut opinion and Class discussion.
Summative: Class Debate in which students synthesize all the information learned to
develop information about an argumentative stance about privacy.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners:
Strategic Grouping of EL students with a strong reader and a student of same
linguistic background.
One-On-One tutoring session to provide materials necessary for the next day lesson
and address questions the student may have about the material.
Visual aides to help understand the Bill of Rights.
Striving Readers:
Strategic groups of Striving Readers with stronger readers and students well
acquainted with the student.
One-On-One tutoring session to provide materials necessary for the next day lesson
and address questions the student may have about the material.
Visual aides to help understand the Bill of Rights.
Special Needs:
Strategic groups of Special Need Students to students that have proven to work well
with the student and keep that student engaged.

One-on-One tutoring session to provide material necessary for the next day lesson
and address questions the student may have about the material.
Provide visual aids to definition about the bill of rights.
Extended time to synthesize thoughts.

Resources (Books, Websites, Handouts, Materials)


Bill of rights primary source sheet.
Griswold V. Con Majority Opinion Sheet with accompanying questions.
Google Privacy sheet.
Computer.