Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See “Sources for Accessible Media” for suggestions on Maryland Learning Links.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teacher’s instructional pacing and delivery.

STUDENT OUTCOMES/SUGGESTED INSTRUCTIONAL ACTIVITIES

Instruction

Warm up - Survey students’ knowledge of the Bill of Rights and censorship. How would our nation be different if we did not have free speech?

Have students read the First Amendment:
1. First Amendment Link
  http://www.usconstitution.net/xconst_Am1.html

Lead students in a discussion of the First Amendment.
1. What does the word “abridging” mean in the context of the amendment?
2. How could free speech be abridged?

Transition to a discussion about the relationship between free speech and the freedom to read: Ask students:
1. Does the First Amendment guarantee the freedom to read?
2. Discuss the meaning of intellectual freedom, academic freedom, and intellectual property rights.

Divide students into groups and give each one a court case summary from “The Right To Read Freely” section of landmark court cases from:
http://www.ala.org/advocacy/intfreedom/censorshipfirstamendmentissues/courtcases

Have student discuss in small groups: why would governments, schools, or organizations want to limit or project the freedom to read in each case?

As a class, discuss: How does censorship influence society in different contexts?

Routine Writing:
1. What are the different motivations for or against censorship?
2. What role does fear play in limiting or upholding the First Amendment in different contexts?

CCSS STANDARDS ALIGNMENT

Reading Informational Text
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Language
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Last Updated 3/17/2020 1:13 PM

Day 1 – SEED 1

Lesson Calendar

Lesson Seed 1 – Day 1