Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Reading & Language Arts Community

Did You Know?

Your students can save their work with Student Interactives.

More more

Home Classroom Resources Lesson Plans

Lesson Plan

That's Not Fair! Examining Civil Liberties With the U.S. Supreme Court

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

That's Not Fair! Examining Civil Liberties With the U.S. Supreme Court

Grades 9 – 12
Lesson Plan Type Unit
Estimated Time Seven or eight 45-minute sessions
Lesson Author

Lauretta D. Doyle

Hollandale, Wisconsin

Publisher

International Reading Association

 

Overview

From Theory to Practice

 

OVERVIEW

In this lesson, high school students work in groups to explore the issue of civil liberties by conducting Internet research on related court cases of their choosing. Working in heterogeneous groups allows for social interaction and fun in the learning process, while also promoting positive interdependence and practicing of research skills. To summarize their findings, groups create PowerPoint presentations to share with the class.

back to top

 

FROM THEORY TO PRACTICE

Rekrut, M.D. (1997). Collaborative research. Journal of Adolescent & Adult Literacy, 41(1), 2634.

  • Use research-proven grouping practices to ensure greater success in a collaborative research project. How research groups are formed may have considerable influence on how the students interact, what they learn, and what they produce.

  • Provide instruction in summarizing prior to having students begin their research. This helps students avoid plagiarism, sharpens their sense of what constitutes a main idea and its significant details, and enhances recall.

  • Make research findings public, rather than something seen only by the teacher. Writing for publication is real writing, even if the audience is the rest of the class.

back to top