Submitted by galactikcat on Thu, 2005-10-27 02:56.U.S. History
Fighting for Democracy, Fighting for Me
This unit weaves together the National Center for the Preservation of Democracy’s Curricular Understandings with state and national learning standards and current events to help students gain a better understanding of how their lives are connected to those who have struggled in the past for the power, privilege, and equal standing promised to them by the U.S. Constitution.
Students begin by investigating specific individuals involved in Operation Iraqi Freedom and working backward to stories from World War II. Students will review documents such as the Four Freedoms speech, as well as less prominent documents that depict the conflicts faced by individuals during World War II. Evidence gathered will help students respond to the essential question, “If somebody is denied power, privilege, and equal standing with other Americans, how should he or she respond?”
Grade Level: 9-12
Subjects: U.S. History
Unit Duration: Projected length of time is 2 class periods
Lessons can be modified and extension activities can be easily added.
ESSENTIAL QUESTION: If somebody is denied power, privilege, and equal standing with other Americans, how should he or she respond?
GUIDING QUESTION: During World War II, what freedoms were guaranteed to the people of the United States?
Students will analyze the Four Freedoms speech by President Franklin D. Roosevelt.
Students will judge the effects of the Four Freedoms speech within the context of the timeline on Voting Rights and Citizenship.
1. Provide and/or review context on how the U.S. entered World War II.
2. Students read the Four Freedoms speech by Franklin D. Roosevelt (Document 4-1) and complete the accompanying outline. (Student Activity Sheet 4-2)