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Duration
60-90 minutes
Topic(s)
- Constitution
- Current Events
- Protests
- Supreme Court
Grade(s)
- 7-12
- College/University
You're Exploring Free Speech Essentials
Should we protect hate speech?
HISTORICAL ORIGINS
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1977: Marching With Symbols of Hate
A political group modeled on the Nazis plans a protest in Skokie, Ill., a community with a large Jewish population and many Holocaust survivors.
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CONTEMPORARY CONSIDERATIONS
2018: Revisiting a Deadly Rally
A group of neo-Nazis and white supremacists seeks to hold a rally in Charlottesville, Va., a year after their previous protest ended in violence and the death of a counterprotester.
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Common Core State Standards: CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. -
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text. -
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. -
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. -
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. -
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.SL.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. -
Common Core State Standards: CCSS.ELA-LITERACY.CCRA.SL.4
Present information such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
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NCSS C3 Framework: D3.1.6-8 and D3.1.9-12
6 - 8: Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. 9 - 12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection -
NCSS C3 Framework: D3.4.6-8 and D3.4.9-12
6 - 8. Develop claims and counterclaims while pointing out the strengths and limitations of both. 9 - 12. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. -
NCSS C3 Framework: D4.1.6-8 and D4.1.9-12
6 - 8: Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. 9 - 12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
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ISTE: 3b. Knowledge Constructor
Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
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National Council of Teachers of English: NCTE.1
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
