{"id":5414,"date":"2024-10-07T05:50:15","date_gmt":"2024-10-07T05:50:15","guid":{"rendered":"https:\/\/tworegimes.com\/?page_id=5414"},"modified":"2024-10-07T05:57:57","modified_gmt":"2024-10-07T05:57:57","slug":"5th_grade_bill_of_rights_freedom_of_speech_and_two_regimes","status":"publish","type":"page","link":"https:\/\/tworegimes.com\/5th_grade_bill_of_rights_freedom_of_speech_and_two_regimes\/","title":{"rendered":"5th Grade Lesson Plan &#8211; Bill of Rights, Freedom of Speech and Two Regimes: Witness to War"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"5414\" class=\"elementor elementor-5414\" data-elementor-settings=\"{&quot;ha_cmc_init_switcher&quot;:&quot;no&quot;}\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-57906bf elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"57906bf\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-474e3f1\" data-id=\"474e3f1\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-9b99dd1 elementor-widget elementor-widget-text-editor\" data-id=\"9b99dd1\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-size: 24px;\"><strong><span style=\"font-size: 14px;\">[print-me] Print Me<\/span><br \/>\r\n<br \/>\r\nTwo Regimes: Witness to War<\/strong><\/span><\/p>\r\n<p><strong><span style=\"text-decoration: underline;\">Purpose<\/span><\/strong><\/p>\r\n<p>The purpose of this lesson is for students to describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S.\u00a0 Constitution, especially the First Amendment, and examine violations of individual rights in other countries through a primary source memoir of Teodora Verbitskaya.<\/p>\r\n<p>&nbsp;<\/p>\r\n<p><strong><u>Support Materials\u00a0<\/u><\/strong><strong><br \/>\r\n<\/strong>All support materials for this lesson can be found at this Google Link:<br \/>\r\n<br \/>\r\n<a href=\"https:\/\/drive.google.com\/open?id=1vgwPtJVqkYpu78XZFwcobxPrq8EITxMK\">https:\/\/drive.google.com\/open?id=1vgwPtJVqkYpu78XZFwcobxPrq8EITxMK<\/a><br \/>\r\n<br \/>\r\n<a href=\"https:\/\/drive.google.com\/open?id=1vgwPtJVqkYpu78XZFwcobxPrq8EITxMK\"><br \/>\r\n<\/a><strong> <br \/>\r\nSupport Materials which are included in the above link are listed below.<br \/>\r\n<em>NOTE:\u00a0 Be sure to preview all materials before using with your students<\/em><\/strong><\/p>\r\n<ol>\r\n\t<li><em>Historical Overview for Two Regimes<\/em> by Dr. Jonathan Grant<\/li>\r\n\t<li><em>Historical Overview of the Holocaust<\/em> by Dr. Michael Berenbaum<\/li>\r\n\t<li>Teodora Verbitskaya Biographical Information<\/li>\r\n\t<li>Nadia Werbitzky Biographical Information<\/li>\r\n\t<li>5th Grade Two Regimes Witness to War Exhibition PDF<\/li>\r\n<\/ol>\r\n<p>Print Outs<\/p>\r\n<ol>\r\n\t<li>Excerpts of Rights Violations from\u00a0<em>Two Regimes (A Memoir) <\/em>by Teodora Verbitskaya PDF<\/li>\r\n\t<li>Bill of Rights List<\/li>\r\n\t<li>Bill of Rights Summary Worksheet<\/li>\r\n\t<li>Types of Speech Handout<\/li>\r\n\t<li>Allowed or Not Allowed Worksheet<\/li>\r\n<\/ol>\r\n<p>Also Available<\/p>\r\n<ol>\r\n\t<li>Vocabulary List<\/li>\r\n\t<li>Holodomor 1932-1933 &#8211; At a Glance<\/li>\r\n\t<li>Holocaust 1933-1945 &#8211; At a Glance<\/li>\r\n\t<li>Holocaust Hyperlinked Resource Material<\/li>\r\n<\/ol>\r\n<p><em>\u00a0<\/em><\/p>\r\n<p><strong><u>Online Resources<\/u><\/strong><\/p>\r\n<ol>\r\n\t<li>Bill of Rights (1791) <a href=\"https:\/\/www.ourdocuments.gov\/print_friendly.php?flash=false&amp;page=&amp;doc=13&amp;title=Bill+of+Rights+%281791%29\">https:\/\/www.ourdocuments.gov\/print_friendly.php?flash=false&amp;page=&amp;doc=13&amp;title=Bill+of+Rights+%281791%29<\/a><\/li>\r\n\t<li>5th Grade Two Regimes Witness to War Exhibition video &#8211; Narration in easy to understand American English\u00a0<strong>\u00a0<\/strong><a href=\"https:\/\/youtu.be\/fd40i74ZFkY\">https:\/\/youtu.be\/fd40i74ZFkY<\/a>\u00a0\u00a0<\/li>\r\n\t<li>5th Grade Two Regimes Witness to War Exhibition video &#8211;\u00a0Narration in English with an accent \u00a0<a href=\"https:\/\/youtu.be\/UAuzGRpK840\">https:\/\/youtu.be\/sqrMX_oBQJg <\/a><\/li>\r\n\t<li><em>World War II: Timeline<\/em>, Holocaust Encyclopedia, United States Holocaust Memorial Museum, Washington DC\u00a0<a href=\"https:\/\/www.ushmm.org\/wlc\/en\/article.php?ModuleId=10007306\">https:\/\/www.ushmm.org\/wlc\/en\/article.php?ModuleId=10007306<\/a><\/li>\r\n<\/ol>\r\n<p>&nbsp;<\/p>\r\n<p><strong><u>Florida: Next Generation Sunshine State Standards<\/u><\/strong><\/p>\r\n<ul>\r\n\t<li><strong>SS.5.C.1.5 Describe how concerns about individual rights led to the inclusion of the\u00a0\u00a0\u00a0Bill of Rights in the U.S. Constitution<\/strong><\/li>\r\n\t<li><b>SS.5.A.1.1\u00a0\u00a0Use primary and secondary sources to understand history<\/b><\/li>\r\n\t<li><strong>FS 1003.42 Required Holocaust Education Mandate Public School Instruction<\/strong><\/li>\r\n<\/ul>\r\n<p><strong><u><br \/>\r\nAuthors<\/u><\/strong><strong><br \/>\r\n<\/strong>Amy Burch and Kelly Bowen<\/p>\r\n<p><br \/>\r\n<strong><u>Formative Assessment<br \/>\r\n<br \/>\r\n<\/u><\/strong><\/p>\r\n<p><strong><em>NOTE: Be sure to preview all materials before using with your students.<\/em><\/strong><u><\/u><\/p>\r\n<ol>\r\n\t<li>Teacher will assess students\u2019 ability to define and give examples of rights via verbal feedback through their verbal responses during <em>\u201cRights\u201d <\/em>Brainstorm activity and discussion.<\/li>\r\n\t<li>Teacher will assess students&#8217; ability to identify right violations in past historical events via verbal feedback through their verbal responses during discussion of<i>Excerpts of Rights\u00a0Violations<\/i>from <i>Two Regimes &#8211; A Mother&#8217;s Memoir of Wartime Survival<\/i> by Teodora Verbitskaya<i><\/i><strong><i>.<\/i><\/strong><\/li>\r\n\t<li>Teacher will assess students\u2019 ability to via verbal feedback to student\u2019s verbal responses during <em>5<sup>th\u00a0<\/sup>Grade Two Regimes Witness to War Exhibition video.<\/em><\/li>\r\n\t<li>Teacher will assess students\u2019 ability to explain the rights protected by each amendment via verbal and\/or written feedback to students\u2019 written responses to <em>Bill of Rights Summary Worksheet.<\/em><\/li>\r\n\t<li>Teacher will assess students\u2019 ability to create a role play scene that depicts rights violations via verbal feedback to their comments and participation in\u00a0<em>Role Play Bill of Rights.<\/em><\/li>\r\n\t<li>Teacher will assess students\u2019 ability to analyze a scenario and identify rights violations via written feedback to their written responses on <em>Allowed or Not Allowed Worksheet.<\/em><\/li>\r\n\t<li>Teacher will assess students\u2019 ability to identify First Amendment right to Free Speech and apply rights contained in Bill of Rights to lives of 18<sup>th\u00a0<\/sup>century and 21<sup>st\u00a0<\/sup>century Americans via verbal or written feedback on Exit Ticket.<\/li>\r\n\t<li>Teacher will assess students\u2019 ability to examine, identify and apply rights and principles of the Constitution\u2019s Bill of Rights in lives of citizens in past, present and future via written response to their assessment essay\u00a0describing the impact of rights established by First Amendment of the Bill of Rights from the 18<sup>th\u00a0<\/sup>century on individuals or on groups of citizens in 21<sup>st\u00a0<\/sup>century America.<\/li>\r\n<\/ol>\r\n<p>&nbsp;<\/p>\r\n<p><strong>\u00a0<\/strong><strong><u>Feedback to Students<\/u><\/strong><\/p>\r\n<ol>\r\n\t<li>Students will receive verbal feedback to their verbal responses during <em>\u201cRights\u201d <\/em>Brainstorm activity and discussion.<\/li>\r\n\t<li>Students will receive verbal feedback on discussion of\u00a0Excerpts of Rights Violations from\u00a0<em>Two Regimes &#8211; A Mother&#8217;s Memoir of Wartime Survival<\/em> by Teodora Verbitskaya<strong><em>.<\/em><\/strong><\/li>\r\n\t<li>Students will receive verbal feedback to their verbal responses during <em>5<sup>th\u00a0<\/sup>Grade Two Regimes Witness to War Exhibition video.<\/em><\/li>\r\n\t<li>Students will receive verbal feedback to their written responses to <em>Bill of Rights Summary Worksheet.<\/em><\/li>\r\n\t<li>Students will receive verbal feedback to their comments and participation in\u00a0<em>Role Play Bill of Rights. <\/em><\/li>\r\n\t<li>Students will receive written feedback to their written responses on <em>Allowed or Not Allowed Worksheet.<\/em><\/li>\r\n\t<li>Students will receive verbal or written feedback on Exit Ticket.<\/li>\r\n\t<li>Students will receive written response to their assessment.\u00a0Essay that describes the impact of all rights established by The First Amendment of The Bill of Rights and the Constitution from the 18<sup>th\u00a0<\/sup>century and comment on the impact of this document on individuals or groups of citizens in 21<sup>st\u00a0<\/sup>century America.<\/li>\r\n<\/ol>\r\n<p><em>\u00a0<\/em><\/p>\r\n<p><strong><u>Summative Assessment<br \/>\r\n<br \/>\r\n<\/u><\/strong><strong>Summative Assessment Task:<\/strong><\/p>\r\n<p>Students will write an essay that describes the impact of rights established by First Amendment of Bill of Rights from the 18<sup>th\u00a0<\/sup>century on individuals or on groups of citizens in 21<sup>st\u00a0<\/sup>century America.\u00a0<\/p>\r\n<p>Teachers will determine their own grading criteria.\u00a0 However, written responses should include demonstrating their understanding of the need for protection of individual rights especially First Amendment rights in a civilized society and how those may or may not look different in 21<sup>st\u00a0<\/sup>century America than they did in the 18<sup>th\u00a0<\/sup>century.<\/p>\r\n<p><strong>\u00a0<\/strong><\/p>\r\n<p><strong><u>Learning Objectives<\/u><\/strong><\/p>\r\n<p><strong>Students will interact with primary and secondary sources to:<\/strong><\/p>\r\n<ul>\r\n\t<li>Describe the concerns that led to the inclusion of Bill of Rights in the U.S. Constitution.<\/li>\r\n\t<li>Identify and summarize the freedoms in the First Amendment (religion, assembly, press, petition, and speech) and an example of each.<\/li>\r\n\t<li>Examine and explain how the right to free speech can conflict with our responsibility to consider rights of others.<\/li>\r\n<\/ul>\r\n<p><strong>\u00a0<\/strong><\/p>\r\n<p><strong>Guiding Questions<\/strong><\/p>\r\n<ol>\r\n\t<li>What is the primary purpose of the United States Constitution and the Bill of Rights?<\/li>\r\n\t<li>What were concerns of Americans that led to the inclusion of the Bill of Rights in the U.S. Constitution?<\/li>\r\n\t<li>Why did the framers of the Constitution value freedom of speech?<\/li>\r\n\t<li>What constitutes \u201cspeech\u201d?<\/li>\r\n\t<li>Why are all forms of expression important in a democracy?<\/li>\r\n\t<li>Why are there limits to free speech?<\/li>\r\n\t<li>Why is it difficult to determine what speech is protected and what speech is unprotected?<\/li>\r\n\t<li>How is the Bill of Rights\u2019 First Amendment Freedom of Speech evident in everyday life today?<\/li>\r\n\t<li>How does the right to free speech conflict with our responsibility to consider the rights of others?<\/li>\r\n<\/ol>\r\n<p><strong>Prior Knowledge<\/strong><\/p>\r\n<ol>\r\n\t<li>Students should have some background knowledge of U.S. Constitution and Bill of Rights.<\/li>\r\n\t<li>Students should have some background knowledge of different types of government.<\/li>\r\n\t<li>Students should have some background knowledge of the Holocaust.<\/li>\r\n<\/ol>\r\n<p><strong>\u00a0<\/strong><\/p>\r\n<p><strong>Pre-Teach Vocabulary as needed:<\/strong><\/p>\r\n<p><strong> Socialism: <\/strong> form of government where the economy is controlled by the government<\/p>\r\n<p><strong> Economy: <\/strong> the wealth and resources of a country or family, especially with goods and services<\/p>\r\n<p><strong> Holocaust: <\/strong>mass killing of Europeans, especially the Jews, by the Nazis during WWII<\/p>\r\n<p><strong> Holodomor: <\/strong>death by starvation, man-made famine in Soviet Ukraine in 1932-1933 under Stalin<\/p>\r\n<p><strong> Republic democracy: <\/strong> form of government where the power is with the people<\/p>\r\n<p><strong> Collective farming: <\/strong> small farms that are owned and controlled by the government<\/p>\r\n<p><strong> Concentration camp: <\/strong> a place where large numbers of people are imprisoned to await death by mass killings<\/p>\r\n<p><strong> Steppe: <\/strong> large area of flat, unforested grassland in southeastern Europe and Siberia<\/p>\r\n<p><strong> Kremlin: <\/strong> location in Moscow of the central offices of the Soviet government<\/p>\r\n<p><strong> Trench: <\/strong>a large deep ditch<\/p>\r\n<p><strong> German prison camp: <\/strong> a prisoner of war camp where outdoor work is done for the government<\/p>\r\n<p><strong> The following vocabulary will be introduced to students in Historical Overview of Two Regimes by Dr. Jonathan Grant: <\/strong><\/p>\r\n<p><strong> Autocracy: <\/strong> a form of government where one person has unlimited power<\/p>\r\n<p><strong> Communism: <\/strong> a form of government in which a single ruling party owns and controls the entire economy, and in which no private ownership is allowed<\/p>\r\n<p><strong> Dictator: <\/strong> a military leader who becomes the head of a country, often by force<\/p>\r\n<p><strong> Direct democracy: <\/strong> a form of government in which the power to govern is directly in the hands of the people rather than elected representatives<\/p>\r\n<p><strong> Monarchy: <\/strong> a form of government headed by a king or queen who inherits the position, rules for life, and holds power that can range anywhere from between limited to absolute<\/p>\r\n<p><strong> Oligarchy: <\/strong> a form of government in which a small group (often of wealthy people) has total control and power<br \/>\r\n<br \/>\r\n<strong><b>Ratification:<\/b><\/strong> the action of signing or giving formal consent to a treaty, contract, or agreement, making it officially valid<\/p>\r\n<p><strong> Representative democracy\/republic: <\/strong> a form of government in which the people elect representatives to make laws for them<\/p>\r\n<p><strong> Abridge: <\/strong> to diminish or reduce in scope<\/p>\r\n<p><strong> Case law: <\/strong> law established by judicial decisions as distinguished from law created by legislation<\/p>\r\n<p><strong> Freedom: <\/strong> the quality or state of being free: as the absence of necessity, coercion, or constraint in choice or action<\/p>\r\n<p><strong> Freedom of speech: <\/strong> the right to express information, ideas, and opinions free of government restrictions based on content and subject only to reasonable limitations<\/p>\r\n<p><strong> Freedom of religion: <\/strong> the right to practice the religion of your choice<\/p>\r\n<p><strong> Freedom of press: <\/strong> is the right to circulate opinions in print without censorship by the government<\/p>\r\n<p><strong> Right to Assembly <\/strong> the right or ability of people to come together as a group to express, promote, pursue, and defend their ideas<\/p>\r\n<p><strong> Right to Petition Government: <\/strong> right to make a complaint to, or seek the assistance of, one&#8217;s government, without fear of punishment or reprisals<\/p>\r\n<p><strong> Liberty: <\/strong> freedom from external (as governmental) restraint, compulsion, or interference in engaging in the pursuits or conduct of one\u2019s choice to the extent that they are lawful and not harmful to others<\/p>\r\n<p><strong> Rights: <\/strong> a person\u2019s justifiable claim, protected by law, to act or be treated in a certain way<\/p>\r\n<p><strong> Rule of Law: <\/strong> : the rule of law exists when a state\u2019s constitution functions as the supreme law of the land, when the statutes enacted and enforced by the government invariably conform to the constitution.<\/p>\r\n<p><strong> Speech: <\/strong> forms of expression used to communicate an idea or a thought, not just in words.<\/p>\r\n<p><span style=\"text-decoration: underline;\"><strong><br \/>\r\nTeaching Phase<\/strong><br \/>\r\n<br \/>\r\n<\/span><\/p>\r\n<p>Introduce lesson by telling the story of a Ukrainian woman named\u00a0Teodora\u00a0Verbitskaya and her daughters, Nadia and Lyucia, who witnessed and survived the Holodomor 1932-1933 and who experienced the military occupation forces of Nazi Germany in\u00a0late 1941 during World War II.\u00a0 They witnessed the roundup by the Nazis of 7,500 Jews from Mariupol who were later murdered \u00a0and buried in anti-tank trenches outside of the city of Mariupol, Ukraine in October 1941.\u00a0 The Germans forced Teodora and her daughters to Germany to serve as slave laborers.\u00a0They were liberated from German control by American forces at the end of World War II.\u00a0<\/p>\r\n<p>Explain that Teodora Verbitskaya kept diaries of her life experiences that were later published.\u00a0Then explain that her oldest daughter, Nadia Werbitzky, went on to become an artist and that many of her paintings are memory paintings from her life experiences as a young person.\u00a0<\/p>\r\n<p>Explain to students that in this lesson they will interact with the Constitution\u2019s Bill of Rights First Amendment while learning how the rights contained in the Bill of Rights were ignored in Ukraine and Russia during WWII, the Holocaust and the Holodomor. \u00a0They will examine, identify and apply the Bill of Rights First Amendment especially right to free speech for Americans in the past, present and future.\u00a0This will be accomplished in part by interacting with the primary source memoir of Teodora Verbitskaya and paintings of her daughter, Nadia Werbitzky. Share that works of these two women were later published in a book entitled <b><i>Two Regimes \u2013 A Mother\u2019s Memoir of Wartime Survival <\/i><\/b>by Teodora Verbitskaya.<\/p>\r\n<p><strong>For background information see Support Materials: <\/strong><\/p>\r\n<p><em>Historical Overview of Two Regim<\/em>es by Dr. Jonathan Grant<\/p>\r\n<p><i>Historical Overview of the\u00a0Holocaust\u00a0<\/i>by Dr. Michael Berenbaum<\/p>\r\n<p>Teodora Verbitskaya Biographical Information<\/p>\r\n<p>Nadia Werbitzky Biographical Information<\/p>\r\n<p>Holodomor 1932-1933 &#8211; At a Glance<\/p>\r\n<p>Holocaust 1933-1945 &#8211; At a Glance<\/p>\r\n<p>&nbsp;<\/p>\r\n<p>First review Bill of Rights by sharing with entire class:<\/p>\r\n<p>Bill of Rights (1791)\u00a0<a href=\"https:\/\/www.ourdocuments.gov\/print_friendly.php?flash=false&amp;page=&amp;doc=13&amp;title=Bill+of+Rights+%281791%29\">https:\/\/www.ourdocuments.gov\/print_friendly.php?flash=false&amp;page=&amp;doc=13&amp;title=Bill+of+Rights+%281791%29<\/a><\/p>\r\n<p><br \/>\r\n<span class=\"apple-converted-space\">Present\u00a0<\/span><b><i>Historical Overview for Two Regimes\u00a0<\/i><\/b>by Dr. Jonathan Grant to entire class<\/p>\r\n<p>Next, present <strong>5th\u00a0<em>Grade Two Regimes Witness to War Exhibition video\u00a0<\/em><\/strong>to entire class.<\/p>\r\n<p>View 5th\u00a0Grade Two Regimes Witness to War Exhibition video &#8211;\u00a0YouTube\u00a0(Narration in easy to\u00a0understand American English)<\/p>\r\n<p><iframe title=\"Two Regimes 5th Grade Exhibition in American English\" width=\"800\" height=\"450\" src=\"https:\/\/www.youtube.com\/embed\/fd40i74ZFkY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\r\n<p>OR view 5th\u00a0Grade Two Regimes Witness to War Exhibition video &#8211; \u00a0YouTube (Narration in English with an accent) \u00a0<a href=\"https:\/\/youtu.be\/sqrMX_oBQJg\">https:\/\/youtu.be\/sqrMX_oBQJg <\/a><br \/>\r\n<br \/>\r\n<\/p>\r\n<p>After viewing Exhibition, have students work in pairs or small groups to <b>brainstorm\u00a0<\/b>the word \u201crights\u201d.\u00a0 Encourage students to explore all aspects of the word that come to mind.\u00a0 Then have groups create a definition of the word \u201crights\u201d that they will then share with class.\u00a0<\/p>\r\n<p>&nbsp;<\/p>\r\n<p>After sharing as a whole class, further discussion might include:<\/p>\r\n<ul>\r\n\t<li>What rights are granted to you as a citizen of the U.S. that were not granted to those you learned about in <em>Two Regimes<\/em>?<\/li>\r\n\t<li>Do you feel all people today have equal access to these given rights? Explain.<\/li>\r\n\t<li>Describe a time when you felt that one of your rights was violated. Describe your feelings and response to the situation.\u00a0How do you imagine that those from <em>Two Regimes <\/em>felt when their rights were violated?\u00a0<\/li>\r\n\t<li>What current events or events in recent history can you think of that relate to rights or the denial of those rights?<\/li>\r\n<\/ul>\r\n<p>Next, display or distribute <strong><i>Excerpts from\u00a0<\/i><\/strong><strong><i>Two Regimes &#8211; A Mother&#8217;s Memoir of Wartime\u00a0Survival <\/i><\/strong>by Teodora Verbitskaya that illustrate rights violations.\u00a0 After reading in pairs, small groups or whole class, discuss how it might have felt to be Teodora Verbitskaya, Nadia Werbitzky\u00a0and others in <em>Two Regimes\u00a0<\/em>who experienced these violations of rights.<\/p>\r\n<p>Next, teachers will explain to the class that the Constitution does not define free speech. Teachers will clarify and explain that people help define freedom of speech when decisions are made by the court.\u00a0 Under the Constitution of the United States of America, people have the responsibility and power to shape their government and determine its laws. By bringing free speech disputes to court for resolution, people request that courts decide if First Amendment rights have been denied and\/or violated. The body of collective court decisions, known as\u00a0\u201cCase law&#8221;, helps to define what freedom of speech means in The United States of America.<\/p>\r\n<p>Next, explain that some speech is protected and other is not.\u00a0 Brainstorm as a class why that might be the case.\u00a0 Working in small groups or pairs, have students make a list of examples of protected and unprotected speech then discuss as a whole group.<\/p>\r\n<p>Present and Discuss <b>Types of Speech\u00a0<\/b>with students via class presentation or handout.<br \/>\r\n<br \/>\r\n<strong>See Support Materials for:<\/strong><\/p>\r\n<p><em>Historical Overview for Two Regimes<\/em> by Dr. Jonathan Grant<\/p>\r\n<p><em>Historical Overview of the Holocaust<\/em> by Dr. Michael Berenbaum<\/p>\r\n<p>5th Grade Two Regimes Witness to War Exhibition PDF<\/p>\r\n<p>Excerpts\u00a0depicting Rights Violations from\u00a0<em>Two Regimes &#8211; A Mother&#8217;s Memoir of Wartime Survival<\/em> by Teodora Verbitskaya\u00a0<\/p>\r\n<p>Types of Speech handout<\/p>\r\n<p>&nbsp;<\/p>\r\n<p><strong><u>Guided Practice<\/u><\/strong><\/p>\r\n<p>Distribute to each student a copy of <strong><em>Bill of Rights List <\/em><\/strong><em>and\u00a0<strong>Bill of Rights Summary<\/strong><\/em>.\u00a0 After working in small groups to verbally read and summarize each Amendment in the Bill of Rights. Next, have each student independently summarize the rights contained in each amendment.\u00a0 Once completed, discuss answers as a class and allow students to make any necessary changes to their work.<\/p>\r\n<p>Next, have students work in small groups to <strong>Role Play Freedom of Speech: Protected or Unprotected. <\/strong>\u00a0Explain to students that they will work with peers to develop a scene depicting an example of \u201cProtected\u201d or \u201cUnprotected\u201d speech as addressed in the First Amendment of Bill of Rights.\u00a0 The scenes should be realistic and provide important details.\u00a0\u00a0Explain that as each scene is presented, the audience\u2019s job is figure out if the scene depicts \u201cProtected\u201d or \u201cUnprotected\u201d speech.\u00a0 After scene is acted out, students should discuss in small groups to determine which type of speech is being depicted and support their choice with details from the scene.<\/p>\r\n<p><strong>See Support Materials for:<\/strong><\/p>\r\n<p>Bill of Rights List<\/p>\r\n<p>Bill of Rights Summary<\/p>\r\n<p><strong><u><br \/>\r\nIndependent Practice<\/u><\/strong><\/p>\r\n<p>Distribute\u00a0or display a copy of <strong><em>Allowed or Not Allowed\u00a0<\/em><\/strong>worksheet to each student.\u00a0 Have students complete independently.<\/p>\r\n<p><strong>See Special Materials Needed for:<\/strong><\/p>\r\n<p>Allowed or Not Allowed worksheet<\/p>\r\n<p>&nbsp;<\/p>\r\n<p><strong>Closure<\/strong><\/p>\r\n<p><strong>Exit Ticket:\u00a0 \u00a0<\/strong><\/p>\r\n<p>Name and explain at least 3 examples each of \u201cProtected\u201d and \u201cUnprotected\u201d speech.<\/p>\r\n<p>\u00a0And<\/p>\r\n<p>Identify 3 rights violations that were experienced by Teodora Verbitskaya\u00a0and Nadia Werbitzky\u00a0and others in <em>Two Regimes<\/em>.<\/p>\r\n<p><strong>\u00a0<\/strong><\/p>\r\n<p><strong>Accommodations<\/strong><\/p>\r\n<p>Students with visual or hearing difficulties may be seated closer to audio\/visual equipment.<\/p>\r\n<p>Students who are non-sighted will be provided with a verbal description of each painting.\u00a0 Teacher should seek assistance from student\u2019s ESE service provider in adapting necessary materials to meet student\u2019s needs.<\/p>\r\n<p>Teacher will stop the video as necessary for clarification and discussion.<\/p>\r\n<p>Students who are unable to work in pairs for discussions may choose to share their ideas independently in writing.<\/p>\r\n<p>Students who struggle with motor skills can use word processor or dictate the independent practice and summative assessment task.<br \/>\r\n<br \/>\r\n<\/p>\r\n<p><strong>Extensions<\/strong><\/p>\r\n<p><strong>To further extend this lesson:<\/strong><\/p>\r\n<ol>\r\n\t<li>Students may research court cases related to First Amendment rights violations.<\/li>\r\n\t<li>Students may choose an amendment to research in depth and present via media of their choice or teacher\u2019s choice.<\/li>\r\n<\/ol>\r\n<p><em>\u00a0<\/em><\/p>\r\n<p><strong><em>\u00a0<\/em><\/strong><strong>Further Recommendations<\/strong><\/p>\r\n<p>Teacher must determine if the paintings in the exhibition are appropriate for the class.\u00a0 It is recommended that the teacher listen to the narrative in advance of lesson.<\/p>\r\n<p><strong>\u00a0<br \/>\r\n<\/strong><strong>Short Summary<\/strong><\/p>\r\n<p>Students will describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S.\u00a0Constitution, especially the First Amendment, and examine violations of individual rights in other countries through a memoir entitled <em>Two Regimes \u2013 A Mother\u2019s Memoir of Wartime Survival\u00a0<\/em>written by Teodora Verbitskaya with paintings\u00a0by Nadia Werbitzky who both witnessed and survived the Holodomor 1932-1933, experienced the military occupation forces of Nazi Germany during World War II and witnessed the roundup by the Nazis of 7,500 Jews of Mariupol, who were later murdered outside the city limits. Then Teodora and her daughters were forced to Germany to serve as slave laborers and were liberated from German control by American forces at the end of World War II.\u00a0<\/p>\r\n<p><strong>\u00a0<\/strong><\/p>\r\n<p style=\"text-align: center;\"><span style=\"font-size: 14px;\"><strong><strong><strong>Sponsored in part by the State of Florida, Division of Cultural Affairs, the Florida Council on Arts and Culture and the Foundation for Leon County Schools.<\/strong><\/strong><\/strong><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>[print-me] Print Me Two Regimes: Witness to War Purpose The purpose of this lesson is for students to describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S.\u00a0 Constitution, especially the First Amendment, and examine violations of individual rights in other countries through a primary source memoir [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-5414","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/tworegimes.com\/wp-json\/wp\/v2\/pages\/5414","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tworegimes.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tworegimes.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tworegimes.com\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/tworegimes.com\/wp-json\/wp\/v2\/comments?post=5414"}],"version-history":[{"count":4,"href":"https:\/\/tworegimes.com\/wp-json\/wp\/v2\/pages\/5414\/revisions"}],"predecessor-version":[{"id":5418,"href":"https:\/\/tworegimes.com\/wp-json\/wp\/v2\/pages\/5414\/revisions\/5418"}],"wp:attachment":[{"href":"https:\/\/tworegimes.com\/wp-json\/wp\/v2\/media?parent=5414"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}