Module 1: Inalienable Rights
In this lesson, students will explore the inalienable rights of both rural and Indigenous communities. Students will examine if rights have been protected or denied to these groups. Indigenous communities in the United States have a varied and complex history in the United States. At different points throughout this history, these communities have been shaped by both recognition and denial of their inalienable rights.
Lesson Plan: Day 3
- Welcome students to social studies.
- Facilitate a class discussion by asking the following questions:
- What are three things that bring you happiness and joy right now?
- What do people need in their daily lives to feel secure and happy?
- Do you think everyone in the United States has the same opportunities to meet their needs and find happiness? Why or why not?
- What kind of rules or laws help make sure people’s needs and freedoms are protected?
- Give students one minute to reflect on one of the questions silently.
- Have students discuss their ideas in trio groups. Encourage them to use real-world situations and the knowledge they have gained from Day 1 and Day 2.
- Invite several groups to share their ideas with the class. Connect their responses to themes of stability, freedom, and happiness.
- Present the compelling question: “Has the United States made good on its promises of life, liberty, and the pursuit of happiness for all?”
- Allow students to share any prior knowledge, wonderings, or thoughts about the three inalienable rights.
Universal Design for Learning (UDL)
- Provide sentence stems for students to answer the guiding questions.
- Allow students to share their reflections in various formats, such as by drawing, writing, or speaking.
Multilingual Learners (ML)
Social-Emotional Learning (SEL)
Civic Skills & Dispositions
Extending Learning
- Review key terms from the vocabulary slide deck for Day 3 (slide 23) and ask students which words might help them speak more precisely. Discuss how various vocabulary terms can help students support their answers and promote civil discourse while taking part in the Paideia seminar.
- Distribute copies of Text 1: Excerpts From the Preamble to the American Declaration on the Rights of Indigenous Peoples.
- Read each section aloud, or have students read aloud in trio groups.
- While listening, have students annotate the section by circling unfamiliar words or phrases.
- Provide the background information for the students. Follow the steps outlined in the Inalienable Rights: Day 3 Paideia Seminar Plan as a resource titled Background Information on Text 1.
- Distribute copies of Text 2: Excerpts From the Rebuild Rural America Act of 2023.
- Read each section aloud or have students read aloud in trio groups.
- While listening, have students annotate the section by circling unfamiliar words or phrases.
- Provide the following background information for the students. Follow the steps outlined in the Inalienable Rights: Day 3 Paideia Seminar Plan as a resource titled Background Information on Text 2.
- Have participants share the words and phrases they found unfamiliar while a volunteer lists them on the board.
- Instruct each group to reread the text selections, slowly highlighting the three most impactful lines or sentences. Then, in the selections’ margins, write notes on what makes those lines or sentences compelling. To support the students’ efforts to annotate the text, consider providing the following guidance:
- Think about which three sentences/statements you think are the most powerful or important and highlight them.
- Why do you think the statements you highlighted are among the most important in this section? Note your reasoning in the margin near each highlighted statement.
- Consider notating any text selection that makes reference to life, liberty, or the pursuit of happiness.
Universal Design for Learning (UDL)
- If possible, provide audio options for texts.
- Offer prehighlighted, annotated versions of the texts for students who may need additional support and scaffolding.
Multilingual Learners (ML)
Social-Emotional Learning (SEL)
Civic Skills & Dispositions
Extending Learning
- Inform students that as a class, they will now participate in a conversation about inalienable rights.
- Define and state the purpose of the seminar. Follow the steps outlined in the pre-seminar section of the Inalienable Rights: Day 3 Paideia Seminar Plan as a resource titled Define and State the Purpose of the Seminar.
- Describe the responsibilities of the facilitator and participants. Follow the steps outlined in the Inalienable Rights: Day 3 Paideia Seminar Plan as a resource titled Describe the Responsibilities of the Facilitator and Participants.
- Have Participants Set a Personal Goal. Follow the steps outlined in the Inalienable Rights: Day 3 Paideia Seminar Plan titled Have Participants Set a Personal Goal and the Inalienable Rights: Day 3 Civil Dialogue Paideia Seminar Organizer in the Before the Seminar section as resources.
- Agree on a group goal. Follow the steps outlined in the Inalienable Rights: Day 3 Paideia Seminar Plan titled Agree on a Group Goal and the Inalienable Rights: Day 3 Civil Dialogue Paideia Seminar Organizer in the Before the Seminar section as resources.
- Conduct the Paideia Seminar. Follow the steps outlined in the Inalienable Rights: Day 3 Paideia Seminar Plan titled Seminar Questions as a resource.
- Remind students there is space to record ideas and wonderings as they listen and participate in the section titled During the Seminar in the Inalienable Rights: Day 3 Civil Dialogue Paideia Seminar Organizer document.
Universal Design for Learning (UDL)
- Provide visual guides on expectations for the seminar.
- Use timers or visual cues during the seminar to help students manage time effectively for each question.
Multilingual Learners (ML)
Social-Emotional Learning (SEL)
Civic Skills & Dispositions
Extending Learning
- Congratulate students for successfully participating in this civic conversation.
- Thank the students for their focused and thoughtful participation in the seminar.
- Have students complete the After the Seminar section of the Inalienable Rights: Day 3 Civil Dialogue Paideia Seminar Organizer.
- Allow time for students to reflect on their participation and that of the class.
- Students will self-evaluate the success of accomplishing their personal goal and the class goal, as well as reflect on the seminar experience.
Universal Design for Learning (UDL)
- Allow students to record their reflections orally.
- Use anchor charts to help students understand what effective group work and individual contributions means.
Multilingual Learners (ML)
Social-Emotional Learning (SEL)
Civic Skills & Dispositions
Extending Learning
- Explain to students that they will evaluate how well the U.S. government has fulfilled its promises of life, liberty, and the pursuit of happiness for Indigenous and rural communities. Be sure to mention that it is important for students to use evidence from their learning to support their evaluations.
- Introduce the Inalienable Rights Report Card and walk through and explain each section.
- Model how to complete one row by providing an example of a grade, strengths, and improvements so students understand the expectations.
- Remind students to reflect on what they have learned from the primary sources, discussions, and activities to complete the report card.
- Consider using the Inquiry Reflection Tool for student self-reflection if they have not self-reflected.
Universal Design for Learning (UDL)
- Allow multiple formats for students to respond to the exit ticket.
- Offer a graphic organizer to help students organize their thoughts.
Multilingual Learners (ML)
Social-Emotional Learning (SEL)
Civic Skills & Dispositions
Extending Learning
