Social Science Introduction

A.  Central Question: Does the Supreme Court have too much power?
Lesson One:
Introductory Grabber:
 Students will experience a simulated search and seizure: As the student teacher begins to call the roll, the mentor teacher walks to the back of the room and begins talking to a student. The student (who has been coached in his performance) says loudly that he didn't do anything and that the teacher has no right to look into his book bag. The teacher takes the bag, searches it, and holds up drug contraband. He asks the student teacher to continue with the class while the mentor escorts the student to the principal's office.
 The student teacher acts confused and asks the students if the teacher can do that. Students are expected to claim rights violations. The teacher stops the discussion and asks students to make a quick list of what happened, whether it was just, and why they think that. Lead a discussion that directs student attention to the role of the Supreme Court in determining what Constitutional guarantees mean. Mention other rulings such as banning school prayer and protecting a woman's right to choose in abortion. Introduce the central question: Does the Supreme Court have too much power?

B.  Central Question: What role should the federal government play in counteracting the negative effects of a free market economy?
Lesson Three:
 Divide class into small groups. Each group is given a Depression era picture of from the Dorothea Lange collection. Students read excerpts from Studs Terkel's Hard Timesthat describe the lives of individuals in that period. Using actual letters to FDR as models, students assume the identities of those in their photograph and write the President to ask him to help their situation. The letter will include specific suggestions for ways the government might help. Finally, groups create and present a short dramatic skit depicting the struggles of their group. 

C.  Central Question: Could the Cold War Have Been Prevented?
Lesson Four
 Using map transparencies, students will be given an overview of Soviet invasion fears, desire for warm water port, and Kruschev's plans for the USSR. To help understand the Cold War, students will use knowledge developed in previous lessons (competing economic systems, the Truman Doctrine, and the Marshall Plan) to look at six incidents: Greece/Turkey, Berlin Crisis, Hungarian Uprising, U-2 Incident, Berlin Wall, and Cuban Missile Crisis.
 Students will be broken into six groups and each will analyze a political cartoon depicting one of the six incidents. Spokespeople will explain each group's interpretation of the cartoon.  In a whole class discussion, students will be asked: How might a Soviet cartoonist depict each incident?  Why? What are the similarities between the crises in Turkey/Greece, Berlin, and Cuba (spheres of influence, missile placements, military presence, national security). 
 Returning to their groups, students will take their focus incident and construct arguments for the US and the USSR sides explaining why the other side was most to blame for starting that crisis. Each group will present their arguments to the class.