Teacher: Cyndy Ware,
Essex Street Academy
Course:
Constitutional Law
Grade: 11/12
Subject: The Supreme
Court, Corporations & the Media (Part Two)
Time Frame: 2 days
Common Core:
Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as well
as in words) in order to address a question or solve a problem.
Evaluate an author's premises, claims, and evidence by
corroborating or challenging them with other information.
Objective:
Students gain understanding of the Hobby Lobby case and U.S.
Supreme Court decision in the case; students also practice their media literacy
skills.
Context:
Students will already have studied the Bill of Rights and a
few cases involving the 1st amendment’s free exercise of religion (Sherbert v. Verner, Wisconsin v Yoder ), free speech (Shenck v. United States, Tinker
v. Des Moines), and free press (New
York Times v. United States). Also,
they will have studied Citizens United
case and the idea of corporate personhood (Part One of the two part, multi-day lesson on the Supreme Court,
corporations and the media).
Materials:
- · Democracy Now! Media comparison worksheet (FRAME analysis)
- · Democracy Now! POWER media analysis cards
- · Laptops for student pairs
- Powerpoint presentation
- · Projector for PowerPoint slides
- · Investigation worksheets for students
Ø
What was the question for SCOTUS in Burwell v. Hobby Lobby? What was the SCOTUS ruling in the case?
Ø
How did media outlets cover the story
differently?
Ø
What should we pay attention to in order to
identify bias in media?
Pre-Lesson Homework
Students prepare for lesson by reading Christian Science
Monitor “Hobby Lobby 101” article
Warm Up:
Pair-share: students
discuss the question for the court in Hobby Lobby case and the SCOTUS decision
(based on homework). (First slide in PPT
includes warm up.)
Main Activity:
Students conduct investigation of the Hobby Lobby
case/decision and media coverage of it through guided turn and talk with
partner, whole group discussion and investigation using video news. (See PowerPoint presentation for sequencing.)
Note regarding the PPT:
Assessment:
- · Exit Ticket (flip side of Investigation)
- · Subsequent seminar (see below for more information)
Post-lesson HW:
In preparation for a seminar on both the Citizens United
case/decision and the Hobby Lobby case/decision (and the concept of corporate
personhood), students will read/watch some or all of these sources:
·
“Between the Lines of the Contraception Decision”
·
“Should
McDonald's & Monsanto Have the Same Rights as People? A Debate on Corporate
Personhood”
· “Conscience and the Culture Wars”
· This chart:
· http://mediamatters.org/research/2014/08/07/media-misses-expanding-influence-of-citizens-un/200334
obby
Lobby vs Obamacare Sebelius #RealAnimalsFakePaws
Students will use a multiple voices, note-taking sheet with
floating heads (photos) of the speakers and include their names and the name of
the media outlet. (This document I’ve
yet to create.)
Additional Sources for possible extra credit assignment:
Hobby
Lobby Ruling
7:43
Video
duration: 7:43
Aired:
07/04/14 Rating: NR
Hobby
Lobby Decision
Women Should Celebrate Hobby Lobby
Ruling, Says Fox News
Hobby Lobby: Would Jesus Side With
Fox? Russell Brand The Trews (E93)
This is such an important lesson that you propose here. Can you send me the images you wanted to upload for your power point and also the chart so we can work on putting it up? It would be a shame not to have all of it up. __Simin
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