Assignment 1 c (3) by McKay Thein

Social Studies Concept Formation Lesson Plan

Topic: Equality under the Law
A condition that a): is marked by impartiality that is free from self-interest,
prejudice, or favoritism b): conforms with the established rules or laws: free from
favor toward either or any side and c): implies an absence of all prejudice
Objectives:
1. At the end of the lesson, student will be able to
1.1. Identify at least three critical attributes of the concept Equality
1.2 Correctly classify examples of statements promoting Equality from
statements which lack the critical attributes of Equality from a mixed list
1.3 Create or find an example of equality and explain how the example meets
the critical characteristics of Equality
1.4 Write a paragraph on what Equality under the law means to the student
Set Inductions: Discuss the statement A King does not collect tax from his
son
Topic

Equality
Under the
Law

Teaching
Strategy/Aid
s
Concept
formation,
List of
attributes

Teacher
Activity

Student
Activity

Assignment

Recapitulati
on

Show or
provide
attributes
to students
and ask
them to
categorize
them in at
least three
categories

Study the
attributes.
Reach
consensus
in
categorizing
the
attributes.
Write
similarities
and
differences
between
the
categories.

Classifying:
Guided
Practice

Ask students
what are the
critical
attributes of
the concept
Equality
under the
law

List of Attributes:
Giving discounts to all customers, Charging tourist more for entry fee to
museum, All female employee are given maternity leave but not the husband of

the employee, One religious group given concession on bus fare because of their
religious affiliation, Generals and family members given preference because of
their services for the country, Police are more suspicious to one particular
religious group because of the destructive activities of some members in the
group, People who lived on the street are more prone to certain diseases,
Children are required to pay 40% less when they visit the national zoo, We
support the political candidate because he is a Christian, Some teachers give
special treatment to students who appreciate their services and give them gifts, I
vote for the candidate who will do something good for me who is unnecessarily
be impartial, Some like the politician who makes things happen not by
conforming to the established rules but by being enterprising
Differences: In what ways are these statements different?
Similarities: In what ways are these statements similar?
Synthesis: Put together a statement the combine the critical attributes of the
concept. Look over the similarities and differences that we have on the board
and then write a sentence that includes the three most important statements we
have made.
After categorizing, find similarities and differences, individually make at least
three hypotheses and test them. Then together make a generalized statement.
Classifying (Guided Practice): To be done in class.
Im going to put an example on the overhead. I want you to decide whether this example shows
equality under the law or not.

On the evening of December l, 1955 in Montgomery, Alabama: Rosa Parks, an African American
seamstress, took the bus because she was feeling particularly tired after a long day in the department
store where she worked as a seamstress. She was sitting in the middle section, glad to be off her feet
at last, when a white man boarded the bus and demanded that her row be cleared because the white
section was full. Mrs. Parks was arrested for not standing and letting a white bus rider take her seat.
It was an established rule in the American south (at that time) that African American riders had to sit
at the back of the bus. African American riders were also expected to surrender their seat to a white
bus rider if it was needed.

Assignment Classifying: Students are to classifying the following paragraph

as example or non-example of Equality under the Law.
1) After the bombing of Pearl Harbor, President Franklin D. Roosevelt in Executive
Order 9066 ordered all persons of Japanese ancestry living on the west coast to
be held in internment camps, without trial or hearing. One hundred and twenty
thousand people were forced from their homes, taken to relocation centers and
held there for a number of years. The ten hastily constructed internment camps
were located in wastelands, swamps or deserts in isolated areas of the country.
2) In November 1998, Washington State voters passed Initiative 200. This
initiative prohibits government from discriminating against or granting

preferential to individuals or groups based on race, sex, color, ethnicity, or

national origin in public employment, public education, or public contracting.
Government includes all public entities, including the state, cities, counties,
public schools, public colleges, public universities, and other governmental
instrumentalities. This initiative does not repeal or modify any law or
governmental action that does not discriminate or grant preferential treatment.
3) In 1993, Robert L. Wilkins, a Harvard Law School graduate, complained about
what he considered to be an illegal search by the police of his vehicle. Wilkins
said that he and his family were stopped by the Maryland State Police, allegedly
for speeding. The state police asked for permission to search Wilkins car for
illegal drugs. Although Wilkins protested the illegal search, he and his family
were asked to wait in the rain until the county sheriffs department arrived with
drug sniffing dogs. No drugs were found. Wilkins claimed he was detained and
searched by state police for no apparent reason and claimed he and his family
had been targeted based on a racial profile used by police in drug interdiction
efforts. MSP steadfastly denied the allegation, but ultimately agreed to settle the
case and to maintain computer records of motorist searches to permit monitoring
for any patterns of discrimination.
4) In November 1998, Washington State passed Initiative 200. This initiative
prohibits government from discriminating against or granting preferential
treatment to individuals or groups based on race, sex, color, ethnicity, or national
origin in public employment, public education, or public contracting. Government
includes all public entities, including the state, cities, counties, public schools,
public colleges, public universities, and other governmental instrumentalities.
This initiative does not repeal or modify any law or governmental action that
does not discriminate or grant preferential treatment.