College: Mount Hood Community College, Gresham, OR
Class: Civics/ESL 85F Integrated Skills (high intermediate)
OCG (On Common Ground)
Term: Fall 2006
Themes: Freedom of speech and immigration; Equal protection under the law
(previous in this term: Separation of Powers, checks and balances, and
Bill of Rights)
CA Objectives: Research educational opportunities and resources such as “Tomorrow’s Jobs” at U.S. Dept. labor website;
Identify one job of interest and the education/training required;
Research education/training provider available in the local community;
Identify a personal goal and determine appropriate steps to achieve it.
4.4.5 Identify job training needs and set learning goals
4.8.1 Demonstrate ability to work cooperatively with others as a member of a team, contributing to team efforts….
4.8.6 Demonstrate negotiation skills in resolving differences, including presenting facts and arguments, recognizing differing points of view, offering options and making compromises.
4.8.7 Identify and use effective approaches to working within a multicultural workforce, including respecting cultural diversity and avoiding stereotypes…
5.1.4 Interpret information about electoral politics and candidates
5.1.6 Communicate one’s opinions on a current issue.
5.2.2 Identify or interpret U.S. historical documents
5.3.3 Interpret basic court procedures
5.6.1 Interpret information about neighborhood or community problems and solutions.
5.6.3 Interpret civic responsibilities, such as voting, rule of law, jury duty.
On Common Ground Worktext A and Video, Unit 6
On Common Ground workbook (2004) by Gelder and Holland, Unit 6.
Grammar in Context 3
Articles from The Oregonian
Activity 1:Students verbally summarize episode from video #5. Discuss how lawyers can or cannot represent a client if they disagree with his ideas, especially interpretation of free speech. Students watch episode from video unit #6.
Students recall events by identifying who said what and to whom, and by putting events in proper sequence.
Students develop an understanding of legal words and stereotyping by matching with definitions.
Students role play in the interaction between a lawyer and client whose ideas conflict. Students then expressed opinions about the value of upholding the first amendment to free speech regardless of racial or other bias.
Activity 2: Students watched video #6 Turning Points: Students then discussed the possibility of denying free speech and for what reasons. Students compared their answers to the ideas of U.S courts, which allow for free speech unless doing so puts people in great danger.
Students worked in groups, making a chart of reasons to restrict or not restrict free speech. They used the video episode (t.pt.) and their own experiences as examples. The groups then made posters of their ideas and presented them to the class.
Students discussed how the First Amendment protects the expression of all ideas.
Students compared in groups their own immigration story with each other and that of the episode. Some shared with the class times similar to the episode, where they felt opposed as immigrants.
Students worked on grammar- modals—p. 150-155.
Activity 3: Unit 6 workbook by Gelder and Holland: Case studies of right to free speech: Students worked in groups and chose one of the cases. Students explained why the persons were guilty or not guilty of either breach of peace or disorderly conduct. They wrote decisions on the board. Students debated each presentation, deciding as a class that case 1 was guilty of disorderly conduct, while case 2 was not guilty of breach of peace.
Students wrote answers in workbook . 7-8 as they listened to “Turning Points”.
Students worked to find answers to voc. Pertaining to free speech from workbook p.9, and courtroom voc. P. 10-11, workbook.
Activity 4: Grammar: Students finished examples and worked on modals p. 158-163 in Grammar in Context 3.
Video #6 episode: While viewing, students found comprehension answers from p. 15 of workbook. They took notes while viewing to find evidence for the defendant, an immigrant, and for the prosecution.
Students got into groups and compiled their notes, deciding together if the defendant was guilty or not. They discussed why the attourney in the video represented the other defendant in the video, the one who sued the city for violating his First Amendment rights.
Activity 5: Students studied a list of attributes employers look for when hiring. Each student identified attributes they most resemble. These were then discussed in groups.
The groups compiled interview questions an employer might ask and questions a prospective employee should ask. These were discussed .
In groups, each student talked about a job interview they had in the past. What questions were asked? How did it go? Did they get the job?
Role play: Employer/employee: Students used their set of compiled questions.
Activity 6: Computer Lab: From a previous lab trip, students bring researched jobs and educational opportunities from “Tomorrow’s Jobs” at U.S. Dept. Labor website. Using this research, and the job already identified, students further researched education\training providers in the local community.
Activity 7: Students brought research and worked on a report to give to class.
Activity 8: Students present report, including identifying a personal goal and steps to achieve it.
Homework Assignments: During each unit, students were asked to read and bring in articles from The Oregonian Newspaper. Topics included articles on free speech and immigration, as well as political updates on the midterm election coverage. Students summarized the articles and discussed them in class.
Homework in grammar: From Grammar in Context 3: p. 156-7 and 164-165, modals.
Homework in workbook: journal assignments and other pages as assigned, esp. voc. work.