Web Version
PDF VersionLesson 3: But, It's the Law!
Background
Students of middle school age are expert at testing rules and regulations. They know there are rules but often don't think the rules are for them. Sometimes when a rule seems unfair, students don't hesitate to break or ignore it. They are at a stage of development when they are beginning to be able to think critically and advocate for a position. Middle-schoolers are developing a sense of self and of fairness.
This lesson taps into students' developing values and sense of justice as they examine how a school functions. School governance with its rules and regulations is designed to provide an environment that promotes order and equality while meeting the mission of the school. It can be compared to the federal government structure of laws.
This lesson sets the stage for students to begin to understand why John Brown might feel compelled to break the law for what he perceived as a just cause.
Objectives
After completing this lesson, students will be able to:
- Describe the governance structure of their school;
- Describe how laws contribute to the functioning of a stable society;
- Describe steps to take if they disagree with the law.
Materials
Copy of the school's student handbook
School policy manuals or books
Time
2 class periods
Procedure
Say to students, "You attend school as part of a community that has certain controls on how each of us behaves and gives you certain rights. What are those controls? What are your rights?" Write these rights and controls (rules of responsibilities) on the board.
Ask students where they can find a list of these rights and rules/responsibilities. Lead the students to identify sources for all of the school's policies and procedures including the student manuals, teacher manuals, school policy as written and passed by the school board, and any other statement of the rights and responsibilities for students, teachers and staff.
Put students into groups of 3-4 students. Pass out one copy of the various handbooks and manuals to each group. Give the students a few minutes to look at them to see what they contain.
Ask the students, "What general categories of things do you find?" Make a list down one side of the board. They may find a general mission/goal/vision of the school or district, a list of rules, perhaps a list of rights and responsibilities, emergency procedures or regulations, a grievance process, and other sections as they apply specifically to your district.
Ask students to choose one of the rules that they would like to change. Brainstorm how that might be accomplished. The school might have a student council, to which a resolution might be taken, or students may organize and go to the school board with their suggestion, or the grievance policy may address that rule. Don't forget to include possibilities that students may not immediately think of, such as non-violent protests and violent action. You may need to allow students time to think while they brainstorm to come up with protests or more violent action. They will not usually want to mention it at first - or maybe they will!
Ask them which method they would choose and to tell a partner why they chose that method.
Go back to the list on the board and ask students if they can identify comparable parts of the federal government or comparable parts of federal documents. Federal laws may be comparable to school rules. The Bill of Rights may correspond to student's rights. The mission/vision/goals may be comparable to the Declaration of Independence or the Preamble to the US Constitution.
Ask the students, "How do we as citizens of the U.S. go about changing a law with which we disagree?" Briefly discuss the legislative process for making laws, constitutional amendments, non-violent protests against wars, or violent methods such as the attempted assassinations of presidents or violent protests such as the Watts riots and Greenpeace actions. Students may volunteer others with which they are familiar. Use any examples that the students offer or that you have studied in your class.
Return to the story of John Brown. Put students in groups of 3-4 students. Ask the students to trace Brown's life and thinking in terms of his response to the laws concerning slavery within the US. Ask students to take notes as they think. Include in their notes his attitude (his position or thinking about slavery), the time in his life (this can be general or you may want to require specific times and dates if available), and his response.
In reporting out, have each group mention one situation, Brown's position, and his response. Record each group's contribution on the board in chronological order. After each group has reported, ask for any times that have been omitted that students think are important to include.
On your timeline of Brown's life, have the students add the critical points where his thinking seemed to change. Look at the other events occurring in during that time in the country or the world and see if there are any connections to the development of or changes in his attitude or actions. (The purpose of this discussion is to examine the influence of national events on Brown's actions.)
Have students select one of these critical points in Brown's life and write about it. Have them describe it and Brown's response, and then describe how they would have responded. They should defend their response.
Extension
For social studies classes, a more thorough examination of the comparison of the school policies to government laws can be undertaken. The process of making laws, initiative petitions, and amending the constitution may also be areas of discussion.
Students may want to examine how the laws affect them within the school environment by studying the censorship issue for student newspapers. Lessons to support this investigation can be found in the Resources section.
A language arts class may want to focus more directly on people who have chosen methods in conflict with laws in order to affect change. The United States was begun by revolutionaries who took violent action against the British government. Today there are people like Cindy Sheehan taking visible stands against the Iraq war. Students can select a person who interests them and research and report on how that person affected change.
Essay Contest
Encourage your students to participate in the Lyric Opera of Kansas City Essay Contest. You can find more about it by visiting www.kcopera.org/About/johnbrowneducation/essay.
Lesson created by Martha A. Henry and Keith S. Murray, M.A. Henry Consulting, LLC.