Lesson: An Alien Incident

Goal: Students will examine their legislated rights in order to discover that each is invariably
interwoven with others and that no one right could sustain their livelihood.
Strand: Government
Theme: Grade 5, Regions and People of the Western Hemisphere
Grade 8, U.S. Studies from 1492 to 1877: Exploration through Reconstruction
Topic: Roles and Systems of Government; Citizenship
Content Statement: The U.S. Constitution protects citizens rights.
The U.S. Constitution protects citizens rights by limiting the powers of
government.
Strand: Geography
Theme: Grade 5, Regions and People of the Western Hemisphere
Grade 8, U.S. Studies from 1492 to 1877: Exploration through Reconstruction
Topic: Location, Place, and Region; Environment and Society
Content Statement: Latitude can be used to make observations about location and generalizations about climate.
The movement of people, products, and ideas resulted in new patterns
of settlement and land usage, influencing the development of the U.S.
Materials Needed:
World Map (preferably desk copies along with a conventional classroom map) with
latitude/longitude markings.
Copies of the U.S. Constitution, State of Ohio Constitution, Declaration of Independence, and other
documents that may list legislated rights of the individual.
Procedure:
The teacher begins by presenting a Premise (which the teacher will have to carefully interpret):
Earth and all of its inhabitants are now under the control of aliens from another galaxy. All forms
of mass communication have been taken over them. All forms of government have been eliminated
and we are under their rule. At their discretion, we will basically be allowed to continue living and
working under our regular routines but now for their benefit. In short, we are tools to them as
they seek to deplete our planet of all of its resources.
The aliens have an additional message directed to Americans (the class):
Americans especially seem to believe that rights are important and in fact many of them are
seemingly guaranteed to you. As your conquerors, we are taking away all of your rights EXCEPT
FOR ONE. We will allow you to choose that one right, one that you would never want to give up or
lose, and it will apply to ALL Earthlings. However, it must be a right that you can PROVE you
already have (i.e., students cant simply make one up and must find it in print). You may only
consult the Envoy- who is one of you and must live with your decision- who can answer any
questions. (NOTE: the teacher is the Envoy and his/her stated concern will be to get students to

carefully choose a right, as the aliens are tricky and want them to hurriedly and carelessly choose
one without fully understanding it in its literal sense.)
To further prove that were serious, we plan a demonstration of power to convince you, since force
and violence seem to be all you Earthlings understand. Thus, the following coordinates will
experience total destruction covering 100 square miles each:
1. 39 degrees north, 77 degrees west
2. 9 degrees north, 79 degrees west
3. 31 degrees north, 32 degrees east
4. 35 degrees north, 140 degrees east
5. 35 degrees north, 5 degrees west.
At this point, the teacher divides the class into groups of approximately 3 students each and turned
loose for about 20 minutes. Students are to be instructed that when all of the groups convene, a
debate must be held to ultimately choose one right that all agree upon. They may consult any
source they want EXCEPT another group, which should force them to rely on the Envoy for
guidance (as a side note, the Envoy should reinforce the aliens superiority and possibly supply a
picture of them if students ask about their appearance). It is expected that students will seek
textbooks and maps, but these materials should only be given them if they specifically ask for them.
Depending upon the circumstances, students may be permitted to go to the library or use the
Internet.
The Envoys chief role is to get students to find sources that specifically state our rights, but as they
choose one, the Envoy is to enlighten them on its LITERAL interpretation which should in turn
invariably eliminate it from consideration. This aspect is crucial. Also to be expected is students
choice of an amendment, which in many cases states multiple rights; students can only choose ONE
right.
As this process unfolds, expect a degree of frustration among students, but the point is that they will
gradually realize that their rights are not quite what they may have thought they were. It will also
become apparent as the class reconvenes that there wont be any consensus on a given right because
no one right will satisfy and sustain our livelihood. Thus, they should learn that 1) our rights are
not always what may be stated on paper as per literal interpretation, and 2) rights are
interconnected; we need multiple rights, but also rights that we understand.
The second part of the activity deals with the geographic aspect. Obviously, students must discover
for themselves what places are at the stated coordinates (1. Washington, DC; 2. Panama Canal; 3.
Suez Canal; 4. Tokyo, Japan; 5. Gibraltar). But more importantly, a discussion should ensue as to
why these five places were chosen for elimination, though this geographical aspect is designed to
promote a current events perspective in terms of trade, technology, symbols of power, etc. This
discussion, however, may be conducted before or after the discussion of rights, which of course is the
prime objective of the activity.
Assessment:
Strictly at the teachers discretion. Possible avenues include group cooperation, logical reasoning,
and quality of expression.