Lesson Plan

Objective:

            Students will explore and analyze primary documents found in the Rutgers University Archives related to the Finley/Heimlich case as they consider the impact of the Red Scare on the American society and, ultimately, engage in a debate/discussion as to whether or not the professors’ dismissal was justified.

Key Concepts:

• Freedom
• Democracy
• Justice/Injustice
• Security
• Individual Rights
• Individual Obligation

Central Questions:

• Should one’s personal beliefs be discussed in an open forum? When is it acceptable and when it is unacceptable?
• If you supported something unpopular, what would you do? Why?
• Does a ‘national crisis’ constitute a sound basis to limit one’s civil liberties?

Method:

• Show students a video clip of Senator Joseph McCarthy or the Red Scare, and have them answer the writing prompt-- If you supported something unpopular, what would you do? Why?--in their notebooks. Upon completion, begin a discussion on their reactions to the video clip and the writing prompt. Continue this discussion with a survey of the key concepts listed above.
• Introduce the background of the cold war and anti-communist sentiment in America by having the class explore the documents titled “America Menaced” and “Executive Order No. 9835.”
• Once students have explored these documents and have answered the questions listed under each, discuss their answers as a whole class.
• After gaining an understanding of the general tone in America in the early 1950’s remind students of the Finley/Heimlich case. Divide the class into four groups and assign them an identity: President Jones and Trustees, Faculty and Alumni, Professors Finley and Heimlich, and the students and their school newspaper, TARGUM.
• Ask student groups to assume their roles and create a list of goals associated with each. For example, President Jones’ main goal may be to keep the reputation of Rutgers University in good standing.
• With these goals in mind, have student groups look only at those documents identified for their group. Be sure the questions for each document are answered and the students remember the goals they identified in step number 5.
• After students have explored the documents and answered the questions, they can create a list of their own questions and issues to consider. This may lead to additional research that might help their argument during the debate/discussion.
• Establish debate/discussion guidelines and begin.
• Ask each group to explain
• 1. The issues that faced their assigned participants.
• 2. The pressures that faced their assigned participants.
• 3. The decisions they would have made if they were part of the participating group.
• 4. The impact of their decisions on individual rights, freedom of speech, reputations of professionals, etc.
• After the debate/discussion allow time for debriefing by re-addressing the writing prompt from Step 1. Conclude with an essay assignment or an alternative assignment on the central questions.
  

Assessments

• 1. Debate/Discussion
• Ability to work with their groups.
• Analysis of each document via the questions.
• Create a solid argument for or against the dismissal of the two professors.
• Any additional research conducted to gain more data or make further comparisons.
• Explanation of changes in perspectives on their ability to speak out against a majority opinion. (Pre- and Post-writing prompt)
• Written essay answering one or both of the central questions.
• 2. Write a letter to the Editor of TARGUM expressing their position on the Finley/Heimlich case.
• 3. If this case went to the Supreme Court and you were a Justice, what opinion would you render and why?
• 4. Create a propaganda piece expressing your opinion on academic freedom, anti-communism or anti-terrorism.
• 5. If one accepts the government’s expectations without challenge is he/she more patriotic than an individual who exercises his/her rights as outlined under the Constitution?
• 6. Explore a current issue surrounding the latest developments in the fight against terrorism. For example, should people of Middle Eastern descent be required to register with the government? Or should suspected terrorists be detained without due process?
• 7. Conduct further research on the lives of Professors Finley and Heimlich and determine the impact of the situation on their lives.
• 8. Conduct research on Senator McCarthy, the hysteria he created and his ultimate demise. Do you think this situation could occur today? Explain.
• 9. Teach students how to write a legal brief and have them write one on this case.
• 10. Complete a comparative analysis of this case and the case that occurred at Rutgers University over the New Jersey Solidarity Conference in 2003.