Students will launch the inquiry by analyzing crisis-era artifacts and novel excerpts, then build the first shared evidence log and initial CER response about when government action protects people or threatens rights.

Students will test an early position on crisis-era government action by comparing competing perspectives, analyzing book excerpts and historical artifacts, and drafting a first CER claim with an evidence question list for deeper research in the next phase.

Students will test their early position by gathering supporting and opposing evidence, evaluating source credibility, connecting historical and literary evidence to the essential questions, and drafting a structured argument outline with claims, sub-claims, warrants, and rebuttals.

Students will finalize and defend their historical case study arguments by tightening warrants, rehearsing with peer critique, revising slides and speaking notes, responding to questions from university guests, and reflecting on how evidence complicated or strengthened their position about government protection, rights, and freedom.

Students will present and defend their final case study positions for an authentic audience, share podcast and essay evidence in a public gallery format, and reflect on how their understanding of government protection, rights, and freedom developed through revision, questioning, and exhibition.