The Eminent Domain Issue in Long Branch, New Jersey

By: Jon Barratt

School: Long Branch HS, Long Branch, NJ

Grade Levels: American History

Academic Focus/

Core Curriculum Standards:

Language Arts Literacy: 3.1 through 3.5

Consumer, Family & Life Skills
9.2 A, B, C, D.

Hurdles Encountered:

Hurdles: Since this was a project done for the first times, scheduling dates for completion of the stages of the project were concerns. Also, working with computer technology classes for professional looking brochures.

Solution: Tentative scheduling of project dates; project will be reevaluated for next year.

Students will become familiar with the issue of Eminent Domain through teacher explanation and articles. Working in small groups, they will then analyze current events articles on the subject of eminent domain. Through examining the points of view of the articles and the individuals involved, they will gain insight into the two sides of the issue. This will be a springboard to an exploration of the situation in Long Branch in which many of the smaller homes and businesses are subject to takeover through eminent domain. Students will break into groups to fulfill specific roles: interviews with local residents; interviews with the town management and businesses involved; research statistics about Long Branch's economy; examination of losses and gains; conclusions about the "public good" and the "rights of the individual" in Long Branch. Student presentation to the City Council, abstract of the concluding paper sent to the local newspaper.

3-4 weeks for the entire project; other class work takes place during the course of the project.

Project Scheduling:

Class time; interviews are homework assignments; research may take place during library period, or as homework assignments.

Equipment Needed:

Current events articles; Main Idea/Viewpoint; Internet research; materials for brochures

Thrust of the unit: What is "the public good?" When does "the good of the community" supersede that of the individual? How can we participate in good citizenship by exploring issues in our community when the two concerns seem to collide?

Social Studies: Participation in civic life; debate of current issues on representative government, limits of governmental power; involvement in activities fostering appreciation of different viewpoints; analysis of current events and their significance.

Language Arts: Development of listening, interviewing, writing and presentation skills as well as practice in doing research.

Technology: Research skills and designing of brochure with findings.

Consumer, Family & Life Skills: Development of self-management skills, problem-solving, good citizenship and caring.

Students will put character education into action through their work on this project.

Celebration: Presentation to the City Council; Media Coverage

Recognition: Students receive “Good Citizenship” Award at Celebration Breakfast

Key Findings: Since the project has not been completed, it is difficult to ascertain key findings. It is hoped that students will see taking a positive well-researched stand on an issue as a worthwhile demonstration of good citizenship

Performance-based Education: Students work on a citizenship project with roots in a community problem that addresses a real life problem.

Cooperative Learning: Students decide on which roles they will play and work collaboratively in groups.

Interdisciplinary Approach: Students utilize skills from many subject areas in fulfilling their goal.

Personal Growth Outcomes: Students will experience self-satisfaction from their work and community involvement.

Community Involvement: City Council; City Redevelopment Plan

Parents and Volunteer Involvement: Parents help with setting up interviews; provide refreshments for Celebration Breakfast

Reflection Activities: Students participate in discussion; write reflective essay on how Eminent Domain became real to them and how it relates to good citizenship.

Rubrics for each stage of the project; Final Essay graded.