TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |3rd Six Weeks |PLAN CODE: |SS8.4.1 |

|writer: |Ruth Bates |Course/subject: |Social Studies |

|Grade(s): |8th |Time allotted for instruction: |2 Class Periods |

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|Title: |The Big Ten |

|Lesson TOPIC: |Citizens’ unalienable rights are protected by the Bill of Rights |

|TAKS Objective: |04. The student will demonstrate an understanding of political |

| |influences on historical issues and events. |

|FoCUS TEKS and Student Expectation: |8.16 The student understands the American beliefs and principles |

| |reflected in the U.S. Constitution and other important historic |

| |documents. The student is expected to: |

| |(D) analyze how the U. S. Constitution reflects principles of |

| |limited government….and individual rights. |

|Supporting TEKS and Student Expectations: |8.20 The student understands the rights and responsibilities of citizens |

| |of the United States. The student is expected to: |

| |(A) define and give examples of unalienable rights |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Unalienable right |An unalienable right is a right that cannot be taken away without due process. |

|Bill of Rights |the Bill of Rights are the first ten amendments to the U. S. Constitution. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set

The teacher will use an overhead projector to display political cartoons of the 6th and 9th

Amendments.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

1. Objective: Define and give examples of unalienable rights.

2. Procedures: Students will create political cartoons illustrating the Bill of Rights.

3. Modeling: The first ten amendments to the U. S. Constitution guarantee citizens a set of unalienable individual rights.

The teacher will use an overhead projector to display the Bill of Rights Chart.

|First Amendment |Freedom of speech, press, religion, assembly, and petition |

|Second Amendment |The right to bear arms |

|Third Amendment |No requirements to quarter troops in peacetime |

|Fourth Amendment |Freedom from unreasonable search and seizure |

|Fifth Amendment |No arrest without a grand jury indictment; no double jeopardy; no taking of life, liberty, or |

| |property without due process of law or of private property for public use without just |

| |compensation |

| | |

| |(Due process of law) |

|Sixth Amendment |Right to a speedy trial and right to counsel (an attorney) |

|Seventh Amendment |Right to a trial by jury |

|Eighth Amendment |No cruel or unusual punishment |

| |(No excessive bail or fines) |

|Ninth Amendment |Constitutional rights do not deny other rights |

| |(The rights of the people not to be limited to those given) |

|Tenth Amendment |States’ rights |

| |(All powers not delegated to the federal government are reserved to the states, or to the |

| |people) |

C. Guided activity or strategy

The teacher will state, “A cartoonist is a writer and artist. He seldom tells a joke and often tells the truth, which is funnier. The cartoonist is also a historian, who tries to amuse and educate.”

“Cartoons of the past leave records and reveal what the issues of the day were.

Visual and verbal clues are used to convey their meaning.”

The teacher will use an overhead projector to display the Amendment 6 political

cartoon transparency, which was displayed earlier. The teacher will ask students to identify the cartoon type (political cartoon).

The teacher will distribute Handout 1 – Political Cartoons Vocabulary to the students.

The teacher will point to each element in the cartoon.

Caption – Right to a speedy trial

Caricature – Ask the students which features are exaggerated? (men’s noses)

Unalienable rights – the right to a speedy trial

Personification – conversation in the conversation bubbles

Symbolism – Man with cane is holding a piece of paper (symbol of the Bill of Rights)

Note:::: If students are having difficulty analyzing cartoons, the teacher may wish to repeat the above activity using the Amendment 9 cartoon transparency allowing students to describe each element.

Today you will take on the role of an artist by researching and creating a cartoon that illustrates one of the amendments contained in the Bill of Rights.

D. Accommodations/modifications

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

Students will work with a partner to research and create a political cartoon to illustrate one of the amendments contained in the Bill of Rights.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Students will be assessed on the visual and verbal clues that contribute to the overall meaning of the cartoon.

B. Rubrics/grading criteria

The teacher will explain the rubrics and grading criteria.

Drawing Political Cartoons Rubric

|Drawing |Possible Points |Points Earned |Comments |

|Does not illustrate one of the amendments | | | |

|and does not contain a caption |50 | | |

|Amendment is illustrated but is poorly | | | |

|drawn or unclear |75 | | |

|Illustrates an amendment, is well drawn, | | | |

|with a clear caption |90 | | |

|Illustrates an amendment, very well drawn | | | |

|and caption is well written | | | |

| |100 | | |

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

1. Why are caricatures used in political cartoons?

To produce or create an absurd effect

2. How many amendments are included in the Bill of Rights? (10)

3. What are symbols?

Something chosen to stand for or represent something else.

4. Were all the amendments proposed by James Madison adopted?

No, he proposed 12 amendments. One amendment regarding pay raises for

members of Congress became the 27th Amendment many years later.

IV. TAKS Preparation

A. Transition to TAKS context

Today’s focus has been citizens’ unalienable rights that are protected by first ten amendments to the U. S. Constitution known as the Bill of Rights. Just as the political cartoons contain visual and verbal clues, questions on the TAKS test contain clues that support your answer. If the question is regarding the Bill of Rights and two of the answer choices relate to the Declaration of Independence then you know they are wrong. Those should be eliminated as a possible correct answer. Also, look for vocabulary terms.

B. Sample TAKS questions

2004 TAKS Question #7

The Bill of Rights was added to the U. S. Constitution mainly to –

A protect individual liberties

B encourage increased political participation

C clarify the roles of the branches of government

D establish American independence from British rule

2004 TAKS Question # 45

An unalienable right –

A is a right that cannot be taken away without due process

B is established by majority vote

C favors some people’s rights over others’

D applies only in one’s home country

Correct Answer to both questions: A

V. Key Vocabulary

Bill of Rights, unalienable right

VI. Resources

A. Textbook

The American Republic To 1877, page 221; 244-245

B. Supplementary materials

Political Cartoons Transparency (Amendment 6 and 9)

Bill of Rights Vocabulary Terms

Bill of Rights Chart Transparency

Handout 1 – Political Cartoons Vocabulary

Rubrics

Sample TAKS Questions Transparency

Adventure Tales of America (political cartoons)

C. Technology

Overhead projector

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

Political cartoons will be shared with the class the following class period.

VIII. Teacher Notes

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