LESSON 8 Creating the Constitution
LESSON 8.10 The Bill of Rights | |
|Learning targets | |
|(clear, understandable versions of standards in student |SUMMARY OVERVIEW |
|friendly language) |History Alive! lesson plan |
|Identify the rights of citizens guaranteed in the Bill of | |
|Rights |Start with Preview Activity in ISN - comparing parental power to governmental |
|Understand the rights of citizens guaranteed under the Bill |power (10 minutes) |
|of Rights | |
| |Students then work in pairs to break down all the rights/protections contained in|
| |the Bill of Rights. The task is to read about the different amendments and match|
| |them to illustrations in the ISN. They are then instructed to record short |
| |explanations next to the illustrations. (2 -3 days) |
| | |
| |As part of a Response Group, the students then use what they have learned about |
| |the Bill of Rights to examine and debate four Supreme Court decisions. Students |
| |next learn about the actual Supreme Court decision. (2 days) |
| | |
| | |
| | |
| |Recommended Changes to HA! lesson plan |
| |Lesson is complete “as is”, but a supplementary video can be used to help |
| |students practice identifying specific rights (1 day) |
| |Video: “Future Fright: Losing the Bill of Rights” (24 minutes) dramatizes the |
| |story of an American family that had been living outside the U.S. and their |
| |return to a country that has abandoned the Bill of Rights. Shows the terrible |
| |things that happen to them when they realize certain protections no longer exist |
| |Partner activity: students discuss and record 10 different rights that are |
| |violated in the video and identify which amendment guarantees that right. |
| | |
| |If time is an issue, the Supreme Court case review could be limited to two cases |
| |or different groups could be assigned a different case and then share-out. |
| | |
| |TAG extension: students independently research the pre-revolutionary events that |
| |prompted the framers to include each amendment |
| |Example: Quartering Act = 3rd Amendment |
| | |
| |Flexible grouping pattern of the lesson |
| |Partnered-reading and notetaking |
| |Mixed-ability groups for review of Supreme Court decisions |
| |Use WRAPP reading strategy during Supreme Court case review |
| | |
| | |
| | |
|Language objectives | |
|(identified cognitive functions correlated to the learning | |
|targets, such as sequence, compare/contrast, cause/effect, | |
|infer, and argue, as well as the signal words to be | |
|deliberately taught/used in discussion and writing; sentence| |
|frames in support section) | |
|Orally and in writing, the students will use the following | |
|signal words to describe and explane the Bill of Rights: | |
|In other words (simple language) | |
|Means (simple language) | |
|Consists of (sufficient language) | |
|Characterized by (sophisticated language) | |
| | |
|* See writing/discussion support sentence frames below. | |
|History Alive! Preview activity | |
|(builds background; links to student experience) | |
|Comparing governmental power to parental power is a good way| |
|for students to connect to the upcoming chapter material. | |
| | |
|The preview activity is designed to get students to compare | |
|their parents’ power to the government’s power granted by | |
|the U.S. Constitution. The student’s reflection is intended| |
|to give them the opportunity to express their ideas about | |
|how power should be limited to create fairness and protect | |
|their basic rights as individuals. | |
|Pre-assessment activities/documents | |
|(serves as self-assessment for students; informs instruction| |
|for teachers; charts or documents may be used as a place to | |
|gather concepts/information throughout lesson through | |
|debriefing; may include visuals, lesson questions, lesson | |
|vocabulary, language objectives, and/or learning targets) | |
|Use the SWYAK and WIIFM | |
|Lesson questions | |
|(drive instruction; may create links to previous learning; | |
|may be included in pre-assessment) | |
|POST ON WALL | |
|How are the people’s rights protected by the Bill of Rights?| |
|How is the government’s power limited by the Bill of Rights?| |
|How has the Bill of Rights been interpreted by the courts? | |
|Additional background building | |
|(streaming video segments, DVD, map review, read aloud of a | |
|related piece of fiction, etc.) | |
|Video: Future Fright: Losing the Bill of Rights (24 | |
|minutes) | |
|*Available on VHS video through PPS Multimedia library or | |
|digitally through Discovery Education | |
| | |
|Key content vocabulary (italicized words assessed) | |
|Bill of Rights | |
|Constitution | |
|Amendment | |
|Separation of Church & State | |
|Warrant | |
|Self-Incrimination | |
|Defendant | |
|Criminal Trial | |
|Civil Trial | |
|Jury | |
|READING SUPPORT |
|Lesson-specific instructional supports |
|* see Enrichment Plan for Compacting/Extensions |
|Suggested Strategies for Introduction |Focus pages/paragraphs for guided reading group |Thinking or Process-Related |
|Interactive Read-Aloud | |Words |
| | |(for example: Bloom’s, etc.) |
|Image Analysis (p.132) |On “The Right to Worship Freely” (2 paragraphs) |Describe |
|What things do you see in the picture? |Page 135 – “The First Amendment has two guarantees of religious|Explain |
|Patriot soldiers, bald eagle, revolutionary |freedom…” |Rewrite |
|flags, bell |Page136 – “The second religious guarantee…” | |
| |On “The Right to Free Speech and Press” | |
|What is the bell in the corner? |Page 136 – “Freedom of the press is important because…” | |
|Liberty Bell |On “The Right to Assemble and Petition” | |
| |Page 137 – “The right to assembly means that citizens…” | |
|What does it symbolize? What does “liberty” |On “Second Amendment: The Right to Bear Arms” | |
|mean? |Page 138 – “The meaning of this amendment…” | |
|Liberty = freedom, independence, rights |On “Third Amendment: Quartering Troops in Homes” | |
| |Page 138 – “Before the Revolution, Britain had forced…” | |
| |On “Fourth Amendment: Searches and Seizures” | |
| |Page 139 – “The Fourth Amendment protects people and their | |
| |belongings…” | |
| |On “Fifth Amendment: Legal Rights” | |
| |Page 139 – No good summary paragraph available, focus on | |
| |highlighted vocabulary (self-incrimination and defendant) | |
| |On “Sixth Amendment: Criminal Trial Rights”: (2 paragraphs) | |
| |Page 140 – “The right to a speedy trial means…” | |
| |“”Public” means that trials…” | |
| |On “Seventh Amendment: Civil Trial Rights” | |
| |Page 140 – “Not all trials involve criminal actions…” | |
| |On “Eighth Amendment: Bail and Punishments” (2 paragraphs) | |
| |Page 141 – “The Eight Amendment protects an accused person’s | |
| |rights…” | |
| |“ After trial, if the person is found guilty…” | |
| |On “Ninth Amendment: Rights Retained by the People” | |
| |Page 142 – “The Ninth Amendment says that even though…” | |
| |On “Tenth Amendment: Powers Reserved to the States”: | |
| |Page 142 – The Tenth Amendment was included to protect the | |
| |states…” | |
|WRITING SUPPORT |
|Lesson-specific instructional supports |
|* see Enrichment Plan for Compacting/Extensions |
| |Sentence frames for parts of the lesson | |
| |These sentence frames should appear in the ISN notetaking | |
| |assignment and/or the “Future Fright” video analysis. | |
| |The right to ______ means ____________________. | |
| |The ____ Amendment says ________, in other words | |
| |____________________. | |
| |The ____ Amendment is characterized by _________________. | |
| |(sophisticated language) | |
|DISCUSSION SUPPORT |
|Lesson-specific instructional supports |
|* see Enrichment Plan for Compacting/Extensions |
| |Sentence frames for parts of the lesson | |
| |See Writing Support above | |
|FORMATIVE ASSESSMENTS (for student and teacher use) |
|“Check for understanding” |Checkpoints in Interactive Student Notebook |Questions for |
|points during activities | |exit and entrance slips |
|Can students correctly identify and describe the |There are multiple opportunities for the teacher to |Which Amendment is most |
|different rights/protections in the ISN note-taking |circulate and check for understanding during the |important to you and your |
|activity? |note-taking activity. |life? Least important? And |
|Can the students correctly describe how different |Notetaking activity |why? |
|rights are being violated in the “Future Fright” |Examination of Supreme Court decisions processing | |
|video? |assignment | |
|REVIEW |
|Processing Assignment |Games |Other |
|(also serves as a formative assessment) | | |
|Students create a comic strip that tells a | | |
|story about life in their community without the| | |
|Bill of Rights. | | |
|RECOMMENDED LESSON ASSESSMENT AND KEY |
|Assessment |
|Key |
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