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) |

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| | |

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| |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 |

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|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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