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UNIT TITLE: “A Kids’ Guide to America’s Bill of Rights”INTRODUCTION: This 3 week (15 day) unit is for a 7th grade Social Studies class at Exploris Middle School. The unit focuses on American government, most specifically the Bill of Rights. At the close of the unit, my students will be taking a class field trip to Washington D.C. on April 17 and 18. Here, they will be able to explore the Capitol, see where our Constitution and Bill of Rights were written, and view monuments and other historical sites that they learned about during this unit. Exploris Middle School is a charter school. This means that the parents of students are very involved in the school, community, and their child’s learning. All units at Exploris require large group, small group, and individual projects. As a result, most students are eager to learn and excel at hands on activities such as skits and group projects. I have a wide range of ability levels among my 68 7th grade students. They are a diverse group of students, including several with IEPs, a student that speaks almost exclusively Chinese, and reading levels that range from elementary to college. As a whole, Exploris is 20% minority and 25% of students are special needs.Over the course of this unit I will have support from my cooperating teachers, Karen Rectanus and Laura Piraino and the other two teachers on our 7th grade ANIZATIONAL PRINCIPLES: My unit is based on American government, specifically the Bill of Rights. During the unit, we will explore why the Bill of Rights was needed and discuss amendments 1-10 individually and in detail. The general theme that will be evident during this unit is progress through change. It is important for students to know and understand American government and the Bill of Rights in order for them to appreciate the freedoms and rights of all Americans. The Constitution and Bill of Rights are the foundation of our government and are still applicable today. My unit will be engaging, incorporating hands on activities and allowing my students to be active in the learning process, while still teaching important historical information. Although a Social Studies unit, there will be ties to Language Arts through our class read (A Kids’ Guide to America’s Bill of Rights) and art through a field trip to North Carolina’s Museum of Art to view select pieces that relate to early American government. PRIMARY SUBJECT MATTER FOCUS: This unit focuses of the Bill of Rights – the first ten amendments to the U.S. Constitution. Students will come into the unit already familiar with the U.S. Constitution and will learn about the events leading up to the creation of the Bill of Rights, why they were needed and created, why they are still needed, and how their lives would be different in their absence. This unit is important in order for students to more fully understand American government, democracy, and personal rights in terms of their own ANIZING QUESTIONS: What is the Bill of Rights and how did it come into being?Why is the Bill of Rights important?How would our society differ without the incorporation of the Bill of Rights?How does the Bill of Rights influence your life today?GOALS: After completing this unit on the Bill of Rights, my hopes are that students will have a greater, more thorough understanding of American government. Through this understanding, I hope that students see the advantages (and perhaps disadvantages) of a democracy and recognize the rights that they hold as Americans. I would also like for students to have a thorough knowledge of influential leaders and events of the time period. Lastly, I hope students are able to see their rights in contrast to those of other governments around the world.GENERAL UNIT OBJECTIVES:Cognitive:Students will be able to identify, understand, and apply the Bill of RightsStudents will be able to explain why the Bill of Rights was needed in addition to the ConstitutionAffective:Students will be able to effectively work with and collaborate with their peers in groupsStudents will be able to exercise their creativity and incorporate personality into their work Performance:Students will be able to identify and provide examples of situations when the amendments are challenged in today’s societyStudents will be able to analyze revisions of the documentStudents will be able to weigh the importance and significance of individual amendments as they apply to their own livesStudents will be able to create an individual Bill of Rights Students will be able to discuss current events in which the Bill of Rights are exercised 7th Grade Social Studies Essential Standards:Essential Standard: 7.H.1 Use historical thinking to analyze various modern societies.Clarifying Objective: 7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.Essential Standard: 7.C&G.1 Understand the development of government in modern societies and regions.Clarifying Objective: 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).Clarifying Objective: 7.C&G.1.2 Evaluate how the Western concept of democracy has influenced the political ideas of modern mon Core State Standards for MG ELA:Reading Standards for Literacy in History/Social Studies: Key Ideas and Details: 1: Cite specific textual evidence to support analysis of primary and secondary sources.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).Craft and Structure:4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Integration of Knowledge and Ideas:7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.POSSIBLE UNIT MATERIALS & SUPPLEMENTARY TEXTS: Starred materials indicate they are used in this unit.Literature:A Kids’ Guide to America’s Bill of Rights by Kathleen Krull*Hip-Hop U.S. History: The New and Innovative Approach to Learning American History by Blake Harrison and Alex RappaportMultimedia:bill-of-rights*collection/american/*School House Rock Current Events:Newspapers*News clips*MagazinesPolitical cartoonsTechnology Resources:Access to computers (18 in classroom)*iPads*FlipcamsPrezi*ToonDooOther Materials/Resources:Markers*Crayons*Scissors*Poster boardGlueGuest speaker*POSSIBLE ACTIVITIES/INSTRUCTIONAL STRATEGIES:Starred activities indicate they are used in this unit.Introduction Prezi*Whole class readingCompare and contrast different types of governmentProduce scenarios and have students identify the amendment*Socratic seminarHave students create scenarios of amendments being violated*Silent readingTrip to NCMA*Trip to North Carolina Museum of HistoryView and discuss different drafts of the Bill of Rights*Discuss Washington D.C. monumentsGuest speakerGraphic organizers* Create a Bill of Classroom RightsClass discussion*Have students create an individual Bill of Rights for themselves or family*KWL charts*Journaling*Collaboration with peers*Discuss other amendments to the Constitution Discuss possible additional amendments to be created and added*Create skits in small groups depicting amendments Internet research*Search news sources to find examples of amendments in action*View School House Rock Illustrate the Bill of Rights*UNIT MAP/NARRATIVE OVERVIEW:Day 1: Lesson plan included (1)Class will begin with an introductory Prezi of the Bill of Rights. The Prezi will give an overview of how the Bill of Rights came into being, discuss why the amendments to the Constitution were needed, and introduce the amendments themselves. We will also look at individual examples of each amendment that are current events or specifically impact students’ lives. Depending on time, we will also read and briefly discuss the Preamble to the Bill of Rights.A Kids’ Guide to the Bill of Rights will be distributed to students.Students will read the introduction of A Kids’ Guide, skim chapter 1, read pages 23-26 and 33-36 of chapter 2, pages 43-47 and the lower portion of page 52 of chapter 3, and pages 61-66 and 72-73 of chapter 4.Day 2: Lesson plan included (2)Class will begin with a discussion of the passage read the previous night – the introduction and First Amendment. After discussing the meaning and examples of the First Amendment, I will ask if any students are familiar with N.C. State’s Free Expression Tunnel. I will show photos of the tunnel and explain its significance. We will discuss the controversial paintings in the tunnel following the 2008 presidential election. Our conversation will then delve a bit deeper into what should be included in free speech? Racial slurs? Profanity?Students will read 81-87 of chapter 5 of A Kids’ Guide and the entirety of chapter 6 for homework.Day 3: Class will begin with a brief review of the First Amendment and then transition into their reading from the previous night. After establishing the significance of the Second Amendment, we will discuss the two sides to gun rights by reading pro and con position papers. We will also briefly discuss the Trayvon Martin’s death and Castle Doctrine/Stand Your Ground.We will then move to the Third Amendment. Although it is largely not applicable today, we will discuss what it would be like to have a war at home and battles in our backyards. We will view a clip from The Patriot when soldiers take over Mel Gibson’s home during wartime. Students will read chapters 7 and 8 of A Kids’ Guide for homework. Day 4: Students will come in with a basic knowledge of the Fourth and Fifth Amendments from their reading the previous night.We will take approximately the first 10 minutes of class to create a KWL chart on the 4th and 5th amendments, as well as other issues (laws, current events) surrounding the protections they offer. The class will then welcome a special guest! This will be a lawyer, who will discuss the amendments, give examples in his or her line of work, and answer questions students may have.Students will read chapters 9, 10, and 11 of A Kids’ Guide for homework.Day 5: Today we will turn the classroom into a “mock courtroom” for the lesson! I will be dressed in a black robe and have a gavel when students come in. I will set up the classroom in a courtroom design. We will appoint a judge, jury, etc. and discuss the details of the Sixth, Seventh, and Eigth Amendments as we progress through a mock trial. The mock trial will be “The Case of the Hazardous Homework.” In this case, a student is badly burned when his homework project explodes. An abbreviated script will be created in which the class will hear the issues, witness statements, and testimony from experts before determining who is to blame for the student’s injuries.Students should read chapters 12 and 13 of A Kid’s Guide for homework.Day 6: Today wraps up our focus of individual amendments by discussing the last 2 amendments to the Bill of Rights. We will discuss the power of the people and the balance of state and federal powers.After wrapping up the instruction segment of the lesson and answering any questions about any of the amendments, students will receive their homework assignment and have time to begin in class. Assignment: While sailing out in the Pacific Ocean, you discovered a new island! This island has indigenous inhabitants, but no organized government. Without government leadership, the citizens are constantly fighting. You decide to take charge and lead the people. It is now your job to develop their country’s identity (name and flag) and begin establishing a democracy. Your task is to develop their Bill of Rights, while only including 2-3 of our amendments. This means you need to come up with at least 7-8 NEW AND UNIQUE amendments for the country. Students will need to provide an initial draft and a final product. I will have created “an aged scroll” by staining paper with teabags. Their final draft should be written on this. The assignment will be due Friday, day 10.Day 7: Lesson plan included (3)Class today will begin with 10 minutes of journaling. Students will write freely about how they think their lives would be different without the Bill of Rights. We will then transition into a review game of the Bill of Rights. The game questions will be scenarios presented to students that involve at least one of the amendments. Students will then have to correctly identify the amendment the scenario depicts.Students should read chapters 14 and 15 of A Kid’s Guide for homework.Day 8: Lesson plan included (4)Class today will open with students listening to a hip hop song about the Bill of Rights. After listening, I will present students with a scenario that allows them to only keep 5 of the 10 amendments in the Bill of Rights. The class will then be divided into groups of 4 and begin working collaboratively, deciding with amendments should be kept and which they will relinquish. Students should also provide a rationale for eliminating the amendments. Day 9: Class today will connect the Bill of Rights across curricula. We will analyze the differences between drafts of the historical document as well as compare and contrast our Bill of Rights to other documents that Madison drew upon when drafting the Bill of Rights, such as England’s Magna Carta and Virginia’s Declaration of Rights written by George Mason.After doing so, students will journal about what we found during the activity and reflect on whether the Bill of Rights needs further revisions to update it to our current society.Day 10: Today will be a trip to the North Carolina Museum of Art. I will have created my own tour of pieces that are directly related to and illustrate human rights. This will include pieces from the civil rights era, pieces depicting women’s rights, and other present day rights or absence of rights. Students will also be instructed to take note of a specific painting that will be discussed in class the following day. The homework assignment from day 6 should be turned in today.Day 11: Class will begin with a museum follow up. Students will be asked to share their favorite piece during the tour or their least favorite and why this was so. Students will then be shown a copy of the painting they were to take note of on yesterday’s trip – American Landscape with Revolutionary Heroes by Roger Brown. The painting depicts the Founding Fathers of America and other influential men of the time period. Students will be asked to first analyze the painting. Why can you only see the men’s silhouettes? Why do you think the artist chose to use the deep greens and blues? Where do you think the men are in the painting? After answering these questions, students will write a short conversation of what they imagine the men are discussing in the painting. Day 12: I will begin class by describing the activity for the day, called “in the news.” Students will split into pairs and log on to a computer. From there, they will access The Newseum’s website. The Newseum is an interactive, kid friendly museum in Washington D.C. that the students will be visiting during their visit to the Capitol. The Newseum and its website display hundreds of newspapers from all around the country each day. Students will access these newspapers and find at least one example of a news article that relates to the Bill of Rights or an individual right provided by the Bill of Rights. Students should then print the article, record the newspaper it was taken from, locate where the paper is published and distributed, and comment on whether they think the article is significant to the geographic location.Day 13: Class will open with a discussion on “in the news” from the previous day. Students will share their findings and explain how the article or event depicts one of the amendments.Next, I will introduce the culminating activity for the unit. The activity is an Illustrated Bill of Rights. In this final project, students will create a ten page booklet. Each page should be dedicated to an amendment from the Bill of Rights. Students will define and illustrate each amendment with a picture or symbol. In addition to this, students should find a quote by a famous individual from any time period that expresses the general idea and sentiment of the amendment or right. Students will be provided with necessary materials, including several books and printed out pages of quotes and computers. Students will have the rest of the class period to work on the final project.Day 14: Class today is dedicated as a workday for final projects. Students should take advantage of this time to ask questions as needed. If students do not finish the project in class, they should complete it as homework.Day 15: Illustrated Bill of Rights Read Around!Today will be a day for students to share their final projects. During this time, students will display their final products on their workspace. Each student will then be provided with copies of the rubric I will use to grade the projects. During the read around, students will be assigned to complete peer evaluations of four other student’s culminating projects.DAILY LESSON PLAN 1:Context: This lesson plan is the first of a 15 day unit for a 7th grade SS class. The lesson kicks off a unit that focuses on American government, most specifically the Bill of Rights. Students will explore the first 10 amendments to the U.S. Constitution, why they were needed, and their continued dramatic effect on American lives today. Students will also explore the theme of progress through change as we move through the unit. This specific lesson plan will aid in capturing students’ attention and giving them the first glimpse into the substantial effect that the Bill of Rights has on their own lives. Specific Learning Objectives:Cognitive:Students will be able to identify, understand, and apply the Bill of RightsStudents will be able to explain why the Bill of Rights was needed in addition to the ConstitutionPerformance:Students will be able to identify and provide examples of situations when the amendments are challenged in today’s societyStudents will be able to weigh the importance and significance of individual amendments as they apply to their own livesStudents will be able to discuss current events in which the Bill of Rights are exercised 7th Grade Social Studies Essential Standards:Essential Standard: 7.H.1 Use historical thinking to analyze various modern societies.Clarifying Objective: 7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.Essential Standard: 7.C&G.1 Understand the development of government in modern societies and regions.Clarifying Objective: 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).Common Core State Standards for MG ELA:Reading Standards for Literacy in History/Social Studies: Key Ideas and Details: 1: Cite specific textual evidence to support analysis of primary and secondary sources.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).Craft and Structure:4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Materials/Technology Resources Needed:LaptopProjectorPrezi and related video clips Class set of A Kids’ Guide to the Bill of RightsTime: 55 minutesProcedures/Instructional Strategies:Bridge: [10 minutes]Class will begin with activating students’ prior knowledge on the Constitution and discussing why the Bill of Rights was needed – TA (target answer): states refused to ratify the Constitution without additional rights to protect American citizens. We will also briefly discuss what the Bill of Rights does in its most general form – TA: protects people against the government and guarantees freedom.Steps: [20 minutes]For the meat of the lesson, we will view and discuss a Prezi I created on the Bill of Rights. The Prezi will give an overview of how the Bill of Rights came into being, discuss why the amendments to the Constitution were needed, and introduce the amendments themselves with examples. As we move through the Prezi, students will be provided with the exact wording of each amendment as it is written in the official document, a paraphrased explanation of the right, and examples of each. As we move through the information I will ask for student examples of each amendment.Link to Prezi: [20 minutes]We will also view and discuss two video clips that pertain to some of the amendments.The first we will view and discuss is a clip on Chicago’s ban on handguns. The link can be found here: Questions:Should homeowners be allowed to own handguns?What if you have been convicted of a crime (very briefly explain felony gun laws)?Based off of your knowledge of the Second Amendment thus far, do you think this ban is unconstitutional? Should there be any limitations on the number and kind of guns a citizen can own? Do you think a country wide ban on guns would keep shooting tragedies from occurring like the Aurora movie theater shooting or Virginia Tech massacre? The second clip we will watch discusses a prospective ban on baggy pants in Atlanta. The clip can be found here: Questions:Is it your constitutional right to wear whatever you want?Should cities or state be able to create laws concerning dress code? Should your school?How do you feel about this issue? Is it a good idea or not?What if the issue was something more applicable to you – say Exploris was banning students from wearing skinny jeans – what you think then?Closure: 5 minutesClass will end with me distributing the text for the unit, A Kids’ Guide to America’s Bill of Rights by Kathleen Krull. I will also assign the reading to be completed for tomorrow’s lesson. Students should read the introduction, skim Chapter 1, read pages 23-26 and 33-36 of Chapter 2, pages 43-47 and the lower portion of page 52 of Chapter 3, and pages 61-66 and 72-73 of Chapter 4. This sounds like a great deal of reading, but the book is not a textbook. It is also written in simple, kid friendly language, and is very engaging. Accommodations/Differentiation/Special Needs: None needed for this lessonMethods of Evaluation: As with most of my lessons in this unit, the majority of my assessment strategies will be formative. I will be asking informal questions during the lesson to gauge understanding and adjust the pacing according to the feedback I receive. For example, as we move through the Prezi I will also be asking students to provide examples of each amendment. If this proves to be a difficult task for them, I know I will need to return to the description of the amendment and explain it in a new way and on a deeper level.In Retrospect: To be completed after teachingDAILY LESSON PLAN 2:Context: This lesson plan is the second of my 15 day unit for a 7th grade SS class. The lesson follows an overview of the Bill of Rights from the previous day. Today, we will delve deeper into the First Amendment by discussing a Raleigh landmark that many students are familiar with – N.C. State’s Free Expression Tunnel.Specific Learning Objectives:Cognitive:Students will be able to identify, understand, and apply the Bill of RightsPerformance:Students will be able to identify and provide examples of situations when the amendments are challenged in today’s societyStudents will be able to weigh the importance and significance of individual amendments as they apply to their own livesStudents will be able to discuss current events in which the Bill of Rights are exercised 7th Grade Social Studies Essential Standards:Essential Standard: 7.H.1 Use historical thinking to analyze various modern societies.Clarifying Objective: 7.H.1.2 Summarize the literal meaning of historical documents in order to establish mon Core State Standards for MG ELA:Reading Standards for Literacy in History/Social Studies: Key Ideas and Details: 1: Cite specific textual evidence to support analysis of primary and secondary sources.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.Craft and Structure:4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Integration of Knowledge and Ideas:7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.Materials/Technology Resources Needed:A Kids’ Guide to America’s Bill of RightsLaptopProjectorPhotos of N.C. State University’s Free Expression TunnelNews articles from the News and Observer as well as The Technician on the tunnelIndex cards or scrap pieces of paperPen/pencilTime: 55 minutesProcedures/Instructional Strategies:Bridge:[10 minutes]Class will begin with a brief discussion of the passage read the previous night for homework. Steps:[20 minutes]First we will discuss the meaning of the First Amendment as well as all of the freedoms it allows. We will also touch on examples of the First Amendment – such as the controversial construction of the Islamic center in downtown Manhattan several years ago. We will also briefly explore the idea that hearing opinions that we disagree with is a good thing because it means that we have the freedom to express our unique ideas and sentiments. We will also discuss freedom of the press and censorship by talking about previously banned books in the classroom. [20 minutes]I will then ask if any students are familiar with N.C. State’s Free Expression Tunnel. I will show photos of the tunnel and explain its significance. Photos: will then discuss the controversial paintings in the tunnel following the 2008 presidential election by reading the following news articles: conversation will then delve a bit deeper into what should be included in free speech.Discussion Questions:Does freedom of speech mean having the ability to say anything?What is not considered under your right to free speech in the First Amendment? (TA: crimes such as vandalism, falsely cry out “fire” in a crowded place or otherwise cause fear, express slander/libel, disturbing the peace, and threaten people)Should racial slurs be included in your right to free speech under the First Amendment? Why or why not?What about profanity?Can you think of anything else that should not be protected under the First Amendment?Do you think the students in the news stories broke a law?Do you think they did anything wrong?Should they have apologized for their actions? Why or why not?Closure:[5 minutes]In order to hear from the students who did not speak out in class today, students will complete an “exit pass” in the last 5 minutes of class. On a scrap sheet of paper, students should answer the following question:The First Amendment guarantees several freedoms – freedom of religion, freedom of speech, freedom of the press, and freedom to gather in a group. Which one of these aspects of the amendment is the most important to you and why? Students will be assigned to read pages 81-87 of Chapter 5 from A Kids’ Guide and the entirety of Chapter 6 for homework.Accommodations/Differentiation/Special Needs: None needed for this lessonMethods of Evaluation: Like the previous day, formative assessment is the method of evaluation seen in this lesson. Students receive no formal grade at any point during the day, rather they provide me with feedback during the class discuss and with the exit slip. Although the exit slip was opinion based and did not have a right or wrong answer, after receiving this closing activity, I can look over the responses and determine if further emphasis or explanation is needed. In Retrospect: To be completed after teaching DAILY LESSON PLAN 3:Context: This lesson plan is the seventh of my 15 day unit for a 7th grade SS class. Each of the 10 amendments in the Bill of Rights have been thoroughly discussed and students should have a concrete understanding of how they came into being and the role they have in protecting American citizens.Specific Learning Objectives:Cognitive:Students will be able to identify, understand, and apply the Bill of RightsAffective:Students will be able to effectively work with and collaborate with their peers in groupsPerformance:Students will be able to identify and provide examples of situations when the amendments are challenged in today’s societyStudents will be able to weigh the importance and significance of individual amendments as they apply to their own livesStudents will be able to discuss current events in which the Bill of Rights are exercised 7th Grade Social Studies Essential Standards:Essential Standard: 7.H.1 Use historical thinking to analyze various modern societies.Clarifying Objective: 7.H.1.2 Summarize the literal meaning of historical documents in order to establish mon Core State Standards for MG ELA:Reading Standards for Literacy in History/Social Studies: Key Ideas and Details: 1: Cite specific textual evidence to support analysis of primary and secondary sources.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.Materials/Technology Resources Needed:JournalsPen/pencilTrivia QuestionsTrivia answer sheetTime: 55 minutesProcedures/Instructional Strategies:Bridge:[15 minutes]Class today will begin with a journaling prompt. Students will write freely for 10 minutes about how they think their lives would be different without the Bill of Rights. We will take 5 minutes to discuss their ideas and thoughts before moving into the review game. Steps:[35 minutes]Since this is the first class after covering the Bill of Rights in its entirety, today will be dedicated to a review game that helps students understand the amendments by providing them with real life scenarios and requiring them to identify the amendment it relates to. Students will have to correctly identify the amendment the scenario depicts in order to earn points during the game.The format of the game is similar to trivia night. Students will be divided into small groups of 4 or 5 and provided with a game card. There will be 2 rounds of trivia and a final scenario where they can wager points they earned during the previous rounds. After each round, I will collect the game cards to tally points, discuss each scenario, and answer any questions students may have.Bill of Rights Trivia!Team name: _______________________________________Round 1AnswersPoints earned1./12./13./24./35./16./2Total for round 1: ______Round 2AnswersPoints earned1./22./13./24./25./16./2Total for round 2: _______Final answer wager (written in pen!): _______Trivia Questions and Answers:Round 1The United States government is looking for ways to cut costs. They have announced a plan during peacetime to house unmarried soldiers in the homes of American citizens who do not have children. [Violation of the Third Amendment – worth 1 point]Your dad is sent to jail and no one tells him why. [Violation of the Fifth Amendment – worth 1 point]You are in the security line at the airport. The transportation safety agent requires you to take off your coat, take off your shoes, and empty your pockets. The agent also completes a pat-down search. [No violation – The Fourth Amendment protects against unreasonable search and seizure, but airport security procedures are reasonable deterrents to airplane hijackings – worth 2 points]What is the name of the document and who must sign it before police can enter your home to look through your possessions and take whatever is described in the document? Which amendment does this fall under? [Search warrant, judicial officer or magistrate, the Fourth Amendment – 3 points, 1 for each part of the answer]Carl is taken to jail for shoplifting a candy bar. After he is found guilty by a jury, the judge decides the punishment will be to cut Carl’s hands off so he is unable to ever steal anything again. [Violation of the Eighth Amendment – worth 1 point]Sara, an eighteen-year old college student, is arrested for stealing a classmate’s term paper and selling it on the Internet. When she appears before the judge, she asks for a lawyer to help defend her. The judge tells her if she is smart enough to be in college, she is smart enough to defend herself. [Violation of the Sixth Amendment – worth 2 points]Round 2:Your science teacher asks the class to exchange papers to correct last night’s homework. Your friend, Jamie, refuses to do so and is sent to the principal. [No violation – In Owasso Independent School District v. Falvo (2001), the Supreme Court ruled that peer grading of student papers is not a violation of personal liberty or of privacy – worth 2 points]On your way to school, a police officer stops your mom’s car, tells everyone to get out, and starts looking through it. [Violation of the Fourth Amendment – worth 1 point]Your parents are very religious people, but you are not. Today, your parents are going to a service at their place of worship and they expect you to come along. You refuse. They make you come anyway and they ground you for the following month. [No violation – the Bill of Rights protects individual liberties such as freedom of religion from encroachment by the federal or the state governments, but does not limit the actions of individuals, such as parents – worth 2 points] “You have the right to remain silent. Anything you say can be held against you in a court of law. You have the right to talk to a lawyer. If you cannot afford a lawyer, one will be appointed for you.” [Covered under the Fifth Amendment, called Miranda Rights – 2 points, 1 point for naming the amendment, 1 point for identifying the name]Your grandpa owns a gun for hunting. [Right protected by the Second Amendment – worth 1 point]Who is the “Father of the Bill of Rights?” [James Madison – 2 points]Final Question: A policeman knocks on Henry’s door and informs him that certain provisions of a new federal law allow them to confiscate his rifles so that he may not engage in terrorist activities or plot against the United States government. The policeman has no evidence to indicate that Henry is connected to any such activities. [Violation of the Second, Fourth, and Fifth Amendments - Guarantee of the right to keep and bear arms, illegal search and seizure, and a violation of the guarantee of due process – worth their wager]Closure:[5 minutes]Students should read chapters 14 and 15 of A Kid’s Guide for homeworkAccommodations/Differentiation/Special Needs: If needed, the trivia questions could be written onto a Power Point presentation to assist hearing impaired students or visual learners.Methods of Evaluation: Although the format of the evaluation is in game form and not an activity that will be graded, I will be able to assess comprehension and students’ ability to apply the amendments by their trivia scores. In Retrospect: To be completed after teachingDAILY LESSON PLAN 4:Context: This lesson plan is to be taught on the 8th day of a 15 day unit on the Bill of Rights for a 7th grade SS class. Each of the 10 amendments in the Bill of Rights have been thoroughly discussed and students should have a concrete understanding of how they came into being and the role they have in protecting American citizens. The previous day students explored scenarios in which amendments were violated. This activity aided their understanding of how the Bill of Rights is applicable in their day to day lives.Specific Learning Objectives:Cognitive:Students will be able to identify, understand, and apply the Bill of RightsAffective:Students will be able to effectively work with and collaborate with their peers in groupsPerformance:Students will be able to weigh the importance and significance of individual amendments as they apply to their own lives7th Grade Social Studies Essential Standards:Essential Standard: 7.C&G.1 Understand the development of government in modern societies and regions.Clarifying Objective: 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).Clarifying Objective: 7.C&G.1.2 Evaluate how the Western concept of democracy has influenced the political ideas of modern mon Core State Standards for MG ELA:Reading Standards for Literacy in History/Social Studies: Key Ideas and Details: 1: Cite specific textual evidence to support analysis of primary and secondary sources.Integration of Knowledge and Ideas:7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.Materials/Technology Resources Needed:LaptopProjector Pen/pencilDry erase boardDry erase markerTime: 55 minutesProcedures/Instructional Strategies:Bridge:[10 minutes]Class will open with students listening to a hip hop song about the Bill of Rights from Flocabulary. This will serve as a fun refresher of the Bill of Rights. We will also discuss another example of the Bill of Rights in popular music from Flocabulary. Jay-Z references the Fourth Amendment in the song "99 Problems." A police officer pulls Jay-Z over in his car and approaches him. The cop says: "Well, do you mind if I look around the car a little bit?" Jay-Z replies: "Well, my glove compartment is locked, so is the trunk in the back, and I know my rights, so you're going to need a warrant for that."Steps:[35 minutes]In this lesson, I will present students with a scenario that allows them to only keep 5 of the 10 amendments in the Bill of Rights. They will eliminate their rights one at a time, until only half of the amendments to the Constitution remain. To begin, the class will be divided into groups of 4. I will tell them that I need to tell them some very important news. Martians are headed towards Earth as we speak. They have been in contact with President Obama and told him that they are prepared to take over our planet. They want to do this as peacefully as possible though, so they are willing to give us some input into our future lives and rights. They have told us that we have to eliminate one amendment from the Bill of Rights. In their groups, they should begin working collaboratively to decide which amendment they think could be taken out of the Bill of Rights. They should be prepared to provide a rationale for this elimination. While they are discussing, I will begin drawing a chart on the board. This way, students can come up and write the amendment they chose to cut. This will make it easier to discuss and make comparisons from one group to the other. After each group has written their selected amendment on the board, we will briefly discuss their reasoning and why they chose the amendment they did. Students will then be told that the Martians still think we have too many freedoms and say that we have to relinquish another right. Students will decide on a second amendment to cut from the Bill of Rights. This pattern of coming up to the board, discussing, and eliminating another amendment will continue until the Bill of Rights has been cut in half.Closure:[10 minutes]For the last 10 minutes of class, we will discuss what it felt like to have to weigh the importance of individual rights and decide which ones were to be given up. We will also discuss what it was like to work with a group to decide on our future rights and how that process was similar to how the Founding Fathers discussed and decided on what to include in the Bill of Rights. Accommodations/Differentiation/Special Needs: None needed for this lessonMethods of Evaluation: The main method of evaluation for this lesson would simply be in terms of participation. The activity was largely based on opinion and there was no right or wrong answer.In Retrospect: To be completed after teachingBRIEF EVALUATION PHILOSOPHY STATEMENT & LIST OF EVALUATION STRATEGIES:The culminating final project for the unit is an Illustrated Bill of Rights. In this assignment, students will work with a partner to create a ten page booklet. Students will be provided with a ten page template for the pages, but will be expected to create a cover. Each page should be dedicated to an amendment from the Bill of Rights. Students will define and illustrate each amendment with a picture or symbol. In addition to this, students should find a quote by a famous individual from any time period that expresses the general idea and sentiment of the amendment or right. Students will be provided with necessary materials, including several books and printed out pages of quotes. Students will also have access to computers in order to aid in their search for applicable quotes. Page template for Illustrated Bill of Rights:The _____________ AmendmentDefinition and example of the amendment:Illustration or symbol that represents the amendment:Quote:Rubric for Illustrated Bill of Rights:Student’s name: _____________________________________Historical Input/AccuracyStudent obviously understands the amendments and the rights they guarantee. They considered historic details when constructing the booklet. Their work is historically accurate and examples are plausible. 15 ???????14 Student has a basic understanding of the Bill of Rights. Their booklet incorporates some historical ideas and facts, but is not as thorough as it should be. Historical ideas and examples may be unrealistic or inaccurate.13 ??????12Student’s work does not illustrate an understanding of the Bill of Rights. The definitions are inaccurate and examples unrelated. 11 or ___Apparent connection between Bill of Rights unit and ELA All 10 quotes are from a well known individual and have an apparent connection to the amendment or idea it embodies.20 ????19 ????18 Some quotes are relevant to the amendment, but not all.17 ???16 ???15 ????14 The connection of the most quotes to the amendments is questionable at best or not apparent to the reader.13 or ___ NeatnessBooklet is neat, appealing to the eye, and colorful. Work is also free of major spelling and grammar errors.15 ????14 Booklet is sufficiently colored (not just B&W).Work has a few (less than 5) spelling and grammar errors.13 ?????12Booklet contains no coloring, and is messy. Spelling and grammar errors are common throughout the work.11 or __ThoroughnessAll ten pages of the booklet are present and complete.15 ????14Student has completed some of the booklet, but is not complete. Is at least 5 pages.13 ????12Student’s work is not complete. Over half of the booklet is incomplete or missing.11 or __ Partner EvaluationStudent worked collaboratively with their partner, showed respect for their ideas and took on an equal portion of the assignment.15 ????14Student worked decently with their partner with little to no issues. Student usually did their required work.13 ???12 Student did not work well collaboratively and either dominated or took the backseat on the project.11 or __ Total = __/80My thoughts and opinions on methods of evaluation are currently undergoing many changes due to my student teaching placement. As I mentioned previously, Exploris is non-traditional in every sense of the word. Letter grades are not given, rather, students are scored in categories such as “developing” or “proficient.”Therefore, many of the assessment methods I have used in my unit are formative. Their goal is to assess student’s understanding in an informal manner to let me know if my lesson pacing is appropriate. This is done through class discussions, journaling, exit slips, and the homework assignment in which students create a Bill of Rights for their own island.I am pleased that my methods of assessment are cleverly disguised as fun activities as opposed to multiple choice quizzes or other forms of testing. WORKS CITED LIST:ARTNC. (2012).?Work of art: American landscape with revolutionary heroes. Retrieved from Law Project. (2012).?2004-05 oregon high school mock trial competition andy parker, et. al. v. paradise county school district. Retrieved from , M., & Lindquist, T. (2012).?Judges in the classroom lesson plan. Retrieved from . (2012).?Flocabulary: Hip hop in the classroom[Web]. Retrieved from , K. (1999).?A kids' guide to america's bill of rights. New York, NY: Harpercollins Publishers.Primeaux, G. (2012, October 23).?Mr. primeaux: Journey into social studies. Retrieved from . (2012).?Newseum: Washington d.c.'s most interactive museum. Retrieved from , K. (2012, December 04). Interview by R McSwain [Personal Interview].Simmons, C. (2012, December 03). Interview by R McSwain [Personal Interview].REFLECTIVE ADDENDUM:My cooperating teacher determined that my unit plan should focus on American government, specifically the Bill of Rights. The theme of progress through change is something that I hope my students will be able to see after the unit is complete. Too often, the Founding Fathers and creation of the Constitution are presented to students as events in the distant past, no longer applicable to life today. However, when one explores the roots of this country in detail, it is very obvious that the Constitution and Bill of Rights are the first documents that provided Americans with written rights and protected them from the government. This protection was the first step in making America the progressive and successful country it is today.I am pleased with the majority of my unit. I think the daily lessons incorporate enough activity to keep students engaged and on their toes while also presenting the information thoroughly. My main goal was to create a unit plan that I would like to have been involved in as a middle school student. In that regard, I have succeeded. My main concern is that this unit would not be well received in a more traditional public school. I feel that many of my peers would feel intimidated by the active nature of my unit and the organized chaos and excitement it would produce. With that being said, I have felt very few limitations in creating this unit. I have an amazing placement as well as a CT that encourages me to take risks. When implementing my unit in the spring, I will pay particularly close attention to the nature of the class discussions. Since that is an integral part of my lessons, it is important that real conversations and learning is taking place. Students will be encouraged to voice their opinions and will respect the views of their peers.On a scale of 0-4, I would rate my unit a 3.75. I am excited to implement it and think I have strong ideas and plans. The unit is thorough and the historical knowledge is accurate. I have no doubts my excitement to teach the unit will be apparent and infectious to my students.The biggest advice I would give future students on this project is to start thinking about it and writing down ideas and possible activities as soon as you know the topic of your unit. I had trouble with some sections, but did not have a difficult time creating engaging lessons and activities because I had a running list of plans and options. In fact, I even had more ideas and activities than I had time to teach! ................
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