Bill of Rights - Austin ISD
Bill of Rights 15-16
Lesson Name: Bill of Rights
Estimated timeframe: 2 days
Grading Period/Unit (CRM): 1st nine weeks/ week 4
Grade level/Course: 3rd Grade Social Studies
|Lesson Components |
|Lesson Objectives: |
|Student will be able to identify the purpose of the Bill of Rights, as well as identify, illustrate, and explain the importance of at least one of |
|its amendments. |
|Language Objectives: |
|Students will speak in an oral presentation to the class explaining an amendment in the Bill of Rights and its importance. |
|Prior Learning: |
|Students must be familiar with and know the purpose of the Declaration of Independence and Constitution. |
|Standards(Texas Essential Knowledge and Skills): |
|(10) Government. The student understands important ideas in historical documents at various levels of government. The student is expected to: |
|(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights |
|College and Career Readiness: |
|IV. Analysis, Synthesis, and Evaluation of Information A. Critical examination of texts, images, and |
|other sources of information 1. Identify and analyze the main idea(s) and |
|point(s)-of-view in sources. |
|Enduring Understandings: |Essential Questions: |
|Citizens are guaranteed freedoms and protections by the U.S. Constitution and|Why is freedom important and what actions and |
|the Bill of Rights. |events in history promoted freedom in the United States? |
|Entendimientos duraderos: |Preguntas esenciales: |
|Los ciudadanos están garantizados las libertades y protecciones por la |¿Por qué es importante la libertad y qué acciones y |
|Constitución de los Estados Unidos y la Declaración de Derechos. |eventos en la historia promovieron la libertad en los Estados Unidos? |
| | |
| | |
|Vocabulary |
|Essential: |Supporting: |
|Constitution, preamble, Bill of Rights, amendment |Freedom, rights |
|Esenciales: | |
|Constitución, preámbulo, Declaración de derechos, enmienda |De apoyo: |
| |Libertad, los derechos |
|Lesson Preparation |
|Print the kid-friendly Bill of Rights PowerPoint (print 6 slides per page), one copy per student group |
|Projector and speakers for BrainPOP: Bill of Rights |
|Anchors of Support |
|Bill of Rights PowerPoint, BrainPOP video: Bill of Rights |
|Differentiation Strategies |
|Special Education: Visual representations of the amendments. Information presented in manageable amounts. Use of a buddy or small group for |
|product creation. |
|English Language Learners: This lesson uses visual representations; including PowerPoint, drawings, acting, and other visuals. |
|Social and Emotional Learning: Relationship skills; working cooperatively. Self management; self motivation, organizational skills. |
|Extension for Learning: Using the information from the PowerPoint (or other independent research) students can create representations of other |
|amendments in the Bill of Rights as well. Create a list of activities we do on a daily basis that are protected by the Bill of Rights. Create a |
|game that students can play to sort daily activities into the amendment that protects that freedom. |
|21st Century Skills |
| |
|Think Creatively: Use a wide range of creation techniques |
|Work Creatively with Others: Develop, implement and communicate new ideas to others effectively. |
|Collaborate with Others: Demonstrate ability to work effectively and respectfully with diverse teams |
|English Language Proficiency Standards: |
|(3) Cross-curricular second language acquisition/speaking |
|(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and |
|language attainment. |
|Lesson Cycle |
|Two 45 minute periods |
|Engage |
|Quick oral review of the Constitution |
|Intro to the Bill of Rights - Watch BrainPOP video: Bill of Rights (log in through Cloud: Apps - Education) |
|Lesson stages/Dual Language Activity 1 |
| |
|Review the Bill of Rights with the students, using the PowerPoint provided. The PowerPoint puts the law in student friendly terms. |
| |
|Create |
|Divide the class into groups of 2 or 3 students. Assign each group one amendment from the Bill of Rights and hand them the corresponding amendment |
|card (only Amendment 1, 2, 4, and 7 are available because they are the most referenced and easily understood). Each group will create a product that |
|represents this amendment. This product could be a drawing, acting, song, PowerPoint, or other representation based on preference. The product |
|should not prominently display the number of the amendment, so other students can later guess which amendment is represented. |
| |
|Performance Assessment/Dual Language Activity 2 |
|Students create a list of activities that we do on a daily basis that are protected by the Bill of Rights in the ISN. Choose one activity and analyze|
|how the Bill of Rights protects that activity. How would this activity be different without protection from the Bill of Rights? Suggested stem: If |
|the __ amendment had not been written, then _______. |
| |
|Lección etapas/doble actividad de lenguaje 1 |
| |
|Revisión de la Declaración de Derechos con los estudiantes, utilizando el PowerPoint. El PowerPoint explica la ley en términos del nivel de |
|estudiante. |
| |
|Crear |
|Divide la clase en grupos de 2 o 3 estudiantes. Asignar una enmienda de la Declaración de Derechos a cada persona del grupo y deles la |
|correspondiente tarjeta de enmienda (sólo la enmienda 1, 2, 4 y 7 están disponibles porque son las más referenciadas y fácil de entender). Cada grupo|
|va a crear un producto que representa esta enmienda. Este producto podría ser un dibujo, actuación, canción, PowerPoint u otra representación basada |
|en preferencia. El producto no debe mostrará prominentemente el número de la enmienda, por lo que otros estudiantes más tarde pueden adivinar qué |
|enmienda está representada. |
| |
|Desempeño evaluación Dual Idioma actividad 2 |
|Estudiantes crean una lista de actividades que realizamos a diario que están protegidos por la Declaración de derechos en el CIE. Elija una actividad|
|y analiza cómo la Declaración de Derechos protege a esa actividad. ¿Cómo sería diferente sin la protección de la Declaración de Derechos esta |
|actividad? Comienza de la oración: Si la enmienda __ no había sido escrito, entonces ___. |
| |
|Closure Activity |
|Each student group will present to the class the product they chose which represents one of the amendments in the Bill of Rights. Other students in |
|the class can guess which amendment is represented based on their drawings, acting, poems, or raps about the amendment. (If necessary, have the Bill |
|of Rights PowerPoint slides printed for reference.) |
| |
|Students will write a reflection in ISNs answering: What is the importance of the Bill of Rights? |
|Sentence stem suggestions: |
|The Bill of Rights is important because…. |
|Rights help citizens by… |
|___ amendment is important because… |
| |
|Actividad de cierre |
| |
|Cada grupo de alumnos presentará a la clase el producto que eligió que representa una de las enmiendas en la Declaración de derechos. Otros |
|estudiantes en la clase adivinan que enmienda está representada basado en sus dibujos, actuación, poemas o raps sobre la enmienda. (Si es necesario, |
|tenga las diapositivas de PowerPoint de los derechos impresos para referencia). |
| |
|Los estudiantes escribirán una reflexión en CIE respondiendo: ¿Cuál es la importancia de la Declaración de derechos? |
|Sugerencias para comenzar una oración: |
|• La carta de derechos es importante porque... |
|• Derechos de ayuda a los ciudadanos por... |
|• ___ la enmienda es importante porque... |
| |
| |
|Check for Understanding (evaluation) |
|Formative: Teacher observation: Are students able to represent the amendment through their chosen product? Are students able to accurately choose |
|which amendment is represented? Are students able to identify activities that are protected by the Bill of Rights? Are students able to describe how |
|daily activities would be different without Bill of Rights protections? Are students able to correctly identify the amendment related to each |
|representation? |
|Summative: Visual representation of amendment, reflection in ISN on importance of Bill of Rights |
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