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 The student understands important ideas in historical documents at various levels of government.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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