Overview and Background: Unit: Bill of Rights

Mark Rosenhagen : Cheney USD 268

Social Studies. : Social Studies. : Social Studies.

Cheney : Grades 8 - 8 : Aug. - Jun.

Title:	Bill of Rights
Topics:	Bill of Rights
Time Frame:
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
Students have a difficult time remembering the strengths and weaknesses of the Articles of Confederation. They also don't understand why the Articles of Confederation couldn't be changed to compensate for the weaknesses it contains. This unit is designed to assist the kids in learning the weaknesses of the Articles while discovering why the Constitution was created.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:

Stage 1: Identify Desired Results

State:	KS
Title:	Social Studies
Standard(s):	Defines the rights guaranteed, granted, and protected by the state and federal constitutions and the Amendments including the Bill of Rights.

Understandings:
user	1.What happens to societies that lose fundamental rights? 2.What happens to societies where there is too much individual freedom?

Essential Questions:
User	Why did the Founding Fathers find it necessary to create a bill of rights? How are the fundamental rights and liberties guaranteed in the Bill of Rights still being debated today?

Knowledge and Skills:

Knowledge:
First Amendment freedoms
Religion -Government may not establish an official religion, nor endorse, or unduly interfere with the free exercise of religion.
Speech -Individuals are free to express their opinions and beliefs.
Press -The press has the right to gather and publish information, including that which criticizes the government.
Assembly -Individuals may peacefully gather.
Petition -Individuals have the right to make their views known to public officials.

Second Amendment Freedom:
-Right to Bear Arms-own weapons

Third Amendment Freedom:
-No Quartering Soldiers-citizens don't have to house soldiers in their own homes.

Fourth Amendment Freedom:
-No search and seizure without probable cause

Fifth Amendment Freedom:
-Double Jeopardy-a citizen cannot be tried for the same crime after acquittal
-Eminent Domain-government may not take property without fair value compensation

Sixth Amendment Freedom:
-Right to a speedy trial
-Jury of Peers

Seventh Amendment Freedom:
-Right to civil trial with a jury

Eighth Amendment Freedom:
-No cruel or unusual punishment
-No excessive bail or fines

Ninth Amendment Freedom:
-Rights cannot be denied citizens

Tenth Amendment Freedom:
-All rights not specifically given to the Federal government are given to the State.

Student will be able to:
Why the Bill of Rights was created.
Recognize the first 10 amendments is called the Bill of Rights.
Identify the freedoms guaranteed by the Bill of Rights.
Understand the importance of the Bill of Rights in daily life.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students will assume the role of delegates at the 2nd Constitutional Convention to choose which 5 amendments they will include and why.

Key Criteria - Students give clear written reasons and rational for choices of amendments included and excluded.

Task/Prompt: Constitutional Convention

Type: Performance Task

Topics: Bill of Rights

Summary:
Students will assume the role of delegates at the 2nd Constitutional Convention to choose which 5 amendments they will include and why.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

Notes:

Student Directions:
You are a delegate at the 2nd Constitutional Convention. You are working on creating a Bill of Rights so that all states will approve the Constitution. Using the current Bill of Rights, what 5 basic freedoms will you include guaranteeing passage? Which 5 amendments will you leave out? You must support your choices with written reasons. After the written reasons are created, you will be responsible to give your reasons orally using a Power Point presentation. Give clear written reasons and rational for choices of amendments included and excluded.

Other assessment evidence to be collected:
Process check
	Journal entries on each of the 1st 10 amendments and how it affects the students' daily lives. Quiz over the Bill of Rights.

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W
-Create a bill of rights bulletin board
-Hand out copy of the Bill of Rights
-Discuss shortfalls of the Articles of Confederation
-Have class discussion over why there was and is the need for the Bill of Rights.
-Explain the task the class is to complete after lessons

H
-Show a portion of the television show Law and Order and have the students list basic rights of US citizens that they observe.


E
-Teacher will give lessons over why the Bill of Rights was necessary for the passage of the US Constitution and what each of the 1st ten amendments mean. After presentation of each amendment, the students will journal what that amendment means to them.
-Show students what a logical reason for supporting or not supporting an idea. Students will be asked to choose the 5 amendments they feel are the most important to them. The students must logically explain their choices.

R
-Students will write in their journals about the importance of the Bill of Rights in their daily lives. They will also take the role of a delegate at the 2nd Constitutional Convention.

E Students will be grouped after completion of their choices into mock "Constitutional Conventions". Each convention will come up with a Bill of Rights including five amendments that they view as being the most important. Discuss as a class the choices made and the rights given up by making these choices.

Notes: