Bill of Rights: Amendments 1-10
Goals:
Students will understand the individual rights listed in the Bill of Rights and how these rights apply to them as well as everyone within the United States. The students will be able to connect the content within the Bill of Rights to their everyday lives.
Objectives:
Students will be able to conceptualize the idea
of rights through discussion.
Students will be able to analyze and discuss the rights listed in the Bill of Rights.
Students will be able to understand and list the amendments of the Bill of Rights.
California State Content Standards:
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
8.2.6 Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.
Lesson Introduction (Anticipatory Set):
Students will receive a quick write handout which addresses the concept of rights. Students will be asked to write a response to three questions so the teacher may assess students’ prior knowledge and get students interested in the topic. Students will be asked to respond to the questions:
1. What is a right?
2. Do you have rights?
3. Does everyone have rights?
After students respond to the questions on the form provided, the teacher will ask a few students to volunteer and share their
responses. This will allow the teacher to quickly assess students' prior knowledge.
Vocabulary (Content Language Development):
This lesson will address the vocabulary of the Bill of Rights. Students have already been exposed to new vocabulary words prior to this lesson. Students will participate in a test review where they will be provided the definitions of words or concepts and they will have to provide the correct words for the definitions. Important vocabulary for this lesson includes:
·Indictment
·Eminent Domain
·Probable Cause
·Double Jeopardy
·Self-Incrimination
Content Delivery (Lecture, Inquiry, Reading, Discussion and Debate, DBQ, Concept Formation, Simulation, Problem-Based Learning):
The lesson is based on concept formation for the topic of rights. The teacher will have the students particpate in a classroom discussion. The teacher ask students to list the attributes of a right so the class may create their own definition of the concept. Once the teacher has guided the students through that process, the teacher will give the students a hand out. The hand out lists the first ten amendments which make up the Bill of Rights. On the work sheet next to each amendment there will be a box for the students to take notes in and write a breif response explaining why each amendment is signficant for them and how it applies to their lives. The students will be guided while filling out their worksheets by the teacher as a Slide Rocket presentation is given. The teacher will present a Slide Rocket presentation which addresses each amendment in the Bill of Rights. The presentation will give a detailed explianation of each amendment and provide images or video for each amendment. The teacher will
provide examples within the presentation which require student particpation. The teacher will provide verbal examples, images, and videos which will allow the students to understand how the amendments relate to their own personal lives. The teacher will provide examples of rights and examples which are not rights to have the students compare them to figure out the difference between what at right is and what they are not.. The presentation will guide students while they fill in their worksheet and the teacher will ask students to share their responses during the presentation. This lesson will allows students to interact and receive feedback immediately.
http://portal.sliderocket.com/CDASO/Bill-of-Rights
The students will then participate in a review game for the Bill of Rights. The game will resemble the television game show,
Who Wants to be a Millionaire. The questions within the review game will only address the ten amendments listed in the Bill of Rights. The class will be divided into groups of two to three students. Each group of students will be asked to answer at least one question from the review game. During the review students will be able to write down review questions and answers on a piece of notebook paper. This game will allow students to review the information discussed during the lesson and reinforce the content. It will allow students to see how the test questions maybe structured for this
topic of the Bill of Rights.
Student Engagement & Critical Thinking (Student Activities):
Students will engage in critical thinking while they are responding to questions proposed on the quick write worksheet which they will receive during
the lesson introduction. Students will work on this activity individually and conceptualize the idea of rights. They will also work on their critical and analytical skills during the presentation on the Bill of Rights. The students will fill out a worksheet where the Bill of Rights are listed the students will share their opinions and thoughts while explaining why each amendment is significant. Students will engage in the lesson during the Bill of Rights review game. All students will actively participate in the review and become more prepared for the test the next day. The class will work in pairs to conclude the lesson. During the closure they will use their critical thinking skills to reflect upon the information discussed in the class session.
Demonstrated Learning (Formative & Summative Assessments):
This lesson is an informal formative lesson. The teacher will be able to assess student learning by observing and listening to the students. The teacher will be able to read students quick write worksheets and understand the students' ideas on the topic of rights through discussion. The teacher will also collect the students' notes and writing on the Bill of Rights worksheet which requires the students to share their opinions about each amendment. The teacher will also observe student learning during the Bill of Rights review game where students will be asked to give correct answers for the questions proposed during the game. The teacher will be able to assess the students’knowledge and learn
which questions students may find challenging. The teacher will be able to understand what concepts may need more explanation or re-teaching.
Lesson Closure:
To close the class session the teacher will have the students take part in a think-pair-share exercise. The teacher will ask the students to work in
pairs for the exercise. Then, the teacher will ask the students a question, give them time to think about the question, discuss with their partner, and finally a few students may share their thoughts with the class.
The think-pair-share question for this lesson is:
Which Amendment of the Bill of Rights do you find most important, explain why you chose this amendment?
The teacher will assign a worksheet on the Bill of Rights to be complete for homework and it will be due the following class session.
Accommodations for English Learners, Struggling Readers and Students with Special Needs:
English Learners: EL students will benefit from this review because they will be exposed to the types of questions which will be addressed on the actual test. ELs will benefit from listening to students answer correctly to questions and by taking notes from the review presented on the Promethean board. They will be able to ask questions and receive feedback from the teacher immediately during the class session.
Struggling Readers: Struggling readers will benefit from classroom discussion throughout the lesson. These students will be able to listen and ask the teacher questions if they are confused. Struggling readers will be given time to take notes and write down questions from the review. These students will benefit from the vocabulary which will be addressed during the review.
Students with Special Needs:
Students have different special needs within every class.
One of the students in this class is defined as emotionally disturbed, and he does not handle pressure well or like socializing
with other students. Students who do not feel comfortable speaking in front of the class will not be forced to do so. During the review the students within each small student group will have one person answer the question. Students will be able to decide how much they want to participate so they will not feel any anxiety or pressure during the class session.
Students will understand the individual rights listed in the Bill of Rights and how these rights apply to them as well as everyone within the United States. The students will be able to connect the content within the Bill of Rights to their everyday lives.
Objectives:
Students will be able to conceptualize the idea
of rights through discussion.
Students will be able to analyze and discuss the rights listed in the Bill of Rights.
Students will be able to understand and list the amendments of the Bill of Rights.
California State Content Standards:
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
8.2.6 Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.
Lesson Introduction (Anticipatory Set):
Students will receive a quick write handout which addresses the concept of rights. Students will be asked to write a response to three questions so the teacher may assess students’ prior knowledge and get students interested in the topic. Students will be asked to respond to the questions:
1. What is a right?
2. Do you have rights?
3. Does everyone have rights?
After students respond to the questions on the form provided, the teacher will ask a few students to volunteer and share their
responses. This will allow the teacher to quickly assess students' prior knowledge.
Vocabulary (Content Language Development):
This lesson will address the vocabulary of the Bill of Rights. Students have already been exposed to new vocabulary words prior to this lesson. Students will participate in a test review where they will be provided the definitions of words or concepts and they will have to provide the correct words for the definitions. Important vocabulary for this lesson includes:
·Indictment
·Eminent Domain
·Probable Cause
·Double Jeopardy
·Self-Incrimination
Content Delivery (Lecture, Inquiry, Reading, Discussion and Debate, DBQ, Concept Formation, Simulation, Problem-Based Learning):
The lesson is based on concept formation for the topic of rights. The teacher will have the students particpate in a classroom discussion. The teacher ask students to list the attributes of a right so the class may create their own definition of the concept. Once the teacher has guided the students through that process, the teacher will give the students a hand out. The hand out lists the first ten amendments which make up the Bill of Rights. On the work sheet next to each amendment there will be a box for the students to take notes in and write a breif response explaining why each amendment is signficant for them and how it applies to their lives. The students will be guided while filling out their worksheets by the teacher as a Slide Rocket presentation is given. The teacher will present a Slide Rocket presentation which addresses each amendment in the Bill of Rights. The presentation will give a detailed explianation of each amendment and provide images or video for each amendment. The teacher will
provide examples within the presentation which require student particpation. The teacher will provide verbal examples, images, and videos which will allow the students to understand how the amendments relate to their own personal lives. The teacher will provide examples of rights and examples which are not rights to have the students compare them to figure out the difference between what at right is and what they are not.. The presentation will guide students while they fill in their worksheet and the teacher will ask students to share their responses during the presentation. This lesson will allows students to interact and receive feedback immediately.
http://portal.sliderocket.com/CDASO/Bill-of-Rights
The students will then participate in a review game for the Bill of Rights. The game will resemble the television game show,
Who Wants to be a Millionaire. The questions within the review game will only address the ten amendments listed in the Bill of Rights. The class will be divided into groups of two to three students. Each group of students will be asked to answer at least one question from the review game. During the review students will be able to write down review questions and answers on a piece of notebook paper. This game will allow students to review the information discussed during the lesson and reinforce the content. It will allow students to see how the test questions maybe structured for this
topic of the Bill of Rights.
Student Engagement & Critical Thinking (Student Activities):
Students will engage in critical thinking while they are responding to questions proposed on the quick write worksheet which they will receive during
the lesson introduction. Students will work on this activity individually and conceptualize the idea of rights. They will also work on their critical and analytical skills during the presentation on the Bill of Rights. The students will fill out a worksheet where the Bill of Rights are listed the students will share their opinions and thoughts while explaining why each amendment is significant. Students will engage in the lesson during the Bill of Rights review game. All students will actively participate in the review and become more prepared for the test the next day. The class will work in pairs to conclude the lesson. During the closure they will use their critical thinking skills to reflect upon the information discussed in the class session.
Demonstrated Learning (Formative & Summative Assessments):
This lesson is an informal formative lesson. The teacher will be able to assess student learning by observing and listening to the students. The teacher will be able to read students quick write worksheets and understand the students' ideas on the topic of rights through discussion. The teacher will also collect the students' notes and writing on the Bill of Rights worksheet which requires the students to share their opinions about each amendment. The teacher will also observe student learning during the Bill of Rights review game where students will be asked to give correct answers for the questions proposed during the game. The teacher will be able to assess the students’knowledge and learn
which questions students may find challenging. The teacher will be able to understand what concepts may need more explanation or re-teaching.
Lesson Closure:
To close the class session the teacher will have the students take part in a think-pair-share exercise. The teacher will ask the students to work in
pairs for the exercise. Then, the teacher will ask the students a question, give them time to think about the question, discuss with their partner, and finally a few students may share their thoughts with the class.
The think-pair-share question for this lesson is:
Which Amendment of the Bill of Rights do you find most important, explain why you chose this amendment?
The teacher will assign a worksheet on the Bill of Rights to be complete for homework and it will be due the following class session.
Accommodations for English Learners, Struggling Readers and Students with Special Needs:
English Learners: EL students will benefit from this review because they will be exposed to the types of questions which will be addressed on the actual test. ELs will benefit from listening to students answer correctly to questions and by taking notes from the review presented on the Promethean board. They will be able to ask questions and receive feedback from the teacher immediately during the class session.
Struggling Readers: Struggling readers will benefit from classroom discussion throughout the lesson. These students will be able to listen and ask the teacher questions if they are confused. Struggling readers will be given time to take notes and write down questions from the review. These students will benefit from the vocabulary which will be addressed during the review.
Students with Special Needs:
Students have different special needs within every class.
One of the students in this class is defined as emotionally disturbed, and he does not handle pressure well or like socializing
with other students. Students who do not feel comfortable speaking in front of the class will not be forced to do so. During the review the students within each small student group will have one person answer the question. Students will be able to decide how much they want to participate so they will not feel any anxiety or pressure during the class session.
Lesson Introduction: Quickwrite
List of the Bill of Rights and Worksheet for Presentation:
Slide Rocket Presentation: The Bill of Rights
Bill of Rights Worksheet: Presentation/Homework
millionaire-_bill_of_rights.flipchart | |
File Size: | 8922 kb |
File Type: | flipchart |