Students working in groups will devise and present a visual demonstration or dramatic performance for one of the Bill of Rights to the class. The students will then complete a quiz about the Bill of Rights.
California Academic Standard(s)
- 8.2.5 - Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.
- 8.26 Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.
(4) 50 minute classes
Goal
The students will develop critical thinking and presentation skills while developing a strong understanding of the Bill of Rights.
Learning Styles
- Linguistic
- Auditory
- Social
- Physical
Anticipatory Set
The instructor will write a question on the board that states, "What do you think the word Rights means as it relates to the Bill of Rights in the U.S. Constitution?" The instructor will tell the students to think about the question for two minutes. The instructor will then call on random students to answer the question and place the answers on the board.
Direct Instruction
The instructor will briefly discuss how the Bill of Rights came about and how it remains important today. The instructor will provide the students the following handout:
Bill of Rights Workshop
Working in groups, you will be assigned one of the ten Bill of Rights. To help your classmates understand the Right assigned to you, you will complete and present one of the following:
- Visual Display - Using poster boards, your group will provide a visual explanation of the Right assigned. After the completion of the posters, you will present them to the class with each member having a role. The goal is for your classmates to understand the Right.
- Dramatic Performance - As a group, you will write a script that includes lines for each member in a performance about the Right assigned. You will present the dramatic performance to the class. The goal is for your classmates to understand the Right.
- Visual Display
- Posters - 75%
- Presentation -25%
- Dramatic Performance
- Script - 75%
- Performance - 25%
Don't forget, the goal is to make sure your fellow classmates understand the Bill of Rights!
Modeling
Using the computer and overhead, the instructor will show an example of a play or TV script as well as a visual such as a political cartoon that explains a concept or historical event.
Guided Practice
The instructor will assign students in groups of three or four depending on the size of the class. The instructor will then assign each group one of the Bill of Rights. The students will decide as a group which technique they will use to present their assigned Right.
Checks for Understanding
The students will present each Right in order from one to ten.
Independent Study
The students will memorize each one o the Bill of Rights for a classroom quiz.
Checks for Understanding
The students will complete a quiz on the Bill of Rights.
Direct Instruction
The instructor will engage the students in a discussion on how each Bill of Right is relevant today.