Date: 10-22-14 Lesson Title: Do I Have a right? Big Ideas: 1. The Bill of Rights are amendments to the United State Constitution. 2. The First Amendment includes citizens right to freedom of religion, speech, press, peaceable assembly and to petition the government. 3. The first amendment is important for recognizing and maintaining fairness under the law. Rationale: The first amendment is a part of the Bill of Rights. The first amendment gives US citizens the right to freedom of speech, freedom of assembly, freedom of religion, freedom of press, and freedom to petition the government. Teaching children about the first amendment and its content will expose the students to their rights as a US citizen. It is important that as a US citizen, a person understands when they have a right and when they do not have a right. Understanding the concept of the first amendment will allow students to apply public issues that occur within and outside of a school setting to their lifetime. Also, it is important for children that are US citizens to understand WHY this amendment was developed. Overall, the first amendment protects certain rights of a US citizen, including the freedom of Speech, Freedom of Assembly, Freedom of Religion, and Freedom of Press.
Goals/Objectives: Content Objective: Students will be able to understand and apply the first amendment by looking at different scenarios in which those rights may have been violated.
Developmental Objective: Students will be able to read about and discuss controversial matters from history in a small group setting with respect to all group members opinions. Grade Level Content Expectations (GLCEs): 5 U3.3.8 Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.
5 - P3.1.1 Identify contemporary public issues related to the United States Constitution and their related factual, definitional, and ethical questions.
5 U3.3.7 Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification. (C)
ISTE-T Standards:
1. Facilitate and inspire student learning and creativity c. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources.
Materials & Supplies Needed:
Case Write-Ups Computer for PowerPoint One Projector w/ screen
Activity Element & Time (in minutes) Procedures and management Step-by step procedures including questions and main points: visualize what you are going to say to the students. Select at least three high-leverage practices you will focus on. It might be helpful to script out what you are going to say, although during the lesson you do not need to use this language verbatim. Academic, social & linguistic adaptations, resources, and support How will you support ALL students? Introduction 5minutes PowerPoint Slides: How many of you have been in a situation and there has been a consequence where you thought it was unfair? How many of you or someone you know have been in a class where you felt like you couldnt express your opinions? Agree/Disagree Do you think there should be rules protecting peoples rights? Agree/Disagree Ask students how consequences are decided by the law. How did we come up with our laws we have today in the United states? Introduce the Bill of rights (the first amendment to the constitution) Write our questions in text on the slides show. Arranging the classroom so it is open so students with physical disabilities can easily navigate to both sides of the room.
Activity 1 6 minutes PowerPoint Slide: With introduction with simple description of bill of rights. Representation of Bill of Rights. Zoom in on 1st amendment. Provide text on the slides to support our instruction. Have class arranged in groups of 4 or 5 to support PowerPoint Slide: First amendment as it is written in the Bill of Rights. Read the description and talk about what it means. Activity: Have students as a group write or draw their own explanation of the first amendment. Then, discuss how they might use it in their lives, or experiences in the past where it has been important. Have them write it down on a paper to be turned in. group discussion. Transition 2 minutes Have students share their experiences that involved the first amendment.
Activity 2 10 minutes Pass each group their case they will be discussing and have them discuss what their opinions are about it. Cases: Religion, Speech, Press, Peaceable Assembly. Give groups time to discuss their opinions. The use of groups can help students who have a more difficult time with reading comprehension. Students can use others ideas to create their own stance they feel confident in. Transition Have students form a stance on the case and prepare them to share it with the class. The teacher will be walking around listening to discussion. The teacher will guide the students discussion with questions and promote the students forming their own opinions. Activity 3/Conclusion Each case study group will share to the class the situation they worked on. They will state which part of the first amendment that their case related to and why. Then they will share their opinions on the topic. The class will have a chance to share their opinions on the topic. Lastly, each student will have to make a stance on the topic. Students who think the person/people in the case have a right will go to the right of the classroom, and students who think the person/people have the right will go to the left of the classroom. This is completed for each group with their case
study.
Assessment: The assessment I will have to see if the students learned the material will include having the students write the definition of the 1 st amendment in their own words or draw a picture of what the 1 st amendment includes. I will be looking for the definitions to include the freedoms that we discussed in class.