Teacher: Mr.

Rogers

Lesson Title: Re-Writing the Bill of Rights

Grade Level: 12th grade Government

School: Ramsay High School

Central Focus: The Central focus for this Lesson plan is for students to interpret the Bill of

Rights and analyze it in a context that is relatable to their lives. The content of this lesson will be

the history of the Bill of Rights including the its writing and the purpose of the ten amendments

of the bill itself. Further, after instruction about the bill, students will be asked to translate the

first five amendments of the Constitution into their own words. Perennially, the main idea of this

lesson is for students to walk away being able to relate the Bill of Rights to their own lives. To

exhibit that they understand the material, students will be asked to form groups and re-write the

Bill of Rights in their own words. This will display that they have both analyzed the material and

that they can interpret it into their own words. This is day one of a three-day activity.
Content/ Common Core Standards:

The Content/ Common Core Standards for this unit of the class are in number three of the

Common Core Alabama State Curriculum, particularly the Bill of Rights section:

Standards: Analyze major features of the Constitution of the United States and the Bill of Rights

for purposes, organization, functions, and principles, including rule of law, federalism, limited

government, popular sovereignty, judicial review, separation of powers, and checks and balances.

Explaining main ideas of the debate over ratification that included the Federalist papers

Analyzing the Bill of Rights for its application to historical and current issues

Outlining the formal process of amending the Constitution of the United States1
Learning Objectives:

Content Objectives: For this class period, the main content objective is for students to gain a

critical understanding of the Bill of Rights overall, with an emphasis on the first five

amendments. After this lesson, students will be able to identify the first five amendments of the

Bill of Rights and analyze them for their purpose. Students will be able to apply the first five

amendments to their everyday lives. Each of the ten amendments will be explained and reviewed

so as to ensure that each amendment is thoroughly covered.

Process/ Skill Objectives: By the end of this lesson, students will be able to identify the

function of the Bill of Rights and evaluate the importance and meaning of the document.

Students will be asked to interpret their understanding of the Bill of Rights and relate it to their

everyday lives. Students will be able to examine the importance of the Bill of Rights and its

effect on Civil Liberties and Civil Rights. Further, students will be able to explain the role of the

Bill of Rights in their lives. Analysis of the Bill of Rights and its importance are critical in this

lesson plan. Student dedication to task will also be an objective for students in this lesson as the

students will be required to be diligent in their working on this project each day.
Academic Language:

Vocabulary: Vocabulary in this lesson will include: Bill of Rights, Constitution, Civil Liberty,

Civil Right, Freedom, and Amendment.

1 Alabama Learning Exchange. United States Government 12. Courses of Study.

Alabama Learning Exchange. Accessed November 5, 2016.

http://alex.state.al.us/standardAll.php?ccode=USG&subject=SS2010&summary=3.
 Language Function: The Language function of this lesson is to analyze and make connections

between the Bill of Rights and its effect on the everyday lives of the students.

Discourse: My discourse will be centered around education on the Bill of Rights through

lecture. I plan on spending the first class day mostly lecturing about the history and application

of the Bill of Rights and how it intersects with civil rights and liberties. Also, I plan to critically

review the first five amendments of the Bill of Rights on the first day of class.
Monitoring Student Learning:

Description of Assessment: The timeframe of this lesson is over a span of three days. Due to

the continuous nature of this lesson, the first day of class will not have a formal assessment.

Instead, there will be a discussion at the end of the class period to discuss any misconceptions or

address any miscommunications during the class period. Further, I will ask for the groups to

work together on their first five re-written amendments, and will ask for them at the end of the

class. This will serve as a benchmarking assignment where I can address any misconceptions of

presented information. Before students are organized into groups, discussion of the assignment

will take place to ensure that students understand. Students will be asked to come up with any

questions that they may have about the information. The goal of the end of the first day of class

is that students have a clear understanding of the goal of the project, and to turn in their re-

written first five amendments.

What is Being Assessed: At the end of the first day of class the following will be assessed:
student participation in the group project, the understanding of the overarching purpose of the

Bill of Rights, specifically the first five amendments of the Bill of Rights. Students will also be

graded for their participation on the first day of class. Students will also receive initial

information about the final group presentation, including an assessment rubric that will be used

to grade their final presentations.

Assessment Accommodations: While there are no specifically mandated accommodations,

there are a variety of learners in the class. Accommodations will be made if students have a hard

time interacting within their group, or if students have a hard time understanding the project. If

students need more information regarding the content within the lesson, I will discuss the content

that they are struggling with personally with the student or group. This lesson will be graded on

participation for the first two days. If students are uncomfortable working in the group that they

are placed in or if students have a fear of speaking in front of the class, they will be invited to

speak with me individually after the class period has ended. Further, if students are having a hard

time with the material, they will be given a printed out copy of the Bill of Rights and its

meaning, which I will openly discuss with them. If the overall class is struggling with the

information on the first day of class, I will give them all this hand-out and open the floor for

questions, concerns, and instruction.

Feedback:

Type of Feedback That Will be Given to Students: After class on the first day, I will

check the work that the groups of students have turned in. Students will receive feedback

regarding their questions in class and on their written assignment. If students are not

participating, I will remind them that this assessment is based on participation and overall
teamwork. If students do not understand the content, I plan to address the misunderstandings in a

friendly and welcoming environment that ensures that students are comfortable addressing the

information that they do not understand. If the written work does not contain the proper

information, I will write comments on the work and hand it back on the second day of class.

What Students Will do With This Feedback: On the second day I will return student work

from the previous day. Students will review feedback and ensure that they understand the content

that has been given thus far. I will address any overall misconceptions that the class had and

welcome any questions about my comments on their work. Students will use the information on

the Bill of Rights in the group project.

Instructional Materials:

The materials needed for instruction will be a projector, textbook, and smartboard.

Students will not need instructional materials for the core of the lesson. If students do not

understand the information that is presented, I will use the textbook to address any information

that the students require.

Connection to Prior Learning and Requisite Skills:

The content of this lesson will connect to students prior knowledge of the Constitution and to

their previous learning of the justice system. Further, the content in this lesson will connect to

students understanding of Civil Liberties and Civil Rights. The requisite skills that will be

needed from students will be the ability to work in groups, public speaking, and application of

abstract concepts to everyday life.

Connection to Cultural/Personal/ Community Assets: This lesson is based in

cultural, community, and personal assets. At its core, the goal of this lesson is to instruct students
about their civil liberties and rights that are protected by the Bill of Rights. Every day Americans

are protected by the Bill of Rights and yet many do not recognize this. This lesson focuses on

educating the class on the Bill of rights and helping them make personal connections to their

everyday lives. Once students have examined the Bill of Rights due to this lesson, they will be

able to apply this information to their everyday lives.

Motivation: I plan to hook students into this lesson by giving them some outrageous examples

of actions that are protected under the Bill of Rights. Some of these examples are, Why am I able

to burn the flag? Why cant the police just decide that they want to arrest a person? This hook

will spark the students interests, begging the question, What else is covered in the Bill of

Rights.
Procedure Teacher Action Student Action
First ten minutes of class: During the first ten minutes of class, During this section of the class, the

I will begin by welcoming the students will only be required to

Welcome, Introduction to
students to class, explaining that I listen to the instructions and
Lesson, Hook
will be instructing them for the next introduction. No notes will be

three days, and instructing them required at this point in the lesson.

about the project that they will be

participating in over the next three

days. This will give students who are

late adequate time to arrive to class

and get situated without missing any

content information. Towards the

end of this ten minute period, I will

begin giving various examples of

rights that are protected under the

Bill of Rights.
Next twenty minutes of class: This section of the class will be During this section of the class, the

content heavy. During this twenty students will be asked to pay

Main topic lecture using Prezi
 minutes I will be lecturing the class attention, take notes, and ask

about the major reasoning for the questions when they feel led to.

Bill of Rights, the effects that it has

on our everyday lives, and the first

five amendments of the Constitution

(the first half of the Bill of Rights).

Final twenty minutes of class: In this final twenty minutes of class, During this section of the class

students will be given their group
Break into group work and
assignments. I will instruct the
individual consultation
students about the overall goals of
students will be given the rubric for
their project and placed in groups.
At this point students should consult

the project and give each student a the instructor with any questions,

rubric. Next, I will allow students to and begin drafting their own

begin group work and answer any amendments.

questions that they may have.

If/Than Activity: There should not be extra time at the end of this activity as students will be

using this time to prepare for their presentation. If students are not working I will address them

and make sure that they are working together with their group. For groups that have completed

working on their project as much as they can on this day, I will ask them to write whether or not

they believe the Bill of Rights is applicable in their everyday lives and why. This activity will

cause groups to work together and build a team mentality as well as force them to critically think

about the Bill of Rights.

Closure: On this day of class, the closure will be for students to give me their groups first five

amendments of their re-written Bill of Rights. This will allow me to track their progress and

see if there is anything I need to cover again on the second day of class. Because this assignment

is at the end of the class day it will allow students to reflect upon what they learned. This should

carry on into the second day of class where the instruction is continued.
How Students will reflect on their own Learning: The third section of the class period
when students are working in groups will be where students really reflect on their learning as

they will be synthesizing the information they have learned, translating it into applicable

knowledge which they can use in their everyday lives. The process for discussing and creating a

lesson modified Bill of Rights will allow students to reflect on the content discussed in class.
Accommodation/ Modification Based on 504 Plans: There are no students in this

class period that have 504 plans, if there were however, the content would be

adjusted accordingly.
Differentiation Strategies: There are multiple methods of instruction within this lesson to
instruct students. Foremost, the group presentation will allow kinesthetic learners to participate

in the activities and learn through doing. There will be both audio instruction through lecture,

and visual instruction through the Prezi presentation.

Technology Integration to Support Learning: This lesson will use technology through

the teachers presentation of the content in class. The lesson could be changed to allow students

to make presentations on PowerPoints if students are not interacting with the instructor.

Teacher: Mr. Rogers

Lesson Title: Re-Writing the Bill of Rights

Grade Level: 12th grade Government

School: Ramsay High School

Central Focus: This is day two of a three-day lesson plan with the goal of teaching the Bill of

Rights. The central focus of this class day is the second half of the Bill of Rights (amendments

six through ten of the Constitution). This class day will begin with reviewing the information

learned on day one, which included the first five amendments of the Constitution. Then the rest

of the class period will include instruction on the second half of the Bill of Rights, and group

work centered on amendments six through ten. Much like the first day of class, the main purpose
of this lesson will be to help students make connections between the Bill of Rights and their

everyday lives.
Content/ Common Core Standards:

The Content/ Common Core Standards for this unit of the class are in number three of the

Common Core Alabama State Curriculum particularly the Bill of Rights section:

Standards: Analyze major features of the Constitution of the United States and the Bill of Rights

for purposes, organization, functions, and principles, including rule of law, federalism, limited

government, popular sovereignty, judicial review, separation of powers, and checks and balances.

Explaining main ideas of the debate over ratification that included the Federalist papers

Analyzing the Bill of Rights for its application to historical and current issues

Outlining the formal process of amending the Constitution of the United States2
Learning Objectives:

Content Objectives: The content objective for this lesson is for students to be able to interpret
and analyze the second half of the Bill of Rights. After this lesson students should be able to

connect the first ten amendments of the constitution to other foundational documents in

American history such as the Declaration of Independence and differentiate the purposes of these

documents.

2 Alabama Learning Exchange. United States Government 12. Courses of Study.

Alabama Learning Exchange. Accessed November 5, 2016.

http://alex.state.al.us/standardAll.php?ccode=USG&subject=SS2010&summary=3.
Practical/ Skill Objectives: After this lesson, students will be able to identify the entire Bill

of Rights and analyze its role in everyday life. Students will be able to discuss and relate to the

Bill of Rights and examine its meaning. When students have completed the lesson and the

assignment that is connected to it, students will be able to create a personal Bill of Rights that

translates the Bill of Rights into their own words. This personal Bill of Rights may include things

like: the federal government cannot limit my right to say what I feel. Rather than the actual

language of the first amendment of the Constitution. Students will know how their civil liberties

and rights are protected after the completion of this lesson. Student dedication to task will also be

an objective for students in this lesson as the students will be required to be diligent in their

working on this project each day.

Academic Language:

Vocabulary: Vocabulary in this lesson will include: Bill of Rights, Constitution, Amendment,

Freedom, Civil Liberty, and Civil Right.

Language Function: The language function in this lesson serves the purpose of connecting the
first ten amendments of the Constitution to the lives of the students.

Discourse: My discourse in this lecture will mostly be through lecture and discussion. This

lesson creates the opportunity for a dialogue between the teacher and students because the

content is meant to connect to the students everyday lives. Importantly, this lesson will be very

open to questions and discussion to ensure that students understand the content.
Monitoring Student Learning:
Description of Assessment: As this is in the second day of the lesson it is critical that

students understand the content of the lesson after the end of the lecture. Due to the nature of the

project at the end of the lesson, students must have a clear understanding of the content before

moving on. At the beginning of this class period student groups will receive their work from the

day before with comments. At this point students will have the opportunity to ask questions

about information that they may have misunderstood. At the end of the lesson students will have

time to ask questions about information that they do not understand. After the group work

students will again be asked to hand in their completed re-written Bill of Rights. This will be

graded between class days and returned to the students at the beginning of the third day of class.

What is Being Assessed: Student analysis and interpretation of the second half of the Bill of

Rights, and corrections from the first day of class are being assessed on this day of class. I will

ensure that students have a thorough understanding of the Bill of Rights so that I can clear up

any misunderstandings before the third day of class.

Assessment Accommodations: If any issues arise on the first or second day of class such as

group work problems, students having trouble with the content, or misunderstandings of the

content, these will be addressed on the second day of class. There are a variety of learners in the

class. If students are having trouble understanding the content of lecture or the nature of the

project, I plan to slow down and ensure that the students in this class fully understand the content

and project before moving on. If students are nervous about the group presentation I will discuss

the project with their group and accommodate the needs of the student to ensure that the project

goes smoothly for them.

Feedback:
Type of Feedback That Will be Given to students: As this is the second day of a three-

day lesson, feedback on this day will be given towards the end of class to ensure that the students

understand and can execute the group project on the following day of class. This process will

include individual discussion with each individual group. These individual discussions will

ensure that the students in each group have a clear and adequate understanding of the content and

procedure of the presentations on the following day. These conversations will also address any

content based questions that arise during the class period. Students will also have the opportunity

to ask individual questions during this time period so as to further understand the given content.

Students will also receive feedback on their re-written Bill of Rights on the following day of

class.

What Students Will do With This Feedback: With the group and individual feedback

given on this class day, students will reflect on misperceptions and ensure that their notes and

group presentation can maintain the highest standard.

Instructional Resources and Materials:

The materials needed for instruction will be a projector, textbook, and smartboard.

Much like the first day of class, students will not need instructional materials. If students do not

understand the information that is presented, I will use the textbook and handout to address any

information that the students require.

Connection to Prior Content and Requisite Skills:

The content presented on this day will be heavily reliant on the information presented on the first
day of class. Much of the discourse of the instruction on this day of class will be building off of

what students previously learned on the first day of the lesson. Other content that is focused on

during this day of class will build off of information that students have previously learned about

the American government and documents that play a major role in American lives such as the

Declaration of Independence.
Connection to Community/ Personal/ Cultural assets:

Personally, the presented information will help students to grow in their understandings as to

why our society works the way that it does, and further to help them answer the question: Why

am I able to live freely the way that I am? This lesson also builds on community relations as it

helps students to understand why the community they live in functions within the American

Legal System the way that it does.

Motivation: The hook I plan on using for this second class period will be a political cartoon.

This method will be different from the day before so as to keep students interested in the content

and reassure them that they are leaning new material. The political cartoon will reflect content

that was learned on the day before, leading into a discussion that recovers material from the day

before. I plan to discuss how the political cartoon fits in with prior content and further, to discuss

main points that were instructed the day before.

Procedure: Teacher Action: Student Action:
First fifteen minutes of class: The first thing that will happen This section of the class will require

during this day of class will be an student input about the political
Political cartoon, opening
introductory discussion about a cartoon. As students enter the class
discussion, recap of previous
political cartoon that the students they will get a chance to examine
lesson
will see as they enter the class. the political cartoon on the smart

Following this discussion, I plan to board and participate in a discussion

move into a recap of the previous about the content it presents.

lesson to ensure that students have Students will also be asked to

 an understanding of the critical participate in a discussion about the

material from the day before. material covered on the previous day

of class.
Next twenty minutes of class: During this section of the class, I During this portion of the class,

plan to instruct about the second half students will be taking notes and

of the Bill of Rights using a Prezi addressing concerns when they do

Instruction of new content
presentation. not understand material. This is an
building off of the previous
important part of the class period so

class day using a Prezi that students can learn about the

presentation Constitution and how to best

translate it into their own words.

Final fifteen minutes of class: During this point in the class, I plan Students will rejoin their groups and

on moving around to each group of begin working on completing their

students and addressing any re-written Bill of Rights. By the end

Group discussion and
questions or concerns that students of class on this day, students should
preparation for presentation.
may have about the content or have discussed their ideas with their

presentation that will take place on group and have an idea of what their

the following class day. I will also presentation will look like on the

check over students completed re- following day of class. Students will

written Bills of Rights. also turn in their individual Bill of

Rights to be graded.
If/Than Activity: If there is extra time at the end of this class period I will instruct groups to

begin practicing and planning their presentation for the following class period. While this is not a

written assignment, I will remind students that their grade for the following day is based on their

preparedness and accuracy during their presentation. Further I will look at the groups re-written

Bill of Rights and ensure that they have properly completed the assignment and accurately

understand the content.

Closure: To close this class period, I will provide opportunity for class discussion to address
any concerns or misunderstanding among the students. This will be important as the students

grades for the following class period will be based on their understanding of the content. Further,

I will close by reminding students what the schedule for the following class period will look like.

At this point we will also choose the order for group presentations the following day of class.
How students will reflect on their own learning: Students will reflect on their own

learning during the group session at the end of class as they discuss their interpretation of the Bill

of Rights. Students will also have the opportunity to reflect on their learning through dialogue

with the instructor during their group session.

Accommodation/Modification based on IEP or 504 plans: There are no students in

this class period that have 504 plans, if there were however, the content would be adjusted

accordingly.
Differentiation Strategies: This lesson allows students to learn in the way that is most

convenient for them. There will be group work to allow students to discuss and reflect on the

material; Kinesthetic learners will have the opportunity to interact with the material in a way that

gets them involved and deeply thinking about the material. Auditory learners will have the

opportunity to learn through lecture and discourse with other students. Visual learners will have

the graphic organizer that helps them see the differences between the ten amendments of the Bill

of Rights. If students are not understanding the material I plan to work with them individually so

that I can best address their needs.

Technology Integration to Support Learning: In this class period, technology used

will include a political cartoon presented on a SmartBoard. I plan to allow students to

interactively use the SmartBoard to point out symbols in the political cartoon. This will allow

students to use the technology, getting them to interact with the content. Further, the presentation

of content will be on a Prezi, which is a very interactive interface for students to learn from.
Lesson 3
Teacher: Mr. Rogers

Lesson Title: Re-Writing the Bill of Rights

Grade Level: 12th grade Government

School: Ramsay High School

Central Focus: This is the Third and final day of the lesson plan. The central focus of the

lesson today will be for students to demonstrate their interpretation of the Bill of Rights through

a presentation. This class will serve as a summation of the three-day lesson plan and will focus

on the Bill of Rights and its application. The focus of this class period will be for the students to

think about the ways that the Bill of Rights presents itself in the everyday lives of American

citizens.
Content/Common Core Standards:

The Content/ Common Core Standards for this unit of the class are in number three of the

Common Core Alabama State Curriculum, particularly the Bill of Rights section:

Standards: Analyze major features of the Constitution of the United States and the Bill of Rights

for purposes, organization, functions, and principles, including rule of law, federalism, limited

government, popular sovereignty, judicial review, separation of powers, and checks and balances.

Explaining main ideas of the debate over ratification that included the Federalist papers

Analyzing the Bill of Rights for its application to historical and current issues

Outlining the formal process of amending the Constitution of the United States3

3 Alabama Learning Exchange. United States Government 12. Courses of Study.

Alabama Learning Exchange. Accessed November 5, 2016.

http://alex.state.al.us/standardAll.php?ccode=USG&subject=SS2010&summary=3.
Learning Objectives:

Content Objective: The content objective for this class is for students to translate the Bill of

Rights into content that is applicable to their everyday lives. This will demonstrate that students

have gained an in-depth understanding about the Bill of Rights and can see examples of it in

their everyday lives.

Process/ Skill Objective: Teamwork and presentation are the skill and process objectives for

this day of class. Students will have been working on their group projects together for the

previous class periods. In their groups, students should have prepared for their presentation and

will be able to explain why they are presenting their chosen amendments the way that they are.

Further, students will be analyzing the Bill of Rights as it applies to their lives, this is a complex

level of understanding to achieve, but it will be expected by the time students are presenting the

Bill of Rights.

Academic Language:

Vocabulary: The vocabulary for this day of class includes: Amendment, Bill of Rights,

Constitution, Civil Right, Civil Liberty, and Freedom.

Language Function: Perennially, the language function is to link student understanding of the
content into their understanding of everyday life. Students will be demonstrating their knowledge

and ability to translate the Bill of Rights into their everyday lives.

Discourse: Discourse on this day will be through lecture as well as group presentation. This

day will center on student presentation. The student presentations will make up a large part of the

class period. I plan to review the previously introduced major themes of the previous class

periods at the beginning of the class period. There will also be a discussion to end the class

period about the Bill of Rights to ensure that the students have a clear understanding of the

content.
Monitoring Student Learning:

Description of Assessment: The bulk of this class period will be centered on assessment.

Students will have been given the assessment criteria on the first day of class so that they will

know exactly how they are being graded. The assessment will encompass student preparedness,

student understanding of content, and creativity during their presentations. The assessment will

center on the presentations that students have been working on over the previous two days of

class. The students will present their interpretations of two amendments of the Bill of Rights in

front of the class. Further, the students will also be graded on the completed re-written Bill of

Rights that they work on throughout the course of the three days. After their presentations they

will be able to turn in the completed form, which will be checked for correctness and effort in

translating the Bill of Rights.

What is being assessed: Student understanding and interpretation is being assessed by this
assessment.

Assessment Accommodations: The third day of class is a day consisting mostly of

presentations. If any issues arise on the first or second day of class such as group work problems,

students having trouble with the content, or misunderstandings of the content, these will be

addressed so as to allow for complete student involvement. There are a variety of learners in the

class; this assignment will be a challenge for students who do not enjoy presentations. To try and

address this issue, I will make sure to let the class know that students who are not comfortable

presenting may take a minor role in the presentation as long as they participate in the planning of

the project. If students are having trouble understanding the content of lecture or the nature of the

project, I plan to slow down and ensure that the students in this class fully understand the content

and project before allowing students to present the information.

Feedback:

What Type of Feedback Will be Given to Students: Feedback given on this day of class

will consist of grades on student presentations. After all presentations are complete, students will

receive feedback on their presentation of their interpretation of the Bill of Rights. Students will

be graded on the presentation itself as well as the content they give in their presentation. Student

grades will be a combination of preparation, presentation, and information presented. This

feedback will be given on the rubric that they were given on the first day of class.

What Students Will do With Their Feedback: After students are given feedback I will

cover general misconceptions that students have about the Bill of Rights. Students will reflect
upon the information and ask questions when they do not understand the content.
Instructional Resources and Materials:

The materials needed for instruction will be a projector, textbook, and SmartBoard.

Students will not need instructional materials for the core of the lesson. If students do not

understand the information that is presented, I will use the textbook to address any information

that the students require.

Connection to Prior Academic Learning and Requisite Skills: As this class period

is the summation of the previous two classes, the material covered and presented on this day is

reliant on the knowledge learned before this class period. The skills required are the ability to

present and work in teams.

Connection to Cultural, Community and Personal Assets: This lesson has a large

value to cultural, community, and personal assets. This presentation requires students to translate

the Bill of Rights into their own words. Doing this will connect the content in the Bill of Rights

to student everyday lives. This will ensure that they see the connection to the inner workings of

the community, cultural importance of the Bill of Rights, and personal applications to the Bill of

Rights.
Motivation: On this day of class, the hook will be encouraging students while they prepare for

their presentations. I will open the class allowing students ten minutes to work on their

presentations and ensure that they will be ready.

Procedure: Teacher Action: Student Action:
First ten minutes of Class During this period, I will allow For the first ten minutes of class, the

students to arrive to class and get students will rehearse their

For the introduction of this
situated in groups. I will be open to presentations and discuss what they
class period I will give student
answer any questions and affirm that will be doing for the activity.
groups time to prepare for
their presentations the student groups are prepared.
Next twenty five minutes of For this portion of the class period, I During this portion of the class, the

will grade the presentations as students will be presenting their

class
students present their re-written amended Bill of Rights
Presentations and discussion
amendments. I will be grading on amendments. Students who are not

the rubric that students were given presenting will have the opportunity

on the first day of the lesson. to comment or ask questions at the

end of each groups presentation.

Final fifteen minutes of class At this point in the class, I will play During this portion of the class the

a summarizing video about the Bill
Summation of lesson and
of Rights. After the video, the
feedback
students will be handed back their
students will watch a video about the
Bill of Rights and receive their
grades. Students will be able to

feedback and will have the reflect on their work and ask any

opportunity to ask any questions or questions they may have about their

discuss any misconceptions. grade.

If /Than Activity: If there is time at the end of this lesson, I will open discussion with the

framing Question: Do you believe that the Bill of Rights has a relevant impact in our lives

today? This will force the students to consider the information from the previous three days of

class. The question should open a discussion that applies the content learned in the classroom to

real life settings.

Closure: The closure of this activity will be the video that will serve as a summary over the

main topics covered in class over the last three days. This lesson in itself forces students to recall

information learned in the lesson. The presentation that was made over the last three days will

form strong connections between the content and real life application.
How Students Will Reflect on Their Learning: Students will reflect on their learning

in three ways in this class. First, students will reflect on their learning through the presentation

during the class period. Second, students will reflect on their learning through feedback of their
presentation and re-written amendments. The grades on their work will include information

about how students could have improved their work, as well as positive comments about things

that the students did well. Finally, students will be able to reflect on their learning through

discussion which will challenge the students ideas and understanding of the content.
Accommodation/ Modification Based on IEP or 504 Plans: There are no students in

this class period that have 504 plans, if there were however, the content would be adjusted

accordingly.
Differentiation Strategies: The instructions for the presentations in todays class period

provide for creative approaches to the presentations for all students involved. Some students may

be comfortable in front of students while others, may not. This gives the students who are

comfortable in front of people a chance to speak to their peers. Students reluctant to speak have

the opportunity to participate in their groups preparation, writing of the Bill of Rights, and in

discussion during the class period.

Technology Integration to Support Learning: In this class period, technology

integration will come through the video at the end of class. This will help students who enjoy

technology as it will present the information in an interesting and innovative format. If student

groups would like, they will have the opportunity to use the SmartBoard projector for their

presentation.

Sources
 Alabama Learning Exchange. United States Government 12. Courses of Study. Alabama

Learning Exchange. Accessed November 5, 2016. http://alex.state.al.us/standardAll.php?

ccode=USG&subject=SS2010&summary=3.
Idea for Re-Writing the constitution and graphic organizer came from:

Baily, Tim. Our Constitution: The Bill of Rights (grades 10-12). The Gilder Lehrman

Institute of American History. Accessed November 5, 2016.

http://www.gilderlehrman.org/history-by-era/early-republic/resources/our-constitution-bill-

rights-grades-10%E2%80%9312.

http://www.ushistory.org/documents/amendments.htm#amend01
Seventh Amendment:

http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/ReferenceDetailsWindow?

failOverType=&query=&prodId=UHIC&windowstate=normal&contentModules=&displ

ay-

query=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHig

hlighting=false&displayGroups=&sortBy=&search_within_results=&p=UHIC

%3AWHIC&action=e&catId=&activityType=&scanId=&documentId=GALE

%7CCX3437704005&source=Bookmark&u=oldt1017&jsid=e6158a47916acf9660b36f9

8216ae2ad
https://constitutioncenter.org/interactive-constitution/amendments/amendment-vi

Bill of Rights Videos:

https://www.youtube.com/watch?

v=yYEfLm5dLMQ&list=PLUVyRpcAXCWoSyh4UGFoxPonNOmZuragw&index=9

Photograph: https://www.google.com/search?

q=bill+of+rights&rlz=1C1TSNJ_enUS441US441&source=lnms&tbm=isch&sa=X&ved=0a
 hUKEwjksvS0kJjQAhVH4iYKHVEcBp0Q_AUICCgB&biw=1517&bih=708&dpr=0.9#img

rc=9bbRifdcTrCc0M%3A

Polit cartoon

https://www.google.com/search?

q=bill+of+rights+lesson+plan&rlz=1C1TSNJ_enUS441US441&source=lnms&tbm=isch&sa

=X&ved=0ahUKEwi2msrppJvQAhUD7SYKHdQ7AjUQ_AUICCgB&biw=1517&bih=654

&dpr=0.9#tbm=isch&q=bill+of+rights+political+cartoon&imgrc=nbpQZ4Lvszb9BM%3A

NAME:______________________

Re-Writing the Bill of Rights

Today we are going to begin on a project to modernize the Bill of Rights!
 Throughout class I will lecture on each amendment in the Bill of Rights.
When I lecture on an Amendment, it is your job to copy the amendment onto

your graphic organizer. After the lesson you will have time to re-write the

Amendments of the Bill of Rights in your own words.

At the end of the class period you will be organized into groups to begin

working on your project.

This project will be to create a presentation that reflects an example of two

selected amendments (one from the first half and one from the second half).
These presentations should last approximately 3-5 minutes, and will be

subject to questions from the class.

NAME:__________________ Bill of Rights

GRAPHIC ORGANIZER

First Amendment Re-Written

Second Amendment Re-Written

Third Amendment Re-Written

Fourth Amendment Re-Written

Fifth Amendment Re-Written

Sixth Amendment Re-Written

Seventh Amendment Re-Written

Eighth Amendment Re-Written

Ninth Amendment Re-Written

Tenth Amendment Re-Written