2500 FINAL LESSON TEMPLATE (Spring 2016)

Date: 4/26/17

Name: Mike McLaughlin

TOPIC FOR THE LESSON: Origins of the Bill of Rights (Part 1)

Grade Level/Course: 11th-12th Grade

Number of minutes ______45_____ Class periods _____2_____

Unit: This unit acts as an introduction to what the original amendments consist of and why some found
fathers felt it was necessary, while others did not, to add a Bill of Rights.

Essential Question(s) for Lesson or Unit:

1. What was the importance of amending the already finished US Constitution?
2. Why is the process to ratify an amendment so extensive?

Lesson Content Background

Topic/Main Ideas Themes Generalizations
Government Amendments Liberty
Amendment Bill of Rights Rights
Rights of the People Republic
People Vocabulary Events
Jefferson/ Hamilton/ Ratify Meeting of the Continental
Washington/ Madison/ Federalists/ Anti-Federalists Congress
Monroe/ Jay/ J Adams/ S Congressmen Creation of the Bill of Rights
Adams/ Henry Revolutionary War
Other

Align the NH Standards, NCSS Themes, Common Core Standards (identify specific standards that
this lesson supports)

NCSS Themes NH Standards Common Core Standards

Power, Authority and Governance:
The study of how people create,
interact, and change structures of
power, authority & governance.
SS:CV:12:2.2: Analyze the evolution
of the United States Constitution as a
living document, e.g., the Bill of Rights
or Plessy v. Ferguson.
SS:HI:12:1.3: Analyze the roots and
application of the federal system of
government by examining key
documents and events,
D2.Civ.4.9-12. Explain how the U.S.
Constitution establishes a system of
government that has powers, responsi-
bilities, and limits that have changed
over time and that are still contested.
D2.Civ.11.9-12. Evaluate multiple
procedures for making governmental
decisions at the local, state, national,
and international levels in terms of the
civic purposes achieved.

Lesson Objectives: knowledge/content, skills/processes, short/long-term, and products

Lesson Objectives Assessment Standards
Addressed
1) Students will learn the reason why PowerPoint SS:HI:12:1.3: Analyze the
the Bill of Rights was added to the roots and application
constitution
How will you assess and evaluate what students learned?
Formative Assessment: Memory Game, and taking notes on the power
point

Summative Assessment: Exit slip consisting of writing down

interpretations of Federalist or Anti-Federalist quotes

Hook or Initiation/Opening Time

Plan: A quick memory game (competition) on the Bill of Rights

Rationale: Rather than in a form of a quiz, students will become more enthused and most
likely work harder to memorize content if it is in a form of a competition.

Teacher Activities Student Activities Time

Start lecture with PowerPoint on the Origins Students observer the basic Time
of the Bill of Rights 15 min
Pull up the First 10 Amendments and read Allow for time so the students can memorize, Time
them aloud. Then continue with the rest of or at least get a good idea of each of their 15 min
the PP on Federalists vs Anti-Federalists purpose
Play a short game off of the PP to see who Have students play a memory game with the Time
has a great idea of the amendments from the Bill of Rights 10 min
Bill of Rights
Have them individually fill out the exit slip Fill out the exit slip on Feds vs Anti-Feds Time
15 min
Time

Differentiation
Materials & Methods Potential Barriers/
Missed Opportunities
Jessica Gifted Student
with advanced
comprehension
Taehan Level 1 ELL
student with difficulty
writing
Theo difficulty reading
and seeing materials
Eduardo Level 4 ELL
student with difficulty
speaking
Kwami difficulty
understanding new
concepts
Pravin difficulty
UDL Solutions
Put her with students of
lower ability so she can
express her higher
comprehension by
explaining it to others.
Give access to word
processing technology
Locate appropriate text
on the internet to
provide background
information.
Put him with a group
that speaks more or
allow him to write his
answers
I am using a PowerPoint
to introduce the topic
and will have a sheet
with important vocab
Put him in a group with
 retaining and retrieving
information; following
classroom rules
Gabrielle difficulty
organizing material;
Level 3 ELL student with
difficult listening
Keisha musically gifted
student with difficulty
speaking
Alan introverted and
shy; difficulty
representing new
learning in assessment
Jessica, who can possibly
assist by simply allowing
him to hear the
information through
another student
Lecture notes
Allow to write anwers
Groups works together
and form a plan before
presenting new
information to other
students

Closure (How are you summarizing the lesson, extending learning, and making connections?) Time
The connection lies in the conflict that is seen through American history when formatting and
ratifying an amendment.

List all materials/resources (include appendix number or letter and title of the document):
PowerPoint: Computer and Projector
Printed quotes from Federalists and Anti-Federalists
Pencil

List the methods and instructional strategies in the lesson:

Methods Strategies
>PowerPoint >Give students a basic idea of the actual
amendment process
>Mini-Game
>Exit Slip with >Interpret the quotes from the Founding
Fathers

Adapted from:
Larson & Keiper (2007). Instructional Strategies For
Middle and High School. New York: Routledge.
 2500 FINAL LESSON TEMPLATE (Spring 2016)
Date: 4/26/17

Name: Mike McLaughlin

TOPIC FOR THE LESSON: Amendments to the Constitution (Part 2)

Grade Level/Course: 11th-12th Grade

Number of minutes _____45______ Class period _____2_____

Unit: Though most students know by now what amendments are and can surely name a few of them, the
process in which they go through to become part of the Constitution is not as well known. It is a very
intricate part of how our government runs and is important for students to understand why it is such a
lengthy process that can take anywhere from a months to over a hundred.

Essential Question(s) for Lesson or Unit:

1. Why is the process to ratify an amendment so extensive?
2. How can constitutional amendments be changed?
3. How can an amendment fall through?

Lesson Content Background

Topic/Main Ideas Themes Generalizations

Government Constitution Congressmen:
The Amendment Process Ratification Senators/Reps

People Vocabulary Events

Madison Amendment Proposing and passing an
Ratify amendment
Hammer v. Dagenhart
Other

Align the NH Standards, NCSS Themes, Common Core Standards

NCSS Themes NH Standards Common Core Standards

Power, Authority and Governance:
The study of how people create,
interact, and change structures of
power, authority & governance.
SS:CV:12:2.2: Analyze the evolution
of the United States Constitution as a
living document, e.g., the Bill of Rights
or Plessy v. Ferguson.
SS:HI:12:1.3: Analyze the roots and
application of the federal system of
government by examining key
D2.Civ.4.9-12. Explain how the U.S.
Constitution establishes a system of
government that has powers, responsi-
bilities, and limits that have changed
over time and that are still contested.
D2.Civ.11.9-12. Evaluate multiple
procedures for making governmental
decisions at the local, state, national,
 documents and events, and international levels in terms of the
civic purposes achieved.

Lesson Objectives: knowledge/content, skills/processes, short/long-term, and products

Lesson Objectives Assessment Standards

Addressed
1) Students will understand the Expert Groups/ SS:HI:12:1.3: Analyze the
reasoning behind lengthy process of Discussion roots and application
amending the constitution through
studying passed attempts.
2) Students will know the basic Observation of D2.Civ.4.9-12. Explain how
process of ratifying an amendment PowerPoint the U.S. Constitution estab-
lishes a system
D2.Civ.11.9-12. Evaluate
multiple procedures for mak-
ing governmental decisions
3) Students will interpret actual Analysis of SS:CV:12:2.2: Analyze the
proposed amendments and come to proposed evolution of the United
understand why they failed to go amendments States Constitution
through
How will you assess and evaluate what students learned?
Formative Assessment: expert groups

Summative Assessment:
Filling graphic organizers with students leading own mini lesson (once filled out
completely, it becomes their exit slip)

Hook or Initiation/Opening Time

Plan: Have the students discuss their own interpretations of why certain amendments didnt 5 min
get passed or why the processing of the amendments took as long as it did. Are there also any
amendments that they know or feel of that they think should be passed?

Rationale: Creates a tie between concepts discussed in civics and history classes. Students
must connect what wars, struggles, or other events were going on at the time of this
amendments ratification and answer why it affected the outcome.
Teacher Activities Student Activities Time
Start lecture with PowerPoint on the Students listen to the PowerPoint and take in Time
Amendment Process the basic aspects of making an amendment 10 min
Split class into small groups to read Read contents of the amendment and the blurb Time
worksheet on a proposed amendment on historic events happening at the time. 10 min
Hand out graphic organizer for students to Discuss among group members what prevented Time
use for analyzing the amendment. this amendment from being ratified 10 min
Before regrouping, check in with current
students and their groups
Dived students again into new groups so at Allow students to tell others about their Time
least of from each group is together amendment and write down the students 10 min
answers
Collect their completed graphic organizers Hand in graphic organizers after completing Time
as an exit slip the above 2 min
Differentiation
http://www.montgomeryschoolsmd.org/departments/hiat/udl/UDL_Planning_Table.pdf
Materials & Methods Potential Barriers/ UDL Solutions
 Missed Opportunities
Jessica Gifted Student Put her with students of
with advanced lower ability so she can
comprehension express her higher
comprehension by
explaining it to others.
Writing a BCR Taehan Level 1 ELL Give access to word
student with difficulty processing technology
writing
Reading Theo difficulty reading Locate appropriate text
and seeing materials on the internet to
provide background
information.
Eduardo Level 4 ELL Put him with a group that
student with difficulty speaks more or allow
speaking him to write his answers
Kwami difficulty I am using a PowerPoint
understanding new to introduce the topic
concepts and will have a sheet
with important vocab
Pravin difficulty Put him in a group with
retaining and retrieving Jessica, who can possibly
information; following assist by simply allowing
classroom rules him to hear the
information through
another student
Gabrielle difficulty Lecture notes
organizing material;
Level 3 ELL student with
difficult listening
Keisha musically gifted Allow to write answers
student with difficulty
speaking
Alan introverted and Groups works together
shy; difficulty and form a plan before
representing new presenting new
learning in assessment information to other
students
Closure Time
Summarizing: Students will be taking their knowledge from the previous lesson of early
politics and what they learned today about amendments then apply it to other amendments
that eventually died off in the lengthy process.
Extended Learning: Answer any last minute questions and connect todays subjects with the
historical aspect that we discussed last class.
Connections: When students divide into their own groups they are looking at amendments
that had gone through the process of ratification, but just fell short. These failed amendments
range from the beginning of our nation to only a decade or so ago.

List all materials/resources (include appendix number or letter and title of the document):
PowerPoint: Computer and Projector
Printed documents for proposed amendments
Graphic Organizers for each student
Pencil
List the methods and instructional strategies in the lesson:

Methods Strategies
>PowerPoint >Give students a basic idea of the actual
amendment process
>Graphic Organizer and copies of proposed >Interpret the amendments so they further
amendments understand why some amendments are
never ratified.

Adapted from:
Larson & Keiper (2007). Instructional Strategies For
Middle and High School. New York: Routledge.
Works Cited

Bill of Rights Institue. (n.d.). Hammer v. Dagenhart (1918). Retrieved April 20, 2017,
from https://billofrightsinstitute.org/educate/educator-resources/lessons-
plans/landmark-supreme-court-cases-elessons/hammer-v-dagenhart-1918/

ICivics. (2017). Anatomy of the Constitution. Retrieved April 15, 2017, from
https://www.icivics.org/teachers/lesson-plans/anatomy-constitution

ICivics. (2017, February 15). You've Got Rights! Retrieved April 15, 2017, from
https://www.icivics.org/teachers/lesson-plans/youve-got-rights

Mount, S. (2010, January 24). The Failed Amendments. Retrieved April 22, 2017, from
https://www.usconstitution.net/constamfail.html

Scholastic. (2017). Lesson 5: What Makes an Amendment? Retrieved April 16, 2017,
from http://www.scholastic.com/browse/lessonplan.jsp?id=740
The Early Years of the Constitution

1) List one of the insufficiencies in the Articles of Confederation and how

did the Constitution address this issue?

2) Why were the Federalists hesitant to pass the Bill of Rights? Why did the
Anti-Federalists believe it was necessary to add it?

3) Decide whether each statement describes Federalist or Anti-Federalist.

Explain why based on points from the PowerPoint.

a) "One can hardly expect the state legislatures to take enlightened

views on national affairs." James Madison

b) "Congress, or our future lords and masters, are to have power to lay
and collect taxes, duties, imposts, and excises. Excise is a new thing in
America, and few country farmers and planters know the meaning of it."
A Farmer and Planter (pseudonym)

Graphic Organizer/ Exit Slip (DAY 2)

Name of Proposed Amendment:

When was it proposed?:

What else was going on during its attempt at ratification?

Why does your group believe that the amendment fell through?

Why hasnt it been ratified today?

Name of Proposed Amendment:

When was it proposed?

What else was going on during its attempt at ratification?

Why does your group believe that the amendment fell through?

Why hasnt it been ratified today?

The Proposed Amendments:
Group 1
The Corwin Amendment
Text:
No amendment shall be made to the Constitution which will authorize or give to
Congress the power to abolish or interfere, within any State, with the domestic
institutions thereof, including that of persons held to labor or service by the laws of said
State.

History:
In the year is 1860, a year before Civil War breaks out in America, this
amendment was brought before the 36th Congress by Representative Thomas Corwin of
Ohio. As of this year, the South had officially seceded from the Union as well. Even with
only half of the legislators left to vote on it, the congress successfully passed it through
the House of Representative at 133 to 65, then through the Senate at 24 to 12. Once it
reached the state legislation level, however, it failed quite miserably.

Group 2
The Child Labor Amendment
Text:
Section 1. The Congress shall have power to limit, regulate, and prohibit the labor
of persons under eighteen years of age.

Section 2. The power of the several States is unimpaired by this article except that
the operation of State laws shall be suspended to the extent necessary to give effect to
legislation enacted by the Congress

History:
In 1924, an amendment was proposed which granted Congress the power to
regulate the labor of under aged children. Though previous bills had been passed in order
to regulate the exact same thing, such as the Keating-Owen Act of 1916, which prohibited
the sale of goods produced by children, the Supreme Court found them to be
unconstitutional. The decision by the courts was called Hammer v. Dagenhart, was
brought forth by Roland Degenhartm who sued since his own teenage sons could no
longer work for him in his own textile mill. This amendment is still outstanding, having
been ratified by 28 states. Ratification by 38 states is required to add an amendment.
 Organizing Information - Rubric
4 3 2 1

Graphic Chosen Chosen Chosen Unclear why

organizer/Structure structure structure structure structure was
clearly displays the does not chosen; no
displays the main ideas differentiate structure
main ideas but lacks between selected
and supporting main and
supporting evidence; the supporting
evidence and ideas do not ideas and
firmly prove the does not offer
supports the thesis clear support
thesis for the thesis
Discovered patterns Patterns/tren One or two Patterns/tren No evidence
among topic ideas ds among patterns/tren ds among of
topic ideas ds among topic ideas patterns/tren
are stated topic ideas are not ds among
and apparent are stated visibly stated topic ideas is
(e.g., cause and apparent and apparent found
and effect,
order of
importance)
Answers to Bill of Rights Games