Lesson Plan #3

The Second Amendment

Introduction:
The Constitution has guided the development of this country for over two centuries. This purposely vague document has acted as a framework for legislative and cultural development during our history. Nonetheless, change does occur over such wide berths of time. Values that may have been commonplace in the !th century may not necessarily sustain in the " st century. #ne particular amendment that has sustained heated debate on whether or not the values are still relevant to society has been the Second. This activity delves into the $right to bear arms% discussion in a thoughtful and unbiased manner.

Objectives:
Content/Knowledge: . Students will be able to evaluate arguments from both sides of a debate ". Students will be able to evaluate how certain laws or amendments change over time Process/Skills: . Students will be able to research a topic in a small group setting ". Students will be able to organi&e their arguments to satisfy the specific 'uestions that will be posed Values/Dispositions: . Students will be able to empathi&e with points made by the opposing side in an argument ". Students will be able to analy&e the cultural impacts the " nd Amendment affects

Standards:
State Illinois Learning Standards . (.).*a Analy&e historical influences on the development of political ideas and practices as enumerated in the +eclaration of ,ndependence, the -nited States Constitution, the .ill of /ights and the ,llinois Constitution. ". 0.A.*c ,dentify the differences between historical fact and interpretation. *. 0...*c 1-S2 +escribe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions. (. (.C.* Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation. 3. (.+.( Analy&e roles and influences of individuals, groups and media in shaping current debates on state and national policies. National National Council or t!e Social Studies Standards
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National National Standards or "istor# a. CCSS.59A<9iteracy./7.0<!." +etermine the central ideas or information of a primary or secondary source= provide an accurate summary of the source distinct from prior knowledge or opinions. b. CCSS.59A<9iteracy./7.0<!.3 +escribe how a te>t presents information 1e.g., se'uentially, comparatively, causally2. Ci$ics and %o$ern&ent National Standards
'( +( 3( -( )!at are t!e essential c!aracteristics o li&ited and unli&ited go$ern&ent* )!at are t!e nature and purposes o constitutions* )!at are t!e distincti$e c!aracteristics o ,&erican societ#* )!at ci$ic dispositions or traits o pri$ate and pu.lic c!aracter are i&portant to t!e preser$ation and i&pro$e&ent o ,&erican constitutional de&ocrac#*

Syntax Procedures

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/ngage&ent: a( 0eac!er Instructions . :lay four video clips that deliver differing messages on "nd Amendment rights and gun control a. Con Videos i( +aily Show? !ttp://www(t!edail#s!ow(co&/watc!/t!u1april1'21 +3'3/gun1control1w!oop1de1doo ii( +aily Show? !ttp://www(t!edail#s!ow(co&/watc!/tue14anuar#121 +3'3/scapegoat1!unter111gun1control b. :ro Videos i( Charlton 7eston<N/A? !ttp://www(#outu.e(co&/watc!* $564u-%la+odw ii( Su&anna 7upp<Te>as 9egislature @@ ? !ttp://www(#outu.e(co&/watc!*$5u78KsDlNo9: .( ;esource . :rimary andAor secondary source documentAmaterials. c( Student ,cti$it# . +escribe active student learning activity. /7ploration: a( 0eac!er Instructions . Assign students into one of two groups. 5ach group will consist of two sub groups a. Two main groups? Positives of 2nd Amendment versus Negatives of 2nd Amendment i. A minimum of ten 1 B2 students in each group ii. A minimum of five 132 students in ach subgroup b. :ositive Subgroups? Problems with Gun Control and Individual Benefits (hunting, defense, rebellion, etc. c. Negative Subgroups? Positives of Gun Control!"istor# of Gun $iolence and %egislative Com&romises (limited maga'ines, assault rifle ban, universal bac(ground chec(s etc. ". Allot time for students to use the computer lab to research their topic *. Computer lab time can last from one to two 1 <"2 class days (. :rovide students the following links to begin their web search a. http?AAwww.infoplease.comAspotAguntime .html b. http?AAwww.bradycampaign.orgA c. http?AAwww.fo>news.comAusA"B "AB!A" Atemple<massacre<has<some<sikhs< mulling<gun<ownershipA d. http?AAwww.cnn.comA"B "ABCA"0ApoliticsAgun<control<debateAinde>.html e. http?AAarticles.washingtonpost.comAkeywordAgun<control f. http?AAguncontrol.org.auA

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;esource . :roDector ". Computer lab *. ( 6ouTube clips (. 0 website links c( Student ,cti$it# . Students will meet with their group and subgroup members to decide how to best research ". Students will research the si> 102 website links provided to them from the instructor *. Students will pursue through the links looking for helpful information (. Students will research additional resources for more information for their group /7planation: a( 0eac!er Instructions . 5>plain the fundamentals of a debate, being that both main groups will conduct a debate the following class period i. Eey points? respect, speaking only when its oneFs turn, speaking in a civil tone, etc. ". :ass out 7andout "< *. :rovide both groups with sample debate 'uestions that will be asked i. ;hy did the )ounders include the Second Amendment in the .ill of /ightsG +o you think that their reasons are still valid todayG ;hy or why notG ii. ;hat laws would you propose regarding gun controlG 7ow do you think the public would react to your ideasG iii. +o you believe there should be a restriction on the number of maga&ines a person can possessG ;hy or why notG iv. +o you believe there should be bans on high power weapons, like armor piercing assault riflesG ;hy or why notG v. +o you believe there should be federally mandated universal background checks on gun owners and suppliersG ;hy or why notG vi. +oes reducing the amount of guns reduce the amount of mass shootingsG vii. +oes the process of stricter gun control mean Americans are more susceptible to tyrannical government takeoversG (. A lot time in class for students to collaborate and devise strategies with their groups on how best to answer the 'uestions .( ;esource . 7andout "< c( Student ,cti$it# . Students will have to think about why they are for or against increasing or decreasing gun control. ". Students should use primary sources and facts to support their argument. *. Students should think about why the opposing group believes what they believe and be able to respond to that argument. /la.oration: a( 0eac!er Instructions . ,nstructor will facilitate the class debate on "nd Amendment pros and cons ". Allot time for each side according to the times stipulated in 7andout "< *. ;rite individual points on the whiteboard .( ;esource . 7andout "< c( Student ,cti$it# . Students will participate in the debate ". 5ach student should talk at least once during the debate /$aluation: a( 0eac!er Instructions . #rchestrate a class reflection on the debate a. Ask students how their opinions on the effectiveness of the debate

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b. 7ighlight key points that were made /emind students that they should continue showing respect towards their classmates even after class *. 4ake the point that this is a comple> discussion with no easy solution Student ,cti$it# . Students will engage in a class discussion on the debate and the topic at large ".

Resources (Source Citations & Bookmarks)

Video 31'< 31+< 313< 31-

+aily Show? !ttp://www(t!edail#s!ow(co&/watc!/t!u1 april1'21+3'3/gun1control1w!oop1de1doo

Charlton 7eston<N/A? !ttp://www(#outu.e(co&/watc!*$564u-%la+odw

Su&anna 7upp<Te>as 9egislature @@ ? !ttp://www(#outu.e(co&/watc!*$5u78KsDlNo9:

+aily Show? !ttp://www(t!edail#s!ow(co&/watc!/tue1 4anuar#121+3'3/scapegoat1!unter111gun1control

"andout 31' ebates Student !andout

0!is is a guide to !elp #ou prepare or a de.ate( It answers =uestions #ou &a# !a$e( "#at are $e tryin% to do& 6our task is to prepare to argue and support a position assigned to you by your teacher. 6ou will do the necessary research to support your ideas, prepare to both pose and answer 'uestions and practice your presentation so that itFs well polished. !o$ do $e $in& 6our goal is not necessarily to win, but to prepare to defend your side as best you are able. 6ou will be marked on the 'uality of your evidence, your ability to defeat your opponentFs arguments, adherence to rules and the confidence of your presentation. Nevertheless, your teacher, along with some fellow students will determine a $winner%. 6ou will need to present a more coherent and forceful set of arguments in a polished manner to prevail over your opponent. "#at is t#e 'ormat& 6ou must follow a strict set of guidelines that tell you when you may speak. 6our teacher may have a specific set you must respect. Timelines will vary by grade level. 4ain speeches are usually C or B minutes but may be shorter as your teacher decides. This is an outline that might be used. There is a short break before rebuttals begin. . Affirmative? The affirmative team presents their proposition 1resolution2. The group defines the situation, presents proposed alternatives, e>plains the plan for change and provides a brief summary. ". Negative? Then negative team presents their position. The group may be directly arguing that there is no need for change as is being proposed by the affirmative team. The negative team states their reasoning for the status 'uo. They may, only if necessary, argue the definition of the situation as defined by the affirmative team. The team raises 'uestions about the affirmative position. *. Affirmative) The second affirmative speaker will summari&e the arguments on both sides noting where the positions conflict. The speaker will try to demonstrate the superiority of their reasoning. The speaker also has the task of answering any 'uestions raised by the first negative speaker. ,tFs important to address any particularly difficult 'uestions. The answers should leave the audience satisfied. :resent a plan. (. Negative) The second negative speaker restates the position of the team. 7e or she will address important 'uestions raised. The main task however is to attack the plan as proposed by the affirmative team. The speaker may show that the plan is unworkable or e>pose unconsidered negative implications. The goal of this speaker is to demonstrate that the proposed resolution is uncalled for andAor unneeded andAor unworkable. 3. *st +ebuttal , Negative 0. *st +ebuttal , Affirmative C. 2nd +ebuttal , Negative !. 2nd +ebuttal , Affirmative /ebuttal speeches are shorter 1*<3 minutes or as dictated2 and may not present new evidence. Their sole purpose is to defend your case and defeat the case of the opposition.

Points o' (ote Address commentsA'uestions to the $chair%. This is likely your teacher who is responsible for running the debate. 5>. 4r.A4adame Chairperson, at this time , wish to address the issue of fairnessH. Take care with the amount of time you have. :ractice beforehand. -se recipe cards to record important notes. Appearance may be evaluated. +ress properly. Complete each speaking opportunity with a brief summary. 9isten carefully to the opposing team. They may make a significant point your team had not thought of during your preparation. 6ou will want to address them in your rebuttal. A strong point left unchallenged makes your side appear all the weaker. .ack up your statementsAassertions. Anybody can have an opinion but rationale wins the debate. Take notes during the debate. !o$ do $e )re)are& #nce assigned a side in the debate, it is your task to research the topic. 6ou will gather evidence that will be used to support your groupFs position. -sing this evidence as an aid, the team prepares a set of persuasive arguments designed to sway the Dudges to your side. -se the best of what you have found and house it in effective, confident delivery. :ractice makes perfect. ,t is the combination of solid evidence and polished delivery that leads to success. ,t is also critical to consider what the opposition will say. Think through all the possible arguments your opponents will make. Success in a debate hinges on the ability to show that the opposing teamFs reasoning is weaker that yours. -se the preparation document to organi&e your findings. *imetab+e summary 6our teacher will set the timetable for the debate. There are strict rules for this in formal competitions but they may not be used in a classroom. 7ere is an e>ample. Affirmative I 3 min Negative I 3 min Affirmative I 3 min Negative I 3 min Brea( , - min (use this time to ma(e last minute changes to #our rebuttal /ebuttal negative I * min /ebuttal positive I * min /ebuttal negative I * min 1with concluding statements2 /ebuttal positive I * min 1with concluding statements2