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Name: Keeping, Altering, or Discarding the Bill of Rights for Today Class/Subject: 12th Grade/Current Issues Student Objectives/Outcomes:

-Students will discuss the reasoning behind whether an amendment should be kept, altered, or discarded from the Bill of Rights. -Students will justify their reasoning for keeping, altering, or discarding an amendment using documents and personal experiences exposed throughout the unit. -Students will compare their personal opinions to the class-created Bill of Rights and interpret whether they agree or not with the class blog. Content Standards: -ISBE: 14.F.5: Interpret how changing geographical, economic, technological and social forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights). -CCSS. ELA-Literacy. RH. 11-12.3: Evaluate various explanations for actions or events and determine which explanation on best accords with textual evidence, acknowledging where the text leaves matters uncertain. Materials/Resources/Technology: -Poster boards for groups -Blog -Computer (accessible for student responses) -10 folders containing discussed student brought and teacher assigned materials relating to each amendment -Handouts of original Bill of Rights - Teachers Goals: -To demonstrate how the Bill of Rights have been and are still currently challenged based on varying opinions nationwide. -To highlight the importance of validating reasoning with evidence. 0:00-0:03 Start of Lesson: -Have Bill of Rights YouTube song playing to catch stud ents attention as they walk into class. -Replay Bill of Rights rap as class begins so everybody hears it and can follow along with the Bill of Rights document in front of each student.


Introduction of Lesson: -Explanation will be given about the objectives of the days lesson. -Class will be drafting their own version of the Bill of Rights to demonstrate how freedom has changed over time. -Class will then be split up into nine groups and given one amendment, which they will have to form an argument as to whether it should be kept, altered, or discarded. -Groups will be brought back together and present theyre reasoning for keeping, altering, or discarding their assigned amendment. -Groups will display their new amendment on a poster board to be hung up for the class to see. Lesson Instruction: -Break students into nine groups and assign them an amendment. The teachers will take the tenth at amendment. - Tell the students while in their groups they are to look at the amendment assigned to them and they need to either keep it the way is, revamp it for todays society or get rid of it altogether. -While students are in their groups teachers will walk around the class and make sure students are staying focused. Teachers will also ask questions to stud ents to chall enge the stud ents reasoning. These questions include:
Keeping the amendment - Why do you feel that way, do you think this is applicable for everyone in the county, why do you think it is relevant to today, does this favor a certain group (social justice), what evidence supports keeping this amendment? Changing the amendment - Why do you feel this way, what about your wording makes this more applicable to today, why is the word change necessary, do you feel these changes are more inclusive for everyone, what backs up your argument? Discarding the amendment - Why do you feel this way, what evidence, or lack of evidence, supports discarding the amendment, do you think this amendment should be eliminated because it is outside of the jurisdiction of the government, does your decision to eliminate this amendment favor a group in this country?


-Students must validate their opinions with materials provided to them throughout the unit. Materials can be located in the front of the classroom in a folder, which contains articles students brought into class and discussed. -Once students have agreed on what to do with their amendment, they need to write a finalized version of the lesson on the poster with marker. -If students cannot reach compromise, they can propose alternative versions of the amendment. However, these variations must also be backed with materials from class and written on a separate poster board.


Assessments/Checks for Understanding: -Groups will present their finalized posters. These posters will then be placed around the classroom so each stud ent can see the groups amendments. -If a group has multiple proposed amendments, they will present each amendment to the class with their reasoning. The class will vote on which amendment should be put in the class Bill of Rights. All versions will be displayed on the wall to illustrate stud ents hard work even though only one will be chosen to represent the class new draft of the Bill of Rights. -When the teachers present their amendment, they will present versions so that their opinions seem neutral. The class will decide which version is best just as if a group had proposed an alternative version. Closure/Wrap-Up/Review: -Teacher will wrap-up the l esson by concluding: Throughout this unit, we have seen how the intentions of the Bill of Rights have changed over time as changes in society have occurred. Even today, variations of these same laws are discussed, proposed, and challenged though no alterations have happened as it is hard to suit the opinions of people nationwide. -Teacher will then describe homework assignment in which students are to access teachers posting on class blog of the new version of the Bill of Rights. Students will be responsible for responding to two of the amendments they were not responsible for and validate whether or not they favor the other groups finalized amendment. Each response must incorporate one supplementary material that backs up personal views with appropriate evidence. Self-Assessment: N/A