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Bill of Rights Interactive Learning Activity: Explaining and Illustrating Amendments, Exercises of Religion

A lesson plan for teaching students about the Bill of Rights through an interactive activity. Students will discuss the meaning of each amendment, draw visual representations of them without revealing which one they have, and then identify which scroll corresponds to which amendment. The activity aims to enhance critical thinking skills and creativity. TEKS (Texas Essential Knowledge and Skills) references are provided for alignment with the curriculum.

Typology: Exercises

2021/2022

Uploaded on 09/27/2022

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THE BILL OF RIGHTS -- PLAIN AND SIMPLE
Learning Objectives: The students will
1. Explain the meaning of the amendments in the Bill of Rights.
2. Enhance their critical thinking skills by creating visual representations of
the concepts expressed in the Bill of Rights.
TEKS: SS 3.16C,E, 3.17B, 4.22B, 4.23A,D, 5.21, 5.25B, 5.26D
Materials: Copies of the “Bill of Rights” attachment for each student, “The Bill of
Rights—Plain and Simple PowerPoint Presentation or overhead
transparencies of the “Bill of Rights” attachment, numbered slips of paper
with the numbers 1-10 (each number may be used more than once so that
there are enough slips for every student in the class), copies of the scroll
attachment
Vocabulary: Arms, assembly, Bill of Rights, crime, expression, jury, petition, press,
religion, search warrant, speech, testify, trial
Teaching Strategy:
1. Give each student a copy of the Bill of Rights attachment. Using the Bill of
Rights—Plain and Simple PowerPoint Presentation or overhead
transparencies of the “Bill of Rights” attachment, lead a class discussion
concerning the meaning of each of the amendments.
2. Have each student draw a slip of paper with a number (1-10). Explain that
the number they draw represents the amendment that they are going to
illustrate. (Students should not tell anyone which amendment they chose.)
3. Give each student a copy of the scroll attachment. Instruct students to
create a visual representation by drawing pictures and/or symbols to
depict their assigned amendments. They should not, however, list the
number of their amendments anywhere on the scroll because their
classmates are going to try to figure out which amendment is represented
on their scrolls. Students should write the number of the amendment on
the back of the scroll, along with their names.
4. After students have completed their scrolls, display them on the wall or
chalkboard and label each scroll with a number. Using their copy of the Bill
of Rights, students should record which scroll depicts which amendment.
Students should write their answers on notebook paper and may work with
a partner, if desired.
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Download Bill of Rights Interactive Learning Activity: Explaining and Illustrating Amendments and more Exercises Religion in PDF only on Docsity!

THE BILL OF RIGHTS -- PLAIN AND SIMPLE

Learning Objectives: The students will

  1. Explain the meaning of the amendments in the Bill of Rights.
  2. Enhance their critical thinking skills by creating visual representations of the concepts expressed in the Bill of Rights.

TEKS: SS 3.16C,E, 3.17B, 4.22B, 4.23A,D, 5.21, 5.25B, 5.26D

Materials: Copies of the “Bill of Rights” attachment for each student, “The Bill of Rights—Plain and Simple PowerPoint Presentation or overhead transparencies of the “Bill of Rights” attachment, numbered slips of paper with the numbers 1-10 (each number may be used more than once so that there are enough slips for every student in the class), copies of the scroll attachment

Vocabulary: Arms, assembly, Bill of Rights, crime, expression, jury, petition, press, religion, search warrant, speech, testify, trial

Teaching Strategy:

  1. Give each student a copy of the Bill of Rights attachment. Using the Bill of Rights—Plain and Simple PowerPoint Presentation or overhead transparencies of the “Bill of Rights” attachment, lead a class discussion concerning the meaning of each of the amendments.
  2. Have each student draw a slip of paper with a number (1-10). Explain that the number they draw represents the amendment that they are going to illustrate. (Students should not tell anyone which amendment they chose.)
  3. Give each student a copy of the scroll attachment. Instruct students to create a visual representation by drawing pictures and/or symbols to depict their assigned amendments. They should not, however, list the number of their amendments anywhere on the scroll because their classmates are going to try to figure out which amendment is represented on their scrolls. Students should write the number of the amendment on the back of the scroll, along with their names.
  4. After students have completed their scrolls, display them on the wall or chalkboard and label each scroll with a number. Using their copy of the Bill of Rights, students should record which scroll depicts which amendment. Students should write their answers on notebook paper and may work with a partner, if desired.
  1. Debrief students by revealing the identity of the amendment represented on each scroll. Discuss which amendment students think is the most important in their lives and which is the least important.
  2. Ask students to respond orally or in written form to any or all of the following questions:
    • Which scroll did you think was the most creative? Why?
    • Which scroll exhibited the best use of symbolism? Why?
    • Which scroll was the most difficult to analyze? Why?
    • What feelings did your favorite scroll give you?
    • What was the most difficult thing about creating your own scroll? Why?
    • If you could choose a song to accompany the scroll you created, what song would you choose? Why?
    • A new amendment that I think should be added to the Constitution is
      because _________________________________________________
    • This lesson about the Bill of Rights has made me realize that

Extension for Gifted/Talented: Have students create a Student Bill of Rights. They should compose ten amendments representing the rights that they believe each student in their classroom should have. Students should defend their choices through a debate or by giving persuasive speeches.

AMENDMENT 4 ( Security from Unreasonable Searches & Seizures )

THE POLICE CANNOT:

1) SEARCH A PERSON WITHOUT A GOOD REASON

TO BELIEVE THE PERSON HAS DONE SOMETHING

WRONG.

2) SEARCH A PERSON’S HOUSE OR A PERSON’S

THINGS WITHOUT A GOOD REASON TO BELIEVE

THE PERSON HAS DONE SOMETHING WRONG.

3) ARREST A PERSON WITHOUT A GOOD REASON

TO BELIEVE THE PERSON HAS DONE SOMETHING

WRONG.

4) TAKE A PERSON’S THINGS WITHOUT A GOOD

REASON TO BELIEVE THE PERSON HAS DONE

SOMETHING WRONG.

THE POLICE MUST HAVE A SEARCH WARRANT THAT

NAMES:

1) THE PLACE TO BE SEARCHED.

2) THE PERSON TO BE ARRESTED.

3) THE THINGS TO BE TAKEN.

AMENDMENT 5 ( Rights to Due Process of Law )

THE GOVERNMENT CANNOT:

1) TRY A PERSON MORE THAN ONCE FOR THE SAME

CRIME.

2) MAKE A PERSON TESTIFY AGAINST

HIMSELF/HERSELF.

3) TAKE AWAY A PERSON’S LIFE, LIBERTY, OR

PROPERTY WITHOUT GOOD REASONS AND FAIR

PROCEDURES.

4) TAKE AWAY A PERSON’S PROPERTY UNLESS THE

PERSON IS FAIRLY PAID FOR HIS/HER PROPERTY.

AMENDMENT 6 ( Right to a Free Trial )

A PERSON CHARGED WITH A CRIME HAS THE RIGHT TO:

1) A SPEEDY AND PUBLIC TRIAL.

2) A JURY TRIAL IN A CRIMINAL CASE.

3) BE TOLD WHAT HE/SHE IS ACCUSED OF DOING

WRONG.

4) FACE THE PEOPLE WHO SAY HE/SHE DID

SOMETHING WRONG.

5) CALL WITNESSES TO SPEAK ON HIS/HER BEHALF.

6) HAVE AN ATTORNEY.