Title: Constitution Day

Grade Level:9-12

Subject/Content:U.S. History

Summary of Lesson:Students will examine and discuss recent court cases involving their peers and the Bill of Rights.

Focus Question:How does the Bill of Rights apply to you and your peers?

Resource:U.S. History in Context

Procedures:

Steps/Activities by the Teacher:

  • Lead a discussion of the purpose, history, and content of the Bill of Rights.
  • Break students into small groups.
  • Direct students to access theU.S. History in Context.
  • Direct students to select two articles, audio files, or videos from the list below (alternately, allow students to research the databases by topic, such as teen capital punishment, school prayer, etc.):
  1. "Milam County teens face capital murder charges." Austin American-Statesman [TX] 27 Apr. 2011: B02. Gale U.S. History in Context.
  2. “Woods Hole Teen Fights for Journalists' Rights" Cape Cod Times [Hyannis, MA] 3 July 2009. Gale U.S. History in Context.
  3. “Arizona Accused Of Violating Student Civil Rights” (Audio) Tell Me More 14 Sept. 2010. Gale U.S. History in Context.
  • Direct groups to complete the reading assignments and, as a group, compose a summary of the issue at hand. The summary should include a synopsis of the scenario along with both sides of the debate. (Any results in a case should not be found in the summary.)
  • Instruct groups to brainstorm three discussion questions to pose to the class. The questions should be designed to elicit discussion, not to identify facts.
  • Have the groups present their summaries and discussion questions to the class. Allow each group to lead the class in a discussion of the issue.
  • Afterward, the class should be polled to determine opinion on the issue.
  • After all issues have been presented, share poll results with the class. Discuss.

Steps/Activities by Student(s):

  • Access the U.S. History in Context. Search for two of the articles, audio files, or videos.
  1. "Milam County teens face capital murder charges." Austin American-Statesman [TX] 27 Apr. 2011: B02. Gale U.S. History in Context.
  2. “Woods Hole Teen Fights for Journalists' Rights" Cape Cod Times [Hyannis, MA] 3 July 2009. Gale U.S. History in Context.
  3. “Arizona Accused Of Violating Student Civil Rights” (Audio) Tell Me More 14 Sept. 2010. Gale U.S. History in Context.
  • Select content from the list provided by your teacher, or select a topic, such as school prayer. If the latter, locate one or two articles that present both sides of the issue.
  • All members of the group should complete the reading assignment(s). As a group, compose a summary of the issue at hand. The summary should include a synopsis of the scenario along with both sides of the debate. (Any results in a case should not be found in the summary.)
  • Brainstorm three discussion questions to pose to the class. The questions should be designed to elicit discussion, not to identify facts.
  • Present your summary and discussion questions to the class. Lead the class in a discussion of the issue.
  • Afterward, poll the class to determine opinion on the issue.
  • Discuss.

Outcome: Students will discuss and evaluate recent decisions and the impact of them on their own lives.

Related Activities: Students may hold a mock trial centered on a civil rights issue pertinent to their own school.

Learning Expectation: Students will use their research skills to conduct research on provided Constitution-related topics. Students will read articles and analyze them for issues regarding their rights. Students will create a summary of article and discussion questions.

Standards Alignment

Common Core State Standards

CCSS.ELA-Literacy.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words (Anchor Standard).

CCSS.ELA-Literacy.CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently (Anchor Standard).

CCSS.ELA-Literacy.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account (9-10).

CCSS.ELA-Literacy.RI.9-10.10: By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range (9).

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently (10).

CCSS.ELA-Literacy.RI.11-12.10:By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range (11).

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently (12).

CCSS.ELA-Literacy.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content (9-10).

CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (9-10).

CCSS.ELA-Literacy.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (9-10).

CCSS.ELA-Literacy.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (9-10).

CCSS.ELA-Literacy.L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (9-10).

CCSS.ELA-Literacy.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (11-12).

CCSS.ELA-Literacy.L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (11-12).

Standard Source: Common Core State Standards Initiative (2010)