10th Grade Civics

Unit 6 (1 ½ weeks) “ Got Rights” SECTIONS 1. Bill of Rights (2 days)

2. “Free at Last” Civil Liberties: First Amendment Freedoms (2 days)

3. Due Process using the 5th and 14th Amendments (2 days)

4. Assessment and review ( 2 days)

Enduring understandings • Our democracy is characterized by written documents that protect the

rights of individuals. • All citizens receive equal protection under the law. • All citizens are innocent under the law until proven guilty. • The Supreme Court judges vote to determine which cases they will hear

annually. • Supreme Court judges have different interpretations of the constitution.

Key Vocabulary: Americans with Disabilities Act

Civil Liberties Docket Law clerk SeparationChurch an

Anti-Federalist Civil Rights Double Jeopardy Libel Slander Appeal Civil Rights Act

of 1964 Due Process of Law

Magna Carta

Arbitrary Civil Rights Act of 1968

Eminent domain Remand

Bill of Rights Constitution Federalist Risk speech

Boycott Constitutional Convention

Individuals with Disabilities Education Act

Selective Incorporation of Bill of Rights

Brown vs. Board of Education

Demonstrations Judicial Restraint Self Incrimination

GPS Standards: SSCG6 The student will demonstrate knowledge of civil liberties and civil rights. a. Examine the Bill of Rights with emphasis on First Amendment freedoms. b. Analyze due process law expressed in the 5th and 14th Amendments. c. Explain selective incorporation of the Bill of Rights. d. Explain how government seeks to maintain the balance between individual liberties and the public interest. e. Explain every citizen’s right to be treated equally under the law. SSCG16 The student will demonstrate knowledge of the operation of the federal judiciary.

10th Grade Civics

c. Describe how the Supreme Court decides cases. d. Compare the philosophies of judicial activism and judicial restraint.

Unit II “Got Rights” Suggested Unit Performance Assessments Content Expectation:

Civil Liberties and Civil Rights are guaranteed in a democracy; and all steps should be taken to guard against the violation of these rights.

Culminating Project Suggestions Students will create a slide presentation using Microsoft photo-story (http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips/firststory.mspx) The entire presentation should relate back to the Unit theme- “Civil Rights/ Civil Liberties”. The presentation can be an informative presentation detailing the individual rights and freedoms guaranteed in the constitution; or an illustration of the violation of individual rights. Students can incorporate events of the past or present into their presentation. . The presentation should include photographs, captions, voice narration and music. The presentation must coincide with one of the unit sub-themes: • Bill of Rights • Civil Liberties: First Amendment Freedoms • Supreme Court Docket and Decision Making • Due Process using the 5th and 14th Amendments • Civil Rights: Equal Protection Under the Law • Judicial Activism v. Judicial Restraint • Put students in groups of five. Have students to organize a Civil Liberties

conference. Each group should create a brochure that covers one of the sections in this unit. Each group should provide the historical background in relation to their section. Each group should also include at least two court cases, two newspaper articles, discussion questions for the class, and some form of visual. All members in the group should have a part. Students should make their presentation to the class. The groups will be evaluated based upon their brochure and class presentation.

10th Grade Civics

Unit II Got Rights Section 1 Bill of Rights (2 days)

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AIM 1- Why was the Bill of Rights added to the Constitution? (3 days) SSCG6 The student will demonstrate knowledge of civil liberties and civil rights. a. Examine the Bill of Rights with emphasis on First Amendment freedoms. b. Analyze due process law expressed in the 5th and 14th Amendments. c. Explain selective incorporation of the Bill of Rights. d. Explain how government seeks to maintain the balance between individual liberties and the public interest. e. Explain every citizen’s right to be treated equally under the law. Core Text: Magruder’s American Government pp 532-6 Vocabulary: Constitution, Constitutional convention, Federalist, Anti-Federalists, Bill of Rights, Instructional Point to Teach:

• The Constitution of the United States explains the rules, responsibilities and organization of the government.

• At the Constitutional convention, anti-federalist complained that the Constitution did not contain enough individual guarantees for individuals.

• .The Bill of Rights provides citizens with additional rights not explicitly stated in the constitution.

• The Bill of Rights safeguards the individual rights of citizens against actions of the government.

Discussion Questions: • What is the purpose a

Constitution? • Once a constitution is written,

should the people be allowed to change it? And Why?

• Why did the Framers of the Constitution include a Bill of Rights?

• Which individual rights are guaranteed by the Bill of Rights?

Performance Expectation: Students will determine which one of the Bill Of Rights coincides with the various scenarios presented and give a reason as to how it violates the Bill of Rights (See Teacher Ancillaries The Constitution, Past Present, and Future pg 34).

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Accelerated Students: Students will create five scenarios that violate the Bill of Rights and explain how it violates with the Bill of Rights. English Language Learners: Show Bill of Rights power point presentation on overhead. Distribute Bill of Rights handout to student. Distribute Bill of Rights Visual Worksheet. Have students complete with a partner or as a class. Less Proficient Learners: Show Bill of Rights power point presentation on overhead. Distribute Bill of Rights handout to student. Have students complete Bill of Rights Scavenger Hunt with a partner or as a class. Additional Instructional Suggestions:

• Students will write an anti-federalist pamphlet with at least 4 facts, 1 symbol and 1 slogan that will serve to convince American colonists to petition their representatives to include a Bill of Rights in the Constitution.

• Students will find an article from a major newspaper that deals with the

violation of at least one of the Bill of Rights and write an editorial or summary of the article.

• Put students in groups of five and have them discuss what basic rights that

students should have within the classroom. Then have the students from each of the groups to compile a list of rights, at least five, and create a classroom Bill of Rights that protect the rights of students. Have students to present their rights to the class and explain why each of the rights they selected should be incorporated into the classroom rules.

• Have students to create a political cartoon about the Bill of Rights.

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United Streaming: The Cost of Freedom: Civil Liberties, Security, and the USA PATRIOT Act (56:17) 2nd Amendment: The Right to Bear Arms (24:59) Educational Resources House of Representatives http://www.house.gov/house/Educate.shtml The Constitution, Past Present, and Future pg 34

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Sample Lesson Materials: BINGO CARD (or materials to create one) Bingo markers (pinto beans work well) Bill of Rights scenarios (see attachment in instructional procedures) Classroom set of Constitutions (most textbooks will have the complete Constitution at the back of the book)

Procedures:

Background For Teachers: Though ratified in 1787, the United States Constitution came under heavy criticism by anti-federalists who were upset that certain guarantees of individual rights were not included. Others in the Constitutional Convention only approved of the Constitution on the understanding that a guarantee of such rights would be added. The Bill of Rights, written by James Madison, were the first additions or amendments made to the Constitution. They guarantee certain individual rights like freedom of speech, religion, the right to petition the government for redress of grievances, the right to a jury, the right to bear arms, and other rights. The Bill of Rights was ratified in 1791.

Student Prior Knowledge: This lesson should be taught in conjunction with the Constitution as a whole. Students should have a base understanding of what the Constitution is, how it came about, and what the main elements of the Constitution are. Students should also be aware of the happenings of the Constitutional Convention and the ratification process, during which a Bill of Rights was promised. Students should understand the background of the framers and their experience with British law in the pre-Revolution American colonies that inspired these 1st 10 amendments.

Bell ringer- Ask students to look up in their Constitutions where the framers included a list of guarantees for the people of this country. Does the Constitution mention the people anywhere in the 1st article? 2nd? 3rd? (Briefly review the content of the seven articles and lead the class to the conclusion that there is no list of PEOPLE’S rights in the core of the Constitution.) Lead a discussion encouraging students to think about the importance of such a list included in this the “Supreme Law of the Land.” How can we as people be sure we have the rights we desire if those rights are not written down somewhere and what better place than the Supreme Law of the Land?

Activity Step 1: Step 2: Write “Bill of Rights” on the board and ask the class for definitions. Explain to the class that the Bill of Rights is the 1st 10 amendments made to the

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Constitution. Make sure students understand that an amendment is a change to the Constitution. (You may want to review Article 5 of the Constitution in which the process of constitutional amendments is discussed. It may also be interesting to note that in the 200-plus years since the writing of this sacred document, only 27 “changes” or amendments have been made.) Also, explain that these first 10 are our guarantees or certain rights as people. Some of these rights protect those accused of a crime; others rights protect the minority: each of the amendments included in the Bill of Rights help to ensure a more democratic society and lessens the possibility of an usurpation of power by those in authority.

Step 3: At this point, tell the students that we are going to look at each of these 10 amendments in terms of examples that might apply to us. Have students read the examples (attached) and have students look in their Constitution to find the appropriate Bill of Rights that applies to each example. As students read and identify the proper Bill of Rights, list them on the board and encourage students to write them down. (It is easier for students to remember if keywords are used rather than entire definitions.) Also, discuss the historical reasons for each amendment. (For example, the 3rd amendment was passed as a direct result of the Quartering Act so hated by the colonists.)

Step 4: Once all the examples have been read and each amendment has been discussed, review their knowledge with the “Bill of Rights BINGO”. You may create a BINGO card for each student, or have them create their own in class (see attachment for example). Students should create a table (5 rows, 5 columns) with an amendment (1-10) in each space, leaving the center space FREE. You will also need to provide students “markers” (beans or popcorn kernels work well) and be prepared with the lettered numbers (B-1, N-8) to call out. When everyone has a BINGO card, begin the “game.” However, instead of simply calling the letter and number, call the letter and the guarantee or the amendment. For example, B-Freedom or speech. N- No cruel or unusual punishment. It’s up to you if you want to let students use their books or notes. You may want to play a couple games, allowing books/notes at first and then having students put these things away. When a student gets “BINGO”, he/she doesn’t not win unless he/she can go through each square and recite what the amendment is and explain what it means. You may even want to require the student to provide an example with each amendment named to truly assess his/her understanding. Closure: Ticket out the door. Have students to write as many of the Bill of Rights that they can remember in 3 minutes.

Assessment/Homework: Have students to complete Chapter 4 Section 1 Review pg. 95 in the American Civics book.

10th Grade Civics

Unit 6 Got Rights Section 2 Civil Rights-Equal Protection Under the Law

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AIM 1: How does the First Amendment protect personal freedoms? (2 days) SSCG6 The student will demonstrate knowledge of civil liberties and civil rights. a. Examine the Bill of Rights with emphasis on First Amendment freedoms. b. Analyze due process law expressed in the 5th and 14th Amendments. c. Explain selective incorporation of the Bill of Rights. d. Explain how government seeks to maintain the balance between individual liberties and the public interest. e. Explain every citizen’s right to be treated equally under the law. Core Text: Magruder’s American Government pp 537-58 Vocabulary: Civil Liberties, Civil Rights, Slander, Libel, Separation of church and state, Risk speech Instructional Point to Teach:

• Civil liberties set limits for government so that it cannot abuse its power and interfere with the lives of its citizens.

• The First Amendment protects basic rights, such as; freedom of worship, freedom of speech, freedom of press, freedom of assembly and freedom to petition.

• First Amendment rights are not absolute.

• The Supreme Court seeks to strike a balance between first amendment rights and the welfare of the entire society.

• The Supreme Court has often defined “at risk speech,” as being unprotected by the First Amendment.

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Discussion Questions: • Why do citizens need

protection against the government?

• Do you believe that 1st amendment rights should be absolute? Why

• What basic rights are protected under the 1st amendment?

• Can you give an example of risk speech?

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Performance Expectation: Have students to analyze scenarios and determine if there is a clear violation of first amendment freedoms. See Unit 1 supplemental materials “Civil Liberties and Civil Disagreements:” When Rights Collide”

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Accelerated Students: Have students to select a supreme court decision dealing with the first amendment and write an editorial supporting or disagreeing with the decision. English Language Learners: Pair ELL with another student to complete performance expectation. Less Proficient Learners: Play a True or False Game with the Limits of The First Amendment Additional Instructional Suggestions:

• Have students to create a poster illustrating each of the first amendment civil liberties.

• Have students to write a rap song that illustrates first amendment civil liberties and rights.

• Have students to read the article, rap lyrics and 1st amendment rights located in Unit 1 supplemental materials. Lead class in a guided discussion. Can rap music be considered risk speech?

• Have students to analyze a Supreme Court decision dealing with freedom of speech, freedom of religion or freedom of the press. Supreme Court cases can be found in the Holt Teacher Resource Kit: The Constitution- Past, Present, and Future

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Synopsis of Supreme Court cases on the 1st Amendment http://www.anarchytv.com/speech/cases.html News War- Presented by Frontline- Freedom of the Press short videos Does the government have the right to ask reporters to reveal their sources? Is this a violation of the first amendment, “Freedom of Press”? http://www.pbs.org/wgbh/pages/frontline/newswar/view/ Discover how Supreme Court decisions impact the everyday lives of American citizens, particularly teenagers. Incredibly informative and interesting. Have students to try and guess which amendment goes with the scenario presented. http://www.pbs.org/wnet/supremecourt/educators/adayinthelife.html Article “Activist at odds with first amendment over 'gangsta rap'” http://www.cjonline.com/stories/012408/lei_239621006.shtml A copy is also available in the Unit 2 Supplemental Materials.

10th Grade Civics

Sample Lesson Procedures:

Scheme Themes: Civil Disagreements: “When Rights Collide”

Materials:

• Teacher Facilitation Sheet • Student Handout • Student Response Sheet • Debriefing Questions

Bell ringer: Ask students to respond to the following quote:

Three quarters of all disagreement and misunderstandings would disappear from the world, were we able to put ourselves in the shoes of our opponents and understand their views. Either we would come to an agreement with them or we would think charitably of them.

Possible Examples Of Issues For This Activity

Capital Punishment

Gun Control

Censorship on Music, Movies, Television, etc.

Protecting the Environment

Rights of Anti-Government or Hate Groups

Search and Seizure Laws

Universal Health Care Policy

Prayer in School

Gay Marriage

Raising/ Lowering Drinking or Voting Ages

10th Grade Civics

Activity

• Introduce an issue to the class. You may wish to use an article, or lecture format

so that students thoroughly understand all sides of the issue you are teaching.

• Decide whether you want students to work individually, in pairs or small groups.

• Distribute copies of the Student Worksheet to students.

• Have the students summarize the issue that you have introduced in a brief

sentence on the “Policy Issue” line.

• Go over the instructions on the Student Handout with the class.

• Have students complete the worksheet, encouraging them to discuss responses

with their partner or small group and decide whether or not democracy is working

at an appropriate balance for this issue.

Closure: List the responses from both sides of the scale. Discuss with the class

which items they indicated were taking away from order and which they thought were

adding to order and or freedom. Decide as a class whether or not this issue is a good

example of balance (rights of the individual vs. what is good for society).

Assessment/Homework: Have students to write a paragraph highlighting the pros and cons of the issue and take a stand.

10th Grade Civics

Unit 6 Civil Rights/Civil Liberties Section 3 Due Process: The 5th and 14th Amendments (3 days)

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AIM 1-How are the 5th and 14th Amendment similar? AIM 2-How does the concept of Due Process protect American citizens?SSCG6 The student will demonstrate knowledge of civil liberties and civil rights. a. Examine the Bill of Rights with emphasis on First Amendment freedoms. b. Analyze due process law expressed in the 5th and 14th Amendments. c. Explain selective incorporation of the Bill of Rights. d. Explain how government seeks to maintain the balance between individual liberties and the public interest. e. Explain every citizen’s right to be treated equally under the law. Core Text: American Civics pp 63-64, 93-94, 97, 186-87, 206, 390, 498, 640, 634-641 Vocabulary: Arbitrary, Due Process of Law, Self-incrimination, Double jeopardy, Eminent domain, Magna Carta, Instructional Point to Teach:

• Due Process dates back to the Magna Carta. It limited the power of the English monarchy from arbitrarily taxing and taking lands from nobles.

• 5th Amendment-No person shall be ... deprived of life, liberty, or property, without due process of law.

• 14th Amendment-No State shall deprive any person of life, liberty, or property, without due process of law.

Discussion Questions: • What was the purpose of the Magna

Carta? • What similarity does the 5th and 14th

Amendment share? How are they different?

• How does the 5th Amendment protect the rights of citizens accused of a crime?

• Why was the 14th Amendment passed?

Performance Expectation: Students will analyze scenarios (Theme Schemes-“Is It Fair”- see Unit 2 Supplemental materials) and determine if the scenario is fair or not. Then the students will justify their answer by writing a short statement supporting their decision.

10th Grade Civics

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Accelerated Students: Have students to create two scenarios that demonstrate the violation of the 5th or 14th amendment. English Language Learners: If necessary, allow student to write initial answer in primary language and use a translator dictionary to rewrite in English. Less Proficient Learners: Aim #1 Distribute the 5th and 14th Amendment Due Process handout. Have students create a comparison chart of the similarities and differences of the 5th and 14th Amendments. Aim#2 Read Patriot Scenarios and have students identify which individual should be afforded due process under the law. Additional Instructional Suggestions:

• Put students in groups of five and have them to discuss and analyze the handout, “Bill’s Bad Day” located in the Unit2 supplemental materials. Each group must determine if Bill and his family due process rights were violated. Each group must compile a list of the Due Process violations and give a reason as to how Bill and his family due process rights were violated.

• Lead class in a guided discussion using the handout “High School

Students: Due Process; teaching about Due Process of the Law.” This is a debriefing exercise (select relevant points to discuss) that coincides with “Bill’s Bad Day.”

• Have students to complete the Due process acrostic exercise.

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Landmark cases: Supreme Court- Due Process http://www.landmarkcases.org/ Lesson plans for Due Process http://www1.umn.edu/humanrts/education/4thR-F96/DueProcess.htm United Streaming: Civil Rights Movement Free At Last (49:00) United Streaming: Japanese internment during WWII Profiles of Courage, Controversy, and Sacrifice (WWII): Home front USA (15:01 Lesson plans: Due Process- Japanese internment camps WWII http://school.discoveryeducation.com/lessonplans/activities/japaneseamericans/

10th Grade Civics

Due Process Acrostic

Directions: Each word selected must relate to the actual meaning of the law. Next, write a sentence explaining how it relates. D _________________ U _________________ E _________________ P _________________ R _________________ O _________________ C _________________ E __________________ S __________________ S ___________________