Unit design - The Bill of Rights Enduring understanding Students will understand the significance and impact of the

e Constitution in their daily lives. Essential questions 1) How does the first amendment allow you to formulate your own personal system of beliefs? 2) Can people in America say whatever they want? Are there any limits to the freedom of speech? 3) When are the police allowed to perform a search of a person's house or car? 4) What were the founders trying to protect when they established a trial by jury (peers)? 5) Are your posts on Face Book protected by the 1st amendment (freedom of speech) Day 1 Lesson Plan - Overview Enduring Understanding Students will be able to understand the ways that the Constitution protects the citizens of the United States. Essential Question(s) 1) How does the Bill of Rights specifically protect citizens individual freedoms and liberties? Objectives for the day Didactic - Students will recall the first 10 amendments of the Constitution. Didactic Students will identify what branch of government interprets the Bill of Rights. Reflective Students will explain how the Bill of Rights applies to their daily activities. Affective Students will decide which of the amendments are most beneficial to their individual lives. Word Bank Amendment Bill of Rights Constitution Freedoms Anticipatory/Bell Ringer Bill of Rights Video Presentation (10 min) http://www.hippocampus.org/History%20%26%20Government US government and politics: Bill of Rights. 2004. Video. http://www.hippocampus.org/History & GovernmentWeb. 2 Dec 2012. <http://www.hippocampus.org/History & Government>.

Instructional Input (20 min) Handout - http://www.brighthubeducation.com/history-homeworkhelp/52823-summary-of-the-bill-of-rights/ Lorcher, Trent. "Bill of Rights." (2012): n. page. Web. 11 Dec. 2012. <http://www.brighthubeducation.com/history-homework-help/52823summary-of-the-bill-of-rights/>. to be brought to class every day as a tool to facilitate discussion of the amendments for understanding. Lecture Historical context that led to the development of the Bill of Rights What are the rights, liberties and responsibilities of citizens? What are the Bill of Rights? Why was the Bill of Rights added to the Constitution? Though ratified in 1787, the United States Constitution came under heavy criticism by anti-federalists who were upset that individual rights had not been included in the Constitution. Others representatives at the Constitutional Convention only ratified the Constitution with the understanding the Bill of Rights/ individual liberties would be added. The Bill of Rights, written by James Madison, were the first amendments to the Constitution. They included rights such as: freedom of speech, religion, right to petition the government for redress of grievances, right to trial by jury, right to bear arms and other rights. The Bill of Rights was ratified on December 15, 1791 (218 years ago). (Source - Freedom Project Lesson Plan, Bill of Rights Scenario, Pam Brooks) (30 min) Small Group Activity with handout discussing each of the 10 amendments Five groups with each group sharing on 2 of the amendments Short Power Point only 4 slides might help with small group activity - in graces files social studies then government then bill of Rights It is called Bill of Rights and is the 3rd document down on the directory (Refer to Power Point #1) Checking for Understanding/Guided Practice (15 min) Students will review and define each amendment in their own words. Use handout #1 as a tool for student use. Independent Practice/Closure (15 min) Teacher will give examples from personal life and model how students should prepare this assignment for the following day. - Students will examine the five freedoms and rights included in the first amendment. They will come to the next class prepared to discuss and share how two of those freedoms play a role in their individual lives. Day 2 Lesson Plan The First Amendment Enduring Understanding Students will be able to identify each of the rights and liberties associated with the First Amendment.

Essential Question(s) 1) What historical events made these freedoms the first priorities to be included in the Bill of Rights? Objectives for the day Didactic - Students will identify the five freedoms provided by the first amendment. Didactic Students will categorize daily activities that correspond to each of the first amendment freedoms. Reflective Students will decide which of the freedoms are most personally significant to them. Affective Students will prioritize the five freedoms impact on our nation and society. Word Bank Freedom of Speech Freedom of Assembly Freedom of Press Freedom of Petition Freedom of Religion Anticipatory/Bell Ringer Flag Burning Video Clip (10 min) www.youtube.com/watch/?v=V5BQ08okOk4 Blue46gt, . July 4, 2011 American Flag Burning. 2011. video. YoutubeWeb. 2 Dec 2012. <http://www.youtube.com/watch/?v=V5BQ08okOk4>. How do your rights protect this activity? Instructional Input (20 min) 1st Amendment Activity PPT #2 review of all ten amendments with emphasis on the five part of the first amendment. Same directory 4th file down is 17 slides and visits all 10 amendments (20 min) Students will present and discuss the freedoms identified during their homework assignment from the previous night. Students will discuss and determine whether they are accurately interpreting the specific enumerated rights. Guided Practice/Checking for Understanding (30 min) Current Event/Magazine Activity Teacher will provide resources (magazine, newspaper clips and links to electronic media). Teacher will provide an example and model desired behaviors to facilitate the guided practice activity. Students will search articles to

discover how rights are being protected by the constitution (i.e. Salt Lake Tribune article talking about the lights on Temple Square to express freedom of religion and property rights) Independent Practice and Closure (10 min) - Introduction of final assignment due on the last day of unit. Students will write an essay on how the amendments play a role in their individual rights. Students will have a thesis statement prepared by day 3. Day 3 Lesson Plan Review of 1st Amendment, Cover 2nd, 3rd, 9th and 10th Amendment Enduring Understanding Students will understand and develop personal opinions with regard to the 2nd Amendment and firearms. Students will understand the implications of the 3 rd, 9th and 10th Amendments. Essential Question(s) 1) How have the Branches of Government debated and interpreted the right to b ear arms. 2) How does the 3rd Amendment protect your familys rights to privacy and property? 3) How do the 9th and 10th Amendments protect state and individual rights from federal influence? Objectives for the day Didactic Students will identify the freedoms provided by the 3rd, 9th, and 10th Amendments. Didactic Students will define the role that the 2nd Amendment has played and continues to play in American Government. Didactic Students will categorize the issues related to the 2nd Amendment. Reflective Students will analyze the implications of various courses of action related to the 2nd Amendment Affective - Students will be able develop personal opinions based on their examination of 2 nd Amendment issues. Word Bank Gun control Hand Guns Lobbyists Semi-Automatic Weapons States Rights

Supreme Court Anticipatory/Bell Ringer Aurora shooting spree (10 min) http://www.youtube.com/watch?v=3rwiBKhAI_o ABCnews, . Aurora, Colorado Mass Shooting at Movie Theater (RAW VIDEO) . 2012. video. youtubeWeb. 2 Dec 2012. <http://www.youtube.com/watch?v=3rwiBKhAI_o>. Instructional Input (15 min) Review the thesis statements prepared by the students for their final essays. (15 min) Discuss the historical basis for the second amendment from ratification through the brady handgun law. Refer to the associated timeline http://www.infoplease.com/spot/guntime1.html Gettings, John. "Milestones in Federal." infoplease. (2012): n. page. Web. 11 Dec. 2012. <http://www.infoplease.com/spot/guntime1.html>. Guided Practice/Checking for Understanding (35 min) Debate Activity Students will divide into two separate groups gun rights and gun control. Resources for the gun rights side come from http://www.NRAILA.org/legislation/federal. For gun control, resources will come from http://www.bradycampaign.org. Students will be given 10 minutes to prepare their argument. Each group will give an opening statement and the opposing side can ask two questions. Summarize the debate and have students list the most compelling arguments for each side. Independent Practice/Closure (15 min) Briefly discuss the 3rd, 9th and 10th amendments. Students will prepare an outline for their essays including the various amendments that they plan to include in their paper. Summarize the four amendments covered during the days activities. Day 4 Lesson Plan Cover 4th through 8th Amendments Enduring Understanding Students will understand the constitutional processes protecting the rights of those accused of crimes. Essential Question(s) 1) What processes are required to begin a criminal proceeding? 2) What are the requirements and limits placed on the government during and after a trial?

3) What is meant by the term due process? Objectives for the day Didactic Students will identify the rights provided by each of the five amendments. Didactic Students will list how each of these amendments are actively being used in their community. Didactic Students will review the requirements on how to begin a criminal proceeding. Reflective students will summarize how these amendments will protect their personal rights Affective Students will assess the effectiveness on whether or not the 4 th 8th amendments do or do not provide a fluid court process. Word Bank Bail Double Jeopardy Due Process Pleading the fifth Probable Cause Search Seizure Warrant Anticipatory/Bell Ringer 21 Jump Street Rights Clip (10 min) http://www.youtube.com/watch?v=T45aF1NLMyM (stop clip at time marker :54) Eriecartel , , dir. 21 Jump Street - Channing Tatum Miranda rights scene . 2012. Film. 2 Dec 2012. <http://www.youtube.com/watch?v=T45aF1NLMyM>. Instructional Input (15 min) Students will submit outlines. Discussion of any questions regarding expectations for the essay. (15 min) Brief summary and overview of the 4th through 8th amendments. Guided Practice/Checking for Understanding (30 min) Start with five parts of the fifth discussion - http://www.learnnc.org/lp/pages/3743 Leary, Keith. "The five parts of the Fifth." (2010): n. page. Web. 11 Dec. 2012. <http://www.learnnc.org/lp/pages/3743>. Class will be divided into five parts. Each portion of the class will explore and summarize one of the five parts of the fifth amendment. Students will have five minutes to prepare their portion

and each group will have five minutes to present. Teacher will model an example of the expected presentation. Example will be taken from the Bell Ringer and related to Miranda Rights. Independent Practice/Closure (20 min) Students will prepare rough drafts of the one page essay to be submitted upon completion of the unit. Clarify misunderstandings and expectations. Summarize the days work on the 4th through 8th amendments. Day 5 Lesson Plan Summary and Conclusion Enduring Understanding Students will understand the significance and impact of the Bill of Rights in their daily lives. Essential Question(s) 1) Which of the Bill of Rights has the most significance and impact on your personal life, and why? Objectives for the day Didactic - Students will recall the first 10 amendments of the Constitution. Didactic Students will identify what branch of government interprets the Bill of Rights. Reflective Students will explain how the Bill of Rights applies to their daily activities. Affective Students will decide which of the amendments are most beneficial to their individual lives. Word Bank See Previous Days Banks Anticipatory/Bell Ringer (10 min) Story (Story concerns the recording of an arrest. A police officer confronts the camera man and pushes him into the street , across the street. There, the cameraman was arrested and his camera was seized. He was later released with all charges dropped. The cameraman took the police officers to court for being wrongly accused.) Instructional Input (20 min) Students will be submitting rough drafts. Questions will be answered. Students will engage in a peer critiquing activity and exchange of ideas. (40 min) TITLE: CREATING A BILL OF RIGHTS- ACTIVITY as delineated below AUTHOR: Jamie Fratello Staub, L.W. Higgins High School; Marrero, Louisiana

OVERVIEW: Students are asked to write a Bill of Rights for a new democratic country. This activity is designed to show students the problems faced by the Founding Fathers. This activity should be conducted as an introduction to the study of the creation of the Bill of Rights. PURPOSE: The primary purpose of this lesson is to have students experience some of the difficulties faced by the Founding Fathers. Another purpose of this lesson is to see what rights students feel are important. The third purpose of this lesson is to have students work cooperatively in groups. OBJECTIVE(s): The students will be able to: 1. Create a Bill of Rights for an imaginary country. 2. Present the Bill of Rights to the class. 3. Discuss problems faced by the group. MATERIALS: Teacher Materials = instructions Student Materials = large paper or poster board, markers, masking tape. ACTIVITIES AND PROCEDURES: 1. The class should be divided into groups of 3 to 5. 2. The teacher gives instructions to the students that they are to pretend that each group is a new democratic country and that they must create a Bill of Rights for the country. 3. Materials are distributed to each group. 4. Students are given thirty minutes to construct the Bill of Rights. (Students may decorate their Bill of Rights with a country name, flag etc.) 5. Each group presents their Bill of Rights to the class. 6. The class discusses the problems faced by the groups. 7. Students tape their creations to the walls. TYING IT ALL TOGETHER: In the class discussion, it should be evident that the students had to make compromises when they created their Bill of Rights. Following this activity, students should begin to study the history behind the creation of the Bill of Rights. Checking for Understanding (10 min) end of unit exam Bill of Rights exam Multiple Choice (2 pts. each) Circle the correct response to the question. 1. The purpose of the Bill of Rights is to: a. Specify the powers and rights of citizens b. Protect the powers of the government c. Limit the rights of individuals d. Specify the responsibilities of citizens 2. This amendment protects a persons right to bear arms (purchase and obtain guns for protection). a. Amendment 1

b. Amendment 2 c. Amendment 3 d. Amendment 4 3. This amendment guarantees all other rights not specifically mentioned in the Bill of Rights, like the right of privacy. a. Amendment 1 b. Amendment 5 c. Amendment 9 d. Amendment 10 4. This amendment protects against unreasonable search and seizure, in other words, police are not allowed to enter homes or take property without a warrant. a. Amendment 3 b. Amendment 4 c. Amendment 5 d. Amendment 6 5. Changes to the constitution are called: a. Articles b. Confederations c. Sections d. Amendments 6. This amendment protects from self-incrimination (testifying against yourself) and from a person being tried twice for the same crime (double jeopardy). a. Amendment 5 b. Amendment 7 c. Amendment 8 d. Amendment 10 7. This amendment prohibits the housing of troops in private homes during times of peace. a. Amendment 2 b. Amendment 3 c. Amendment 6 d. Amendment 8 8. The first 10 amendments to the constitution is called: a. Articles of Confederation b. Constitution c. Bill of Rights

d. Liberties 9. This amendment states that no cruel and unusual punishment may be inflicted nor fined excessively. a. Amendment 2 b. Amendment 4 c. Amendment 6 d. Amendment 8 10. This amendment grants five basic freedoms, including the rights to criticize the government. a. Amendment 1 b. Amendment 3 c. Amendment 5 d. Amendment 7 11. All powers not stated in the Constitution are reserved to a. Congress b. The President c. The Supreme Court d. The states and the people 12. The government must follow this if they take away your life, liberty or property. a. Indictment b. Suffrage c. Due process d. Electoral College 13. Although we have the right to assemble, the government can make rules when assemblies are held so that a. There is an entrance fee tax. b. The right to participate is open to the public. c. Public peace and safety are maintained. d. Certain organizations are forbidden to participate.

Closure (10 min)summarize and show video http://www.youtube.com/watch?v=efKy4J81PTg jdanz24314, . Bill of Rights song. 2011. video. YoutubeWeb. 2 Dec 2012. <http://www.youtube.com/watch?v=efKy4J81PTg>.

ADDITIONAL INSTRUCTIONAL RESOURCES FOR THE UNIT

http://www.archives.gov/exhibits/charters/bill_of_rights.html http://myloc.gov/Exhibitions/creatingtheus/BillofRights/Pages/default.aspx http://myloc.gov/Exhibitions/creatingtheus/Pages/Default.aspx http://myloc.gov/Exhibitions/creatingtheus/Pages/Interactives.aspx Government directory bill of rights directory 5th file down is a YLI lesson plan it has some good questions that might help with day 2 and day 4 activities Same directory Citizensrights might be a good activity to use with either day 1 or day 5 Same directory Power Point do you know your rights? could possibly be used with day 1 or day 5 Graces directory MYP Units 8th Unit 2 We the People Unit Bill of Rights Chart might be a good handout for day 1 Good summary of the rights might make a good hand out for the beginning or end of the unit http://www.brighthubeducation.com/history-homework-help/52823-summary-of-the-bill-ofrights/ Graces directory social studies government bill of rights firstamendmenthsms_eng_ver8 materials that are specifically related to freedom of religion YLI lesson plans some good ideas http://www.discoveryeducation.com/teachers/free-lesson-plans/the-2nd-amendment-theright-to-bear-arms.cfm http://score.rims.k12.ca.us/score_lessons/bill_of_rights/media/twoact.htm http://www.lessonplanet.com/worksheets/2nd-amendment http://www.pbs.org/now/classroom/gun.html http://www.lessonplanet.com/worksheets/3rd-amendment

http://www.revolutionary-war-and-beyond.com/9th-amendment.html http://www.revolutionary-war-and-beyond.com/10th-amendment.html In graces file social studies then government then Bill of Rights 6th file down billofrightshsm_eng_ver3 has some good ideas for this day including a song Song is For What Its Worth by Buffalo Springfield Search and Seizure Power Point - http://www.slideshare.net/ccsark/search-and-sezuirepowerpoint#btnNext www2.maxwell.syr.edu/plegal/products/Search_Seizure.ppt - very wordy and not very well presented but might have some usable ideas legal links regarding criminal rights - http://criminal.findlaw.com/criminal-rights/ SOME REALLY GOOD ACTIVITIES AND POTENTIAL HANDOUTS http://www.band-of-rights.org/fourth_amendment_lesson_plan.pdf 5th amendment ideas - http://www.lessonplanet.com/lesson-plans/5th-amendment A 6th amendment lesson plan https://filebox.vt.edu/users/mlpeters/final_ePortfolio/FINAL/6th%20Amendment%20Lesson%2 0Plan.html http://www.revolutionary-war-and-beyond.com/6th-amendment.html http://www.revolutionary-war-and-beyond.com/7th-amendment.html death penalty and 8th amendment http://school.discoveryeducation.com/lessonplans/programs/8thamendment/discuss.html Graces directory MYP Units 8th Unit 2 We the People Unit Bill of Rights Quiz simple Good summary of the rights might make a good hand out for the beginning or end of the unit http://www.brighthubeducation.com/history-homework-help/52823-summary-of-the-bill-ofrights/ List of Potential Summary activities - http://www.mcwdn.org/dof/boract.html

Handout (Day 1)

The Meaning of the Bill of Rights: The 1st Amendment

Amendment 1: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. Summary and Analysis: The separation of Church and State is guaranteed by the first amendment. Government, specifically Congress, cannot dictate how citizens worship, nor can the federal government prevent someone from worshipping. The Constitution's framers understood the importance of religion and understood the importance of allowing citizens to worship as they choose. The 1st amendment also protects a citizens right to speak his conscience without fear of reprisal, and gives the press the same protection (newspapers at the time, and extending to other media such as radio, TV, and Internet as technology progressed). The 1st amendment protects the right of citizens to petition, or complain to the government, without fear of arrest or persecution. It is critical to understand that the U.S.Constitution, the Bill of Rights, or Government does not grant these rights. These rights are granted by God--as set forth in The Declaration of Independence. In fact, governments were formed, according to the founding fathers, to protect these rights. The Declaration of Independence asserts that any government which attempts to take away these rights should be overthrown.

The 2nd Amendment

Amendment 2: A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. Summary and Analysis: Citizens have a right to own guns. Government cannot violate this right. The 2nd amendment, unlike the first, provides a justification for its existence. The 2nd amendment has come under fire (no pun intended) in recent years as gun control laws proliferate. Not including the U.S. military, no organization owns more hand guns than the United States government, something you may want to remember when government officials try to restrict your right to bear arms.

The 3rd Amendment

Amendment 3: No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law. Summary and Analysis: The government cannot force you to let a soldier stay in your home in times of peace. If during war it becomes necessary, it will be done orderly as directed by law. The founding fathers understood the importance of property rights in guaranteeing individual liberty.

The 4th Amendment

Amendment 4: The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Summary and Analysis: Nobody can enter your house without your permission unless they have a search warrant. In order to obtain a search warrant, one must have a really good reason. The warrant must be authorized, documented, and state specifically the place being searched and what is being looked for. The 4th amendment is another example of the importance of property rights to the founding fathers.

The 5th Amendment

Amendment 5: No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. Explanation: The 5th amendment deals with the rights of the accused. If arrested for a serious crime, the accuser must demonstrate good reason to pursuit a trial. One cannot be tried twice for the same crime, cannot be forced to testify against himself, and is entitled to certain procedures. The government cannot seize private property without paying fair price for it. The purpose of the 5th amendment is to limit government's ability to harass its citizens.

The 6th Amendment

Amendment 6: In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence. Explanation: The purpose of the 6th amendment is to prevent the government from detaining citizens unfairly. Citizens have a right to a speedy and public trial, and have the right to be tried fairly and near the same location they were arrested. The accused must also be told what it is they're being tried for, know who is testifying against them, and the right to provide witnesses for himself and an attorney for himself.

The 7th Amendment

Amendment 7: In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law. Explanation: The 7th amendment deals with the rights of those being sued. If the amount of the lawsuit exceeds a certain amount (much higher than the $20 originally established), the defendant has the right to a trial by jury.

The 8th Amendment

Amendment 8: Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. Explanation: The 8th amendment protects citizens from unfair punishments. The punishment, according to the 8th amendment, must fit the crime. The federal government and most states have sentencing guidelines to prevent judges from imposing excessive bail, fines, or punishments.

The 9th Amendment

Amendment 9: The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. Explanation: Many framers of the U.S. Constitution did not feel a Bill of Rights was necessary. After all, they argued, these rights are not granted by the government. They also feared that rights not listed in the Bill of Rights would be, therefore, taken away. The 9th amendment calmed their fears by emphasizing that rights not necessarily listed by the Constitution cannot be taken away by the government. It is important to remember that the whole purpose of the United States Constitution is to limit government, something politicians throughout the years have needed to be reminded.

The 10th Amendment

Amendment 10: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people. Explanation: With the exception of the 2nd amendment, no amendment has been infringed upon by the federal government more than the 10th. The United States is a republic, not a democracy, which many poorly written history and government text books call it. As a republic, states are promised autonomy over matters not mentioned in the Constitution. The increasing size of the federal government and the use of powers not granted to the federal government have all but destroyed rights guaranteed by the 10th amendment, the most recent attempt being the effort to eliminate the system of electing a president after Al Gore's degeat in 2000.

Handout (day 3)
1791 Second Amendment Ratified It states, "A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed." See U.S. Constitution.

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1871 National Rifle Association Founded Union soldiers Col. William C. Church and Gen. George Wingate found the NRA to "promote and encourage rifle shooting on a scientific basis." Civil War Gen. Ambrose Burnside, who was also the former governor of Rhode Island and a U.S. Senator, serves as the organization's first president.

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1934 National Firearms Act Brought about by the lawlessness and rise of gangster culture during prohibition, President Franklin D. Roosevelt hoped this act would eliminate automatic-fire weapons like machine guns from America's streets. Other firearms such as short-barreled shotguns and rifles, parts of guns like silencers, as well as other "gadget-type" firearms hidden in canes and such were also targeted. All gun sales and gun manufacturers were slapped with a $200 tax (no small amount for Americans mired in the Great Depression; that would be like a tax of $2,525 today) on each firearm, and all buyers were required to fill out paperwork subject to Treasury Dept. approval.

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1938 Federal Firearms Act Congress aimed this law at those involved in selling and shipping firearms through interstate or foreign commerce channels. Anyone involved in the selling of firearms was required to obtain a Federal Firearms License from the Secretary of Commerce ($1 annual fee). They were also required to record the names and addresses of everyone they sold guns to and were prohibited from selling to those people who were convicted of certain crimes or lacked a permit.

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1968 Gun Control Act The assassination of John F. Kennedy, who was killed by a mail-order gun that belonged to Lee Harvey Oswald, inspired this major revision to federal gun laws. The subsequent assasinations of Martin Luther King and presidential candidate Robert Kennedy fueled its quick passage. License requirements were expanded to include more dealers, and more detailed record keeping was expected of them; handgun sales over state lines were restricted; the list of persons dealers could not sell to grew to include those convicted of felonies (with some exceptions), those found mentally incompetent, drug users and more. The act also defined persons who were banned from possessing firearms.

The key element of this bill outlawed mail order sales of rifles and shotguns; Up until this law, mail order consumers only had to sign a statement that they were over 21 years of age for a handgun (18 for rifle or shotgun); it also detailed more persons who were banned from possessing certain guns, including drug users, and further restricted shotgun and rifles sales.

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1972 Bureau of Alcohol Tobacco and Firearms created Enforcement of the Gun Control Act was given to the Dept. of the Treasury's Alcohol and Tobacco Tax Division of the Internal Revenue Service. The organization replaced "tax" with "firearms," nearly doubled in size, and became the Bureau of Alcohol, Tobacco and Firearms (ATF).

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1986 Law Enforcement Officers Protection Act Made it illegal for anyone to manufacture or import armor piercing ammunition, or "cop-killer bullets," which are capable of penetrating bulletproof clothing. Firearms Owners' Protection Act Eased restrictions on gun sellers and the sale of some guns. Imposed additional penalties for persons using a firearm during certain crimes and persons with robbery or burglary convictions who are illegally shipping guns.

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1990 Crime Control Act Directed the attorney general to develop a strategy for establishing "drug-free school zones," including criminal penalties for possessing or discharging a firearm in a school zone. Outlawed the assembly of illegal semiautomatic rifles or shotguns from legally imported parts.

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1994 Brady Handgun Violence Prevention Act Imposed, on an interim basis, a five-day waiting period and background check before a licensed gun importer, manufacturer or dealer can sell or deliver a handgun to an unlicensed individual. Required a new National Instant Criminal Background Check System, run by the FBI, be ready to replace the waiting period by Nov. 30, 1998. The new background check system will apply to all firearms and will allow checks to be done over the phone or electronically with results returned immediately in most cases. Violent Crime Control and Law Enforcement Act

Commonly referred to as the "Assault Weapons Ban," this bill banned the manufacture, possession, and importation of new semiautomatic assault weapons and large-capacity ammunition feeding devices (or magazines) for civilian use. Criteria for semiautomatic assault weapons that fall under the ban are provided as well as a list of 19 specific firearms. Prohibits juveniles from possessing or selling handguns and directs the attorney general to evaluate proposed and existing state juvenile gun laws.

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1998 Brady Handgun Act Goes Into Effect The Brady Act goes into effect which requires all gun dealers to run background checks on all potential buyers using the National Instant Criminal Background Check system.

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1999 Gun Bill Requires Trigger Locks A bill is passed which requires all newly made hand guns to have a trigger lock. The bill also extends the waiting period and background checks of firearms being sold at gun shows.

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2008 Washington D.C. Handgun Ban Dismissed In District of Columbia v. Heller, a landmark case, the Supreme Court dismisses the Washington, D.C. handgun ban. The court ruled that the Second Amendment of the U. S. Constitution protects an individual's right to possess a firearm for private use within the home in federal enclaves, which the District of Columbia is considered.

PPT # 1 (day 1)

AIM: Why is the Bill of Rights important to citizens of the U.S.?

Do Now: In your opinion, what is the most important right you have?

I. The original Constitution did not list basic freedoms of the people. In fact, several states, such as Virginia, refused to ratify the Constitution until they were promised that a Bill of Rights was added.

II. By December 1791, the first 10 Amendments to the Constitution were ratified and became known as the Bill of Rights. III. The Bill of Rights was written to ensure that the National Government would not be able to take away peoples basic freedoms and rights.

Task: After reading the Bill of Rights, pick five of the ten Amendments. 1. Explain what each Amendment means in your own words, then: 2. Explain why that Amendment is important to you. 3. Are these rights absolute rights? You can work with a partner.