Newseum Lesson Plan

Name: Lauren Cain

Grade Level: 4th or 5th grade
General Subject area: Social Studies

Art, Biology Chemistr Early Preschoo English English General General Health Math Math P.E. Readin Social Social Theater
PreK- 9-Adult y Education l Special 5-Adult 5-9 Science Science PreK- 5- 5-9 PreK- g Studies Studies PreK-
K 9-Adult PreK-K Needs 5-Adult 5-9 Adult Adult Adult K-6 5-Adult 5-9 Adult
PreK-K

Amount of time/length of teaching period: 1- 2 week(s)

Learning goal(s): The whole class will understand the role of the U.S. Constitution and the Bill of Rights. Students
will understand the origin of the First Amendment and the significant role the five freedoms play in our lives today.
Students, as well, will explore the News Corporation News History Gallery at the Newseum, examining artifacts from
the time of the debate over the Bill of Rights.

Content Standard(s) Lesson objective(s) Assessment method(s)

List state standards & national What will students be able to do? State in Assessments must match objectives.
standards by number measurable, observable terms, identifying what
behavior will denote mastery
State Standard(s):

TCS. 3-5.1 Students will have the opportunity Students will be provided laptops/
Explore a variety of to explore on their own, with a computers to do research of the
appropriate technologies variety of technology, researching Constitution and the Bill of Rights.
and research techniques the US Constitution, Bill of Rights, They will be assigned an essay and
that can assist with the First Ten Amendments, famous key Freedom Stations which they will
learning process. figures of the time, etc. be using technology.

SS.4.1: The teacher will explain the values The students will have worksheets,
Identify, explain, and and beliefs through established discussion groups, presentations,
critique commonly held documents of The US Constitution and a day to explore the Newseum.
American democratic and the Bill of Rights. The students This is a variety of different ways
values, principals, and will expand on the teachers to teach the students of the two
beliefs (e.g., diversity, information and do extra research important documents.
justice, liberty, etc.) on the two famous documents.
through established Students will be able to identify the
documents (e.g., key figures, the values, and beliefs,
Declaration of competing parties of the time, and
Independence, U.S. the first ten amendments.
Constitution, Bill of
Rights, etc.)
National Standard(s):

CCSS.ELA- The teacher will have a discussion The teacher will ask the students
LITERACY.CCRA.SL.1 topic with the whole class. Each three discussion questions. This is
Prepare for and participate student will be able to have the to help students make sure they
effectively in a range of opportunity to answer the question, fully understand, have the
conversations and debate with the classes answers, opportunity to hear their peers
collaborations with diverse and build upon their peers ideas. opinions, and for the teacher to
partners, building on Each student will be expected to assess the class.
others ideas and have some input into the discussion
expressing their own topics.
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 clearly and persuasively.

CCE.II The two important documents the Students will be asked the standard
A. What is the American students are learning will expand questions A, B, C, and D. They
idea of constitutional into the American society. Students will also complete a worksheet in
government? B. What are will be able to complete the which they will need to elaborate
the distinctive worksheets and know the answer of on the American constitutional
characteristics of the standard A, B, C, and D. democracy.
American society? C.
What is American political
culture? D. What values
and principles are basic to
American constitutional
democracy?

Materials
List and include all material you AND the students will need.
Include ways in which you collaborated with others to enhance instruction.
Teacher Student
- Lap top - Debating the Bill of Rights worksheet (one
- Debating the Bill of Rights worksheet copy per student)
- Battle for the Bill of Rights Handout - Battle for the Bill of Rights Handout (one
- The First Amendment worksheet copy per student)
- The First Amendment worksheet (one copy
per student)
- Pencil/ Pen
- Computer/ Laptop (provided by the school)

Design for Instruction:

Introduction:
To start out the lesson I, the teacher, will have a lesson introduction the Bill of Rights to the class. I will then assign a
short essay and a worksheet on the following topic. To get the students more interested and engaged we will visit the
Newseum. Before this assignment, we will focus on the American Society and this will connect with our lesson now.

Development:

Before Newseum:
The teacher will play the video on the SMART Board (5 minutes)
The teacher will ask the following discussion questions to the class. All students must have some input on the
following discussion questions: (20 minutes)
Why might Madison have thought it was important to form a committee to consider the amendments?
Who were the competing parties, and what did they believe?
How do we use the First Amendment today?
Students will complete the Debating the Bill of Rights Worksheet (20 minutes)
For the class to explore more on the Bill of Rights I will assign a short essay. The class can choose from the following
topics: (30-minute class time)
What conflicting concerns did the authors of the Bill of Rights face?
What would life be like without a bill of rights?
Should the bill of rights be updated? If so, what rights should be added or amended?

During Visit of Newseum:

The teacher will print copies of the worksheet for the class to each have their own copy.
NewseumED class Battle for the Bill of Rights: Go back in time and re-live the debate over whether basic
freedoms should be included in the Constitution of our new country. (20 minutes)
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FM.
 Battle for the Bill of Rights Gallery Guide: Students explore the News Corporation News History Gallery
at the Newseum, examining artifacts from the time of the debate over the Bill of Rights. (30 minutes)

After Newseum:
Freedom Stations: (1.5 hours)

I will print the worksheet so each student has their own copy. I will project the first amendment on the
overhead projector and I will read the first amendment with the students and make sure they understand the
freedoms.

Distribute a Freedom Stations worksheet to each student. One-fifth of the students should have freedom of
press, one-fifth freedom of speech, etc.

Have students look for an example of their freedom in newspaper or magazine stories. They should cut it out,
read it and complete the worksheet. Then, they attach the story to the worksheet. (30+ minutes)

When done, have students gather with their freedom buddies at their corresponding freedom station. You
will now have five groups of students one for each of the freedoms.

Students should look at all the examples in their group, evaluate them and write a summary of the various
ways that freedom is exercised. (25 minutes)

Each group should present its findings to the class. (3-5 minutes per group 25 minutes total)

Learning Activities Differe

What will you do? What will students do? Include your teaching strategies, management strategies and transitions.
Include questions that engaged students in critical thinking and discussion
ntiatio
For each learning activity indicate how long it will last in approximate minutes n
You must state exactly what the teacher AND the student will be doing during EACH activity List how
you will
One activity MUST include a technology component and highlight in yellow
differentia
te your
lesson
activities
Before the visit to the Newseum: (1 hour & 15 minutes) The
Will have a lesson on the Bill of Rights. The students will watch a short film to introduce the Bill of video
Rights to the class: (5 minutes) will be
https://video.search.yahoo.com/search/video;_ylt=A0LEV0anpOJYNBgA8dhXNyoA;_ylu=X3oDM both
TE0OTI1ODc3BGNvbG8DYmYxBHBvcwMxBHZ0aWQDQjM2MDRfMQRzZWMDcGl2cw--? audio
p=the+bill+of+rights&fr2=piv- and
web&fr=mcafee#id=17&vid=0c3abf741057848f85cd4cbdad8bc773&action=view close
caption
The teacher will ask the following discussion questions to the class: (20 minutes) ing sub
Why might Madison have thought it was important to form a committee to consider the titles
amendments? for
Who were the competing parties, and what did they believe? student
How do we use the First Amendment today? s who
are
death

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FM.
 Students will complete the Debating the Bill of Rights Worksheet (20 minutes) or
blind.
For the class to explore more on the Bill of Rights I will assign a short essay. The class can choose Give
from the following topics: (30-minute class time) extra
What conflicting concerns did the authors of the Bill of Rights face? time to
What would life be like without a bill of rights? a
Should the bill of rights be updated? If so, what rights should be added or amended? student
with a
During Visit of Newseum: 50 minutes + extra time to explore the rest of the Newseum
learnin
Print copies of both worksheets for the class
g
NewseumED class Battle for the Bill of Rights: Go back in time and re-live the debate
disabili
over whether basic freedoms should be included in the Constitution of our new country. (20 ty and
minutes) help
Battle for the Bill of Rights Gallery Guide: Students explore the News Corporation News break
History Gallery at the Newseum, examining artifacts from the time of the debate over the Bill down
of Rights. (30 minutes to an hour) the
assign
ment.

After Visit of Newseum: (Hour and a half)

Freedom Stations:
I will print the worksheet so each student has their own copy. I will project the first
amendment on the overhead projector and I will read the first amendment with the students
and make sure they understand the freedoms.

Distribute a Freedom Stations worksheet to each student

Have students look for an example of their freedom in newspaper or magazine stories (30+
minutes)

When done, have students gather with their freedom buddies at their corresponding freedom
station.

Students should look at all the examples in their group, evaluate them and write a summary of
the various ways that freedom is exercised. (25 minutes)

Each group should present its findings to the class. (3-5 minutes per group 25 minutes
total)

Closure:
After the lesson, the students will have gained knowledge on the U.S. Constitution, Bill of Rights, First Amendment,
and the American Society. They can use this new knowledge to understand more of the American society and how
American was formed. The class will have the opportunity to explore different teaching methods such as: by using
technology, working in small group, whole class discussions, completing worksheets, etc.

Diverse learners:

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For a diverse learner, I will give one on one help to explain the directions for clearly and help to complete the
worksheet by breaking it down. The students will also have the opportunity to have a little more time to complete the
worksheet and essay. For the discussion topics, the teacher can help break it down a little more and help the student
elaborate on their answer. When they do well on the worksheet or did well answering the discussion topic, the
teacher will give enthusiasm to that student.

Appendices:

Before Newseum:
Video on Bill of Rights
https://video.search.yahoo.com/search/video;_ylt=A0LEV0anpOJYNBgA8dhXNyoA;_ylu=X3oDMTE0OTI1O
Dc3BGNvbG8DYmYxBHBvcwMxBHZ0aWQDQjM2MDRfMQRzZWMDcGl2cw--?
p=the+bill+of+rights&fr2=piv-web&fr=mcafee#id=17&vid=0c3abf741057848f85cd4cbdad8bc773&action=view
Debating the Bill of Rights Worksheet
Essay Questions

During Museum:
Battle for the Bill of Rights: Gallery Guide

After Museum:
The First Amendment
- Freedom of Speech
- Freedom of Press
- Freedom of Religion
- Freedom of Petition
- Freedom of Assembly

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 Debating the Bill of Rights
Who were the Federalists and Antifederalists?
The Founding Fathers drafted and signed the Constitution at a convention in 1787 in
Philadelphia and sent it to the states for ratification. A debate began on the national level.
Federalists such as Alexander Hamilton and James Madison supported the Constitution as
written and wanted states to approve it.

Antifederalists, such as George Mason and Patrick Henry, did not support the Constitution.
They wanted stronger limits on the national governments power. They also wanted more
protection for peoples and states rights. They argued that the Constitution needed a section
that guaranteed basic principles of human liberty. Mason, a delegate from Virginia, fought
vigorously against the Constitution and its lack of a declaration of rights. He refused to sign the
Constitution, famously declaring, I would sooner chop off my right hand than put it to the
Constitution as it now stands.

Federalists tried to alleviate the Antifederalists fears. They argued there was a need for a
centralized government and said limits, or checks and balances, in the Constitution would keep
the government from becoming too powerful. They also said a bill of rights could be incomplete
and give the impression that only those rights are protected. Hamilton called such a bill not
only unnecessary but (it) would even be dangerous.

Nine of the 13 states needed to ratify the Constitution for it to be accepted. That number was
reached by June of 1788.

At the Virginia Ratifying Convention, the delegates were split. James Madison, who had been
a driving force behind the Constitution, made a suggestion to silence the critics: add a bill of
rights to the document. Virginia finally approved the Constitution and sent to Congress a list of
changes it wanted in the Constitution.

The states of New York and Massachusetts also ratified the Constitution on the condition that
amendments would be proposed in Congress. North Carolina and Rhode Island would not
approve the Constitution at all without a bill of rights.

Why did Madison change his mind?

Madison had written to his friend Thomas Jefferson, who sided with the Antifederalists, about
the Constitution. Jefferson told Madison that he thought a bill of rights was needed. Jefferson
wrote, A bill of rights is what the people are entitled to against every government on earth
and what no just government should refuse or rest on inferences. Madison respected his
friends views. The letter made him think.
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Public dissent was growing and Madison knew that amendments to the Constitution were
needed. Madison, a member of the U.S. House of Representatives, rose to his feet on June 8,
1789, and addressed the chamber. He suggested amending the Constitution.

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He said that the Congress should expressly declare the great rights of mankind secured under
this Constitution. These changes would limit and qualify the powers of government.

Madison saw the chance to bring the country together. He wanted to gain support for the new
government. Congress would have to act carefully. The House formed a committee to consider
amendments. The amendments would be in a list at the end of the Constitution.

The committee proposed 17 amendments. Congress approved 12 of these. The amendments

were then sent to the states for approval. The states ratified 10. Because the states did not
ratify the first two amendments, the third amendment became the First Amendment. The Bill of
Rights was at last part of the Constitution.
Name:
Date:

Debating the Bill of Rights

Did the Constitution have a bill of rights when it was first written?

What did the Federalists and Antifederalists believe about the Constitution?

What changes did the Antifederalists want to make to the Constitution?

Name two reasons why James Madison might have changed his mind to support a bill of
rights.

How many amendments did Congress approve and send to the states, and how many did the
states ratify?
 Battle for the Bill of Rights
Gallery Guide
Visit the News Corporation News History Gallery (Level 5)
Head to the timeline in the center of the gallery. Find the cases with artifacts from 1775 to
1789. Take a look at the newspapers and magazines displayed here. Pick one of the artifacts
and answer the questions below.

Name of publication:

Date of publication:

Place of publication:

What is the publication: a magazine, newspaper or something else?

Is there a slogan or tagline? If so, what is it?

Look at the front page and list at least three items you see. (For example, are there news
stories? Illustrations? Government orders?)

What type of person do you think would have read this? Explain why.
 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.
The First Amendment is:

Part of the Bill of Rights (the first 10 amendments to the U.S. Constitution).
More than 200 years old. (It was ratified made part of the Constitution in 1791.)
Our nations blueprint for freedom of expression and religious liberty for all.
A statement that limits the governments ability to restrict the rights of individuals.

Religion: The First Amendment protects the right to freely exercise any religious faith, or no
religious faith. You can believe whatever you want to believe and practice your religion openly
without fear of persecution.

The First Amendment also prohibits the government from establishing an of

ficial religion. That is why, for example, public school teachers are not allowed to lead their
students in prayer. The Supreme Court has ruled that public school teachers leading prayers
could make it appear that the government favors one religion over another.

These protections are often referred to as the Establishment Clause of the First Amendment.

Speech: The First Amendment protects the right to express your beliefs and ideas through
words written or spoken and through symbolic speech. Symbolic speech uses images,
actions or other non-verbal methods to communicate an idea. The First Amendment protects
the right to express even unpopular or controversial ideas.

Press: The First Amendment protects the right to publish information in print, on television or
on the Internet. For the most part, the news media are free to publish any information or
opinion they desire with interference or censorship by the government.

Assembly: The First Amendment protects individuals freedom to gather together peacefully in
groups. Working together, groups can have a much greater impact than an individual working
alone.

Petition: The First Amendment protects the right to ask government at any level local,
state or federal to change a policy, right a wrong or correct a problem. Individuals can
petition the government using any legal, nonviolent methods of communicating their
concerns, from traditional signed petitions to phone calls to Twitter.

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Name:
Date:

Freedom of
Speech
Choose an article and answer the questions.

Name of article:

Publication and date:

How is this freedom being used?

Who is using this freedom?

Characteristics of who is using the freedom: (government, individual/many people,

students/adults, etc.)

Is the story describing someone who thinks their First Amendment right is being violated? If so,
how?

If the article describes a conflict, which individual or group do you support? Why?
 Freedom of
Press
Choose an article and answer the questions.

Name of article:

Publication and date:

How is this freedom being used?

Who is using this freedom?

Characteristics of who is using the freedom: (government, individual/many people,

students/adults, etc.)

Is the story describing someone who thinks their First Amendment right is being violated? If so,
how?

If the article describes a conflict, which individual or group do you support? Why?
 Freedom of
Religion
Choose an article and answer the questions.

Name of article:

Publication and date:

How is this freedom being used?

Who is using this freedom?

Characteristics of who is using the freedom: (government, individual/many people,

students/adults, etc.)

Is the story describing someone who thinks their First Amendment right is being violated? If so,
how?

If the article describes a conflict, which individual or group do you support? Why?
 Freedom of
Petition
Choose an article and answer the questions.

Name of article:

Publication and date:

How is this freedom being used?

Who is using this freedom?

Characteristics of who is using the freedom: (government, individual/many people,

students/adults, etc.)

Is the story describing someone who thinks their First Amendment right is being violated? If so,
how?

If the article describes a conflict, which individual or group do you support? Why?
 Freedom
of
Assembly
Choose an article and answer the questions.

Name of article:

Publication and date:

How is this freedom being used?

Who is using this freedom?

Characteristics of who is using the freedom: (government, individual/many people,

students/adults, etc.)

Is the story describing someone who thinks their First Amendment right is being
violated? If so, how?

If the article describes a conflict, which individual or group do you support? Why?