*Scaffolds are in blue

US History: The Bill of Rights

Objectives
In groups, students will choose one right from the Bill of Rights and analyze its meaning as measured
by the creation of an advertisement for that amendment.
In groups, students will read a short text for meaning as measured by a re-presentation of that text.

Anticipatory Set/Motivation (Context of the lesson as it relates to previous lessons) Bridging

As someone who lives in the US, you are guaranteed certain rights that the government cannot take away.
Today, we will be looking at some of these rights and creating advertisements for each one. These
advertisements will be aimed at informing Americans about their rights in the United States.

Making connections/activating prior knowledge or creating background Bridging

I will introduce students to the Bill of Rights by asking them if they have ever heard of things like freedom of
speech, freedom of religion, the right to bear arms etc. I will then ask them if they know of any other rights
that the United States government provides. I want students to realize that they already know some of these
rights and today we will be building upon that knowledge.

Present the objectives in student friendly language

Today, you will be reading a text and turning the text into a picture.

Teaching/instruction
I will explain to the students that the Bill of Rights was written to guarantee basic rights to the people. Some are
more popular or common than others but they are all important in granting rights. I will explain to students that
rights are things that the government allows you do to, things that are not against the law, and things you will
not get in trouble for doing. Then, I will show the students a text that contains the ten amendments with just
their title so that students can get an idea of what these rights are. I will ask students to share out any rights they
already knew and any rights that surprised them or were new.

Presentation and Modeling of the tasks and/or activities Modeling

I have created a poster advertising the 19th amendment which gave women the right to vote. I will explain the
thought process behind my advertisement and show how this advertisement only has short words and that the
pictures are the main tell for the message I am trying to relay.

Guided Practice (You and the students working together) Modeling

I will show students the text of the 19th amendment and together we will assess my modeled advertisement and
determine which words led me to make the poster.

Group Practice Re-presentation, Contextualization

For Ells, I will provide further modified texts based on level of English Language Proficiency.
Analyze one amendment in the Bill of Rights
-Students will be given the text of one amendment. For longer amendments, I have doctored them so
that they give students the gist of the amendment without some vocabulary that may trip them up. In
groups, they will be analyzing the wording and deciphering the meaning. Then, they will brainstorm
ways to advertise this amendment to people.

In groups, create an advertisement that explains the right the students chose
Re-presentation, Contextualization
-After they have looked at the amendment, the students will use the materials provided to create a visual
display or digital media display to advertise their amendment. The displays can be posters, radio ads,
commercials, etc. Students will have a limited time to create their ads so they will need to be concise,
giving their audience a straightforward rendition of their rights as United States citizens.

Present the advertisement to the class so that all students can understand the amendment
-Once the advertisements have been created, each group will have two minutes to explain their ad as
well as the thought process that led them to create it in such way. I want them to use the wording of the
amendment to guide their presentation. The presentations will allow each person to be an expert on one
amendment, while still being exposed to the other nine amendments.

Independent Practice Re-presentation

Students will either write or present a summary of the amendment that they read. They will talk about the
creation of the advertisement and how they were able to make it based on the words in the amendment.

How are you checking for understanding while students are doing independent practice?
I will be monitoring the room and checking in with students who are Ells and ensuring that they are
participating in the discussion and poster creation. Then, I will ask these students if they would like to write
their summary or tell me the summary so that I can assess their comprehension.

Closure and assessment

Today, you learned one amendment really well and were introduced to the other nine by your peers.
The Bill of Rights was added to the Constitution to protect the individual liberties of the people.
Tomorrow, we will examine todays society for areas or events that have deprived citizens of their rights
laid out in the Bill of Rights."

I will assess whether students understood the text by viewing their advertisements and reading/listening
to their summaries of the text and the poster.
Materials

Amendment XIX. The right of citizens of the United States to vote shall not be denied or abridged by the United States or
by any state on account of sex. Congress shall have power to enforce this article by appropriate legislation.
 THE BILL OF RIGHTS FULL TEXT

Amendment I

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.

Amendment II

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.

Amendment III

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.

Amendment IV

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.

Amendment V
No person shall be held to answer for a capital, or otherwise infamous crime, unless
on a presentment or indictment of a grand jury; 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.

Amendment VI

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, 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 defense.

Amendment VII

In suits at common law (civil cases, not criminal), 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 reexamined in any court of the United States, than according
to the rules of the common law.

Amendment VIII

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and
unusual punishments inflicted.

Amendment IX
The enumeration in the Constitution, of certain rights, shall not be construed to deny
or disparage others retained by the people.

Amendment X

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.