Goals and Objectives
Students will create a foldable that has the rights included in the first amendments after reading them and interpreting a chart about the freedoms within in their textbook.
Students will interpret the chart in their textbook in order to underline freedoms that are included within the first amendment
Students will be able to record examples of specific rights given to them based on the first amendment.
Students will interpret the chart in their textbook in order to underline freedoms that are included within the first amendment
Students will be able to record examples of specific rights given to them based on the first amendment.
California State Content Standards
8.2.5 Understand the significance of Jefferson’s Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Driving Historical Questions
What are the limits on our rights and the responsibilities that are guaranteed to us in the constitution? What rights are guaranteed to us as citizens of the United States?
What rights are guaranteed to us as citizens of the United States?
What rights are guaranteed to us as citizens of the United States?
Lesson Introduction
-- Without letting the students know display some things on the board (a bit outrageous, but not inappropriate) wear loud clothing, have someone holding picket signs. Then talk about how my rights are enabling me to do this.
-- Explain freedoms do not make you free from consequences of your actions. While you have freedoms, they are within limits and you should use them for good and not evil.
-- Explain freedoms do not make you free from consequences of your actions. While you have freedoms, they are within limits and you should use them for good and not evil.
Vocabulary
Assembly – Meet in groups
Petition - appealing to authority with respect
Abridging – reduce in extent or quantity
Petition - appealing to authority with respect
Abridging – reduce in extent or quantity
Content Delivery
-- Do a three read of the introduction to the Bill of Rights and Thomas Jefferson’s rationale. (A three read is my district’s close reading policy once silently once together once with a partner)
-- Break down each right down and look at all 5 individually and talk about what they might
-- Break down each right down and look at all 5 individually and talk about what they might
Student Engagement
-- As we read students will create a foldable (5 sections) in each section of the foldable will be a different right.
-- Under each flap students will look at the chart and interpret the meaning of the freedom and put it in their own words
-- They will then think of an example of something they can do, or already do on a regular basis because of that right.
-- They will think of a negative consequence for taking advantage of a right or not properly exercising a right.
-- Under each flap students will look at the chart and interpret the meaning of the freedom and put it in their own words
-- They will then think of an example of something they can do, or already do on a regular basis because of that right.
-- They will think of a negative consequence for taking advantage of a right or not properly exercising a right.
Lesson Closure
-- Students will share one of each of their freedoms and how they use it on a daily basis. They will also share one of the consequences of misusing or taking advantage of the freedom.
Assessments
Formative
-- Use equity sticks in order to call on students and check for understanding of the right.
-- Use white boards to quiz students on what the rights are in the constitution.
Summative
-- Collect foldable to make sure that students have properly understood their first amendment rights and how they are to exercise those rights in society.
-- Use equity sticks in order to call on students and check for understanding of the right.
-- Use white boards to quiz students on what the rights are in the constitution.
Summative
-- Collect foldable to make sure that students have properly understood their first amendment rights and how they are to exercise those rights in society.
Accommodations for English Learners, Striving Readers, and Students with Special Needs
-- The three read strategy is important for English Learners. It helps them to try the reading on their own. Then hear a correct and fluent reading of the text. They are then paired with a positive role model to read in groups.
Resources
McDougal Littell Creating America a History of the United States
Dinah Zike’s Reading and Study Skills: Foldables
Dinah Zike’s Reading and Study Skills: Foldables