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Creation of the Bill of Rights


Steven Colley


The Creation of “The Constitution”


This lesson provides practical examples of how the Bill of Rights functions in everyday life situations and includes a hands-on activity to increase student interest.


1.      Handouts ( see Attachments)
2.      White Paper
3.      Construction Paper
4.      Stapler
5.      Markers/color pencil
6.      Avery key
7.      Internet Access web site  http://www.unitedstreaming.com
8.      Television


90 minutes


1


How does the Bill of Rights impact individual freedoms of United States citizens?


 
  • 1. Students will be given a list of situations. The students will use prior knowledge to determine if the actions listed are guaranteed in the Bill of Rights or if the situation is illegal. (Attachment 1, Situations/Legal/Illegal)


To activate previous knowledge and help students understand the situations that led to the creation of the United States Constitution students will watch the video Almost Painless Guide to the U.S. Constitution,   (21:12 minutes) Located at http://www5.unitedstreaming.com/index.cfm. Teacher may want to use the black-line handouts for the video. 

If  you do not have access to http://www5.unitedstreaming.com/index.cfm  then have the students place the events listed on attachment "Time Line of Events" in chronological order.  Have the students identify the month and year for each event and place the events on a time line.  The teacher may want to give the students some additional information on each event.

 

 

 

 

 


Instructional Activities:

1.  Students will create a flip chart of the Bill of Rights which will include the Amendment number on the outside with the description of the personal right on the inside.  Also on the inside will be a description of that right.  (An example of a student made flip chart can be viewed in Attachment "Bill of Rights" under Linked Files.)

Step One:  Distribute a copy of the Bill of Rights to students.  This can be found at www.usinfo.state.gov/usa/infousa/facts/funddocs/billeng.htm or their textbook.

Step Two:  Give students a sheet of computer paper. Fold the paper like a hot-dog bun on one side of the bun have the students cut ten flaps.  The back of the chart should remain whole.

Step Three:  On the outside flap, students write "Amendment One", "Amendment Two", etc.  On the inside of the appropriate amendment, students should state the personal right guaranteed by that amendment and a short explanation of that right.  The teacher should make sure that the students add the appropriate information.

  


 

Ask students to return to their Bell Assignment worksheet.  They should use their flip charts to check previous answers and correct as necessary.


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Time Line of Events_Colley
Situations_Legal_Illegal_Colley
Bill of Rights_LP1 Colley

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