View/Download PDF
Creating an understanding of the Criminal Amendments.
Steven Colley
The Creation of “The Constitution”
This lesson is designed to introduce the students to the Criminal Amendments found in the Bill of Rights and will focus on the Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments. Students will apply their knowledge of Criminal Amendments by creating comic books with captions and illustrations.
- 1. Handouts ( see Attachments)
- 2. White Paper
- 3. Construction Paper
- 4. Stapler
- Markers/color pencil
2-3 days
2
What impact do the Criminal Amendments have on the lives of U.S. citizens?
- 1. Students will be given a handout with a list of situations that require them to determine which of the Criminal Amendments would apply. (Attachment 1)
- Teacher will review the handout with students and address any questions.
- (NOTE: Teacher may need to review the Criminal Amendments (4-6, 8, 14) with students.)
Teacher should ask students:
"Who is a superhero today? Who is a villian today?"
"Have you ever seen a movie in which there is a superhero or supervillian?"
"What was their roles in the plot?"
Guide students to think of such examples as Batman, Superman, Spiderman, etc. and how they protected citizens from violations of their rights.
Tell students that today we are going to look at various amendments from the Bill of Rights which serve as protectors of our freedoms.
Individually or in pairs, students will create a comic book in which the central story line involves one or more of the Criminal Amendments (4-6, 8, 14). Each comic book should contain at least eight scenes. Students may add additional scenes including the other constitutional amendments if they desire.
(NOTE: The teacher may want show an example of a comic book).
The comic book must contain the following:
1. Super-hero(s)/ super-villain(s)
2. Four illustrated scenes with captions that show the creation of their super-hero or villain. Some students will want to put this in the beginning of the comic book; some may add it to the story line
3. Four illustrated scenes with captions that show their super-hero or villain saving someone whose Constitutional rights are being violated.
4. A page in the booklet which lists and explains the Criminal Amendment/s that are contained in the book.
Students will present their comic books to the class. If time permits, the teacher could allow students to act out one or more of the scenes found in their comic books.
Have students rank the Criminal Amendments in order of importance. (Ex. Which is most important? Next?)
Students should write a paragraph in which they justify their ranking of these amendments.
None