U.S. History: Revolution- The Bill of Rights

The first ten amendments to the Constitution make up the Bill of Rights. Written by James Madison in response to calls from several states for greater constitutional protection for individual liberties, the Bill of Rights lists specific prohibitions on governmental power. For example, what the Founders saw as the natural right of individuals to speak and worship freely was protected by the First Amendment’s prohibitions on Congress from making laws establishing a religion or abridging freedom of speech. Furthermore, the natural right to be free from unreasonable government intrusion in one’s home was safeguarded by the Fourth Amendment’s warrant requirements. The rights listed in the Bill of Rights are still being interpreted, discussed, and argued by Americans in the 21st century.

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to...
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is...
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other...
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on...
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience....
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of...
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CLE 3001.2.5
Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.
CLE 3001.2.7
Participate in work teams and group discussions.
CLE 3001.3.1
Write in a variety of modes for different audiences and purposes.
CLE 3001.3.3
Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3001.3.4
Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in lo
CLE 3001.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3001.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
CLE 3001.4.5
Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.
CLE 3001.5.1
Use logic to make inferences and draw conclusions in a variety of challenging oral and written contexts.
CLE 3001.5.2
Analyze text for fact and opinion, cause/effect, inferences, evidence, and conclusions.
CLE 3001.5.3
Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.
CLE 3001.5.4
Analyze the logical features of an argument
CLE 3001.6.1
Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.
CLE 3001.8.4
Analyze works of literature for what is suggested about the historical period in which they were written.
CLE 3002.2.7
Participate in work teams and group discussions.
CLE 3002.3.1
Write in a variety of modes for different audiences and purposes.
CLE 3002.3.3
Organize ideas into an essay with a thesis statement in the introduction, wellconstructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3002.3.4
Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.
CLE 3002.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3002.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
CLE 3002.4.5
Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.
CLE 3002.5.1
Use logic to make inferences and draw conclusions in a variety of challenging oral and written contexts.
CLE 3002.5.2
Analyze text for fact and opinion, cause-effect, inferences, evidence, and conclusions.
CLE 3002.5.3
Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.
CLE 3002.5.4
Analyze the logical features of an argument.
CLE 3002.6.1
Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.
CLE 3002.8.4
Analyze works of literature for what is suggested about the historical period in which they were written.
GC.7
Analyze how the Bill of Rights limits the powers of the federal government and state governments.
SPI 3001.2.7
Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listening with civility...
SPI 3001.3.10
Identify the targeted audience for a selected passage.
SPI 3001.3.14
Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3001.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3001.3.4
Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3001.4.4
Evaluate the validity of Web pages as sources of information.
SPI 3001.4.6
Identify information that must be cited or attributed within a writing sample.
SPI 3001.5.1
Make inferences and draw conclusions based on evidence in text.
SPI 3001.8.4
Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does,...
SPI 3002.2.7
Select the most appropriate strategies for participating productively in a team (e.g., gaining the floor in orderly, respectful ways and listen with civility to...
SPI 3002.3.11
Identify the targeted audience for a selected passage.
SPI 3002.3.15
Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3002.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3002.3.4
Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3002.4.4
Evaluate the validity of Web pages as sources of information.
SPI 3002.4.6
Identify information that must be cited or attributed within a writing sample.
SPI 3002.5.1
Make inferences and draw conclusions based on evidence in text.
SPI 3002.8.4
Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does,...
TSS.ELA.9-10.L.KL.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend ...
TSS.ELA.9-10.RI.KID.1
Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
TSS.ELA.9-10.RI.KID.2
Determine a central idea of a text and analyze its development; provide an objective or critical summary.
TSS.ELA.9-10.RI.KID.3
Analyze how an author presents and develops key ideas and events to impact meaning.
TSS.ELA.9-10.RL.KID.1
Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
TSS.ELA.9-10.RL.KID.2
Determine a theme or central idea of a text and analyze its development; provide an objective or critical summary.
TSS.ELA.9-10.RL.KID.3
Analyze how complex characters, events, and ideas develop and interact over the course of a text to impact meaning.
TSS.ELA.9-10.SL.CC.1
Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 9th- 10th grade topics, texts, and...
TSS.ELA.9-10.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.9-10.W.PDW.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
TSS.ELA.9-10.W.RBPK.8
Use multiple search terms to generate a variety of print and digital sources; integrate information into the text selectively to maintain the flow of...
TSS.ELA.9-10.W.RBPK.9
Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band...
TSS.ELA.9-10.W.RW.10
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
TSS.ELA.9-10.W.TTP.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
TSS.ELA.9-10.W.TTP.2
Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and accurately through the effective selection...
TSS.ELA.9-10.W.TTP.3
Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Students will examine and interpret primary sources to write an opinion piece on the impact of the Bill of Rights on individuals or a group of citizens. 

Lesson Variations

Blooms taxonomy level: 
Applying
Extension suggestions: 

Activity 1 – Student Game titled “Life Without the Bill of Rights”
The students with their laptop computer or I-Pad could log into this Bill of Rights Institute game titled “Life Without the Bill of Rights.” If the students do not have access to a laptop computer or an iPad, the teacher can display and facilitate this game on the Smart Board/projector. The teacher will first model how the game is played and then walk around the classroom to answer student questions as they play the game. After the students have completed the game, the teacher will ask the students what their lives would be like if they did not have the rights listed in the Bill of Rights.
Activity 2 – Watch a YouTube video titled “Bill of Rights (Shake it Off)”
As a refresher from the previous lesson on the Constitution/Bill of Rights, show on the Smart Board /projector a short YouTube video clip, “Bill of Rights (Shake It Off).” After students have watched the video once or twice, the teacher will randomly select students to explain their reactions to the content of the video. Time permitting, the teacher will instruct each student to write his or her own four-line song about their understanding of the American Bill of Rights. 

Helpful Hints

MATERIALS:
Smart Board/Projector
A 3-minute guide to the Bill of Rights - Belinda Stutzman, YouTube video
Chart of Selected Amendments and Their Origins (pp. 5-6 below)
Creating the Bill of Rights, Special Presentation within Creating the United States exhibition
Magna Carta: Muse and Mentor exhibition
Sheets of lined notebook paper
TPS-MTSU Image Analysis Form
Index cards (for exit tickets)
POW TREE + C graphic organizer for writing an essay