1. The Constitution, Amending Process, and the Bill of Rights Annie Caldwell Missy LaCroix

2. Introductions  Name  School  How long have you been teaching?  What do you hope to get out of the session today?

3. Outcomes  TWBAT explore and apply instructional strategies to enhance their teaching of the Constitution, the amending process, and the Bill of Rights.

4. Agenda  Welcome and Introductions  Core Learning Goals and Indicators for the Constitution, Amending Process, and Bill of Rights  Structure of the Constitution Scavenger Hunt  Principles and the Constitution  Eyes on the Prize - Little Rock and Federalism  Amending Process  The Bill of Rights  Video – Eminent Domain  Incorporating Writing  PBS Frontline – Death by Fire  Socratic Seminar  Session Evaluation

5. Connection to State Curriculum Core Learning Goal: Goal 1 Political Systems The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems. Expectation: 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator: 1.1.1 The student will analyze historic documents to determine the basic principles of United States government and apply them to real-world situations. Assessment Limit(s):  Documents: Declaration of Independence, Articles of Confederation, United States Constitution, and the Bill of Rights. Students are to know which rights/protections are addressed by the first ten amendments. Students are not expected to know the contents of any document by number.  Other documents and amendments may be used to assess the principles, but information will be provided.  Basic principles: federalism, separation of powers, checks and balances, judicial review, representative democracy, limited government, rule of law, individual rights and responsibilities, consent of the governed, majority rule, popular sovereignty, equal protection.

6. Indicators For Today’s Session 1.1.1g - Explain the fundamental principles of American government contained in the Declaration of Independence, Articles of Confederation, United States Constitution and the Maryland Constitution 1.1.1h - Analyze the Preamble as the mission statement of the Constitution of the United States 1.1.1i - Identify the rights in the Bill of Rights and how they protect individuals and limit the power of government 1.1.1j - Apply the principles of federalism, checks and balances, rule of law, judicial review, separation of powers, consent of the governed and majority rule to real world situations

7. Structure of the Constitution Scavenger Hunt  Use one of the following websites to complete the Constitution Scavenger Hunt.  The Heritage Guide to the Constitution http://www.heritage.org/constitution  The National Constitution Center http://constitutioncenter.org/constitu tion

8. Principles in the Constitution Chart

9. Eyes on the Prize – Little Rock Application of Federalism  The video Eyes on the Prize – Little Rock 9 helps students to see what federalism can look like in action.  Before viewing have students complete the “KNOW” and WANT TO KNOW” sections of the KWL chart about what they already know about the Civil Rights Movement.  During the video, students complete a chart outlining the following areas:  Civil Rights Movement  Integrating Central High School  Roles of the Local/State Government  Roles of the National Government  When students have finished watching the video, they are to answer the summary questions.

10. Eyes on the Prize – Little Rock Summary Questions 1.What was the main issue addressed in Little Rock during 1957? 2.What kind of incidents took place during the school year? 3.Arkansas Governor Faubus originally said that he did not have strong feelings FOR or AGAINST integration. Why did his attitude change when Central High was to be integrated? 4.If you were an Arkansas resident in 1957, how would you react to what was going on? 5.What actions did President Eisenhower take in Arkansas? 6.Why were the actions of President Eisenhower an example of federalism? 7.What is the role of the federal government in ensuring individual rights?

11. Amending the Constitution Video  How Cast – How to Amend the US Constitution  https://www.youtube.com/watch? v=UTX9YsMywks https://www.youtube.com/watch? v=UTX9YsMywks

12. The Bill of Rights The Parents Constitution Motivational Exercise  The Parents Constitution can be given as a warm up or motivation to your Bill of Rights lesson. Give students a copy of it and ask them to read it and answer the following questions:  Do you believe parents should have all of the powers described in the Parent’s Constitution? If not, which ones would you restrict?  How would you change the Parent’s Constitution to make it fairer for children?  What rights should children have to protect them from the power of parents? List at least five rights that you and your parents believe are important. It can then be discussed with students that just as you feel that they would need their rights protected against their parents, the citizens of our country felt the same way, which is why a Bill of Rights was created.

13. Bill of Rights Graphic Organizer and Readings

14. Bill of Rights in Pictures Activity  Making Connections and Applying the Bill of Rights

15. Eminent Domain Video  Izzit  www.Izzit.org - Free to sign up www.Izzit.org  One free video a school year  Teaching guides to accompany videos  Current Events

16. Creating Your Own Constructed Response Items  You will be broken up into 3 different groups and asked to create a Constructed Response question that assesses one of the following topics:  Principles in the Constitution  Amending Process  The Bill of Rights  For each you will need to identify the assessment limit / indicator connection and be able to explain how that constructed response assesses the indicator.  Be ready to share your constructed response with the rest of the group.

17. Bill of Rights Extension PBS Frontline – Death by Fire  Have students answer the following before viewing questions:  Have students answer the guide questions as they watch the PBS Frontline video “Death by Fire”. http://www.pbs.org/wgbh/pages/ frontline/death-by-fire/ http://www.pbs.org/wgbh/pages/ frontline/death-by-fire/  Have students answer the summary question at the end of the movie to gauge their point of view on the death penalty.

18. Death Penalty Socratic Seminar  Have students conduct research on the topic using web resources or teacher produced responses.  http://deathpenalty.procon.org/ http://deathpenalty.procon.org/  Conduct a philosophical chairs debate or Socratic seminar to apply what students have learned about the BOR.

19. Reflection, Debrief, and Evaluation

20. Reflection Questions  Answer the following reflection question on the back of your agenda:  What is one strategy that you plan on using to teach the Constitution, Amending Process, and the Bill of Rights?

21. Questions?  Feel free to email us with any questions.  Annie Caldwell – acaldwell@bcps.orgacaldwell@bcps.org  Missy LaCroix – mlacroix@bcps.orgmlacroix@bcps.org

22. Evaluation