The Bill of Rights and other Amendments
"A bill of rights is what the people are entitled to against every government on earth, and what no just government should refuse." - Thomas Jefferson
"No society can make a perpetual (permanent) constitution, or even a perpetual law. The earth belongs always to the living generation…" - Thomas Jefferson
"No society can make a perpetual (permanent) constitution, or even a perpetual law. The earth belongs always to the living generation…" - Thomas Jefferson
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Learning Goals:
The student will be able to evaluate the Bill of Rights and other amendments to the Constitution, in relation to the viewpoints of the Federalists and Anti-Federalists. The student will be able to explain the constitutional amendment process. |
Benchmarks:
SS.7.C.3.5 Content Complexity: Level 1/Recall and Reproduction Explain the Constitutional amendment process. SS.7.C.2.4 Content Complexity: Level 3/Strategic Thinking-Reasoning Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. SS.7.C.3.7 Content Complexity: Level 3/Strategic Thinking-Reasoning Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. SS.7.C.3.6 Content Complexity: Level 3/Strategic Thinking-Reasoning Evaluate Constitutional rights and their impact on individuals and society. SS.7.C.2.5 Content Complexity: Level 3/Strategic Thinking-Reasoning Distinguish how the Constitution safeguards and limits individual rights. |
Task 1: Amending the Constitution
1. What system are the images below depicting?
2. If this system used to be legal in America, what do you think had to happen to get rid of it?
2. If this system used to be legal in America, what do you think had to happen to get rid of it?
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3. If you predicted that a LAW could fix slavery, then consider this...The three passages below were in the original version of the U.S. Constitution and made slavery LEGAL. If a LAW was made to end slavery, which branch could strike it down as unconstitutional? (checks and balances review) So HOW did we get rid of slavery?
Article I, Section 2 (The 3/5 compromise clause...slaves counted as 3/5 of a person toward a states population)
"Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a term of years, and excluding Indians not taxed, three-fifths of all other Persons."
Article I, Section 9 (importation/trading and taxation of the slave trade)
"The Migration and Importation of such Persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the Year one thousand eight hundred and eight, but a Tax or duty may be imposed on such Importation, not exceeding ten dollars for each Person."
Article IV, Section 2 (fugitive-slave clause...no slaves who escaped into another state could be free)
"No Person held to Service or Labor in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labor, but shall be delivered up on Claim of the Party to whom Service or Labor may be due."
"Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a term of years, and excluding Indians not taxed, three-fifths of all other Persons."
Article I, Section 9 (importation/trading and taxation of the slave trade)
"The Migration and Importation of such Persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the Year one thousand eight hundred and eight, but a Tax or duty may be imposed on such Importation, not exceeding ten dollars for each Person."
Article IV, Section 2 (fugitive-slave clause...no slaves who escaped into another state could be free)
"No Person held to Service or Labor in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labor, but shall be delivered up on Claim of the Party to whom Service or Labor may be due."
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- What amendment is being mentioned in the video?
- What are the reasons why this amendment is so important?
- Based on the video, what are your predictions about WHO is involved in the amendment process?
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The cartoon depicts the passage of the 17th Amendment to the U.S. Constitution. (allowing the direct election of U.S. senators by the people…and no longer the state representatives.) WHAT CAN YOU LEARN ABOUT THE AMENDMENT PROCESS BY LOOKING AT THIS CARTOON? |
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Directions:
Read the attached file to the right titled "Amending the Constitution." Copy the image below (showing the amendment process) into your spirals. Then, answer the questions below in your spirals. |
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Amend: TO CHANGE...an amendment to the Constitution can CHANGE what is already in it.
4. How does the amendment process in the U.S. Constitution improve upon the Articles of Confederation? (remember the ice cream example...or look at your Articles of Confederation weaknesses T-chart)
5. Why do you think the founding fathers created the amendment process? (Why is it important to be able to change the Constitution over time?)
5. Why do you think the founding fathers created the amendment process? (Why is it important to be able to change the Constitution over time?)
Task 2: From Grievances to the Bill of Rights
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Our first ten amendments in our U.S. Constitution are known as the "Bill of Rights." We learned that these amendments were heavily influenced by the English Bill of Rights, written 100 years earlier. However, every protection/right found in the Bill of Rights addresses a grievance/complaint that the colonists had against King George III in the Declaration of Independence or a concern that our first political parties had at the Constitutional Convention.
Directions: Use context clues/evidence to match up each Source below with the correct amendment in the Bill of Rights that addresses it. (use the "Bill of Rights Summary" document) |
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Task 3: Bill of Rights and Key Amendments Cartoons
Bill of Rights Cartoons
Directions:
1. Read the "Bill of Rights Summary" file attached above. 2. Pick 5 Amendments from the Bill of Rights and create political cartoons in your spiral that show an understanding of the amendments. |
Key Amendments Cartoons
Directions:
1. Read the "Key Amendments Summaries" file attached above. 2. Pick 5 Amendments from the list and create political cartoons in your spiral that show an understanding of the amendments. | ||||||||
BONUS QUESTION: The following grievance/complaint against King George III never made it into the final version of the Declaration of Independence. Thomas Jefferson was pressured by states like South Carolina and Georgia to remove it.
Which amendment from the Key Amendments list above would best address this grievance/complaint?
“He has waged cruel war against human nature itself, violating its most sacred rights of life and liberty in the persons of a distant people who never offended him...Determined to keep open a market where men should be bought and sold."
Which amendment from the Key Amendments list above would best address this grievance/complaint?
“He has waged cruel war against human nature itself, violating its most sacred rights of life and liberty in the persons of a distant people who never offended him...Determined to keep open a market where men should be bought and sold."
Task 4: Bill of Rights in Current Events
Click on the following link and PICK TWO current event articles to read. (You can click on the “MORE” tab to find articles that are grouped by topic)
CLICK HERE TO READ ABOUT CURRENT EVENTS IN THE BILL OF RIGHTS
For each of the two articles you read, write down the title of the article and then answer the following questions
CLICK HERE TO READ ABOUT CURRENT EVENTS IN THE BILL OF RIGHTS
For each of the two articles you read, write down the title of the article and then answer the following questions
- Summarize the main points of the article.
- What constitutional amendment(s) are relevant to this article? EXPLAIN WHY.
- What is your opinion on the issue in this article?
Task 5: Issues with Key Amendments
While the 24th amendment to the Constitution banned poll taxes, a practice aimed at stopping African Americans and poor Americans from voting, it said nothing about literacy tests.
Answer the questions below in your spiral: 1. What does “literacy” mean? (look it up online if you need to) 2. Do you think citizens should have to demonstrate or prove their literacy in order to vote? Why or why not? 3. Look at the attached file titled “Literacy Test” from the state of Louisiana. Do you think this test is fair? Explain why or why not.
4. What law/act ended the practice of literacy tests in America? (you’ll have to look this up online)
5. How are literacy tests similar to the issues of the 15th and 24th amendments? (think about WHO literacy test were probably given to) |
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Task 6: Gitmo and the Bill of Rights
The Guantanamo Bay “Gitmo” detention facility (in Cuba) was created after the September 11 attacks to house suspected terrorists/combatants captured during the war in Afghanistan.
"Gitmo" has been highly controversial and has sparked much legal debate in the court system and protest of the government.
President Obama attempted to close "Gitmo," while President Trump has pledged to keep it open and fill it with more "detainees."
Refer to the directions and political cartoons below in "Step 1" then complete "Step 2."
"Gitmo" has been highly controversial and has sparked much legal debate in the court system and protest of the government.
President Obama attempted to close "Gitmo," while President Trump has pledged to keep it open and fill it with more "detainees."
Refer to the directions and political cartoons below in "Step 1" then complete "Step 2."
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Step 1: For each cartoon below, identify the following:
- What is the message of the cartoon? (Does it support the Guantanamo Bay Detention Facility or criticize it? How do you know? Use evidence.)
- Which constitutional rights might apply to this cartoon?
| Amendment Summaries |
| ORIGINAL TEXT |
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Cartoon 1
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Cartoon 2
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Cartoon 3
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Cartoon 4
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Step 2: PICK ONE OF THE ASSESSMENT OPTIONS BELOW:
1. Write a minimum 2 paragraph response using evidence to address the following prompt: "Do you think the Guantanamo Bay Detention Facility violates the Constitution in any way? Explain why or why not using at least three pieces of evidence from the amendment summaries documents and political cartoons."
2. Create a political cartoon that incorporates evidence and expresses your opinion on whether or not the Guantanamo Bay Detention Facility violates the Constitution.
3. Create a poem/rap that incorporates evidence and expresses your opinion on whether or not the Guantanamo Bay Detention Facility violates the Constitution.
4. Create a Pros and Cons list on the issue of the Guantanamo Bay Detention Facility.
1. Write a minimum 2 paragraph response using evidence to address the following prompt: "Do you think the Guantanamo Bay Detention Facility violates the Constitution in any way? Explain why or why not using at least three pieces of evidence from the amendment summaries documents and political cartoons."
2. Create a political cartoon that incorporates evidence and expresses your opinion on whether or not the Guantanamo Bay Detention Facility violates the Constitution.
3. Create a poem/rap that incorporates evidence and expresses your opinion on whether or not the Guantanamo Bay Detention Facility violates the Constitution.
4. Create a Pros and Cons list on the issue of the Guantanamo Bay Detention Facility.
Task 7: Banning of the Burka
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Read the attached file "Banning of the Burka" and answer the following questions.
1. What are burkas and niqabs AND what type of people are more likely to wear them? 2. What are three reasons mentioned in the article explaining WHY some countries are banning burkas and niqabs? 3. Do you think other countries should ban Islamic face veils? (burkas and niqabs) Explain why or why not. 4. Do you think the U.S. should ever ban Islamic face veils (burkas and niqabs) AND what amendment does this issue mostly closely relate to? Explain your opinion using evidence. |
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Task 8: Key Amendments and "Ageism"
Ageism is stereotyping and discriminating against individuals or groups on the basis of their age.
While originally used as a way to describe discrimination against older people, this term can be applied to children. For example, ignoring someone’s ideas just because they are a child can be considered a form of “ageism.”
Discuss the following with your shoulder partner:
Which amendment in our Constitution matches most closely with the term “ageism?”
Do you agree with this amendment? Why or why not?
While originally used as a way to describe discrimination against older people, this term can be applied to children. For example, ignoring someone’s ideas just because they are a child can be considered a form of “ageism.”
Discuss the following with your shoulder partner:
Which amendment in our Constitution matches most closely with the term “ageism?”
Do you agree with this amendment? Why or why not?
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After watching the video "What adults can learn from kids", respond to the following questions with your partner. 1. Should age be the determining factor of when, or if, someone should be able to vote? Why or why not? 2. Besides age, how else could we decide when, or if, someone should be able to vote? |
Task 9: Voter ID Laws
Equal access to voting rights is a necessary component of living in a functional representative democracy. However, Voter ID laws have been heavily debated by Democrats and Republicans.
STEP 1: As you watch the video below, create and fill out the graphic organizer in your spirals.
STEP 1: As you watch the video below, create and fill out the graphic organizer in your spirals.
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STEP 2: Read through the "Amendment summaries" file above. Write down any amendments you think Voter ID laws might relate to, or possibly violate.
STEP 3: Read the political cartoons/sources below. For each source, figure out which political party would support the source and explain why. (THERE IS A STEP 4 BELOW THE SOURCES) | ||||
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Source 1
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Source 2
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Source 3 
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Source 4 
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STEP 4: PICK ONE OF THE ASSESSMENT OPTIONS BELOW:
1. Write a minimum 2 paragraph response using evidence to address the following prompt: "Do you think Voter ID laws violate the Constitution in any way? Explain why or why not using at least three pieces of evidence from either the video, amendment summaries document, or the political cartoons/sources."
2. Create a political cartoon that incorporates evidence and expresses your opinion on whether or not voter ID laws violate the Constitution.
3. Create a poem/rap that incorporates evidence and expresses your opinion on the Voter ID laws.
1. Write a minimum 2 paragraph response using evidence to address the following prompt: "Do you think Voter ID laws violate the Constitution in any way? Explain why or why not using at least three pieces of evidence from either the video, amendment summaries document, or the political cartoons/sources."
2. Create a political cartoon that incorporates evidence and expresses your opinion on whether or not voter ID laws violate the Constitution.
3. Create a poem/rap that incorporates evidence and expresses your opinion on the Voter ID laws.
Task 10: Freedom of Speech in the age of Radicalism
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CLICK HERE to read an article about YouTube and its policies on IS propaganda. Then, answer the following questions:
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Know Your Rights: Class Competition
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1. Each group will be given a list of selected Constitutional Amendments to refer to.
2. I will display a series of scenarios where someone’s constitutional rights are being violated. 3. For each scenario, you will have 3 minutes to figure out which constitutional amendment(s) are being violated. 4. Write a short explanation for at least ONE of the amendments being violated.In some situations, multiple amendments are being violated. In others, none. |
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Group Roles
1. Read the scenario to your group. 2. Discuss your opinions with the rest of the table and come to a consensus. 3. Write down the amendments being violated. 4. Write down a brief explanation for at least one amendment being violated. ROTATE ROLES AFTER EACH SCENARIO. 
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iCivics Practice
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In Do I Have A Right?, you’ll run your own firm of lawyers who specialize in constitutional law. You’ll need to decide whether potential clients “have a right,” and if so, match them with the right lawyer. The more clients you serve and the more cases you win, the faster your law firm will grow!
WRITE DOWN THE FOLLOWING IN YOUR WRITING FOLDER AS YOU PLAY: *Write down summaries of 5 amendments that you encountered throughout the game. |
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