The Bill of Rights:A PowerQuest for Grade Five

By:

Donna Cannon,

Tricia Gallagher,

Kathy Joyce,

and Erin Mulhern

Old Richmond Elementary School

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Essential Question

Question…

How is your life today affected by The United States Constitution’s Bill of Rights which was written and put into effect over two hundred years ago?

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Introduction

Most of us were born in the United States which means we have U. S. “citizenship”. Our citizenship entitles us to a number of rights which keep us free from government domination.

What is “freedom from government domination”? Who thought of the rights we enjoy and what prompted them to

chose those rights to document? When and where were these rights documented, and will

Americans always have these rights? What are the specific rights and freedoms listed in the document,

and what are some events or issues that might prompt a citizen to exercise your rights?

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INTRO

Task

You will investigate the historical events which led the framers of the U.S. Constitution to amend it to include a “Bill of Rights” for U.S. citizens.

Next, you will read and study the Bill of Rights, then choose one amendment in the document which is most important to you and write about why you think it is so meaningful.

You will demonstrate your comprehension of the right by communicating how it applies specifically in your life today and what could be the effect on your life if you did not have that right.

You will create a visual presentation for your peers that demonstrates someone exercising the right in some manner.

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INTRO

Process - Part I

First view the DE Streaming video clip on the Bill of Rights. Open and print Mr. Madison Needs Some Help (or use the copy

provided by your teacher). Read about the historical events which led to the first ten

amendments to the U.S. Constitution. Interact with the teacher as she leads a discussion about these

events. She will read and explain each of the documented rights and why they were documented.

Think about the different freedoms and rights that are documented in the Bill of Rights and discuss them with your parents. (You can find a copy of the Bill of Rights in your fifth grade social studies book or read the online copy.) Also, discuss what life could be like without these rights. Identify one or two countries where some or all of these citizens’ rights do not exist.

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Process – Part Two

Decide which amendment is most meaningful to you and write a paraphrase of it. (Write it in your own words without compromising its meaning.)

Next, using the clarification graphic organizer provided by your teacher, plan and write a clarification paper that tells which of the first ten amendments is most important to you: include at least two reasons to explain why it is so important. Be sure to revise and edit your essay before you publish your final copy. You may type or hand write your final copy.

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Process – Part Three

Create a scenario in which an American citizen would choose to exercise this right and then act it out in a skit. You may chose classmates to be actors in your skit.

Create a visual presentation that will demonstrate the application of the right in the life of an American citizen. Your presentation can be one of the following:– a storyboard– a PowerPoint – a photo essay

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Website #1

Read and study a copy of the Bill of Rights.

Website: Constitutional Rights Foundation at

http://www.law.cornell.edu/constitution/constitution.billofrights.html

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INTRO

Website #2

Constitution for Kids.http://www.usconstitution.net/constkids4.html

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Evaluation

Open the following link and read the Bill of Rights

rubric for evaluation information: Bill of Rights Rubric.

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Conclusion

You have learned that your rights as an American citizen are protected in the U. S. Constitution Bill of Rights, and you now know the specific rights listed in the Bill of Rights. Consider your responses to the following questions:

Are there any rights you would add to the ones identified in the Bill of Rights? If so, why?

Are there any rights in the Bill of Rights you would say are obsolete or outdated? If so, why?

If you are in a situation where you feel that your rights or the rights of another citizen are being denied, how would you respond? Would you take some action to exercise that right? If so, what action would you take and why?

How has this project affected your thinking about American citizenship?

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Teacher

Note: Students can work in teams on this project. They can be grouped by like choices of amendments they choose. Fifth Grade North Carolina Standard Course of Study Objectives:

Social Studies 2.01 Analyze major documents that formed the foundations of the American idea of constitutional government. 4.04 Describe the causes and effects of the American Revolution, and analyze their influence on the adoption of the Articles

of Confederation, Constitution, and the Bill of Rights.

English Language Arts 2.02 Interact with the text before, during, and after reading, listening, and viewing by: making predictions. formulating questions. supporting answers from textual information, previous experience, and/or other sources. drawing on personal, literary, and cultural understandings. seeking additional information. making connections with previous experiences, information, and ideas. 3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-

print texts, artifacts, people, libraries, databases, computer networks). 4.04 Select a self-evaluated composition for publication and justify rationale for selection.

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Fair Use Policy

This multimedia presentation has been prepared under the fair use exemption of the U.S. Copyright Law and is restricted from further use.

All materials may be used for educational purposes except the Bill of Rights video on Process Part One. This video is available with a subscription to DE Streaming.