Fifth Grade Constitution Unit -...

Fifth Grade Constitution Unit

Essential Questions

Enduring Understandings

GLCE

Assessments

District Resources

How does the Constitution represent compromise? How did the Constitution provide safety and order in the new nation? Why were the Bill of Rights added to the Constitution? How is federalism expressed in the Constitution?

Government provides safety and public order. Governments are created through conflict and compromise. Citizens of the United States have rights and responsibilities. Key Terms & Vocabulary Constitution Amendment Rights Protest Responsibility Laws Election Article of Confederation Northwest Ordinance Document Separate Compromise Checks and Balances Branches Virginia Plan New Jersey Plan The Great Compromise Delegation Rule of Law Popular Sovereignty

U3.3.3 Explain why the Constitutional Convention was convened and why the Constitution was written.

U3.3.4 Describe the issues over representation and slavery the Framers faced at the Constitutional Convention and how they were addressed in the Constitution (Great Compromise, Three-Fifths Compromise).

U3.3.1 Describe the powers of the national government and state governments under the Articles of Confederation.

U3.3.8 Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.

U3.3.6 Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers).

U3.3.5 Give reasons why the Framers wanted to limit

Required: Fifth Grade

Constitution UnitAssessment Formative: Human timeline District:

Calhoun ISD Social Studies Curriculum Design Project



the power of government (e.g., fear of a strong executive, representative government, importance of individual rights).

U3.3.7 Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification.


5th Grade Constitution Unit - Lessons Breakdown Title GLCEs Included

Resources Needed Resources Suggested Resources

Lesson 1 (3 days)

The Articles of Confederation

U3.3.1 U3.3.2

Background information on and text of the Articles of Confederation Articles of Confederation activity

The Flawed Articles of Confederation from the United Streaming video entitled Understanding the Constitution: The Executive Branch. Use the teacher’s guide from the United Streaming video entitled The American Constitution: The Road to Runnymede, Part II, Lesson 3.

We The People, Lesson 7

Lesson 2 Framers of the Constitution

U3.3.2 U3.3.3 U3.3.5

Biographical information about the Framers


Lesson 3 The Great Compromise

U3.3.4 Information about the Great Compromise Bar graph template

Tape measures We The People, Lesson 8

Lesson 4 The Three-Fifths Compromise

U3.3.4 Index cards (one per state, with population and slave population written on them) Graph from Lesson 3


Lesson 5

Limiting the Power of Government

U3.3.5 http://bensguide.gov (website) United Streaming video: Understanding the Constitution: Creating the Federal Government

www.CongressforKids.net/games/writingconstitution (Articles of Confederation and the Writing of The Constitution game and quiz)

http://bensguide.gov/

http://www.congressforkids.net/games/writingconstitution



We the People, “The Citizen and The Constitution” (http://www.civiced.org/index.php?page=Student_Book)

Lesson 6 The Branches of Government

U3.3.6 Information on the three branches News articles involving the three branches of government Directions for the origami house graphic organizer

United Streaming Videos on the Branches of Government or Federalism: Understanding the Constitution (series has separate videos on each of the three branches )OR The Almost Painless Guide to the Constitution

We the People, “The Citizen and The Constitution” (http://www.civiced.org/index.php?page=Student_Book) www.CongressforKids.net/games/writingconstitution (Articles of Confederation and the Writing of The Constitution game and quiz) http://bensguide.gov (website) http://pbskids.org/democracy/presforaday/

Lesson 7 (3-4 days)

The Bill of Rights U3.3.7 U3.3.8

Bill of Rights Information and Activities from SCoPE Information and news articles

Make copies and transparencies from SCoPE document

http://www.civiced.org/index.php?page=Student_Book







http://pbskids.org/democracy/presforaday/


Fifth Grade Constitution Unit Lesson 1 Title: The Articles of Confederation Grade Level: 5th Unit of Study: Constitution Abstract: Students will be able to describe the powers of the state government and the national government under the Articles of Confederation. Key Concepts: Personal beliefs influence government. The belief that a strong central government should be avoided led to weaknesses in the government that was formed. GLCE:

U3.3.1 Describe the powers of the national government and state governments under the Articles of Confederation.

U3.3.2 Give examples of problems the country faced under the Articles of Confederation.

Sequence of Activities: This lesson will take approximately three class sessions to complete.

1. Talk about the importance of government. Explain that our founding fathers first plan for our government was called The Articles of Confederation.

2. Show the video segment The Flawed Articles of Confederation from the United

Streaming video entitled Understanding the Constitution: the Executive Branch.

3. Discuss some of the problems presented by the Articles of Confederation: • The federal government had no power

• to levy taxes • to enforce its own laws • to raise an army (although it had power to declare war and make

peace) • to establish national courts • to regulate trade

4. To help students understand the issues, have them work through the Articles of

Confederation Activity found at: http://www.fresno.k12.ca.us/divdept/sscience/Constitution/ArticlesConfedationActvity.pdf

Connections:


http://www.fresno.k12.ca.us/divdept/sscience/Constitution/ArticlesConfedationActvity.pdf

http://www.fresno.k12.ca.us/divdept/sscience/Constitution/ArticlesConfedationActvity.pdf



English Language Arts - Mathematics Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources We The People, Lesson 7

Fifth Grade Constitution Unit Lesson 2 Title: Framers of the Constitution Grade Level: 5th Unit of Study: Constitution Abstract: Students will be able to explain why the Constitutional Convention was convened and why the Constitution was written. Key Concepts: Personal beliefs influence government. The belief that a strong central government should be avoided led to weaknesses in the government that was formed. GLCE:

U3.3.2 Give examples of problems the country faced under the Articles of Confederation.

U3.3.3 Explain why the Constitutional Convention was convened and why the Constitution was written.

U3.3.5 Give reasons why the Framers wanted to limit the power of government.

Sequence of Activities:

1. Continue to discuss the Articles of Confederation, emphasizing the weaknesses and the need to form a new government. The new plan for government was called the Constitution.

2. Discuss the reasons why the Constitution was written and why the Framers

wanted to limit the power of government.

3. Have each student choose one Framer of the Constitution and research his participation in the Constitutional Convention.

4. Each student will write an article in which he or she interviews one of the major

Framers of the Constitution. Included in their article could be a picture of the Framer. Create a classroom book, make a Framer’s flipchart, or use it in a classroom display. Alternate activity: create a PowerPoint which includes this information.

Connections: English Language Arts – Newspaper article and oral presentation Mathematics Instructional Resources:




Equipment/Manipulative Student Resources Teacher Resources We The People, Lesson 8

CISD Social Studies Lesson Plan Lesson 3 Title: The Great Compromise Grade Level: 5th Unit of Study: Constitution Abstract: Students will be able to describe the issues over representation and how the Great Compromise addressed these issues. Key Concepts: Personal beliefs influence government. The belief that representation should be fair led to conflict then compromise. GLCE:

U3.3.4 Describe the issues over representation and slavery the Framers faced at the Constitutional Convention and how they were addressed in the Constitution.

Sequence of Activities: 1. Students will measure their height in inches. Record the data. 2. Simulate the problem of representation that the Framers of the Constitution faced:

• Using the height data, each student receives one vote per inch of height (choose a

height that is shorter than most of the students in your class). • Tell the students that they will be voting on the issue of extra recess for students

under that height. • Each student votes, votes are tallied, and the outcome announced based on the

majority of votes. • The issue should fail because taller students will not vote in favor of this and will

have more votes due to their height than the shorter students. • Talk about how they feel related to power etc…

3. Great Compromise Activity – In small groups students will study information leading to

the Great Compromise. Using the following information of the estimated populations of the thirteen states in 1787, students will examine arguments leading to the Great Compromise.

• Connecticut – 250,000 • Delaware – 60,000 • Georgia – 80,000 • Maryland – 300,000 • Massachusetts – 400,000 • New Hampshire – 150,000 • New Jersey – 200,000 • New York – 350,000 • North Carolina – 400,000


CISD Social Studies Lesson Plan


• Pennsylvania – 450,000 • Rhode Island – 70,000 • South Carolina – 250,000 • Virginia – 750,000

4. Organize the information into a bar graph. 5. How many representatives would each state have if they got one representative per

30,000 residents?

6. Which states would have the most representation under this plan? Under this plan would

all states have equal representation? 7. Suppose it is decided that each state would have one representative regardless of

population. Which states have the most representatives under this plan? Which plan favors states with larger populations? Which plan favors states with smaller populations?

8. Discuss the conflicts that exist with this decision making process and how this type of

representation caused conflict at the Convention.

9. Explain the Great Compromise and how the creation of the two houses of Congress satisfied the needs of both large and small states.

Connections: English Language Arts – Mathematics – Graphing and data analysis Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources We The People, Lesson 8

Fifth Grade Constitution Unit Lesson 4 Title: The Three-Fifths Compromise Grade Level: 5th Unit of Study: Constitution Abstract: Students will be able to describe the issues over representation and how the Three-fifths Compromise addressed these issues. Key Concepts: Personal beliefs influence government. The belief that representation should be fair led to conflict and then compromise.\ GLCE:

U3.3.4 Describe the issues over representation and slavery the Framers faced at the Constitutional Convention and how they were addressed in the Constitution.

Sequence of Activities: 1. Using the included or other resources, discuss the issue of counting slaves as people

rather than property and the conflict this caused between Southern and Northern states at the Constitutional Convention. Explain how the Three-Fifths Compromise was reached to address this issue.

2. To facilitate understanding of the issue, use the following activity: • Pairs of students are given a card stating the total number of people and the

number of slaves in one of the 13 states. • Each pair must calculate how many votes their state would have with and

without the Three-fifths Compromise. • Each pair will present their information and the reasoning behind their

decision. Total Population/Slave Population

Connecticut – 250,000/2,800 Delaware – 60,000/9,000 Georgia – 80,000/30,000 Maryland – 300,000/100,000 Massachusetts – 400,000/0 New Hampshire – 150,000/150 New Jersey – 200,000/11,000 New York – 350,000/20,000 North Carolina – 400,000/100,000 Pennsylvania – 450,000/4,000 Rhode Island – 70,000/1,000 South Carolina – 250,000/110,000 Virginia – 750,000/300,000




Or

• Using the graph made in lesson 2, students will graph over the state

population bars, the slave populations of each state at this time in history. Discuss.

3. RAFT writing: you are a delegate at the Constitutional Convention; write a letter to

your family relating your feelings about whether or not slaves should be counted in the state’s population.

Connections: English Language Arts – Letter writing Mathematics – Graphing and data analysis Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources We The People, Lesson 10

Fifth Grade Constitution Unit Lesson 5 Title: The Constitutional Convention Part 4 Grade Level: 5th Unit of Study: Constitution Abstract: Give reasons why the Framers wanted to limit the power of government. (example: fear of a strong executive, representative government, importance of individual rights.) Key Concepts: Personal beliefs influence government. The power of government is limited by dividing it into separate parts. GLCE:

U3.3.5 Give reasons why the Framers wanted to limit the power of government. Sequence of Activities:

1. The teacher will divide the class into two groups. • One group will be representing the monarchy and a king will be assigned to

‘rule’ over this group. • The second group will be representing a democratic government where the

students are going to be voting on an issue. 2. Present the students with the issue that pop will be served in the cafeteria. 3. The king will be voting against the serving of pop because this will be going against

what the majority of the group would support. The democratic group will vote as to whether to serve pop in the cafeteria.

4. When the voting is concluded, have the students discuss the pros and cons of having

a monarchy vs. a democratic government. 5. Show the United Streaming video: Understanding the Constitution: Creating the

Federal Government. 6. Discuss reasons the Framers of the Constitution wanted to limit the powers of

government, such as: • fear of a strong executive • representative government • importance of individual rights

7. Explain how the Framers addressed this issue through:

• Three branches of government • The system of checks and balances




• The Bill of Rights

Connections: English Language Arts – reading and writing Mathematics – Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources We the People: The Citizen and The Constitution www.CongressforKids.net/games/writingconstitution (Articles of Confederation and the Writing of The Constitution game and quiz) http://bensguide.gov (website) Oakland Scope


Fifth Grade Constitution Unit Lesson 6 Title: The Branches of Government Grade Level: 5th Unit of Study: Constitution Abstract: Students will be able to describe the principal of federalism and how it is expressed through the sharing and distribution of power as stated in the constitution. Key Concepts: Personal beliefs influence government. The power of government is limited by dividing it into separate parts. GLCE:

U3.3.6 Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution.

Sequence of Activities:

1. Use one or several of the United Streaming Videos on the Branches of Government or Federalism:

a. Understanding the Constitution (series has separate videos on each of the three branches)

b. The Almost Painless Guide to the Constitution (intended for grades 6-8 teacher preview recommended)

2. Lead an introductory class discussion on the three branches: executive, legislative,

and judicial. 3. Have students make a graphic organizer http://www.shakespeare-

w.com/japanese_lessons/wp-content/uploads/house.gif) of the three branches of government. Information about two branches will go on each “wing,” and information about the third will go “inside.”

4. Divide the class into three groups and assign each group a branch of the government

to research the following: a. Who is included in each branch of government? b. What powers does the branch have? c. How does the constitution limit the power of this branch?

5. Each group will present/share their information recorded on their graphic organizer.

The other groups will record the information onto their graphic organizer, completing the three branches of government.


http://www.shakespeare-w.com/japanese_lessons/wp-content/uploads/house.gif

http://www.shakespeare-w.com/japanese_lessons/wp-content/uploads/house.gif



6. Distribute news articles about various topics involving the different branches of government, using the links provided or articles of your choosing. Have students write a letter to a government official expressing an opinion about one of these articles.

Connections: English Language Arts – reading and writing Mathematics – Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources We the People: The Citizen and the Constitution www.CongressforKids.net/games/writingconstitution (Articles of Confederation and the Writing of The Constitution game and quiz) http://bensguide.gov (website) http://pbskids.org/democracy/presforaday/




Fifth Grade Constitution Unit Lesson 7 Title: The Bill of Rights Grade Level: 5th Unit of Study: Constitution Abstract: Describe the concern that some people had about the individual rights and why the inclusion of the Bill of Rights was needed for ratification. Describe the rights found in the First, Second, Third, and Fourth Amendments to United States Constitution. Key Concepts: Many founders were concerned that the rights of the people were not protected by the Constitution alone. The Bill of Rights was needed to help protect the individual rights of the people. GLCE:

U3.3.7 Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification.

U3.3.8 Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.

Sequence of Activities (this lesson is reproduced and adapted from SCoPE and will take 3-4 days):

Note: All needed handouts and overheads for this lesson are found in “the Bill of Rights Information and Activities” document.

1. Begin the lesson by reviewing the individual rights of life, liberty, and property. Remind

students that the protection of individual rights was very important to the Founding Fathers of our country. Use the following to guide your discussion: • Life is the right to live without fear of being injured or killed by others. • Liberty is the right to be free. Some examples of liberties are the rights to believe what

you wish, to read what you want, to speak freely, and to travel wherever you want to go. • Property is the right to own things such as land, a house or a business. Your labor or

work is also your property.

2. Explain to students that when the Constitution was ratified by the states in 1789, many people felt it did not adequately protect certain rights. Therefore, in 1791 the Constitution was amended, or changed, and ten amendments were added to it. Write the term “Bill of Rights” on an overhead transparency or board. Explain to students that the Bill of Rights refers to the first ten amendments to the Constitution. Share the following information with students: • The Bill of Rights was written by James Madison. • Madison originally drafted 17 amendments. • Of the 17 amendments, Congress passed 12. • Ten of these were approved by the states.


Fifth Grade Constitution Unit 3. Give each student a copy of “The Bill of Rights” (included). Make an overhead transparency

of “The Bill of Rights” as well. Have students work in groups of three or four students each to discuss the importance of each amendment. Have the groups rank the amendments in order of importance to the group. Then have the groups share their rankings with the entire class as you discuss the simplified descriptions of the rights guaranteed in these amendments. The following questions can be used to guide your discussion: • Which of these rights do you consider most important? Why? • What kind of conflicts do you think arise over the Second Amendment? • The Bill of Rights was written many years ago. Do you think any of these amendments

are out-dated now and not needed? If so which ones and why? • Why do you think more than one amendment has to do with people who are accused of a

crime? • What do you think the purpose of Amendments nine and ten was? • How might life be different if the Bill of Rights had never been added to the

Constitution?

4. It is important for students to see the connection between the Bill of Rights and their daily lives. One way to do this is to look at issues and news articles relating to the Bill of Rights. The following website can assist in this activity: http://www.billofrightsinstitute.org/Teach/News/default.asp

5. Make and overhead transparency of “The First Amendment, Overhead #1.” Use the

transparency to show students the actual words of the First Amendment. Explain that these 45 words guarantee some of our most important freedoms: Speech, Religion, Press, Assembly, and Petition. Use the transparency to discuss these rights. Explain that the First Amendment insures that people are free to: • worship as they choose • believe in no religion at all • develop and express ideas • have access to a lot of information through a free press • criticize the government • associate with people of their choosing • join groups of their own choosing • ask the government to change

6. As a homework assignment, have students survey five adults regarding their knowledge of the freedoms guaranteed by the First Amendment. Have students use the following question for their survey: “The First Amendment is part of the U.S. Constitution. Can you name any of the specific rights that are guaranteed by the First Amendment?” Have students collect their data on the “Survey of First Amendment Rights Chart.” 7. After students have conducted their interviews, have them complete the three questions

following the chart individually. Then have students share their data with the whole class. Note that you may wish to select a small group of students to combine all the individual survey data. A graph of this data could then be created.


http://www.billofrightsinstitute.org/Teach/News/default.asp

Fifth Grade Constitution Unit 8. Explain that a survey similar to the one they conducted was done in 2001 by the First

Amendment Center. They surveyed teachers, administrators, and the general public regarding their knowledge of the First Amendment. Make an overhead transparency of “Survey Data, Overhead #2” to compare the survey by the First Amendment Center with the one conducted by students. Ask students to draw some conclusions based on the two surveys.

9. Show “The First Amendment, Overhead #1” again to the class. Explain to students that the

rights of speech, press, assembly, and petition are often grouped under the term “Freedom of Expression.” Explain that expression means the communication of beliefs, ideas or feelings to others. Place students in small groups. Tell them to imagine that they have an important message they want to share with others. Tell the groups to make a list of all the different ways they could express their message. For example, they could make a television commercial. Give groups time to work together and then have them share their lists with the whole group. Possible answers include: • A radio broadcast • A television broadcast • An ad • The U.S. mail • Leaflets placed on car windows • T-shirts • Bumper stickers • Buttons • Internet messages • E-mail messages • Wearing a sign on a corner • Giving a speech about the message • Billboards Explain that all these methods of expression are protected by the First Amendment.

10. Ask students if they think there is ever a time when limits must be placed on freedom of expression. Discuss student responses. If necessary, give them the example of someone who yells “Fire” in a crowded movie theater. Such an act could seriously infringe on the rights and safety of others. In this case freedom of speech is limited.

11. Place students in small groups and give each group a copy of the “Should There Be Limits on

Freedom of Expression Group Activity Sheet. Tell groups to discuss each of the questions, come to a consensus, and describe their answers in writing on the Group Activity Sheet. Give groups time to work. Have the small groups then share their ideas with the whole class.

12. Explain to students that the First Amendment also guarantees freedom of religion. This

freedom is centered upon two important ideas: the Establishment Clause and the Free Exercise Clause. Make an overhead transparency of “Freedom of Religion, Overhead #3.”



Use the transparency to discuss these ideas. The following questions may be helpful in guiding the discussion: • How would life be different if there were an official religion for our country to which we

all had to belong? • If the President were a Catholic and he or she attended Mass on Sunday, would this be

considered the government favoring one religion over another? Why or why not? • If your religion does not believe in saying the Pledge of Allegiance to the flag, could you

be forced to say it at school? Why or why not?

13. Remind students that they have learned that in some cases freedom of expression can be limited. Ask them if they think the same is true of freedom of religion. Discuss student responses. Write the following on the board or overhead transparency: “The freedom to believe is absolute, but the freedom to act is not.” Guide students to the idea that religious practices may be limited if they are considered harmful to public health or the common good. For example, suppose that parents of a child belong to a religion that does not allow children to be vaccinated. Schools, however, require vaccination to protect everybody, in other words for the common good. Therefore, a conflict exists between the parent’s religious beliefs and the school’s commitment to the common good. The parents may be forced to get their child vaccinated in order for them to attend school. If the parents refused a court would have to decide the case. Explain to students that there have been many Supreme Court cases that dealt with First Amendment issues. They will have a chance to learn about some of these cases in subsequent lessons.

14. Explain to students that the freedoms guaranteed in the First Amendment are an important

part of everyday life. Give each student a copy of the “Everyday Life and the First Amendment” worksheet. Have students complete the worksheet independently. Note that an Answer Sheet has been included. In addition, encourage students to find other examples of First Amendment freedoms in their school and community. Examples could include campaign lawn signs, a letter to the editor complaining about community government, etc.

15. Explain to students that, as they previously learned in Lesson 1, rights come with

responsibilities. If we want to enjoy First Amendment freedoms, then we must also respect other people’s rights to the same freedoms. Place students in pairs and give each pair a copy of the pair activity sheet, “Rights and Responsibilities.” Tell the pairs to work together to list citizen responsibilities linked to the First Amendment rights shown on the chart. Give students time to complete the activity and then have the pairs share their ideas with the entire class. A chart showing possible answers has been included.

16. Write the term “First Amendment Heroes” on an overhead transparency or board. Ask

students if they can think of someone they have learned about who might be considered a First Amendment Hero. Discuss student responses. If students struggle coming up with an idea offer Martin Luther King, Jr. as an example. Discuss how he used freedom of speech and freedom of assembly (marches) in order to petition the government to make changes. If desired have students research a First Amendment hero such as Cesar Chavez, Rosa Parks, Ida B. Wells, Maya Lin or Sequoyah at the following website:




<http://www.freedomforum.org/packages/first/curricula/educationforfreedom/L01main.htm> (scroll to Part C: First Amendment Heroes).

17. Make an overhead transparency of “How to Be a First Amendment Hero, Overhead #4.” Use

the transparency to discuss how students can become advocates for the First Amendment. If desired, have students make a poster depicting in words and illustrations the ideas described on Overhead #4.

Connections: English Language Arts – reading and writing Mathematics – Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources

CISD Fifth Grade Revolution Lesson 7-Bill of Rights information and activities from SCoPE

The Bill of Rights

Amendment One guarantees freedom of religion, freedom of speech, freedom of the press, freedom for people to get together peacefully and freedom for people to send petitions to their government. Amendment Two states that in order to have a prepared military, people are guaranteed the right to keep and bear arms. Amendment Three states that the government cannot force people to house and feed soldiers in their homes during times of peace. Amendment Four states that people, their homes or their belongings are protected from unreasonable searches of seizures. Amendment Five guarantees a person accused of a serious crime the right to be charged by a grand jury. It also states that people cannot be forced to give evidence against themselves. If a person is found not guilty of a crime, he/she cannot be put on trial for the same crime again. Finally, the federal government cannot unfairly take peoples’ lives, freedom or property. Amendment Six guarantees a speedy and public trial by an impartial jury if a person is accused of a crime. The accused person also has the right to be told what they are accused of and they have the right to a lawyer. They also have the right to see and to question those people who have accused them of the crime. Amendment Seven guarantees a trial by jury in civil cases, which are cases that involve a dispute between private parties or between the government and a private party. Amendment Eight says that courts cannot use cruel or unusual punishment or set bail and fines that are too high. Amendment Nine states that the people have other rights that are not stated here. Amendment Ten states that the people have all the rights not given to the United States government or forbidden to state governments by the U.S. Constitution.

August 1, 2005 SCoPE SS050105 Page 1 of 11


The First Amendment Overhead #1

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Freedom of Expression Speech: the right to say what you want; to talk about

your beliefs, ideas or feelings. Press: the right to write and read what you want. Assembly: the right to meet with others to talk

about what you wish and share your beliefs, ideas or feelings.

Petition: the right to ask the government to correct

something you think is wrong.



Survey of First Amendment Rights

Question: The First Amendment is part of the U.S. Constitution. Can you name any of the specific rights that are guaranteed by the First Amendment?

Speech Religion Press Assembly Petition

Person #1

Person #2

Person #3

Person #4

Person #5

Analyzing Your Results:

Based on your small survey what can you conclude? Do you think the other student in the class will have similar data? Why or why not? Did the results of your survey surprise you? Why or why not?



Survey Data Overhead #2

Teachers Administrators Public

Speech 73% 77% 59% Religion 25% 22% 16%

Press 22% 19% 14% Assembly 18% 17% 10% Petition 6% 4% 1% Don’t Know

19% 18% 47%

Source: “What is the State of the First Amendment?” Newsweek Education Program and the

First Amendment Schools Project. 1 Aug. 2005 <http://www.firstamendmentschools.org/involve/surveysummary.pdf>.

Should There Be Limits on the Freedom


http://www.firstamendmentschools.org/involve/surveysummary.pdf


of Expression? Group Activity Sheet

Yes or No?

Why?

Some people consider writing graffiti on walls and other places a way to express themselves. Should graffiti be allowed?

Some people express themselves by wearing certain kinds of T-shirts. Should schools ban certain kinds of T-shirts?

People can express themselves by making phone calls. Should prank calls be allowed?

Some people express themselves by playing certain kinds of music. Should communities be allowed to pass ordinances that limit how loud music can be played?

Sometimes groups hold views that are unpopular with a lot of people. Should these groups be allowed to give public speeches in a park?

Should someone be allowed to publish an ad that says mean things about another person?



Freedom of Religion Overhead #3

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof;

Free Exercise Clause

• You can have any religious beliefs you want.

• You are free to have no religious beliefs at all.

• The government cannot unfairly limit your right to practice your religious beliefs.

Establishment Clause

• Congress cannot establish an official religion for our country.

• The government cannot favor one religion over any others.



Everyday Life and the First Amendment

Directions: Each situation below relates to a First Amendment right. Decide which right is at issue and put the correct answer in the space next to the number.

First Amendment rights:

religion assembly speech petition press

1. __________ Two people working at a small grocery store printed flyers describing what they considered to be unfair work conditions at the store. They handed out the flyers in front of the store.

2. __________ A group of high school students were unhappy about the firing of a teacher at

their school. They met in front of the school district offices to protect the firing. 3. __________ A neighbor went door to door in her neighborhood asking people to write letters

to the mayor protesting the closing of a park in the neighborhood. 4. __________ A person stood in front of a lumber company’s main office with a sign that said:

“Stop cutting down trees!” 5. __________ A student used the Internet to research several different newspapers and their

coverage of the war in Iraq. 6. __________ Two students wore buttons to school that said, “We want a longer recess.” 7. __________ Two people attended a community dinner. They refused to bow their heads

during a prayer that was said at the beginning of the event. 8. __________ A former teacher began a small newspaper in her town. In the paper she often

criticized school district officials and the mayor of the town. 9. __________ When the city council threatened to close a park in a neighborhood a large group

of people met at the park to discuss what to do about it.

10. _________ Mr. Jones made it a habit to attend a different church every Sunday for a whole year.



Everyday Life and the First Amendment Answer Sheet

Directions: Each situation below relates to a First Amendment right. Decide which right and

put the correct answer in the space next to the number.

First Amendment rights: religion assembly speech petition press

1. press Two people working at a small grocery store printed flyers describing what they considered to be unfair work conditions at the store. They handed out the flyers in front of the store.

2. assembly A group of high school students were unhappy about the firing of a teacher at

their school. They met in front of the school district offices to protect the firing. 3. petition A neighbor went door to door in her neighborhood asking people to write letters

to the mayor protesting the closing of a park in the neighborhood. 4. speech A person stood in front of a lumber company’s main office with a sign that said:

“Stop cutting down trees!” 5. press A student used the Internet to research several different newspapers and their

coverage of the war in Iraq. 6. speech Two students wore buttons to school that said, “We want a longer recess.” 7. religion Two people attended a community dinner. They refused to bow their heads

during a prayer that was said at the beginning of the event. 8. press A former teacher began a small newspaper in her town. In the paper she often

criticized school district officials and the mayor of the town. 9. assembly When the city council threatened to close a park in a neighborhood a large

group of people met at the park to discuss what to do about it.

10. religion Mr. Jones made it a habit to attend a different church every Sunday for a whole year.



Rights and Responsibilities Pair Activity

Right

Responsibilities of Citizens

Freedom

Of Religion

Freedom

Of Speech

Freedom

Of Assembly

Freedom

Of Petition

Freedom

Of the Press



Rights and Responsibilities Pair Activity – Possible Answers

Right

Responsibilities of Citizens

Freedom

Of Religion

• To respect the religious beliefs of others • To speak up when people are treating someone unfairly

because of their religious beliefs

Freedom

Of Speech

• To respect differences of opinion • To allow other people to express their beliefs and ideas • To encourage others to give their opinion • To speak up and defend those who are not being allowed

to speak freely

Freedom

Of Assembly

• To respect other people’s right to assemble and protest

even if you disagree with their cause • To join with others in a cause in which you believe

Freedom

Of Petition

• To sign a petition for a cause you believe in • To respect other people’s write to petition even if you do

not wish to sign a petition

Freedom

Of the Press

• To keep informed about public issues • To read a variety of viewpoints • To speak up if the government is denying someone or

some group freedom of the press




How To Be a First Amendment Hero Overhead #4

• Speak up when you see injustices. • Be tolerant of the ideas of others;

allow others to speak their minds. • Use words, not violence, to fight

against ideas and actions with which you disagree.

• Have confidence in your ideas; don’t

be afraid to express them. Source: How to Be a First Amendment Hero: Part D of An Introduction to the First

Amendment. Education for Freedom Website. 1 Aug. 2005 <http://www.freedomforum.org/packages/first/curricula/educationforfreedom/L01main.htm>.

http://www.freedomforum.org/packages/first/curricula/educationforfreedom/L01main.htm

http://www.freedomforum.org/packages/first/curricula/educationforfreedom/L01main.htm

Fifth Grade Constitution Unit -...

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