The Bill of Rights and You!
 

Developed by Elaine Johnson, Marie Meagher

Overview | Introduction | Questions and Task | Process | Resources | Evaluation | Conclusion

Overview

	Relating the Bill of Rights to contemporary life
	8th Grade Social Studies
	14 A. Understand and explain basic principles of the United States government. 16 D. Understand Illinois, United States and world social history.
	Computers with internet access, encyclopedias, books, periodicals, camcorders

Life in the late 1700's was different from life today.  Imagine being told to house soldiers in your home--giving up your own room!  Imagine that your father is dragged off to prison, and you don't know if you'll ever see him again.  Imagine saying what you think and being jailed for it.  Imagine someone coming into your house and searching through your private possessions.  The rights we take for granted today did not always exist.

How is the Bill of Rights relevant today?

-Demonstrate understanding of the Bill of Rights through a teacher approved product (audio, visual, kinesthetic, etc.) in which the content of each amendment can be identified. 
-Find and read two newpaper articles that apply to the Bill of Rights today.  For example:  articles about student uniforms, censoring of student-run newspapers, searching school lockers and backpacks, 
-Demonstrate understanding of the application of the Bill of Rights to contemporary life by choosing applicable stories for two or more amendments.
 
 

Students will work together or individually using the resources listed below or other teacher approved resources to produce their product. Students will explain how their product shows understanding of the Bill of Rights and how the product applies the Bill of Rights to life today.

Here are some ideas for your project:
 

	Oral Presentation
	Multimedia Presentations (Power Point, Video, etc.)
	Web Page
	Music with lyrics
	Written product (Scrapbook, Board Game, etc.)
	Debate or Skit

Projects should be presented clearly, must be well organized, factual, and be of excellent quality.  The stories used must apply to the chosen ammendment.

Individual grade for group projects - What was your role in your group?  What were your duties?  What did you contribute?  Did you fail to complete any of your duties?  If so, why?  What would you change next time?
 
 
 
 

Provide links to online rubrics which will allow students to know upfront what grading criteria will be used. Following are some examples that could be used for a variety of projects.

Include a phrase such as, "Please click here to review the criteria on which your individual grade will be based."

OR

"You will also receive a collaborative grade. Please click here to review the criteria which will determine you collaborative grade."

Explain how the grades will be counted or averaged.

Explain to students how the conclusion will offer the opportunity to engage in further analysis. For example:
 

	Ask students which amendment(s) they would change or update to address contemporary life.
	Ask students, who worked in a group, if everyone contributed equally.  If not, what would they do the next time they were given a similar task.
	Ask students if they were flexible enough to compromise with the group and attain resolution, or did they yield to group pressures?
	Ask students what new questions did the issue(s) generate? Why would these new questions be important in answering the original question(s)?