bill of rights assignment answer key

You've Got Rights!

Lesson plan.

(This lesson was formerly "Bill of Rights: You Mean I've Got Rights?") Students learn about the rights guaranteed by the Bill of Rights and other important constitutional amendments. First they consider what rights they believe are important, then they read and analyze the real text of each amendment. This lesson also helps students analyze the impact that the Bill of Rights has on their daily lives. Completing this lesson prepares students to play the game Do I Have a Right?

iCivics en español! Student and class materials for this lesson are available in Spanish.

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Teacher Resources

Get access to lesson plans, teacher guides, student handouts, and other teaching materials.

• You’ve Got Rights_Student Docs.pdf
• You’ve Got Rights_Teacher Guide.pdf
• Spanish_You’ve Got Rights_Student Docs.pdf
• Spanish_You've Got Rights_Teacher Docs.pdf

I find the materials so engaging, relevant, and easy to understand – I now use iCivics as a central resource, and use the textbook as a supplemental tool. The games are invaluable for applying the concepts we learn in class. My seniors LOVE iCivics.

Lynna Landry , AP US History & Government / Economics Teacher and Department Chair, California

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History Resources

Our Constitution: The Bill of Rights (Grades 10–12)

By tim bailey, view the constitution in the gilder lehrman collection by clicking here and here . for a resource on the variations between a draft and the final version of the united states constitution click here . for additional resources click here ..

Unit Objective

These lessons on the Bill of Rights are part of Gilder Lehrman’s series of Common Core–based units. These units were written to enable students to understand, summarize, and analyze original texts of historical significance. Students will demonstrate this knowledge by writing summaries of selections from the original document and, by the end of the unit, articulating their understanding of the complete document by answering questions in an argumentative writing style to fulfill the Common Core Standards. Through this step-by-step process, students will acquire the skills to analyze any primary or secondary source material.

Students will understand the rights and restrictions that are defined by the first five amendments of the Bill of Rights in the United States Constitution. They will demonstrate that understanding by restating those ideals in their own words.

Introduction

On September 17, 1787, in the city of Philadelphia, 39 of the 55 delegates to the Constitutional Convention signed the newly negotiated United States Constitution. Many of those who did not sign refused to do so because the document did not include a “bill of rights” that would both secure basic civil rights for its citizens and define the limits of the federal government’s power. Much of the later state ratification debates raged over this lack of a bill of rights. In the solution known as the Massachusetts Compromise, four states agreed to ratify the document if their recommendations would be sent to Congress for consideration. Subsequently, Congress approved twelve of those amendments to the Constitution in 1789. Ten of these were ratified by the states and became the Bill of Rights. The responsibility for the interpretation of those amendments is the given to the Supreme Court.

In this unit the students will analyze the original text of these amendments through careful reading. They will study the exact language of the amendments in order to understand not only the intent of the Founding Fathers, but also the way these words have since been interpreted. This will be done as both individual and group work, and will be evaluated by applying their understanding in short essays.

• The Bill of Rights, Amendments 1-10  (PDF)
• The Bill of Rights, Full Text  (PDF)
• Graphic Organizer (Amendments 1-5)  (PDF)

Note: Depending on the makeup of your class, you may choose to have the students do the first two lessons individually, as partners, or in small groups of three or four students.

• Discuss the information in the introduction.
• Hand out the graphic organizer “Analyzing the First Five Amendments.”
• The teacher then “share reads” the first five amendments with the students. This is done by having the students follow along silently while the teacher begins reading aloud. The teacher models prosody, inflection, and punctuation. The teacher then asks the class to join in with the reading after a few sentences while the teacher continues to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English Language Learners (ELL).
• The task for the students is to be able to put the first five amendments into their own words. The teacher will model how this is done by putting the graphic organizer on an overhead or Elmo projector so that all students can see the form. Then, as a whole group, go through the process of writing a paraphrasing of the First Amendment. In order to accomplish this the students are going to do a careful reading as they analyze the text and then restate the various parts of the amendment so it makes sense to them. For instance, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof” could be restated by the students as “The government can’t start religions or stop people from practicing their own.” The students should follow the teacher through the process and write the new paraphrasing in the box next to the original text.
• The teacher now asks the students to continue with the rest of the amendments on the sheet. As they complete the amendments you can share out some of the best results so the students know if they are on the right track and to acknowledge them for their critical-thinking skills.
• Depending on the class, you may choose to move forward with Lesson 2, or it can be very effective to partner this lesson with short video clips that show the impact of the first five amendments. The following Gilder Lehrman videos may be helpful:
• Madison’s Influence on the US Constitution, Jack Rakove
• Teaching the Constitution, Larry Kramer
• Defining the Constitution, Larry Kramer

Students will understand the rights and restrictions that are defined by the second five amendments of the Bill of Rights in the United States Constitution. They will demonstrate that understanding by restating those ideals in their own words.

In this lesson the students will analyze the original text of amendments 6–10 just as they did amendments 1–5 in the last lesson, through careful reading. They will study the exact language of the amendments in order to understand not only the intent of the Founding Fathers, but also the way that these words have been since been interpreted. At the teacher’s discretion this will be done either individually, as partners, or in small groups of three to four students.

• Graphic Organizer (Amendments 6-10)  (PDF)
• Review both the information in the introduction from the last lesson as well as the procedures from that lesson.
• Pass out the graphic organizer titled “Analyzing Amendments 6–10.”
• The teacher then “share reads” these amendments with the students. This is done by having the students follow along silently while the teacher begins reading aloud. The teacher models prosody, inflection, and punctuation. The teacher then asks the class to join in with the reading after a few sentences while the teacher continues to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English Language Learners (ELL).
• The task for the students is to be able to put these next five amendments into their own words. If the teacher thinks the students need to review the process, then model how this is done by putting the graphic organizer on an overhead or Elmo so that all students can see the form. Then, as a whole group, write a paraphrasing of the first part of the Sixth Amendment. In order to accomplish this the students are going to do a careful reading as they analyze the text and then restate the various parts of the amendment so that that it makes sense to them.
• The teacher now asks the students to continue with the rest of the amendments for today’s lesson. As students complete the amendments you can share out some of the best results so that the students know if they are on the right track and to acknowledge them for their critical-thinking skills.
• Depending on the class, you may choose to move forward with Lesson 3, or it can be very effective to partner this lesson with short video clips that show the impact of the next five amendments in the Bill of Rights. The following Gilder Lehrman videos may be helpful:
• Brown v. Board of Education and Its Effect on Civil Rights, Larry Kramer
• Arguing Cases in the Supreme Court, Jeff Fisher
• What are the legacies of the Civil Rights Movement, Jacquelyn Dowd Hall

Students will understand how decisions made by the Supreme Court are based on what is written in the Constitution and in the Bill of Rights. They will become aware of how these decisions, based on the Court’s interpretation of the Constitution and the Bill of Rights, have a great influence on American society.

In this lesson the students will be working with a partner or in small groups in order to read, analyze, discuss, and write about a Supreme Court case from 1968 called Tinker v. Des Moines Independent Community School District . They will be drawing their own conclusions as to the Constitutional issues based on their study of the Bill of Rights, and then offering support for either the Supreme Court’s majority or minority opinion in the case.

• Graphic Organizer: Supreme Court Case 1: Tinker v. Des Moines Independent School District  (PDF)
• Supreme Court Case Handout A  (PDF)
• Supreme Court Case Handout B  (PDF)
• Supreme Court Case Handout C  (PDF)
• Give the students a brief overview of the introduction, covering the workings of the Supreme Court.
• Put the students into either partnerships or small groups of three to four students.
• Hand out the graphic organizer “Supreme Court Case #1 Handout A.”
• At the teacher’s discretion the text can be share read with the students as in the previous two lessons or the students can read it individually.
• The teacher then poses the question: “Were the petitioner’s Constitutional rights violated by the school district?”
• Hand out the graphic organizer “Supreme Court Case #1: Tinker v. Des Moines Independent School District .” The students will write their answer in the top section of the organizer.
• Let the students discuss their various views on the constitutional issues raised by this case.
• Hand out graphic organizers “Supreme Court Case #1 Handouts B and C.”
• The students will read both the majority and minority opinions in this case. The students should discuss these opinions with their partner or group.
• Using the graphic organizer the students will answer the following question: After reading both the majority and minority opinions, which do you agree with? Write a short analytical essay that addresses your own view of these two opinions. In the essay make certain to include at least three pieces of evidence directly from the text that support your choice and at least three examples taken from the text that undermine the other argument.
• You may choose to have students work together on this, or, if you are looking for a more individualized assessment, they can work by themselves.

In this lesson the students will be working with a partner or in small groups in order to read, analyze, discuss, and write about a Supreme Court case from 1987 called Hazelwood School District v. Kuhlmeier . They will be drawing their own conclusions as to the constitutional issues based on their study of the Bill of Rights, and then comparing those issues to the ones raised in the last lesson’s case of Tinker v. Des Moines Independent School District .

• Graphic Organizer: Supreme Court Case 2: Hazelwood School District v. Kuhlmeier  (PDF)
• Supreme Court Case Handout D  (PDF)
• Supreme Court Case Handout E  (PDF)
• Give the students a brief overview of the introduction.
• Put the students into the same partnership or small group as they were in the last lesson.
• Hand out the graphic organizer “Supreme Court Case #2 Handout D.”
• At the teacher’s discretion the text can be share read with the students as in the first two lessons or the students can read it individually.
• The teacher then poses the question: “Did the school’s principal violate the student’s Constitutional rights?”
• Hand out the graphic organizer “Supreme Court Case #2: Hazelwood School District v. Kuhlmeier .” On this organizer they will use the top section to answer that question.
• Let the students discuss their various views on the Constitutional issues raised by this case.
• Hand out graphic organizer “Supreme Court Case #2 Handout E.”
• The students will read the decision in this case. The students should discuss this decision with their partner or group.
• Using the graphic organizer the students will do the following: Write a short analytical essay that compares this case with the Tinker v. Des Moines case. In what ways are they the same and in what ways are they different? How did these similarities and differences affect the Supreme Court’s decision? In the essay make certain to include textual evidence taken directly from the documents that support your argument.
• You may choose to have students work together on this or, if you are looking for a more individualized assessment, they can work by themselves.

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US government and civics

Course: us government and civics   >   unit 3.

• The Bill of Rights: an introduction

The Bill of Rights: lesson overview

• The Bill of Rights

Rights and liberties protected in the Bill of Rights

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Lesson Plan: The Bill of Rights Choice Board

The Bill of Rights: "Clear Guidance About the Inalienable Rights Each Person Holds"

D.C. Circuit Court Chief Judge Beryl Howell discusses the Bill of Rights guarantees to a group of new citizens at a Bill of Rights Day ceremony at the National Archives.

Description

The first ten amendments to the United States Constitution, adopted through ratification, are collectively referred to as the Bill of Rights. As the first nine outline fundamental guarantees to the citizenry and the tenth reserves some governmental powers to the state governments, the Bill of Rights establishes limitations on the scope of the federal government. In this lesson, students will explore the history of the Bill of Rights and the meaning of the amendments included in the document through videos and activities.

INTRODUCTION:

In this lesson, students have choices as they explore the amendments in the Bill of Rights. They will use the Choice Board to complete the introductory activity, select amendments to examine and complete a final activity.

Save a copy of the Choice Board below before sharing it with students. It contains slides with links to C-SPAN videos discussing the particular amendment, drag and drop vocabulary activities with terms in the videos and accompanying questions. You may assign it to each student individually using Google Classroom, Schoology or another classroom platform.

Bill of Rights Choice Board (Google Slides)

Ask students to complete the introductory slide on their choice board by clicking the yellow star on the first slide.

First, have them complete the vocabulary activity:

Bill of Rights Vocabulary Activity (Google Slide)

Then, view the following video clips that provide an overview of the Bill of Rights. This can be done with the whole class in-person, through a shared video platform or students can view it individually on their own devices. Have them respond to the accompanying questions on the slide. You can engage in discussion to discuss answers.

VIDEO CLIPS: The Bill of Rights (2 Clips)

What are some of the guarantees enshrined within the Bill of Rights?

How did Chief Judge Howell link the Bill of Rights guarantees to the Declaration of Independence?

• What, according to Judge Davis, has changed and not changed since the ratification of the Bill of Rights that informs modern-day interpretation?

EXPLORATION:

Students will then choose two amendments that are listed on the board. They will click on the numbered links in the first slide to be taken to that related amendment.

Each topic includes a link to C-SPAN’s Constitution Clips website, that is associated with that amendment. Students will complete the vocabulary activity, watch the video clips and answer the accompanying questions.

After they have completed an amendment, they will place a scroll on the yellow window that relates to that amendment on the first slide.

Below are links to the information that is contained on each slide in the Choice Board. We have listed them here as an option for you to access them.

AMENDMENTS 1-10:

1st Amendment Links and Questions:

Vocabulary Activity

"Establishment of religion" (6 Video Clips)

"Free exercise" (3 Video Clips)

"Freedom of Speech" (7 Video Clips)

"Freedom of Press" (7 Video Clips)

"Peaceably to assemble" (3 Video Clips)

"Petition the Government" (2 Video Clips)

What are the five freedoms that are listed in the 1st Amendment?

Explain the significance of each freedom.

• Describe a current example of how one of these freedoms has impacted you, your family or community.

2nd Amendment Links and Questions:

"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms" (8 Video Clips)

Explain the origin of the 2nd Amendment.

Based on the information presented in the videos, describe the various perspectives regarding the 2nd Amendment and firearms.

• Explain your position on this issue.

3rd Amendment Links and Questions:

"Quartered in any house" (3 Video Clips)

Explain the significance of this amendment as John Bonsell describes how it relates to the military's role in disaster relief and the federal and state governments.

Explain the origin of the 3rd Amendment as Caroline Kennedy and Sen. Lee discuss.

• Provide an example of how this amendment relates to a current issue.

4th Amendment Links and Questions:

"secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue" (6 Video Clips)

Explain the origin of the 4th Amendment.

Explain the exclusionary rule.

Describe the parameters involved with instances of search and seizure and stop and frisk procedures.

• Provide an example of how this amendment applies to a current issue.

5th Amendment Links and Questions:

"Indictment of a Grand Jury" (4 Video Clips)

"twice put in jeopardy" (3 Video Clips)

"Witness against himself" (3 Video Clips)

"Due Process of law" (4 Video Clips)

Explain the difference between a trial jury and a grand jury.

What is the process of collecting and presenting evidence in a grand jury?

Explain the concept of double jeopardy and how it relates to state and federal crimes.

• Explain the protections you receive under the 5th Amendment.

6th Amendment Links and Questions:

"A speedy and public trial" (3 Clips)

"An impartial jury (3 Video Clips)

"Confronted with the witnesses against him" (2 Clips)

"Assistance of Counsel" (4 Video Clips)

Explain the origin of the 6th Amendment.

Explain the meanings of the following terms: speedy and public trial, impartial jury, right to counsel

• Explain the significance of the 6th Amendment.

7th Amendment Links and Questions:

"Trial by jury" (3 Video Clips)

Explain the origin of the 7th Amendment.

Discuss the pros and cons of a jury trial as explained in the videos.

• Explain your position on providing for a jury trial.

8th Amendment Links and Questions:

"Cruel and unusual punishments" (4 Video Clips)

Explain the difference between originalism and a living Constitution as Justice Scalia discusses.

Describe the arguments regarding the definition of cruel as it relates to the Constitution that Justices Breyer and Scalia discuss.

Explain Justice Stevens' position on the death penalty and the 8th Amendment.

• Explain your position on the 8th Amendment.

9th Amendment Links and Questions:

"The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people" (3 Video Clips)

Explain the initial debate over the idea of creating the Bill of Rights

• Explain the application of the 9th Amendment as it relates to the choice and education case that Justice Kavanaugh discusses.

10th Amendment Links and Questions:

"The powers not delegated to the United States by the Constitution" (3 Video Clips)

Explain the origin and meaning of the 10th Amendment as Roger Pilon and Louis Seidman discuss.

Explain the concept of federalism as Justice Kavanaugh discusses.

• What is the significance of the 10th Amendment?

CONCLUSION:

Have students submit their completed Google Slides by sending the URL with the completed slides to you electronically.

Review student responses and address any misconceptions.

WRAP-UP ACTIVITY:

Ask students to consider their notes and the information from the videos as they complete the activity below to apply what they have learned about a specific amendment.

Current Event List: Brainstorm a list of issues that are being discussed in the U.S. today. What topics interest or impact you, your community? From your list, select an issue and consider how it applies to one of the amendments you researched.

Activity: Describe the issue that is being debated, citing specific examples and different perspectives from different people. Explain how it relates to your chosen amendment. Then, explain your position on the issue and what actions you may take to change or preserve it. You can present your research in a written format, through a video or debate it with a partner presenting opposing views.

EXTENSION ACTIVITY:

BILL OF RIGHTS BINGO (Google Sldies)

Engage students in a game of BINGO! Save a copy of the slide deck and have students complete the digital board with Amendments 1-10. Then, read the given words/phrases and have students mark their board with the related amendment. Once students have a achieved BINGO, they can explain how each word or phrase relates to the amendment on their board. Students can also choose one of the activities to complete from the accompanying list.

Additional Resources

• Video Clip: Federal Hall New York City
• Lesson Plan: 1st Amendment Freedoms Choice Board
• Due Process
• Habeas Corpus
• Probable Cause
• Sovereignty

America's Founding Documents

The Bill of Rights: What Does it Say?

The bill of rights.

The Bill of Rights is the first 10 Amendments to the Constitution. It spells out Americans’ rights in relation to their government. It guarantees civil rights and liberties to the individual—like freedom of speech, press, and religion. It sets rules for due process of law and reserves all powers not delegated to the Federal Government to the people or the States. And it specifies that “the enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.”

The First Amendment

The First Amendment provides several rights protections: to express ideas through speech and the press, to assemble or gather with a group to protest or for other reasons, and to ask the government to fix problems. It also protects the right to religious beliefs and practices. It prevents the government from creating or favoring a religion.

The Second Amendment

The Second Amendment protects the right to keep and bear arms.

The Third Amendment

The Third Amendment prevents government from forcing homeowners to allow soldiers to use their homes . Before the Revolutionary War, laws gave British soldiers the right to take over private homes.

The Fourth Amendment

The Fourth Amendment bars the government from unreasonable search and seizure of an individual or their private property.

The Fifth Amendment

The Fifth Amendment provides several protections for people accused of crimes. It states that serious criminal charges must be started by a grand jury .  A person cannot be tried twice for the same offense ( double jeopardy ) or have property taken away without just compensation . People have the right against self-incrimination and cannot be imprisoned without due process of law (fair procedures and trials).

The Sixth Amendment

The Sixth Amendment provides additional protections to people accused of crimes, such as the right to a speedy and public trial, trial by an impartial jury in criminal cases, and to be informed of criminal charges. Witnesses must face the accused, and the accused is allowed his or her own witnesses and to be represented by a lawyer. 

The Seventh Amendment

The Seventh Amendment extends the right to a jury trial in Federal civil cases.

The Eighth Amendment

The Eighth Amendment bars excessive bail and fines and cruel and unusual punishment.

The Ninth Amendment

The Ninth Amendment states that listing specific rights in the Constitution does not mean that people do not have other rights that have not been spelled out.

The Tenth Amendment

The Tenth Amendment says that the Federal Government only has those powers delegated in the Constitution. If it isn’t listed, it belongs to the states or to the people.

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