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Texas
Activities
Activities for Children
Ages 12-17
This
activities was submitted by:
Brad
Davis
Extension Program Specialist 4-H
South Plains District 2
World
History and Geography:
Growth
and Conflict
Overview
The eighth grade History-Social Science curriculum United States History
and Geography: Growth and Conflict begins with a review of the major
ideas, issues and events leading to the founding of our nation. The
course of study concentrates on the period between the framing of the
Constitution to World War I.
As students review key developments in the founding of our democratic
and economic system, they will also explore regional differences in
terms of geography, values, economic base, and culture. They will review
the concepts that led to the Declaration of Independence and the Constitution:
"natural rights," "natural law," "equality"
and "unalienable rights."
To develop a greater understanding of our Constitution, students should
review the major ideas of the Enlightenment which they encountered as
seventh graders. They should have a chance to discuss the ideas and
issues that divided the Founding Fathers and examine the compromises
they adopted. As a part of understanding our system of government, students
should discuss moral thinking of that time and the role religion played
in shaping our Constitution. They will begin to understand that some
of the values and compromises that shaped the Constitution continue
to pose problems for policy-makers and citizen advocates today.
Coordination with Instructional Materials
The lessons and activities in this unit coordinate well with the eighth
grade social studies textbook A More Perfect Union (Houghton Mifflin).
The Focus Lessons provide students with an excellent introduction to
some of the basic rights covered in the Constitution. The lesson on
Freedom of Religion not only discusses religious freedom, but also helps
students identify regional differences in religion and values. The second
Focus Lesson The Right to Counsel helps students explore the importance
of the Fifth and Sixth Amendments to the Constitution, and the various
Supreme Court cases that have attempted to define the rights outlined
in those amendments.
The Extension Lesson, How the Bill of Rights Affect Our Lives, helps
the students understand that the law and the Bill of Rights affect every
aspect of their lives. The second Extension Lesson, A Visitor From Outer
Space, provides an "out of this world" simulation to help
the students explore the importance of the Bill of Rights.
The two Additional Activities offer teachers an ability to present
new insights into the Constitution.
Related readings include:
- Chapter 4, lesson 3 (pp. 124-131) in the Eighth grade text, A More
Perfect Union, which provides excellent background information on
the Bill of Rights. There is also an annotated copy of the Bill of
Rights on pp. 647-655.
- Pages 211-218 in James Garraty's The Story of America (Holt, Rinehart
and Winston, 1991), which presents an annotated copy of the Bill of
Rights.
Framework Connections
The unit supports the goals and curriculum strands of the History-Social
Science Framework while connecting to the eighth grade topic, United
States History and Geography: Growth and Conflict (see pages 68-75 of
the History-Social Science Framework.)
Topic Connection(s)
- The Constitution of the United States
Goals and Curriculum Strand Connections
The chart below lists goals and curriculum strands from the Framework.
The phrases printed larger and in bold type are History-Social Science
Goals and Curriculum Strands that are addressed in the lessons and activities
for the eighth grade. Using simulated activities, actual Supreme Court
cases, and research documents, students will explore the major concepts
included in the Bill of Rights. Through the lessons and activities, they
will begin to see that the Constitution ¾ far from being a "dead"
or dull piece of history ¾ is very much a part of their lives today.
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Knowledge &
Cultural Understanding
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Democratic Understanding
& Civic Values
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Skill Attainment &
Social Participation
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Historical Literacy
Ethical Literacy
Cultural Literacy
Geographic Literacy
Economic Literacy
Sociopolitical Literacy
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National Identity
Constitutional Heritage
Civic Values, Rights and Responsibilities
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Basic Study Skills
Critical Thinking Skills
Participation Skills
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Selected Topic: The Constitution of the United States
Focus Lesson: Freedom of Religion
BACKGROUND
The quest for and appreciation of religious freedom have deep roots
in the history of America. Religious intolerance and oppression have
afflicted humankind for centuries before and since the founding of this
country. Many people have come to our shores in search of religious
freedom. America's experience with religious freedom has not been without
its problems, struggles and costs. Periods of tension, conflict and
coercion have had to be confronted and overcome.
Today, the First Amendment's guarantees of separation of church and
state and free exercise of religion are among our most important and
treasured rights. These guarantees have done much to promote religious
diversity, understanding and independence, but the struggle is not yet
over. These rights are not self-executing. Their realization depends
heavily on an informed and committed people and an enlightened and courageous
judiciary.
The ABA's poster on religious freedom provides an excellent opportunity
for middle school students to begin a series of lessons reflecting on
the meaning and importance of religious freedom. This lesson is intended
to initiate such a unit. It uses the poster to aid students in exploring
the nature of religious diversity and its implications. It is assumed
that in subsequent lessons students will encounter specific historical
and contemporary situations requiring the balancing of rights and needs
of individuals with those of society at-large. In this way, students
will acquire a deeper understanding and appreciation of the First Amendment
and how it guarantees religious freedom. It should help students respect
religious diversity and understand that the rights of the Constitution
also bring responsibilities.
OBJECTIVES
- To understand how the First Amendment guarantees freedom of religion.
- To understand the meaning and importance of religious freedom.
- To understand the diversity of religious affiliation in the United
States.
- To effectively perform assigned roles in classroom groups.
- To improve student skills in reporting on their observations and
inferences and in drawing conclusions.
MATERIALS
TIME NEEDED
Two class periods
PROCEDURE
Into
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Begin by having students examine the poster "The Bill of Rights
guarantees religious freedom..."
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Display the poster in a prominent place in the room.
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Divide the class into groups of four students each. Assign and
explain roles to the students according to Teaching Strategy #1.
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Give each group a photocopy of the poster. Instruct students to
focus only on the pictorial portion of the poster. Ask them to identify
what is depicted, including as much detail about the person and
the scene as they can. Give students three to five minutes to do
this.
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When groups finish, call on the "communicators" to share
findings. Record responses on the chalkboard or newsprint. First
have communicators identify what specifically is shown in the scene
(e.g., a man wearing a hat, with a beard, wearing dark clothing,
two horses and two, an Amish man in a rural area). Confirm that
the scene depicts an Amish man.
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Show the video, The Amish published by Encyclopedia Britannia.
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Then, write or display the following unfinished statement: "When
I think of the Amish, I think of...." Use this to explore what
students know about the Amish.
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Keep students in their groups. Give groups five to seven minutes
to list as many responses to the statements as possible.
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Call on the communicators of the groups to share one or two
responses. Record them on the chalkboard or newsprint.
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Briefly discuss student responses , giving the students the
opportunity to share any personal knowledge or experience with
the Amish.
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Analyze responses, pointing out how the responses could be clustered
(e.g., responses about religion, dress, lifestyle, areas inhabited,
beliefs). [Note: As an alternative, give the groups an additional
three to five minutes to develop categories. Then have groups
share their categories and their reasoning for them.]
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Conclude this sequence by discussing the Amish lifestyle, pointing
out the integral role that Amish religious beliefs play in shaping
their way of life (e.g., why they dress as they do, why they reject
motor vehicles and rely instead on horse-drawn vehicles, why they
do not use electricity).
Through
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Focus student attention on the nature and range of religious affiliations
in the United States.
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With students still in their groups, distribute one almanac to
each group and give them five minutes to prepare a list of as many
different religions found in the U.S. as they can. Have students
circle those religious groups located in their community or city.
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When finished, call on the communicators of the groups to share
a response. Record responses on the chalkboard or newsprint. Clarify
and discuss responses. Highlight the number of different religious
groups living in your city.
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On the following day, have students focus on the written portion
of the poster.
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Write "similarities" on one side of the chalkboard
and "differences" on another side.
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Within a large group format, ask students to indicate examples
of similarities among the various religious groups found in the
United States (e.g., many share the same holidays, believe in
the Bible, and follow similar rituals, such as being baptized
or repeating the Lord's Prayer). List responses in the "similarities"
column.
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Next, ask students to indicate examples of differences among
the various religious groups found in the United States (e.g.,
different holidays and holy days, different holy books or versions
of the Bible, different religious leaders, different rules and
rituals). List responses in the "differences" column.
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Ask students to read Amendment 1 of the United States Constitution
at the back of their texts. Ask students to identify how the Amish
illustrate both clauses of the religious reference (establishment
and free exercise).
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Then, direct student attention to the written part of the poster.
Using a transparency, Handout #1 or individual student copies,
display the following:
"We are a religious people whose institutions presuppose a
Supreme Being. We guarantee the freedom to worship as one chooses.
We make room for as wide a variety of beliefs and creeds as the
spiritual needs of man deem necessary. We sponsor an attitude on
the part of government that shows no partiality to any one group
and lets each flourish according to the zeal of its adherents and
the appeal of its dogma."
(From the majority opinion in the 1952 U.S. Supreme Court case
of Zorach v. Clauson, written by Justice William O. Douglas.)
Beyond
Elicit student interpretations of the meaning of the words on the poster
and this excerpt from a Supreme Court decision.
Conclude by asking students to identify examples of religious freedom
that people in the United States enjoy (e.g., to be religious or not,
to choose which particular religion to join, to follow the practices
of one's religion of choice). Have students speculate on how different
things might be if the Constitution did not guarantee the freedom of
religion.
ASSESSMENT
In small groups have students create posters that demonstrate the meaning
and importance of religious freedom. Then have students individually
write about another freedom that they value.
SOURCE
Developed by David T. Naylor, professor of Education in the Department
of Curriculum and Instruction and Director of the Center for Law-Related
Education at the University of Cincinnati. Bill of Rights Poster Series.
American Bar Association, Special Committee on Youth Education for Citizenship.
TEACHING STRATEGY 1: USING GROUPS IN THE CLASSROOM
Divide the class into groups of four students each. assign the following
roles to the students in each group:
Communicator: Responsible for reporting the group's findings.
Must check with others to ensure that what is to be said accurately
reflects the group's views.
Recorder: Responsible for writing down an accurate account of
what was said in the group. Must check with others to ensure that all
important points have been recorded.
Manager: Responsible for ensuring that all members of the group
understand what they need to do; also keeps each member involved on
task.
Timer: Responsible for keeping the group aware of the amount
of time available to complete a task.
Selected Topic: The Constitution of the United States
Focus Lesson: The Right to Counsel
BACKGROUND
The question is really very simple.
I requested the court to appoint me an attorney and the court refused.
Earl Clarence Gideon wrote the above statement in his petition for
review to the United States Supreme Court. The question was actually
quite complicated, not simple at all.
A photograph of a man behind bars is a reminder that two of the most
basic rules of criminal procedure are the right to a lawyer and the
right to remain silent; the Sixth and Fifth Amendments. There are three
landmark Supreme Court cases that deal with issues related to these
rights: Gideon v. Wainwright (1963), Miranda v. Arizona (1966), and
Harris v. New York (1971). In this lesson, the first case, that of Clarence
Earl Gideon, will be used to present the case study method.
Although the case study method is used in law schools, business schools,
and in graduate programs, the basic elements and procedures can be taught
in middle schools. Through this method, students read or listen to information
about a particular case and analyze it by determining the facts and
issues. In discussing the case, both sides should be argued, for it
is often by arguing for the side with which you disagree that you can
clarify your thinking.
OBJECTIVES
- Understand the importance of the right to an attorney.
- Introduce students to the basic elements of the case study method.
- Provide opportunity for students to evaluate significance of major
arguments.
MATERIALS
TIME NEEDED
Three class periods
PROCEDURE
Into
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Begin the lesson by making reference to a current, preferably widely
known situation, involving an attorney representing a client (e.g.,
a recent court decision, a trial, an arrest). [An alternative is to
show a few previously-recorded legal services advertisements that
have appeared on television.] Elicit reactions to that situation and
attorneys in general. Then distribute and have students complete the
exercise, "What's Your Opinion?" (Handout #2).
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When students complete the exercise, use a show of hands to tally
responses. Record results on a transparency or the chalkboard. Select
a few items for discussion. Have students share reasons for their
choices. [Note: Save responses for use later in the lesson.]
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Use as transparency or write on the board "The Bill of Rights
guarantees an accused person the right to an attorney." Ask students
to find this guarantee in the Bill of Rights.
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Divide students in small groups. Distribute a copy of Handout #3
to each group and ask each to list on it reasons why the right of
counsel is important. When the groups complete their task, have them
share their reasons. Record responses on the chalkboard. Discuss the
reasons given.
Through
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On the following day, explain to the students that they will be
reading the actual transcript from the beginning of one of the most
important trials involving the right to counsel. For maximum student
participation, give each student a copy of Handout #4. Divide the
class into groups of three and have them select parts to read aloud.
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Discuss what happened in the court. Ask students whether or not
this seemed fair. What problems could arise if the court had to appoint
counsel to all persons who requested it? What problems could arise
if a person does not have counsel?
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Paraphrase, read or photocopy the Summary of the Gideon Case for
your class to read. Ask them to take notes on the following questions
to help them identify the facts and issues. The notes should include
details about the person involved, what he was accused of doing, what
happened to him and whether the jury found him guilty or innocent.
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Discussion:
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Who is Clarence Earl Gideon?
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What were the charges against him?
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What happened at the trial?
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What was the verdict of the court?
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Do you think the United States Supreme Court should hear this case?
Why or why not?
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On the third day, tell the students that the Supreme Court agreed
to review the case and would decide it on four major issues (Transparency
#2).
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Tell the students that they will be trying to sort out and evaluate
arguments that were actually used in court. Ask each group to select
a spokesperson. Distribute Handout: Arguments related to the Gideon
Case. Each group can discuss several arguments.
Beyond
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One of the difficult aspects of a case study is deciding what arguments
are relevant and which of those are most convincing. Attorneys do
not do this all by themselves. They have colleagues to assist, law
libraries in which to research other cases, and their own experience
to rely upon. In this next step, divide students into groups of five
so that they can help each other. This is also an excellent time to
invite an attorney to your classroom to assist the groups. It's best
to familiarize students with the case before bringing in the attorney,
otherwise the guest is put in the position of just providing information.
The time with the attorney will be much more fruitful if the class
has done some preliminary study.
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Write the following questions on the board and check periodically
with groups to be sure they are focused on them. If your class is
accustomed to group tasks they may be able to work more on their own.
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Is this an argument in favor of Gideon? Or is it an argument against
Gideon's plea?
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Is this a relevant point? Does it have anything to do with the
issues of the case? The group should be prepared to defend their
answer by giving specific reasons.
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Ask the spokesperson for each group to discuss the group's response
to the questions. Use the teacher's resource to comment on the responses.
ASSESSMENT
Assign students to answer the questions posed on Transparency #2 individually
or in groups.
SOURCE
David Naylor and Arlene Gallagher. Bill of Rights Poster Series. American
Bar Association, Special Committee on Youth Education for Citizenship.
Reprinted with permission.
EXTENSION LESSONS
A. How the Bill of Rights Affect our Lives
BACKGROUND
This exercise demonstrates the many ways in which the law affects our
lives and the importance of knowing about them. It seeks to impress
on the students the idea that the law can affect every aspect of a person's
life, no matter what the subject or the activity. Students learn that
laws have a reason; they are made not only to control social behavior
but also to regulate and protect citizens. It can be used as an introductory
lesson to any area of the law being taught.
OBJECTIVES
- To identify at least five ways in which laws affect them.
- To compare their favorite activities with the first ten amendments
to the Constitution.
MATERIALS
PROCEDURE
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Tell students that you are going to narrate a "story"
and that they should stop your narration when they think you have
mentioned something that is affected by a law. The first time through
the sequence, students may not spot many laws. Repeat the sequence
and jog their imagination by asking a few leading questions:
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Are there laws about the content of gasoline in the tank? The nozzle
used on the fuel hose?
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Are there laws about the cars you drive?
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Are there laws about the clothes you wear and about the money used
to pay for food and clothing?
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Begin to narrate your typical daily activities. For example, "This
morning, I woke up at 6:00 a.m. I took a bath, got dressed, and ate
a breakfast of orange juice, cereal and coffee. While eating, I listened
to the radio and then watched some TV. After breakfast, I placed the
newspaper and the empty orange juice bottle in recycling containers.
Before leaving, I took the dog for a walk. I got in my car, put on
my seatbelt, filled the car with gas, and drove to school (or office).
I telephoned a cousin in Reno, Nevada and told her I planned to fly
there on Saturday to attend a family reunion. During lunch, I found
a statement in a book that I was reading that I wanted to use at the
family get-together. I made a copy of the statement on the copy machine.
After work, I picked up my paycheck."
The students should have stopped you at a number of places to mention
points such as the following:
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Your name is a legal device that cannot be changed without court
approval.
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Time is regulated by law. The official clock in Washington, D.C.
is set in accordance with Greenwich Mean Time.
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Water for bathing is inspected by city officials and must meet
health, safety, and environmental regulations enforced by local
and national governmental agencies.
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Clothing and furniture must have the contents and cleaning instructions
listed on a label.
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Cereal boxes are required by law to list the ingredients. Milk
must be pasteurized and meet health standards.
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Cars must have safety and pollution control devices that are regulated
by law. The car must be licensed.
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Drivers must be licensed and must obey traffic laws.
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Streets are built and maintained under standards regulated by
law.
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Income tax and social security taxes are withheld from paychecks
by law.
- As an extension of the prior exercise, ask students to generate a
list of all the legal documents they will
be required to have during their lifetimes. Among them could be included:
- Distribute Handout #5 "Ten Things I'd Rather Be Doing Right
Now Instead of This." Ask students to list the ten things they
would rather be doing instead of sitting in class. Brainstorm a master
list or ask students to offer the most interesting (or fun) alternatives.
Ask students to comment if these activities have any connection with
the first ten amendments to the Constitution. Eventually, ask the class
if they can identify any listed activity with no connection to the Bill
of Rights. After the master list is exhausted, you may ask for substitute
activities: Tell students, "The goal is to create a list of activities
you would rather be doing which have no possible connection or relevance
to the Bill of Rights." Finish by challenging students to come
up with any action they can think of that has no constitutional ramifications.
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In order to make this lesson more challenging for competitive
students, you might create teams and develop a scoring system. When
a student from one team spots an activity as correctly relating
to the Bill of Rights and amendments he/she is referring to, the
team might receive one full point. If the student is able to spot
the activity but is unable to give an adequate explanation as to
how it is affected most points (a scorekeeper can be assigned to
the blackboard) wins. For younger groups, it might be possible to
use some sort of sounding device (a bell) for the students to "ring
in" when they want to answer a question. The teams might be
selected randomly by picking colored papers from a hat (a blue team
would consist of all of the students that picked a piece of blue
paper from the hat, red for the red team, yellow for the yellow
team, etc.)
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Divide the class into small groups of 3-4 students each. Distribute
newspapers and a magic marker to each group. Give students ten minutes
to circle all the law-related articles with nominations from each
group. In turn, each group presents and explains a law-related article.
The other groups may challenge the nomination contending that the
article is not law-related. The teacher or resource person rules on
all challenges. The group who loses a challenge also loses a nomination
turn.
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Do the same activity as described in the newspaper exercise but
challenge the students to identify articles related to the Bill of
Rights. In nominating an article to be posted on the master bulletin
board, the group must identify the amendment involved. Any other group
may challenge the nomination as not related to the Bill of Rights
or that the identification of the amendment involved was incorrect.
The articles are placed on a bulletin board under the appropriate
amendment. The first nomination for a particular amendment might earn
the group double points in a contest.
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This lesson can be used to suit the needs of the particular class
you are teaching. While teams and a scoring contest may be very effective
for one class, it may to be too disruptive for others. It is the teacher's
or visiting attorney's task/challenge to support each activity as
relating to the law. There is virtually no activity which does not
relate in some way to the law. The teacher and resource person should
recognize that the students may be able to find connections to the
law that are difficult to spot. Always make sure the students have
an opportunity to find the legal connection; sometimes they will find
connections to the law you will miss.
SOURCE
Temple-LEAP Project. The Bill of Rights -Alive! 200 Years Young. Temple
University School of Law, 1992. American Lawyers Auxiliary, Law-Related
Education Handbook, Chicago, 1989.
B. A Visitor From Outer Space
BACKGROUND
This activity requires students to think about the relative importance
of the guarantees of the Bill of Rights. It can serve as an excellent
introduction to the study of the Bill of Rights. Either script students
as narrator and alien or duplicate as a handout. Students can work individually
or in groups of three.
OBJECTIVES
- To explain the Bill of Rights and how it relates to them.
- To discuss which Right is the most important to them personally.
MATERIALS
PROCEDURE
It is the year 2000. You are living a quiet, prosperous life in California.
You are quietly watching television with your family when a special
news bulletin comes over the TV station. You immediately see that this
is not the normal type of news bulletin because there is what looks
like a very strange creature on the screen--the only thing familiar
is that he is speaking English. He tells you that he and his people
have gained control over all of the communications networks in the United
States and that everyone had better pay attention to what he has to
say. You change the channel--and just as he said -- there he is on every
station. He begins to speak very loudly. You gather your family around
you because you are beginning to worry about what he is going to do.
His speech is as follows:
My name is STHGIR. I am from the planet NOITUTITSNOC in another galaxy
where the inhabitants are far superior to the beings on this planet
EARTH. Just as we have gained control over the communications of the
United States, we have the ability to take complete control over every
one of your lives. We do not want a war between our planet and yours,
but we do want to control some things so that we can live in peace
and harmony with you. We have looked at some of your laws and the
way your government operates and have found that they give too much
freedom to the individual. Therefore, we are going to conduct a survey
to try and arrive at a decision about which both you and I will be
happy. As I have said, I do not want to take everything away from
you. But I can't allow you to continue to live as you have in the
past. Therefore, I am giving you a list of ten of the rights that
you now have according to your Constitution. You are to look over
the list and decide which of the ten are most important to you. I
will allow you to keep FIVE of the ten rights, the five which get
the most votes from all the citizens of the United States. You are
to rank the following rights in the order in which you would give
them up, with 1 being the one you would give up last and 10 being
the one you would give up first. After you have completed your ranking,
you will receive further instructions."
Distribute Handout #6 or list the ten rights directly on the board.
Poll the class on their ranking of each freedom. Ask students to give
their reasoning behind their choices.
SOURCE
Vettie, Donald and Linda Ford. Responsibilities and Rights in the Schools.
Carroll County Public Schools, Westminster, MD, 1978.
ADDITIONAL ACTIVITIES
A. The Free Exercise of Religion
Have the class read "The Students Who Wouldn't Salute" in
Liberty Under Law. Then lead a short discussion at the close of the
case description: Do you think that the West Virginia State Board of
Education acted constitutionally? Do you agree with the Jehovah's Witness
that the order to salute the flag violated their religious liberty?
Then have the class read the court's opinion on page 16. Questions that
might stimulate discussion of the opinion include the following:
- Why do you think the court reversed the Gobitus decision?
- Is the decision fair?
- Had the times changed?
If Liberty Under Law is not available, the Gobitus case can be found
in Commager, Documents of American History, and the Barnette case can
be found in Konvitz, Bill of Rights Reader. Both cases can be found
in James, The Supreme Court in American Life.
SOURCE
The Bill of Rights. A Sourcebook for Teachers. California State Department
of Education, 1967.
B. All Roads Lead to Philadelphia
Involve your students in reliving the Constitutional Convention by
following the excellent guidelines of Camille Leanhardt's All Roads
Lead to Philadelphia: A Simulation of the Constitutional Convention.
California History - Social Science Project. University of California.
Los Angeles, California, 1994. Students assume the roles of the Constitution's
framers (aided by role profiles provided in the simulation) and write
a biography of their character. Students then participate in compromise
groups and debate the issues.
RESOURCES
Bill of Rights in Action: Freedom of Religion. A Bernard Wilets Film,
BFA Education Media, 1969. This film presents a hypothetical case in which
the need for medical treatment conflicts with religious beliefs forbidding
its use.
McKay, Susan W. and Alita Letwin. "Lesson Plans in Civic and Legal
Education". Social Studies Review. California Council for the Social
Studies, Fall Issue, 1974. The concept of freedom is the major discussion
topic suggested for grades 10-12. Students read a description of the case
Wisconsin v. Goder and identify conflicting claims and values. Students
review and discuss the first amendment as it applies to this case and
make a decision based on their interpretation of this amendment.
Leonhardt, Camille. All Roads Lead to Philadelphia: A Simulation of the
Constitutional Convention. California History - Social Science Project.
University of California, Los Angeles, 1994. A well-presented guide to
a re-enactment of the Constitutional Convention. Students role-play the
Constitution's framers and participate in compromise groups where they
debate the major divisive issues of the Convention.
Naylor, David and Arlene Gallagher. Bill of Rights Poster Series. American
Bar Association, Special Committee on Youth Education for Citizenship.
Temple - LEAP PROJECT. The Bill of Rights - Alive! 200 Years Young. Temple
University School of Law, 1992. American Lawyers Auxiliary, Law-Related
Education Handbook, Chicago, 1989.
Vettie, Donald and Linda Ford. Responsibilities and Rights in the Schools.
Carroll County Public Schools, Westminster, MD, 1978.
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