brrl founders lesson 1

7/31/2019 BRRL Founders Lesson 1

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Bill of Rights for Real Life:The Founders

The curriculum, The

Bill of Rights for RealLife, was madepossible by a

generous grant fromthe Cortopassi

Institute.


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The Bill of Rights

for Real Life

Designed for less academically-

inclined high school students

21 core lesson plans 8th GradeReading Level

Strong literacy/media literacycomponent

Research-based best teaching practices


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Unit Introduction

Essay8th grade level

LessonOverviewStandardsObjectivesMaterials

Lesson PlanHandouts

DVDIntroductionReinforcement

ReviewExtension Options

HomeworkExtensions

Real Life Portal

Back of the Book ResourcesAnswer Key (pgs. 205-218)Reading Quizzes (pgs. 221-241)Landmark Sup. Court Cases (pgs. 245-257)DVD Guides (pgs. 261-266)Glossary (pgs. 269-273)Educational Resources (pgs. 277-280)Legal Experts & Scholars (pgs 283-289)

Parent Letter (p. 290)


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Common Core State Standards for English Language Arts &Literacy in History/Social Studies

8. Delineate and evaluate the reasoning in seminal U.S. texts,

including the application of constitutional principles anduse of legal reasoning (e.g., in U.S. Supreme Courtmajority opinions and dissents) and the premises,purposes, and arguments in works of public advocacy

(e.g., The Federalist, presidential addresses).9. Analyze seventeenth-, eighteenth-, and nineteenth-

century foundational U.S. documents of historical andliterary significance (including The Declaration of

Independence, the Preamble to the Constitution, the Bill ofRights, and Lincolns Second Inaugural Address) for theirthemes, purposes, and rhetorical features.


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Which of these documents did NOT influence theFounders ideas about natural rights?

1. Magna Carta

2. John Lockes Two Treatises of

Government

3. English Declaration of Rights

4. Frances Declaration of the Rights ofMan

5. Not sure


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What rights are most important to you?

Select your personal top 5, starting with the most important.1. Freedom of speech

2. Freedom of religion

3. Right to a jury trial

4. Freedom of the press

5. Freedom from cruel and unusual punishment

6. Right to keep and bear arms

7. Right to control ones own property

8. Freedom of assembly

9. Freedom from quartering troops in ones home

10. Freedom from unreasonable search and seizure

Primary Source Activity: Rights AttitudeInventory


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Primary Source Activity: Rights AttitudeInventory

Step 1: Using the Rights AttitudeInventory, get into groups of 6. Your

group must come to a consensus,ranking rights from MOST (1)

important to LEAST (10) important.

Consensus: shared decision-making not simply based on

majority rule. Everyone in thegroup gets a fair hearing.


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What rights are most important to your group?Select your groups top 5, starting with the most important.

Primary Source Activity: Rights Attitude Inventory

1. Freedom of speech

2. Freedom of religion

3. Right to a jury trial

4. Freedom of the press

5. Freedom from cruel and unusual punishment

6. Right to keep and bear arms

7. Right to control ones own property

8. Freedom of assembly

9. Freedom from quartering troops in ones home

10. Freedom from unreasonable search and seizure


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Debrief Rights Attitude Inventory

Step 2: Re-rank the rights asthough you were all Founders.

You undoubtedly

encountered disputes. Whatdoes this tell us about thechallenges the Foundersfaced in the decision toinclude a Bill of Rights?

Did YOUR individual opinionas to the right(s) you most

value change as you listened toothers arguments?

How has the importance ofvarious individual rights

changed over time? How hasit stayed the same?


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Founders Unit Lesson 1, BRRL p. 10

Rights Attitude Inventory:

List the following rights in order of

importance to you. Number 1 will bethe most important; Number 10 the least

important:


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Prioritizing our rightshelps highlight theconnections andinterdependence amongthe liberties enshrined inthe Bill of Rights.

An extension for thisactivity is to havestudents make a tableshowing a civicresponsibility thatcorresponds to eachliberty. For example:

Right Responsibility

Speech Listeningthoughtfully

Fair jury trial Serving on ajury

Religion

PressAssembly


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What are the Origins of the Bill of Rights?

See BRRL page 4 for Lesson Plan 1. Background/Homework:

Students read the backgroundessay, p. 7,8,9.

Color code

Documents written inEngland: yellow

Documents written inAmerica: green

Violations of rights: red

John Locke,Sir Godfrey Kneller,

1697

Thomas Jefferson,Rembrandt Peale,

1800


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2. Rights Attitude Inventory

3. Student Handout B Foundations ofOur Rightsp.11: Summarizes documentsthat guaranteed rights.

Magna Carta

1215

Petition ofRight 1628

Declaration ofRight (English

Bill of Rights)1689

http://www.archives.gov/exhibits/featured_documents/magna_carta/images/magna_carta.jpghttp://www.archives.gov/exhibits/featured_documents/magna_carta/images/magna_carta.jpghttp://www.consource.org/consource/files/manuscriptpages/IMAGEFILENAME/000000002978/pdfbill_rights_c.pdfhttp://www.consource.org/consource/files/manuscriptpages/IMAGEFILENAME/000000002978/pdfbill_rights_c.pdfhttp://www.consource.org/consource/files/manuscriptpages/IMAGEFILENAME/000000002978/pdfbill_rights_c.pdfhttp://www.consource.org/consource/files/manuscriptpages/IMAGEFILENAME/000000002978/pdfbill_rights_c.pdfhttp://www.consource.org/consource/files/manuscriptpages/IMAGEFILENAME/000000002978/pdfbill_rights_c.pdfhttp://www.archives.gov/exhibits/featured_documents/magna_carta/images/magna_carta.jpg


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Right Right Right Right Right Right Right

US Bill of Rights(1791)

First:freedom ofreligion,speech,press,assembly,petition

Second:right to keepand beararms

Third:freedomfromquarteringtroops

Fourth:search andseizurerights

Fifth: dueprocess rights

Sixth: fairtrial rights

Eighth:freedom fromexcessivefines, crueland unusualpunishment

Magna Carta(1215)

Petition of Right(1628)

MassachusettsBody of Liberties

(1641)

Declaration ofRights andToleration Acts(1689)

Right violated inthe colonies?(1763-1776)

Using the Background Essay and your discussions as your guide, discuss Handout Bp. 11.

Origins of the Bill of Rights


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4. Student Handout C Founding

Documents and Philosophiesp. 12:Compare & contrast documents.



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James Madison: If

men were angels, nogovernment wouldbe necessary.(Federalist #51, 1788)

Pastor Martin Niemoller:

--First they came for theCommunists, but I was nota Communist, so I saidnothing.

--Then they came for the Social

Democrats, but I was not a SocialDemocrat, so I did nothing.--Then came the trade

unionists, but I was not a tradeunionist.

--And then they came for the

Jews, but I was not a Jew, so I didlittle.

--Then when they came for me,there was no one left to stand upfor me.

Enrichment Activities, p. 5


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Which of these documents did NOT influence theFounders ideas about natural rights?

1. Magna Carta

2. John Lockes Two Treatises of

Government

3. English Declaration of Rights

4. Frances Declaration of the Rights ofMan

5. Not sure


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