Day 9: Learning Experience (Skill Builder)

Preparing for the Lesson

Lesson Aim & Summary

AIM: SWBAT interpret freedoms protected by the First Amendment and Second Amendment by referring to details
and examples in the text when drawing inferences about the text [RI.4.1]
Student read sections of text and use guided notes to pull out the key details and information about the First and Second
Amendments. They look for details in the text to support their understanding of the rights each amendment protects and the
reasons why that amendment was included in the Bill of Rights. Ss then go “on the case” to apply their knowledge of each
amendment to real Supreme Court cases. To demonstrate their understanding, Ss read and evaluate another court case on the
First Amendment and express their opinion on the Second Amendment.

Social Studies Content Power Standard(s) Common Core Literacy Skill Standard(s)

SS.4.10 The Bill of Rights RI.4.7: Interpret information presented visually, orally, or
 explain connections among historical contexts and quantitatively (e.g., in charts, graphs, diagrams, time lines,
people’s perspectives at the time animations, or interactive elements on Web pages) and explain
 examine the origins and purposes of rules, laws and key how the information contributes to an understanding of the
U.S. constitutional provisions text in which it appears
 identify the relationship between events and decisions
made in the past and their impact today

Central Idea of text or lesson

The First Amendment protects Americans’ basic freedoms of religion, speech and the free press. The Second
Amendment provides the right to bear arms.

Materials Preparation

1. Student Text: America’s Past 15.3 The First Amendment (SSA p.203); 15.4 The Second Amendment (SSA p.204)
2. Lesson Images (included below)
3. Lesson Worksheet (included below)
4. Daily Assessment (included below)
5. Performance Tracker (included below)

Lesson Big Picture

Essential Question Scaffold Essential Question

How well did the early United States government protect the How well did the Bill of Rights protect the rights of
rights of all Americans? Americans?

Daily Assessment Item and Exemplar Response: Criteria for Success for Response:

Read the scenarios below carefully. Decide which would be A successful response will include:
protected by the First Amendment and which would be  The correct scenario for each amendment
protected by the Second Amendment. Only two will be selected.  A valid claim that accurately names the scenario
 Scenario 1: You and your family are waiting in a very long and why it is protected
checkout line at Wal-Mart. Your sister loudly yells, “Look out!  Accurate and sufficient evidence from the text and
There is a poisonous snake by your feet!” There was no snake, the scenarios to support the claim
 but everyone in front of you in line runs out the door. You  An explanation connecting evidence back to claim
scold your sister and tell her that she is going to get in big  Vocabulary from today’s lesson: First Amendment,
trouble. She says, “No. The Bill of Rights protects my rights.” Second Amendment, speech, religion, press, bear
 Scenario 2: You and your cousins are having a discussion arms
about President Obama. He says that President Obama made  Appropriate grammar, spelling, and transition
a bad choice with a new law, and should be impeached. You words between ideas
disagree and tell your cousin that he cannot say things like
that because he could get in big trouble. Your cousin says,
“No. The Bill of Rights protects my rights.”
 Scenario 3: Your uncle likes to go to rural areas of your state
in the fall to go hunting. He keeps his rifles in a locked cabinet
in his home for the rest of the year. When you go to visit, you
warn your uncle someone may think he’s a criminal breaking
the law. Your uncle says, “No. The Bill of Rights protects my
rights.”
 Scenario 4: Your older brother is watching television show
when you get home from school. A car chase is on, with police
officers and criminals shooting at each other through the
windows. You tell your brother the criminals are breaking the
law. Your brother says, “No. The Bill of Rights protects their
rights.”

Which scenario is protected by the First Amendment? Scenario 2

Which scenario is protected by the Second Amendment? Scenario
3
Explain why the scenario you chose for the First or Second
Amendment would actually be protected. Explain using your
interpretation of this amendment and why the another scenario is
not protected to defend your answer.
The second scenario actually protects people by the First
Amendment, because freedom of speech means freedom to
express opinions. According to the document, everyone has right
to freedom of speech. Therefore people are free to speak their
minds and opinions. In the first scenario however, you are not
protected because you lied and that is not okay. The First
Amendment protects people who speak their mind in respectful
ways. Therefore, everyone has freedom of speech, but if you lied,
you can still get in trouble.

Potential Misconceptions Methods to Address Misconceptions

Students may think freedom of speech means you can say Freedom of speech only covers speech that is not putting
anything you want. others in harm or breaking the law. The scenario during the
daily assessment helps air this misconception, but teacher
may want to provide another example (i.e. crying “fire” in a
crowded theater, etc.) to clarify this point before.
Key Points

What should students say about the WHAT skills would students say they What should students be able to say to
content by the end of the lesson? engaged with in this lesson? connect this Lesson to the unit?

 The First Amendment protects  We gathered key details about the  Today’s lesson helped us interpret
Americans’ basic freedoms of rights protected in the First and what the Bill of Rights says and why
religion, speech and the free press. Second Amendments, and why these these amendments were included
Freedom of religion means being amendments were added to the in our plan of government. This will
able to practice any or no religion Constitution. help us develop critical thinking
you want. Freedom of speech means  We applied our knowledge of the skills and background knowledge
a right to give opinions. Freedom of First and Second Amendments to real on topics that affect all Americans.
 the press protects the right to report court cases to decide what the  The court cases we analyzed helped
the news. outcome would be based on the Bill us also see how these amendments
 The Second Amendment provides of Rights. We expressed our own relate to life today.
the right to bear arms. It was opinions on these amendments.
originally intended for protection
during war.

Lesson Detail
Question/Prompt Key:
CC=cold call TT = turn and talk SJ = stop and jot H = hands FIST = fist to 5 / shake & show MC
THUMBS = agree (up)/disagree (down) (CR) or Underlined = Choral response  = back pocket question/prompt
* = questions that push students to name the key points, preparing them to realize the central idea of the lesson
Agenda Notes
Component
Cumulative Review Assesses Ss current conceptions (3 min):
and Framing (5min)
 Ss will have 2 minutes to complete the cumulative review/prior knowledge task (Lesson Worksheet):
Ss ground
The Bill of Rights is
themselves in the
learning of the A. all of the amendments that have been made to the Constitution.
day and name B. the document that described how the national government works.
the what, why, C. the first 10 amendments to the Constitution.
and how of the D. the document that replaced the Constitution in 1789.
lesson. Why did many Americans feel the need to have a Bill of Rights?
A. Many were afraid the Constitution made the national government too strong.
B. Many believed that the states had too much power they could not handle.
C. Many wanted to limit citizens' rights to keep them from becoming too powerful.
D. Many felt that the powers of the government needed to be made stronger.
What did Madison's proposal to add a Bill of Rights achieve?
A. It encouraged Britain to say the United States was a new nation.
B. It made people even more angry about the Constitution.
C. It helped people decide the Constitution should be approved.
D. It made enough states want to ratify the Articles of Confederation.
 Review the Do Now using Shake & Show (1 finger – A, 2 fingers=B, 3 fingers=C, 4 fingers=D).

Pose/Elicit SEQ, Aim, & Framing (2 min):

 Remind Ss that yesterday they learned why the Bill of Rights was included to the Constitution. Knowing why
the Bill of Rights was included in our plan of government helps answer the essential question:
o How does the Bill of Rights protect the basic rights and freedoms of Americans?
 Tell Ss that today, they are going to learn about the first two amendments in the Constitution, the rights they
protect, and how they relate to our lives today.
o AIM: SWBAT interpret basic freedoms protected by the First Amendment and Second Amendment
by interpreting information from images and text
 Name the skills: Ss will first read and gather details from the text about each amendment and the rights they
protect. Then Ss will apply what they learned by going “on the case” and making decisions just like the
Supreme Court does using the Bill of Rights.
o (TT) What are we doing in today’s lesson? Why?
Reading and Facilitates the reading:
Discussion
 Tell Ss first they need to understand what the First and Second Amendments say and how they protect the
(10min)
Ss read and rights of Americans. Ss will also learn why these were important in the time of the American Revolution.
discuss the text Pose Thinking Job: What is the author teaching me about the First Amendment?
to solidify the
Literacy Skill: As you read, be thinking about Text Complexities: Ss will be finding the meaning of
content explored
in the GI/Model
what each piece of the first amendment means, different parts of the first and second amendments,
making abstract and why it was created. How does this piece of and determining why these amendments were added.
ideas concrete. the amendment connect to history?
 Each piece has a specific reason for being added based
on experiences in the past.
Text: America’s Past 15.3 The First Amendment (SSA p.203)
Shared Reading – T will call on individual scholars to read and snap for all scholars to chorally read.
 Time: 4min
Stopping Point Question/Prompt Exemplar Response (+ Support)
“…students to (CC) What does freedom of religion mean?
say prayers in
school.” (H) How does this connect to American history?
(SJ) Add those details to you notes.
“…put in jail for (SJ) In your notes, explain what freedom of
his words.” speech means and how it relates to history
“…write lies (SJ) In your notes, explain what freedom of the
about people.” press is and how it relates to history.
Student Text: 15.4 The Second Amendment (SSA p.204)
Method: Independent Reading
Students should read for ~3 minutes and complete the final chart of their reading notes:
Meaning of right: Connection to history:

Facilitates Synthesis Discussion (2 min):

 Allow Ss to synthesize their thinking by answering the thinking job in partners. Assign one student in each
pair to answer one of the following questions:
*(TT) What did the author teach me about the First Amendment?
*(TT) What did the author teach me about the Second Amendment?
Guided Inquiry OR Facilitates Learning Experience (1 min):
Modeling (11min)
 Show Ss an image of the Supreme Court. Invest Ss in the learning experience by explaining that the Supreme
Guided Inquiry:
Court is the most powerful court in our country. The judges of the Supreme Court make decisions that cases
Ss explore
content and in every state and city in the country uses to help them make decisions as well. In order to make these
concepts through important decisions, the Supreme Court uses their understanding of the Bill of Rights.
investigation  Tell Ss that today, they are going to go “on the case” and act like the Supreme Court. They will use their new
understanding of the First and Second Amendments to make decisions on real supreme Courts.
 Organize Ss into small discussion groups of 3-4. Provide Ss with the Court Cases (Lesson Worksheet).

Asks Questions (8 min):

 Allow Ss ~4 minutes to read and discuss each of the following cases. Students may write a group answer to
the question that follows each case.
 First Amendment:
o In 2004, the case Elk Grove Unified School District v. Newdow went to the Supreme Court of the United
States. A parent of a student at an Elk Grove school claimed that requiring children to say the Pledge of
Allegiance in school violated the First Amendment because the words “under God” are included in the
pledge. The school claimed that was not a violation of the students’ rights.
o Who do you agree with, the school or the parent? Why?
 Second Amendment:
o In the case District of Columbia v. Heller, the Supreme Court listened to a case by a police officer from
Washington DC. The officer, Heller, carried a gun for work but was not allowed to have one in his
home. Heller lived in a neighborhood where he felt unsafe in his home without a gun for protection.
o Should the second amendment protect a citizen to have a gun in their home for self-defense?
 Time: 3 min
 Bring the class back to attention after ~8 minutes. Tell Ss that they are about to “go to court” to share their
decisions in these court cases based on their interpretation of the law. Facilitate discussion by asking:
o Who is better protected by the First Amendment in this case?
o How did you interpret the First Amendment in this case?
o *How does self-defense relate to the time in history when the Second Amendment was written?
o *Do you agree that Second Amendment rights are still important today? Why or why not?
Application Facilitates Daily Assessment:
(10min)
 Review the daily assessment prompt with scholars and review the CFS:
Ss construct o Claim: The first sentence attempts to correctly and fully answer the question being asked
conclusions that o Evidence: The claim is supported by 2 or more pieces of evidence from the text or source
build their o Explanation: The evidence is connected back to the claim through a thoughtful explanation
knowledge
o Vocabulary from today’s lesson: First Amendment, Second Amendment, speech, religion, press, bear
towards
arms
answering the
SEQ/EQ o Appropriate grammar, spelling, and transition words between ideas
 Gather formative assessment data
Closing (3min) Consolidate and Anchor Learning (1 min):
Ss revise their  To review the key points, project the closing image of The Bill of Rights Protective Shield and the symbols for
work and the First and Second Amendments (Lesson Images).
synthesize/
o (TT) How do these symbols represent the rights protected in these amendments?
consolidate their
learning.
Preview Content (2 min):
 Tell Ss that tomorrow they will learn about two more amendments and the rights they protect. Show Ss the
symbols for the Fourth and Fifth Amendments (Lesson Images).
o (H) What rights might these amendments protect?
Lesson Images

Supreme Court:

Closing:

Closing: Bill of Rights Protective Shield

First and Second

Amendment
Symbols
Fourth and Fifth Amendment Symbols
Lesson Worksheet
Name Date

Do Now Answer the following questions to review what we learned yesterday:

The Bill of Rights is

A. all of the amendments that have been made to the Constitution.
B. the document that described how the national government works.
C. the first 10 amendments to the Constitution.
D. the document that replaced the Constitution in 1789.
Why did many Americans feel the need to have a Bill of Rights?
A. Many were afraid the Constitution made the national government too strong.
B. Many believed that the states had too much power they could not handle.
C. Many wanted to limit citizens' rights to keep them from becoming too powerful.
D. Many felt that the powers of the government needed to be made stronger.
What did Madison's proposal to add a Bill of Rights achieve?
A. It encouraged Britain to say the United States was a new nation.
B. It made people even more angry about the Constitution.
C. It helped people decide the Constitution should be approved.
D. It made enough states want to ratify the Articles of Confederation.

SWBAT interpret basic freedoms protected by the First

Unit 4 Day 9 AIM:
Amendment and Second Amendment by interpreting information
from images and text
Freedom Meaning of right Connection to history
freedom
FIRST

of religion

freedom
of speech

freedom
of the
press

freedom
SECOND

to bear
arms
 ON THE CASE
FIRST AMENDMENT

First Amendment: Congress

shall make no law respecting an
establishment of religion, or
prohibiting the free exercise
thereof; or abridging (taking
away) 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.

In 2004, the case Elk Grove Unified School District v. Newdow went to the Supreme
Court of the United States. A parent of a student at an Elk Grove school claimed
that requiring children to say the Pledge of Allegiance in school violated the First
Amendment because the words “under God” are included in the pledge. The school
claimed that was not a violation of the students’ rights.

Who do you agree with, the school or the parent? Why?

 ON THE CASE
SECOND AMENDMENT

In the case District of Columbia v. Heller, the Supreme Court listened to a case by a
police officer for Washington DC. The officer, Heller, carried a gun for work but was
not allowed to have one in his home. Heller lived in a neighborhood where he felt
unsafe in his home without a gun for protection.

Should the second amendment protect a citizen to have a gun in

their home for self-defense?
Daily Assessment
Name Date

Social Studies Exit Ticket Grade 4 – Unit 4 Day 9

Read the scenarios below carefully. Decide which would be protected by the First Amendment
and which would be protected by the Second Amendment. Only two will be selected.

 Scenario 1: You and your family are waiting in a very long checkout line at Wal-Mart. Your
sister loudly yells, “Look out! There is a poisonous snake by your feet!” There was no snake, but
everyone in front of you in line runs out the door. You scold your sister and tell her that she is
going to get in big trouble. She says, “No. The Bill of Rights protects my rights.”

 Scenario 2: You and your cousins are having a discussion about President Obama. He says
that President Obama made a bad choice with a new law, and should be impeached. You
disagree and tell your cousin that he cannot say things like that because he could get in big
trouble. Your cousin says, “No. The Bill of Rights protects my rights.”

 Scenario 3: Your uncle likes to go to rural areas of your state in the fall to go hunting. He keeps
his rifles in a locked cabinet in his home for the rest of the year. When you go to visit, you warn
your uncle someone may think he’s a criminal breaking the law. Your uncle says, “No. The Bill
of Rights protects my rights.”

 Scenario 4: Your older brother is watching television show when you get home from school. A
car chase is on, with police officers and criminals shooting at each other through the
windows. You tell your brother the criminals are breaking the law. Your brother says, “No. The
Bill of Rights protects their rights.”

Which scenario is protected by the First Amendment?

Which scenario is protected by the Second Amendment?

Explain why the scenario you chose for the First or Second Amendment would actually be
protected. Explain using your interpretation of this amendment why the another scenario is
not protected to defend your answer.
Performance Tracker
Student Performance Student Names Planned Instructional Response
Met all the CFS

Claim is inaccurate / does

not indicate deep
understanding

Evidence is insufficient /
does not support the claim

Explanation is missing / does

not connect evidence to the
claim

Data-driven trends: