Teacher Directions
Day 1
Before Class: Print out “Bill of Rights” Vocabulary Study cards (slides 4-7). 1 Copy for each student.
During Class: Allow students to complete the cards to be used to study and as “cheat sheets” for the actual race. They can use their classroom textbook, a
copy of the Bill of Rights and/or A GREAT explanation of the amendments online at: https://www.archives.gov/founding-docs/bill-of-rights/what-does-itsay to complete the cards. (teacher choice)
***As students independently work on their cards, I usually start setting up the 10 Legs of the race/stations so I am ready for the next day.
Day 2
Before Class:
1) Make copies of all the station materials. The first time you use this activity it will be a lot of printing/cutting but then the NEXT time you can just
reuse the materials and not have to remake them. I put all my REUSABLE station directions, reading handouts etc. in plastic sleeves or you could
laminate them and use them every year. If you laminate or print on cardstock all of the STUDENT PUZZLE activities then you can re-use over and over
every year. The only thing that will have to be re-printed every year is the consumable student worksheets (slides 9, 14, 23, 31, 43, 55, 57, 64)
***For each station I have included a guide on how the station should look and what you will need to print-this makes setting up a breeze ☺ (see
slides 12, 16, 20, 25, 29, 33, 40, 46, 53, 60)
OPTIONAL: If you want to add a layer of fun you can add a few locked boxes but this is totally up to you (see slide 11 for more info)
During Class:
1) Have students take out their finished “Bill of Rights” Vocabulary Study cards and get into groups of 2-4 students. Give each student group 1 Student
Evidence Sheet (slide 9). They will also need pens/pencils.
2) Intro to activity. Ask students if they have ever watched the show “Amazing Race”- where teams race around the world completing activities to see
what team can finish first and win 1 million dollars. Explain that they will be racing around the classroom, completing “10 Legs of the Race” (10
activities) to see which team is supreme in their knowledge and understanding of the Bill of Rights (pep up the competition). The team who completes
all of the activities and brings you a FINISHED and CORRECT “Student Evidence Sheet” FIRST will win the prize! (I give the first team to finish 50 points
extra credit, 2nd team 25 points, 3rd team 10 points but you can choose an incentive that works for you)
3) Emphasize to Students: There are 10 Legs/ stations (activities) but you DO NOT have to complete these in any particular order. In fact, there should
only be 1 team completing a Leg of the race/station at a time. USE your Vocabulary Study cards to help you complete the activities. If a station you
need is occupied move to one that isn’t or wait off to the side. Remember this is a race so HIDE your answers on the “Student Evidence Sheet” from
other teams- do you want to give away FREE answers and let another team pull ahead?? Also if a Leg of the race/station requires you to complete a
paper and pencil activity- make sure you complete it and carry it with you to give to your teacher at the finish line. The team that brings a FINISHED and
CORRECT “Student Evidence Sheet” and all corresponding worksheets to the teacher first WINS! NOTE- there is also 1 FAST FORWARD ACTIVITYPOST ON WALL as a station and tell students if they CHOOSE to do this activity (correctly) they get to bypass Leg # 3 of the race (SEE SLIDES 66-67)
4) Extension Activity: You can extend their knowledge by having students complete the Extension Activity (slides 67-68) OPTIONAL
I hope you enjoyed this activity! I would appreciate positive (5-star) feedback! If you experience any broken links/ QR
Codes or have questions please contact me at learningisapassion@yahoo.com please do not leave negative feedback
for broken links. If a link is broken email me and I will fix it immediately and email you a fixed version of the lesson ☺
Bill of Rights Study Cards:
Students will define each Amendment #1-10.
Students will complete this activity the day before
the “race”. They get to use their finished cards as
“cheat sheets” during the race!
Front
Back
Freedom of religion supports the
freedom of an individual, in public
or private, to practice or worship, or
to change one's religion or belief. It
also allows a person to not choose
any religion.
Directions: Cut out each study card. On the front of each card (under the title) explain what
right(s) or liberties each amendment gives private citizens. On the back of each card
illustrate the rights given to individuals under that specific amendment. Use your classroom
textbook, a copy of the Bill of Rights and/or A GREAT explanation of the amendments online
at: https://www.archives.gov/founding-docs/bill-of-rights/what-does-it-say
__________________________
__________________________
__________________________
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Scan the QR
Code to
access the
online article
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Evidence Sheet:
Each group of students will get 1 copy.
They complete it and bring it to the
teacher to finish the race!
________________________
What is the total of all
the numbers added
together?
Which underlined word did you
write on your house?
Petition
Complete
Origami House
Complete
__________________________
What is the secret phrase?
__________________________________
Figure out the
Code
worksheet
complete
Leg # 2
Leg # 4
Matching
Worksheet
Complete
Leg # 6
Crossword
Puzzle
Complete
Leg # 8
What word was created
from your answers?
Worksheet
Leg # 10
Leg # 1
Leg # 3
Leg # 5
Leg # 7
Leg # 9
What 3 letters did you
write in your lemons?
What 4 numbers are listed in
your puzzle from top to bottom?
Worksheet
7
How many pictures
are in each bucket?
Allowed
Not Allowed
Draw a sketch of the object that is the
3rd & 7th event chronologically on your
timeline:
3rd Event
7th Event
What is the secret word written
on the bottom of the cups?
__________________________
What is pictured on the correct
page? (solve the puzzle to get
the page number)
___________________________________
Matching
Worksheet
Complete
Bag
What is the total of all
the numbers added
together?
1
0
1
7
8
Which underlined word did you
write on your house?
Petition
Complete
0
Origami House
Complete
privacy
What is the secret phrase?
Fair treatment
Figure out the
Code
worksheet
complete
Leg # 2
Leg # 4
Matching
Worksheet
Complete
What word was created
from your answers?
Leg # 6
U
Leg # 8
S
Crossword
Puzzle
Complete
Leg # 10
Leg # 1
P
Leg # 3
Leg # 5
Leg # 7
Leg # 9
Worksheet
What 3 letters did you
write in your lemons?
What 4 numbers are listed in
your puzzle from top to bottom?
2
7
3
Worksheet
6
How many pictures
are in each bucket?
Allowed
6
Not Allowed
7
Draw a sketch of the object that is the
3rd & 7th event chronologically on your
timeline:
3rd Event
7th Event
What is the secret word written
on the bottom of the cups?
Court Cases
What is pictured on the correct
page? (solve the puzzle to get
the page number)
The answers add up to pg. 57picture will vary based upon
what book you pick
Matching
Worksheet
Complete
OPTIONAL Idea !!
This is optional- you do not have to add lock boxes for the “Bill of Rights Challenge” to work… If you
choose to- you can add a layer of fun by adding a 2-3 boxes (that can be locked) in your challenge.
For example, at Leg # 1, students can complete the challenge to get the 3 LETTER code and they
use that 3 letter code to open the lock. Inside the box you can place a coin, picture, a short snippet
of the constitution, widget-anything that they can retrieve and carry with them till the end of the
race. At the end of the race they must have that special object to finish the race!
EXAMPLE ONLY (not
endorsing Amazon ☺):
You can get a set of 5
locks like this on
Amazon for $7.99!
EXAMPLE ONLY Use any old
file or box you have and lock
it! Use chain or rope to secure
the lock…the possibilities are
endless…
Leg # 1 Materials
Needed:
A Stack of Student
worksheets- enough for
all the groups
participating! (I make
them complete and turn
in 1 worksheet per group)
A
Finished
Station
Directions: In this Leg of the Race you will read a short summary of a famous court case and
watch a short YOUTUBE video to complete the word puzzle worksheet. Keep in mind the
following question: What is the Government not allowed to do according to the Freedom of
Religion clause of the FIRST Amendment? What is the Lemon test? When you finish the
puzzle write down the numbers you see (from top to bottom on the puzzle) on your
evidence sheet.
Lemon v. Kurtzman: The Background
The trial of Lemon v. Kurtzman was a groundbreaking case that took place in Pennsylvania. The case began because the state of Pennsylvania passed a law that
allowed the local government to use money to fund educational programs that taught religious-based lessons, activities and studies. This law was passed through
the Non-public Elementary and Secondary Education Act of 1968.
The case of Lemon v. Kurtzman was filed by Alton Lemon, a Pennsylvania instructor who claimed that the state had violated the United States Constitution by
passing the law mentioned above. Lemon believed that Pennsylvania violated the 1st Amendment to the United States Constitution because the Constitution does
not allow the establishment of any state laws or legislation that combine the interests of religious people with the interests of the state’s population. This is known
as the Separation of Church and State. The government is not allowed to place the interest of any organization or institution above the interests of the general
population. Using these Amendments, Lemon believed that the state of Pennsylvania unfairly funded religious programs that did not appeal to the state’s general
population.
Lemon v. Kurtzman: The Case Profile
The case of Lemon v. Kurtzman took place on March 3rd of 1971. Alton Lemon filed the case against David Kurtzman who was the acting Superintendent of the
Department of Public Instruction in the State of Pennsylvania.
Alton Lemon believed that preferential treatment of services that are rooted in religion is a direct violation of the Separation between Church and State. Alton
Lemon’s main argument was that the state law was a direct violation of the United States Constitution which did not allow religions from benefitting from state
laws. Lemon v. Kurtzman was decided on June 28th of 1971. The case was heard by the Supreme Court of the United States.
Lemon v. Kurtzman: The Verdict
In Lemon v. Kurtzman, the Supreme Court of the United States found that the passing of any state laws that establish a religious body is a direct violation of the
United States Constitution. Therefore, in Lemon v. Kurtzman, the Supreme Court of the United States ruled in favor of Alton Lemon.
The verdict in Lemon v. Kurtzman led to the creation of the Lemon Test. This test is a classification system that is used to see whether or not state laws regarding
funding or creating religious institutions with public money violate the United States constitution. The Lemon test ensures that the general population’s interests
take priority within public institutions and settings. The Lemon test also prohibits the Federal Government from becoming overly religious or involved with a
particular religious institution.
Before you leave make sure
you restart the video and leave
it paused at the beginning.
Scan the QR Code or go to YOUTUBE: What is the Lemon
Test? (Posted by USLawEssentials)
https://www.youtube.com/watch?v=_hYslZWsjxA
Write the first
letter of 4 Down
here: 2
Write the first
letter of 1 Down
here:
1
3
(3 words written all together)
Leg # 1
Teacher Key
Write the first
letter of 4 Down
here: 2
S
Write the first
letter of 1 Down
here:
1
P
3
U
Altonlemon
Purpose,effect,entanglement
establishmentclause
unconstitutional
secular
lemontest
Leg # 1
Leg # 2 Materials
Needed:
A
Finished
Station
Finished Puzzle
Directions: In this Leg of the Race you will put 1 puzzle together from
the pieces provided that addresses the question: What actions are
permitted according to the Freedom of Speech clause of the FIRST
Amendment? When you finish the puzzle write down the numbers
you see (from top to bottom on the puzzle) on your evidence sheet.
Glue this piece of paper to thick cardstock, then cut out
both puzzles, place all pieces in a baggie. Leave at Leg # 2
Actions
Allowed
Actions
Prohibited
2
To use certain
offensive words and
phrases to convey
political messages
7
To not speak
(specifically,
the right not to
salute the flag)
3
To engage in
symbolic speech
Students to make
an obscene speech
at a schoolsponsored event
To incite actions that
would harm others
(i.e. yelling ‘fire’ in a
crowded theater)
To not speak
(specifically,
the right not to
salute the flag)
8
To permit students
to print articles in a
school newspaper
over the objections
of the school
administration.
5
Students to make
an obscene speech
at a schoolsponsored event
1
To advertise
commercial
products and
professional
services
6
Students to
advocate illegal
drug use at a
school-sponsored
event.
9
Teacher Key
Correct
Puzzle
Actions
Allowed
Distractor/
incorrect
Puzzle Pieces
Actions
Prohibited
2
To use certain
offensive words and
phrases to convey
political messages
7
To not speak
(specifically,
the right not to
salute the flag)
3
To engage in
symbolic speech
Students to make
an obscene speech
at a schoolsponsored event
To incite actions that
would harm others
(i.e. yelling ‘fire’ in a
crowded theater)
To not speak
(specifically,
the right not to
salute the flag)
8
To permit students
to print articles in a
school newspaper
over the objections
of the school
administration.
5
Students to make
an obscene speech
at a schoolsponsored event
1
To advertise
commercial
products and
professional
services
6
Students to
advocate illegal
drug use at a
school-sponsored
event.
9
Leg # 3 Materials Needed:
A Stack of Student
worksheets- enough for
all the groups
participating! (I make
them complete and turn
in 1 worksheet per group)
A
Finished
Station
OPTIONALNot required
just enhances
this leg…
Directions: In this Leg of the Race you will analyze several political
cartoons. Keep in mind the following question: The 1st
Amendment, Freedom of Press clause, applies to more than
newspapers it also includes internet, television and magazines.
How important is the First Amendment- Freedom of the Press in
the United States? Why is a free press important? As you analyze
the cartoons, complete the paper and pencil activity to get the
secret password.
World Press Freedom Index (2017)
This Index ranks 180 countries according to the level of freedom available to journalists. It is a snapshot of the
media freedom situation based on the independence of the media, quality of legislative framework and safety
of journalists in each country. It does not rank public policies even if governments obviously have a major
impact on their country’s ranking. Nor is it an indicator of the quality of journalism in each country.
Source: https://rsf.org/en/world-press-freedom-index
MAP KEY
Freedom of the
Press Levels
WHITE = high level of
Freedom of the Press
YELLOW = fairly highproblematic level of
Freedom of the Press
RED= low level of
Freedom of the Press
BLACK= Very little to no
Freedom of the Press
Why is a Free Press Important?
~Amendment # 1- Freedom of Press~
A
Directions: Match each political
cartoon to its correct message. You
can ask your teacher to view the
cartoons in larger format if needed.
Cartoon
Letter
Cartoon’s Message
The Free Press provides stability for
progress
The Free Press is the foundation of
other freedoms like speech, petition
and religion.
The Free Press gives “transparency”
to the actions of government
Countries of the world experience
different levels of freedom of the
press. The U.S. ranks fairly high…
Freedom of the Press can be a form of
ammunition…powerful.
The Free Press can be used to take
down or tame powerful opponents.
The Free Press illuminates the shady
activities of those in power.
Why is a Free Press Important?
~Amendment # 1- Freedom of Press~
Teacher
Key
A
Cartoon
Letter
Cartoon’s Message
C
The Free Press provides stability for
progress
D
The Free Press is the foundation of
other freedoms like speech, petition
and religion.
B
The Free Press gives “transparency”
to the actions of government
A
Countries of the world experience
different levels of freedom of the
press. U.S. ranks fairly high…
G
Freedom of the Press can be a form of
ammunition…powerful.
E
The Free Press can be used to take
down or tame powerful opponents.
F
The Free Press illuminates the shady
activities of those in power.
A
MAP KEY
Freedom of the
Press Levels
WHITE = high level of
Freedom of the Press
YELLOW = fairly highproblematic level of
Freedom of the Press
RED= low level of
Freedom of the Press
BLACK= Very little to no
Freedom of the Press
Larger
Version of
Cartoons….
Larger Version of
Cartoons….
Larger Version of
Cartoons….
Leg # 4 Materials
Needed:
2 Small
buckets
or cups
for
sortingyou will
add
labels.
A
Finished
Station
Directions: In this Leg of the Race you will put the pictures provided
at your station into 2 separate buckets. Keep in mind the following
question: What types of assembly are permitted according to the
Freedom of Assembly clause of the FIRST Amendment? When you
finish sorting the pictures, write down how many pictures are in each
bucket on your evidence sheet.
Glue this piece of paper to cardstock, then cut out all pictures, bucket labels and place all pictures in
a baggie. Place 2 cups or small “buckets” and label them with the labels provided. Leave at Leg # 4
Bucket Label
Allowed by the
1st Amendment
~Freedom of Assembly~
Let’s destroy
property!
Bucket Label
Not Allowed by the
1st Amendment
~Freedom of Assembly~
Not Allowed
Teacher Key
7= Not Allowed Bucket
6= Allowed Bucket
Let’s destroy
property!
Allowed
Allowed
Not Allowed
Not Allowed
Not Allowed
Allowed
Not Allowed
Allowed
Not Allowed
Allowed
Allowed
Not Allowed
Leg # 5
Materials
A Stack of Student
worksheets- enough for
all the groups
participating! (I make
them complete and turn
in 1 worksheet per group)
A
Finished
Station
Directions: In this Leg of the Race you will scan the QR
Code or go to https://petitions.whitehouse.gov/about
to learn more about our right to petition. Keep in mind
the question: What is one way citizens can petition the
Government for redress of grievances? As you search the website
look for step by step directions on how to write a petition.
The word PETITION can be used to describe “any nonviolent, legal means of encouraging or disapproving government action, whether directed to
the judicial, executive or legislative branch. Lobbying, letter-writing, e-mail campaigns, testifying before tribunals, filing lawsuits, supporting
referenda, collecting signatures for ballot initiatives, peaceful protests and picketing: all public articulation of issues, complaints and interests
designed to spur government action qualifies under the petition clause…” (learningtogive.org)
What 4 numbers did you write
down in the Petition Directions?
Add them together below to get
your passcode for this leg of the
race.
_________
_________
+ _________
_________
________
=
Leg
#5
Directions: Look through the website,
https://petitions.whitehouse.gov/about
and https://www.whitehouse.gov/getinvolved/write-or-call/
and the “Step- by- step Guide to Creating a
Petition”. Use the online step by step guide
to complete the written set of directions
provided.
Teacher Key
What numbers did you write
down in the Petition Directions?
Add them together below to get
your passcode for this leg of the
race.
30
100,000
+ 150
1600
________
= 101,780
Leg
#5
Directions: Look through the website,
https://petitions.whitehouse.gov/about
and https://www.whitehouse.gov/getinvolved/write-or-call/
and the “Step- by- step Guide to Creating a
Petition”. Use the online step by step guide
to complete the written set of directions
provided.
Leg # 6 Materials
Needed:
Optional: only
need if you want
students to look
article up online.
A
Finished
Station
These cut
up and
placed in a
baggie…
Directions: In this Leg of the Race you will put 8 events in order by
matching each EVENT CARD with the correct YEAR CARD. Keep in
mind the following question: How has the 2nd Amendment been
interpreted over time? When you finish the activity, draw a sketch of
the pictures that correspond to the 3rd and 7th event (in chronological
order) on your evidence sheet.
Scan the QR Code or go to:
https://www.thoughtco.com/history-of-thesecond-amendment-721379
to access the History of Gun Rights in
America, an online article.
After going virtually unchallenged for more than 100 years, the right of Americans to own guns has
developed as one of today’s hottest political issues. The debate is most likely going nowhere until an
inevitable and definitive ruling is handed down by the nation’s courts: Does the Second
Amendment apply to individual citizens?
Gun Rights Before the Constitution
Though still British subjects, colonial Americans considered the right to bear arms as necessary for
fulfilling their natural right to defend themselves and their property.
In the midst of the American Revolution, the rights that would later be expressed in the Second
Amendment were being explicitly included in early state constitutions. The Pennsylvania Constitution of
1776, for example, stated that “the people have a right to bear arms for the defence of themselves and
the state.”
1791: The Second Amendment Is Ratified
The ink had hardly dried on the ratification papers before a political movement was undertaken
to amend the Constitution to declare gun ownership as a specific right.
A select committee assembled to review amendments proposed by James Madison authored the
language that would become the Second Amendment to the Constitution: “A well-regulated militia,
being necessary to the security of a free state, the right of the people to keep and bear arms, shall not
be infringed.”
Prior to ratification, Madison had hinted at the need for the amendment. Writing in Federalist No. 46, he
contrasted the proposed American federal government to European kingdoms, which he criticized as
being “afraid to trust the people with arms.” Madison went on to assure Americans that they would
never need to fear their government, as they had the
British Crown because the Constitution would ensure them “the advantage of being armed ...”
1871: NRA Is Founded
The National Rifle Association was founded by a pair of Union soldiers in 1871, not as a political
lobby but in an effort to promote the shooting of rifles. The organization would grow to become the face
of America's pro-gun lobby in the 20th Century.
1822: Bliss v. Commonwealth Brings "Individual Right" Into Question
The Second Amendment’s intent for individual Americans first came into question in 1822 in Bliss v.
Commonwealth.
The court case arose in Kentucky after a man was indicted for carrying a sword concealed in a cane.
He was convicted and fined $100.
Bliss appealed the conviction, citing a provision in the Commonwealth’s Constitution that states: “The
right of the citizens to bear arms in defense of themselves and the state, shall not be questioned.”
In a majority vote with just one judge dissenting, the court overturned the conviction against Bliss and
ruled the law unconstitutional and void.
1856: Dred Scott v. Sandford Upholds Individual Right
The Second Amendment as an individual right was affirmed by the U.S. Supreme Court in its Dred
Scott v. Sandford decision in 1856. The nation’s highest court opined on the intent of the Second
Amendment for the first time with the rights of slaves in question, writing that affording slaves the full
rights of American citizenship would include the right “to keep and carry arms wherever they went.”
The History of Gun Rights in America (TRANSCRIPT of online article)
A Timeline of the 2nd Amendment
by Ben Garrett (https://www.thoughtco.com/history-of-the-second-amendment)
Updated October 07, 2017
Leg # 6
1934: National Firearms Act Brings About First Major Gun Control
The first major effort to eliminate private ownership of firearms came with the National Firearms
Act of 1934. A direct response to the rise of gangster violence in general and the Saint
Valentine’s Day massacre in particular, the National Firearms Act sought to circumvent the
Second Amendment by controlling firearms through a tax excise—$200 for each gun sale.
The NFA targeted fully-automatic weapons, short-barreled shotguns and rifles, pen and cane
guns, and other firearms defined as “gangster weapons.”
1938: Federal Firearms Act Requires Licensure of Dealers
The Federal Firearms Act of 1938 required that anyone selling or shipping firearms must be
licensed through the U.S. Department of Commerce. The Federal Firearms License (FFL)
stipulated that guns could not be sold to persons convicted of certain crimes. It required that
sellers log the names and addresses of anyone to whom they sold guns.
1968: Gun Control Act Ushers in New Regulations
Thirty years after America’s first sweeping reform of gun laws, the assassination of President
John F. Kennedy helped usher in new federal legislation with wide-ranging implications. The
Gun Control Act of 1968 prohibited mail order sales of rifles and shotguns.
It increased license requirements for sellers and broadened the list of persons prohibited from
owning a firearm to include convicted felons, drug users and the mentally incompetent.
1994: The Brady Act and Assault Weapons Ban
Two new federal laws passed by a Democrat-controlled Congress and signed by President Bill
Clinton in 1994 became the hallmark of gun control efforts in the latter 20th Century. The first,
the Brady Handgun Violence Protection Act, required a five-day waiting period and background
check for the sale of handguns. It also required that the National Instant Criminal Background
Check System be created.
The Brady Act had been spurred by the shooting of press secretary James Brady during the
attempted assassination of President Ronald Reagan by John Hinckley Jr. on March 30, 1981.
Brady survived but was left partially paralyzed as a result of his wounds
In 1998, the Department of Justice reported that the pre-sale background checks had blocked
an estimated 69,000 illegal handgun sales during 1977, the first year the Brady Act was fully
enforced.
The second law, the Assault Weapons Ban—officially entitled the Violent Crime Control and
Law Enforcement Act—banned a number of rifles defined as “assault weapons,” including many
semi-automatic and military-style rifles such as the AK-47 and SKS.
2004: The Assault Weapons Ban Sunsets
A Republican-controlled Congress refused to pass the reauthorization of the Assault Weapons
Ban in 2004, allowing it to expire. President George W. Bush was criticized by gun control
supporters for not actively pressuring Congress to renew the ban, while gun rights advocates
criticized him for indicating that he would sign a reauthorization if Congress passed it.
Current Legislation With 2nd Amendment Implications
To date, 2017 has seen the introduction in Congress of two new gun control-related pieces of
legislation. These bills are:
The SHARE Act: Introduced in September 2017, the “Sportsmen Heritage and Recreational
Enhancement Act,” or SHARE Act (H.R. 2406) would expand access to public land for, hunting,
fishing, and recreational shooting; and reduce the current federal restrictions on purchasing
firearm silencers, or suppressors.
The Background Check Completion Act: Introduced on October 5, 2017, less than a week
after the deadly October 1 mass shooting in Las Vegas, the Background Check Completion Act
would close a current loophole in the Brady Handgun Violence Prevention Act that allows gun
sales to proceed if a background check is not completed after 72 hours, even if the gun buyer is
not legally allowed to purchase a gun.
Updated by Robert Longley
2008: D.C. v. Heller Is a Major Setback for Gun Control
Gun rights proponents were thrilled in 2008 when the U.S. Supreme Court ruled in District of
Columbia v. Heller that the Second Amendment extends gun ownership rights to individuals.
The decision affirmed an earlier decision by a lower appeals court and struck down handgun
bans in Washington D.C. as unconstitutional.
The Court ruled that the District of Columbia’s total ban on handguns in the home was
unconstitutional because the ban was contrary to the Second Amendment’s purpose of selfdefense — an intent of the amendment never before acknowledged by the Court.
The case was lauded as the first Supreme Court case to affirm the right of an individual to keep
and bear arms in accordance with the Second Amendment. The ruling applied only to federal
enclaves, however, such as the District of Columbia. Justices did not opine on the Second
Amendment’s application to the states.
Writing in the Courts majority opinion, Justice Antonin Scalia wrote that the “people” protected
by the Second Amendment are the same “people” protected by
the First and Fourth Amendments. “The Constitution was written to be understood by the
voters; its words and phrases were used in their normal and ordinary as distinguished from
technical meaning.”
2010: Gun Owners Score Another Victory in McDonald v. Chicago
Gun rights supporters scored their second major Supreme Court victory in 2010 when the high
court affirmed an individual's right to own guns in McDonald v. Chicago.
The ruling was an inevitable follow-up to D.C. v. Heller and marked the first time that the
Supreme Court ruled that the provisions of the Second Amendment extend to the states. The
ruling overturned an earlier decision by a lower court in a legal challenge to Chicago’s
ordinance banning the possession of handguns by its citizens.
1776
The Pennsylvania Constitution stated that “the people have a right to bear
arms for the defense of themselves and the state.”
1791
James Madison authored the language that would become the Second Amendment to the
Constitution: “A well-regulated militia, being necessary to the security of a free state,
the right of the people to keep and bear arms, shall not be infringed.”
1822
In a majority vote with just one judge dissenting, the court overturned the
conviction against Bliss and ruled the law unconstitutional and void.
1856
This case decided that giving slaves the full rights of American citizenship
would include the right “to keep and carry arms wherever they went.”
1871
The National Rifle Association was founded by a pair of Union soldiers
in an effort to promote the shooting of rifles.
1934
Targeted fully-automatic weapons, short-barreled shotguns and rifles, pen
and cane guns, and other firearms defined as “gangster weapons” with a $200 tax.
1968
The Gun Control Act prohibited mail order sales of rifles and shotguns.
2008
The case was lauded as the first Supreme Court case to affirm the right
of an individual to keep and bear arms in accordance with the Second Amendment.
1776
The Pennsylvania Constitution stated that “the people have a right to bear
arms for the defense of themselves and the state.”
1791
James Madison authored the language that would become the Second Amendment to the
Constitution: “A well-regulated militia, being necessary to the security of a free state,
the right of the people to keep and bear arms, shall not be infringed.”
1822
1856
1871
1934
1968
2008
Teacher Key
In a majority vote with just one judge dissenting, the court overturned the
Teachersa blank
conviction
against Bliss andprint
ruled the lawout
unconstitutional
and void. set of
these
preferably
on
cardstock,
This
case decidedcards,
that giving slaves
the full rights of American
citizenship
would include the right “to keep and carry arms wherever they went.”
then cut them up and put them in a
The National Rifle Association was founded by a pair of Union soldiers
baggie
atthethe
Rough up the
in an effort to promote
shootingstation.
of rifles.
edges so they don’t naturally go back
Targeted fully-automatic weapons, short-barreled shotguns and rifles, pen
and
cane guns, and other☺
firearms defined as “gangster weapons” with a $200 tax.
together
The Gun Control Act prohibited mail order sales of rifles and shotguns.
(Secret Items for evidence sheet: 3rdth-watch)
eyeglasses,
7
The case was lauded as the first Supreme Court case to affirm the right
of an individual to keep and bear arms in accordance with the Second Amendment.
A
Finished
Station
Leg # 7 Materials
Needed:
Optional: only
need if you want
students to look
article up online.
A Stack of Student
worksheets- enough for
all the groups
participating! (I make
them complete and turn
in 1 house per group)
1 Pair of
scissors
Directions: In this Leg of the Race you will create an origami house and decorate it with
words that are TRUE or accurately describe the 3rd Amendment. Keep in mind the question:
Are private citizens required to house and feed soldiers during war or at peacetime? When
you finish your origami house, decorate it with words from the KEY TERMS list that describe
or are related to the 3rd Amendment. One of the words on your finished house is the secret
word for your evidence sheet! Hint: it is underlined!
Follow these directions
to create an origami
house and illustrate
the 3rd Amendment!
Step 1
Step 2
Step 3
Fold the SQUARE paper in half
from left edge to right edge, then
unfold. Once again, fold in half
from top to bottom edge and
unfold again. Your paper will now
have 4 squares.
Fold the top and bottom edges to
the center. When you have done
this your paper will look like this:
Turn the paper over so that the
flaps are on the back.
Fold
Step 4
Step 5
Step 6
Fold the left and right edges to the
center. You now have a small
square with 4 flaps. Lastly, turn
the paper so that the 2 flaps meet
VERTICALLY in the middle.
Open the TOP left and right flaps,
spread out the corners to the side,
and flatten down like you see in the
picture.
Look at the list of Key Terms at
your station. Decorate your
house with words that describe
the 3rd Amendment!
Fold
Need help folding your paper? Scan
the QR Code to watch a tutorial.
YOUTUBE: How To Make Paper Home
Easily For Kids - Origami House Making
Finished
Finished
Vertical Opening
Put your finger in the flap &
push down to make a triangle
Finished
word word
word
A Guide to the Third Amendment
The Third Amendment, or Amendment III of the United States Constitution is the section of the Bill of Rights
that prohibits soldiers from temporarily residing in private homes during peace time without getting the
permission and consent of the owner. It is only legal to do this when it is wartime it must still follow the law.
The third amendment was introduced into the United States Constitution as a part of the Bill of Rights on
September 5, 1789 and was ratified or voted for by three fourths of the states on December 15, 1791.
The Text of the Third Amendment
The text of the Third Amendment which is found in the United States Constitution and the Bill of Rights is the
following:
No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of
war, but in manner to be prescribed by law.
History of the Third Amendment
During the American Revolutionary War, American colonists were often asked to allow soldiers to temporarily
live in their homes. Even before the Revolutionary war, the British government had passed two separate acts
called the Quartering Acts. One of these acts were a part of the Intolerable Acts, which were thought to
greatly violate the colonists’ privacy.
Because British soldiers did not have bases across the colonies, the soldiers needed somewhere to stay at
night. After the Quartering Acts were passed, a soldier could demand to say in barns, uninhabited houses, or
in places like stables, bars, and inns. British soldiers could also take the property of the American colonists
during the Revolutionary War. The American colonists were very angry about this, which is why the Third
Amendment was included in the Bill of Rights.
The Third Amendment was introduced by James Madison. The Third Amendment said that no soldier could
demand a place to stay during wartime, although a soldier of the United States government could ask
someone for a place to stay. During war time, a soldier might be able to occupy a property for a short period
of time. However, during peacetime, the lawful property owners’ rights were much more important than the
military’s rights. Because of this property owners had the legal right to refuse to quarter a solider if they
wanted to.
Americans did still quarter soldiers, even until the Civil War. Since then, the Third Amendment has been only
been applied on very few occasions.
Although we do not quarter soldiers as much anymore, the Third Amendment is still very important because it
looks at the idea of a person’s right to privacy. The Third Amendment works to protect the privacy of every
American by giving everyone the right to stop soldiers from accessing their private property during peacetime.
Source: https://kids.laws.com/third-amendment
Scan the QR Code to
read this article
online or go to
https://kids.laws.co
m/third-amendment
Origami Paper
CUT Out THIS
PIECE OF PAPERPrior to folding!
rd
Which Key Terms accurately describe or are related to the 3 Amendment?
Write these words on the house you created! ONE of the words you write on your house is the
SECRET WORD for your evidence sheet- its an underlined word!
Thomas Jefferson
Ok in wartime
domestic privacy
Often Unused
Unpopular in colonies
King George III approved
Franklin D. Roosevelt
WWII
Quartering Acts
Stanton Acts
Passed in 1801
Prisoners of war
Slavery
1791
Hotel
Helped homeowners
Ok in peacetime
James Madison
rd
Which Key Terms accurately describe or are related to the 3 Amendment?
Write these words on the house you created! ONE of the words you write on your house is the
SECRET WORD for your evidence sheet- its an underlined word!
Thomas Jefferson
domestic privacy
Ok in wartime
Secret word
Often Unused
Unpopular in colonies
King George III approved
Franklin D. Roosevelt
WWII
Quartering Acts
Stanton Acts
Passed in 1801
Prisoners of war
Slavery
1791
Hotel
protects homeowners
Ok in peacetime
James Madison
Teacher KeyRed words
should be
on origami
house
Leg # 8 Materials
Needed:
A
Finished
Station
1 copy of
these
directions
10 cups with labels
glued to them and
letters written on the
bottom of the cupsee teacher key
Directions: In this Leg of the Race you will use the labeled
cups provided to make a tower like the one shown! If you
stack the cups correctly the bottom of the cups will form a
secret phrase. Use the cheat sheet to help you stack the
cups. Write the secret phrase on your evidence sheet.
While you work, keep in mind the question: What are some
rights a person can claim if they are ever accused of a
crime?
Teachers- cut each label out and glue UPSIDE DOWN on a disposable cup (the
Red Solo Brand work great) Then use the Teacher Key to label the bottom of
each cup with a permanent marker. Mix up cups at station.
The Founding Fathers included the Grand Jury
Clause in the Bill of Rights to make the grand jury
the only way a person could be charged with serious
federal crimes. Grand jurors were selected from the
body of the people and their work was not
hampered by rigid procedural or evidential rules. In
fact, grand jurors could act on their own knowledge
and were free to make their presentments or
indictments on such information as they deemed
satisfactory.
THOMAS JEFFERSON (1789): “I consider trial by jury
as the only anchor ever yet imagined by man, by
which a government can be held to the principles of
its constitution.”
It is not uncommon, for example, for
police to uncover new evidence
proving the guilt of someone
previously acquitted of a serious
crime. There is little they can do in
this case, because the first acquittal is
final, and the defendant may not be
tried again despite the new evidence.
This is called Double Jeopardy.
Not Guilty???
Too bad we
can’t try again
tomorrow!
At trial, the Fifth Amendment gives a criminal
defendant the right not to testify or self-incriminate.
This means that the prosecutor, the judge, and
even the defendant’s own lawyer cannot force the
defendant to take the witness stand against his or
her will. However, a defendant who does choose to
testify cannot choose to answer some questions
but not others. Choosing not to testify is often
referred to as “pleading the fifth”.
Leg # 8
Teachers- cut each label out and glue UPSIDE DOWN on a disposable cup (the
Red Solo Brand work great) Then use the Teacher Key to label the bottom of
each cup with a permanent marker. Mix up cups at station.
In order to ensure that a persons Miranda Right is
upheld “The person in custody must, prior to
interrogation, be clearly informed that he/she has the
right to remain silent, and that anything the person
says will be used against that person in court; the
person must be clearly informed that he/she has the
right to consult with an attorney and to have that
attorney present during questioning, and that, if
he/she is indigent, an attorney will be provided at no
cost to represent him/her.”
Hey! Do you have
a warrant, or
court order, to
search me? And
you can’t take my
phone either!
It requires that all persons who
are affected by a legal proceeding
receive notice of its time, place,
and subject matter so that they
will have time to prepare and that
the proceedings are fair with an
impartial judge who will allow the
interested parties to fully share.
Leg # 8
STOP! If you take my
house to build a
freeway- you have to
give me $ to
relocate!
Challenge: Use the labeled cups provided to
make a tower like the one shown! If you
stack them correctly the bottom of the cups
will read a secret phrase-read from top to
bottom, left to right…..Use the hints below to
stack the cups correctly…
HINTSCups 1, 2, 3, 4 Illustrate the 5th Amendment.
From left to right the cups describe the
purpose of juries and then double jeopardy.
(Quote, picture, quote, picture)
Cups 5, 6, 7 Illustrate the 5th Amendment.
The “Miranda’s Rights” are popular, but
there is a plaque in the middle. Cup 5
remains silent and doesn’t self-incriminate!
Cups 8, 9 Illustrate the 5th Amendment. Cup
8 is not fair and you can’t live in cup 9.
Cup 10 Illustrates the 4th Amendment.
The Founding Fathers included the Grand Jury
Clause in the Bill of Rights to make the grand jury
the only way a person could be charged with serious
federal crimes. Grand jurors were selected from the
body of the people and their work was not
hampered by rigid procedural or evidential rules. In
fact, grand jurors could act on their own knowledge
and were free to make their presentments or
indictments on such information as they deemed
satisfactory.
Cup 1
Cup 4
Label bottom of cup
with an “A”
Label bottom of cup
with a “S”
Cup 2
Label bottom of cup
with a “S”
THOMAS JEFFERSON (1789): “I consider trial by jury
as the only anchor ever yet imagined by man, by
which a government can be held to the principles of
its constitution.”
Not Guilty???
Too bad we
can’t try again
tomorrow!
At trial, the Fifth Amendment gives a criminal
defendant the right not to testify or self-incriminate.
This means that the prosecutor, the judge, and
even the defendant’s own lawyer cannot force the
defendant to take the witness stand against his or
her will. However, a defendant who does choose to
testify cannot choose to answer some questions
but not others. Choosing not to testify is often
referred to as “pleading the fifth”.
Cup 5
Label bottom of
cup with a “R”
Cup 3
Cup 6
Label bottom of cup
with a “E”
Label bottom of
cup with a “T”
It is not uncommon, for example, for
police to uncover new evidence
proving the guilt of someone
previously acquitted of a serious
crime. There is little they can do in
this case, because the first acquittal is
final, and the defendant may not be
tried again despite the new evidence.
This is called Double Jeopardy.
Teacher Key
Once stacked
correctly the
cups will read
from top to
bottom , left to
right: court
cases
Teacher Key
In order to ensure that a persons Miranda Right is
upheld “The person in custody must, prior to
interrogation, be clearly informed that he/she has the
right to remain silent, and that anything the person
says will be used against that person in court; the
person must be clearly informed that he/she has the
right to consult with an attorney and to have that
attorney present during questioning, and that, if
he/she is indigent, an attorney will be provided at no
cost to represent him/her.”
Cup 7
Cup 10
Label bottom of cup
with a “C”
Label bottom of
cup with a “C”
Hey! Do you have
a warrant, or
court order, to
search me? And
you can’t take my
phone either!
It requires that all persons who
are affected by a legal proceeding
receive notice of its time, place,
and subject matter so that they
will have time to prepare and that
the proceedings are fair with an
impartial judge who will allow the
interested parties to fully share.
Cup 8
Cup
10
Label bottom of cup
with an “O”
Cup 9
STOP! If you take my
house to build a
freeway- you have to
give me $ to
relocate!
Label bottom of
cup with a “U”
Cup
6
Cup
7
Cup Position
Cup
1
Cup
2
What
should look like
Cupthe towerCup
finished…and the4bottom of the cups
3
will read (from top to bottom, left to
right) = court cases
Leg # 9 Materials Needed:
A
Finished
Station
A Stack of Student
worksheets- enough for
all the groups
participating! (I make
them complete and turn
in 1 worksheet per group)
A Stack of Student
worksheets- enough for
all the groups
participating! (I make
them complete and turn
in 1 worksheet per group)
1 copy of
the code
wheel cut
out
Directions: In this Leg of the Race you will read a description of the rights
that an accused person should have. However the person who wrote the
description made a few mistakes- oops! You have to find and cross-out the
mistakes in the description then use the Code Wheel to get the secret
message. Write it on your evidence sheet. Keep in mind the question: What
are some rights a person can claim if they are ever accused of a crime?
Challenge: Jane Doe was arrested for
theft. She is not sure of her rights as an
accused person. Can you help? Read the
description, pay close attention to the
underlined phrases. Cross-out any
underlined phrase that has mistakes and
then write down all the letters that are
boxed in order from top to bottom- left
to right. Be careful- any letters that are
crossed out should not be written down.
Then use the Code Wheel ~Student
Worksheet~ and Code Wheel to
decipher the secret message-write it on
your evidence sheet.
Figure Out the Code
~Student Worksheet~
Write Letters from Description Reading
M H P Y A Y L H A T L U A
F A I
R T R E A T M E N T
Write equivalent Letter from Code Wheel
to get secret message
KEY
Description of 6th, 7th & 8th Amendment Rights
According to the 6th, 7th and 8th Amendments a person like, Jane Doe, who is
accused of theft has the following rights:
Under the 6th Amendment Jane Doe has the right to a trial date of her choice,
the right to be informed of the accusation against her, and has the right to have
an attorney represent her. Jane also can choose the jurors in her trial from
among her friends and family. She also can avoid publicity by having a secret
trial if she so chooses. Best of all if Jane does not feel her lawyer is asking the
right questions she has the right to question witnesses during her trial.
Under the 7th Amendment, Jane Doe is allowed a jury trial only if the charge
against her is a criminal charge. If she is brought up on Civil charges
(involving money) she is allowed to have a jury trial if the property dispute is
over $20. The judge in her trial is also not allowed to overturn the juries
decision.
Under the 8th Amendment, the court cannot require Jane Doe to pay a bail
amount that is considered excessive. However if Jane Doe is found guilty of
her crime her punishment must include either an excessive fine and/or a cruel
punishment.
KEY
Description of 6th, 7th & 8th Amendment Rights
According to the 6th, 7th and 8th Amendments a person like, Jane Doe, who is
accused of theft has the following rights:
Under the 6th Amendment Jane Doe has the right to a trial date of her choice,
the right to be informed of the accusation against her, and has the right to have
an attorney represent her. Jane also can choose the jurors in her trial from
among her friends and family. She also can avoid publicity by having a secret
trial if she so chooses. Best of all if Jane does not feel her lawyer is asking the
right questions she has the right to question witnesses during her trial.
Under the 7th Amendment, Jane Doe is allowed a jury trial only if the charge
against her is a criminal charge. If she is brought up on a Civil charge
(involving money) she is allowed to have a jury trial if the property in dispute is
over $20. The judge in her trial is also not allowed to overturn the juries
decision.
Under the 8th Amendment, the court cannot require Jane Doe to pay a bail
amount that is considered excessive. However if Jane Doe is found guilty of
her crime her punishment must include either an excessive fine and/or a cruel
punishment.
Code Wheel
print out on
cardstock, cut out
the perimeter of
the wheel and
leave at Leg # 9
Code Wheel Key
WHA (outer) = PAT (inner)
Outer wheel is code and inner
wheel reveals secret message!
Leg # 10 Materials
Needed:
1 copy
1 copy
A
Finished
Station
A Stack of Student
worksheets- enough for
all the groups
participating! (I make
them complete and turn
in 1 worksheet per group)
ROAD BLOCK
Directions: In this Leg of the Race you will read two
descriptions of the rights given to citizens by the 9th and
10th Amendments. After reading the descriptions, decide
whether the information presented represents the 9th or
10th Amendment. Once you have done this you can add
together all of the 9’s and 10’s you recorded. What number
did it add up to? Go to that page number in the book at
your station-what picture do you see? Write it on your
evidence sheet. Keep in mind the question: Does the Bill of
Rights list every right a person should have- why or why
not?
9th
Amendment
10th
Amendment
Hey!
States have rights
too!
9th & 10th Amendment:
Which is which?
Information from Amendment
A Safety Net for individual rights
Powers not given to the Federal Government in
the Constitution are given to the states
It is implied that individuals have the right to
travel
Powers given to states to regulate commerce in
the state
Right to choose your own healthcare
Powers given to the states for law enforcement
Is it the
9th
or
10th
Amendment?
Add up all the
9’s and 10’s you
wrote down.
What number
did you
calculate? - Go
to that page
number in the
book at your
station. Write
down what
picture can be
found on that
page on your
evidence sheet.
9th & 10th Amendment:
Which is which?
Teacher Key
Information from Amendment
Is it the 9th or 10th Amendment?
A Safety Net for individual rights
9
Powers not given to the Federal Government in
the Constitution are given to the states
10
It is implied that individuals have the right to
travel
9
Powers given to states to regulate commerce in
the state
10
Right to choose your own healthcare
9
Powers given to the states for law enforcement
10
Page number in
book should be
57…
Just use any
book in your
classroom that
has pictures and
at least 57 pages.
What picture is
on page 57?
(students will
write this on
their evidence
sheet) Have fun
with this!
** I use the book
“The History of
the American
Presidency”
which has a
picture of
American
soldiers on page
57 ☺
Fast Forward Directions:
The FAST FORWARD is OPTIONAL!
If you complete this activity successfully then
you get to bypass Leg # 3 of the Race!
Memorize Amendment # 1 as stated below:
AMENDMENT 1
Congress can’t make any law that:
•Favors one religion over another religion, or
Stops you from practicing your religion as you see fit
•Keeps you from saying whatever you want, even if you are
criticizing the Government
•Prevents newspapers, magazines, books, movies,
radio, television or the internet from presenting any news,
ideas, and opinions that they choose
•Stops you from meeting peacefully for a demonstration or
protest to ask the government to change something.
Once you have this memorized go to your
teacher immediately and recite it correctly. If
you say it correctly you will receive a FAST
FORWARD TICKET and you get to bypass Leg #
3 of the Race. Keep your ticket and present it
at the FINISH LINE!
Teachersmake several copies
of these Fast
Forward tickets to
give to groups who
successfully
complete the Fast
forward Activity.
CUT OUT
Extension
Activity
Materials
Directions: Using the Website List, locate and read a current
event (online article) on the amendment assigned to you. Then
create a poem using the poem key below:
Poem Key:
Line 1: Topic of Article
(2 words)
Line 2: When did it
happen? (4 words)
Line 3: Where did it
happen? (6 words)
Line 4: Who was
involved? (8 words)
Line 5: What was
happening before?
(10 words)
Line 6: What was
happening after?
(10 words)
Line 7: Why important?
(8 words)
Line 8: Effects of Topic
(6 words)
Line 9: Feelings of
people involved
(4 words)
Line 10: Topic of Article
(2 words)
_____________
______________________
_________________________________
_________________________________________
______________________________________________
______________________________________________
_____________________________________
___________________________
__________________
_________
Freedom of the Press
http://www.billofrightsinstitute.or
g/educate/educatorresources/headlines/freedom-ofthe-press/
Rights of the Accused, Due Process,
Eminent Domain (5th Amendment)
http://www.billofrightsinstitute.org/e
ducate/educatorresources/landmark-cases/criminalprocedure/
Freedom of Assembly
https://www.billofrightsinstitute.org/
educate/educatorresources/headlines/assembly-andpetition/
Freedom Of Religion
https://www.billofrightsinstitute.org/
educate/educatorresources/headlines/freedom-ofreligion/
Property Rights (3rd Amendment)
http://www.billofrightsinstitute.org/e
ducate/educatorresources/headlines/property-rights/
Gun Rights
http://www.billofrightsinstitute.
org/educate/educatorresources/headlines/gun-rights/
Freedom of Petition
https://www.billofrightsinstitute.org
/educate/educatorresources/headlines/assembly-andpetition/
Freedom of Speech
https://www.billofrightsinstitute.or
g/educate/educatorresources/headlines/freedom-ofspeech/
Federalism (10th
Amendment)
https://www.billofrightsinstitute.org/educate/ed
ucator-resources/headlines/federalism/
Search and Seizure (4th Amendment)
http://www.billofrightsinstitute.org/educate/educator
-resources/landmark-cases/criminal-procedure/
Reserved powers (9 & 10th Amendment)
http://www.billofrightsinstitute.org/educate/educatorresources/headlines/federalism/
Fair and Speedy, Jury Trials (6th & 7th Amendment)
https://www.billofrightsinstitute.org/educate/educatorresources/headlines/citizen-juries/
Bails, Fines and Punishments (8th Amendment)
http://www.billofrightsinstitute.org/educate/educatorresources/headlines/criminal-procedure/
Study Sheet
Optional (you don’t have to
use these): Table Toppers
to label each Leg of the
race (stations)
Leg # 1
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee
Leg # 2
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee
Leg # 3
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee
Leg # 4
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee
Leg # 5
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee
Leg # 6
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee
Leg # 7
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee
Leg # 8
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee
Leg # 9
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee
Leg # 10
Fold on both
Dashed lines, make
a tepee and staple
the top.
Bottom of Tepee