Bill of Rights Project Menu
Choose one of the following projects by this week. Be forewarned that you will complete
this assignment outside of class. Each project is worth 150 points. Each assignment
requires research. You’ll get started in the school library within the next few days. Each
assignment has its own rubric. You must get my approval for the project you’d like to do.
TEACHING PROJECT
You will follow a lesson plan that deals with a topic in the Bill of Rights. This lesson
uses articles from recent newspapers to teach the Constitutional concept. Using the
materials provided to you as well as materials supplied by your own research, you will teach
the class about the topic. What is required for this project is a bit of Internet research
(looking up articles and cases on line); answering some key discussion questions; and
preparation to teach the material to the rest of the class. Topic:
· “The Bill of Rights in Times of National Crises” This lesson examines the ability
of the government to suspend individual rights in times of national crises.
KEYNOTE LECTURE
You may lecture the class using presentation software such as Keynote. There are
several questions regarding the constitutionality of certain issues. Some of these are
currently being heard, some are from a few years ago. Supreme Court cases are cited by
the “term” that they are in (that’s how you will browse for them, “by year.” We are
currently in the 2012 term). Analyze one of the following cases by:
- explaining the issues in the case.
- explaining the Constitutional questions in the case.
- researching the arguments for and against, with quotes from each side’s argument.
- explaining any precedent cases that might be relevant. Include in your lecture relevant
quotes from the Court’s decision.
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You’ll be exploring the meaning of the Second Amendment: does the Second
Amendment give an individual right to gun ownership, or a “collective right” of gun
ownership to a “militia?” You will explore this question by researching a recent gunrelated case, District of Columbia v. Heller (2008), which brings up the question
of the meaning of the Second Amendment. While you should present the research,
you should also include in your presentation your opinion (don’t just take what the
Supreme Court said!) of the ruling.
Does the First Amendment protect protesters at a funeral from responsibility
(liability) for intentionally inflicting emotional distress on the family of the
deceased? First Amendment issues: Snyder v. Phelps (2010)
Is it constitutional to allow a life sentence for a crime committed by a teenager?
Eighth Amendment issues: Florida v Sullivan (2009) and Graham v Florida (2009)
Is it a violation of our free speech rights to ban videos showing animal cruelty?
First Amendment issues: U.S. v Stevens (2010)
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How free should free speech be? Educate the class about the following reasons why
Freedom of Speech may be limited: What is meant by: Clear and Present Danger;
Fighting Words; Libel and Slander; Balancing of First Amendment Rights with Other
Interests. You will be exploring the question: How free should free speech be? Your
lecture should include graphics.
Can organizations discriminate in who they allow to join their organization? Does this
discrimination violate the First Amendment? There are two cases that are very
interesting in this matter. One has already reached the Supreme Court [Boy Scouts
of America v. Dale (2000)], and the other has only been argued in lower courts
(sometimes called, “The Atheist Boy Scout case.” The Scout’s name is Darrell
Lambert). You can choose to use either case separately, or both of them together to
make a larger point.
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ORAL PRESENTATIONS
Debating the Second Amendment. Just what, exactly, does the Second Amendment say?
Who has what right? What did the “Framers” actually mean? Should there be controls put
on gun ownership or does this violate the amendment? These are the debatable questions.
You will be required to complete the debate outline sheet, and to write a brief explanation
of your position in the debate, including any primary sources (precedent cases or quotes
from the Framers).
Debating the Eighth Amendment
Just what is “cruel and unusual punishment?” What did the Framer’s mean by the phrase?
What were the historical reasons for this amendment? What do we mean by it today?
Does the definition change over time? What do you think? Is the death penalty cruel and
unusual punishment? You will be required to complete the debate outline sheet, and to
write a brief explanation of your position in the debate, including any primary sources
(precedent cases or quotes from the Framers).
Debating the 14th Amendment
The 14th Amendment, among other things, states that the 5th Amendment (the right of due
process shall not be restricted by the Federal Government) applies to not only the states
(meaning states have to follow the 5th Amendment, not just the Federal Government), but
also to all persons (this Amendment was passes after the Civil War and was, in part,
extending the rights of all Americans to the now-freed slaves). What you will be debating
is the issue of gay marriage. There are two cases that will be discussed and decided upon
by the Supreme Court this year: The cases together are called the Defense of Marriage
Act and California’s Proposition 8 cases. Individually, they are: Dennis Hollingsworth, et al.,
v. Kristin M. Perry, et al. and United States v. Edith Schlain Windsor, In Her Capacity as
Executor of the Estate of Thea Clara Spyer, et al. Does banning gay marriage violate the
Constitution? You will be required to complete the debate outline sheet, and to write a
brief explanation of your position in the debate, including any primary sources (precedent
cases or quotes from the Framers). Oyez.org is a good site to start researching.
Classroom Oratory
Memorize and perform a famous speech from the Civil Rights movement. The teacher can
supply you with a speech if you cannot find one on your own. You must do research in order
to create the time and place of the speech. The performance will include your
memorization of the speech as well as creating the “ambience.” You should be prepared to
take questions about the speech from the audience.
ART
Compile and analyze a collection of political cartoons about the Bill of Rights.
Naturally, that means you will have ten cartoons. At least two of these cartoons should be
original. (See the rubric for the criteria of selection.) You should be familiar with how to
analyze a political cartoon. Explain the Bill of Rights by analyzing the cartoons. Your
analysis should demonstrate that you have done some research on the amendments. The
examples you use should not be student-posted (on political cartoon websites) cartoons.
Create a poster that features one of the first ten amendments. The poster has strict
requirements regarding content and format. Among other things, the poster will include an
image, a quote and analysis, an answer to a question (Why is this an important right
today?), and a 3-D element. The rubric will be heavily weighted toward evidence that
the poster-maker has done research. If you choose the 1st amendment, please
concentrate on one of the freedoms. (If you choose to make a poster, you may not choose
this type of presentation for our unit on the Civil War.)
Amendment Web Page You will create a web page with multiple pages that explains in
text, pictures and movies one of the Amendments to the Constitution. You will create this
web page in iWeb and publish it locally to the teacher’s folder. You will also show the class
your web page and explain it. You will not only use technical skills (link and page navigation
within the website; uploading and creating original visuals; and imbedding or linking movies),
but you will also use your critical thinking skills in analyzing the relevance of the visual
choices you make.
MUSIC
Create a CD-Song List titled Bill of Rights Best Hits. (This does not need to be
recorded.) You will be researching any one court case that has to do with the Bill of
Rights. (I’ll provide you with a list if you don’t find one you’re interested in.) Include
fifteen song titles and a well thought out cover design. Choose two of your song titles and
write lyrics for each of them. One of your songs should be based on a well-recognized
tune. You will be teaching the class how to sing it. (The song you teach should have
several verses and a chorus.) The CD will be accompanied by the song list with a brief
description of each song. These brief descriptions, along with the two songs you write
lyrics for should indicate that you have done sufficient research to explain the case.
INTERVIEWS
Read and conduct one interview. Read several cases regarding the rights students have
and do not have during school hours. Write a summary of each case to take with you for
your interview. Compose at least ten questions about the rights of students and use them
to interview an administrator of a school. Your notes about the cases and the interview
should be typed up. You will briefly tell the class of your findings.
WRITING
Paper Debates
Write an essay. Do you feel like you aren’t ready to debate in public? Take any of the
issues discussed in either the debate choices, or the teaching lessons listed above, and
write a 1500-word (that would be about 3 pages, typed) persuasive essay, with historical
background, convincing your reader of your point of view. Take a position (a side) in the
debate; explain the historical background to the amendment as well as the background to
the debate, and in a well-organized essay convince your reader that your viewpoint is
correct.
Fiction
Create a story full of detail, imagination, excitement, action and surprises! The story
should take place in Mill Valley, California, and the main characters should be people your
own age. The plot should center on a series of experiences in which three Constitutional
rights of a young person are violated. Remember, these Constitutional “violations” refer
to any “arm of the government,” and not to your parents, friends, etc. unless they are
acting as an arm of the government. Please keep police violations to a minimum (too easy!).
At the end of the story, include a paragraph explaining which specific Constitutional
rights were violated, and point out where in the story these violations occurred.
READING
Read a work of fiction that relates to First Amendment issues. You may read 1984,
Fahrenheit 451, or After. A double-entry journal will show your thoughts through out the
book. You will write a paper in which you summarize the plot, analyze how the book relates
to the Bill of Rights, and choose at least one character to write a letter to, telling him why
he needs to read the Bill of Rights.
OTHER
Propose your own project. Using the above format, write your project proposal and turn
it in to the teacher: you must have approval before you proceed with this.
Rev: 1/13