Bill of Rights Project Menu
Choose one of the following projects by ___________. 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.
KEYNOTE LECTURE (individually) OR SCRIPTED ANALYSIS (with partner)
You may lecture the class using presentation software such as Keynote. If you want to
work with a partner, each of you will take one side of the case and explain it. After you do
your research, you’ll write a scripted analysis and present your research to the class
without Keynote. You will learn about a recent court case that explores the
constitutionality of certain issues. 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.

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)

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? One such case reached the Supreme
Court [Boy Scouts of America v. Dale (2000)],

Last year the Supreme Court ruled on gay marriage. 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.) The two cases were
Windsor v U.S. (Defense of Marriage Act) and Hollingsworth v Perry (California’s
Proposition). Choose one of the cases.

ORAL PRESENTATIONS = Debates of 2 or 4 people
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). Four people per class will be allowed to do this.
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). 4 people per class will be allowed to do this.
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.)
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 1 interview. Read several cases (the names of these are on the rubric)
regarding the rights students have and do not have during school hours. Write a summary
of each case to take with you on the 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. You will briefly tell the class of your
findings.
WRITING
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. I-movie?
R
Webpage?
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