Bill of Rights Auxiliary Unit
Where have we been?
As a combined American Government and English 4 course, we start by reading
1984 (Orwell) and covering units on the origins of government (with a focus on
American constitutional government specifically); the historical foundations of the
U.S. government; analysis of the U.S. constitution; and the branches of
government. Upon reaching the second quarter (approximately) we begin an
extensive unit on the Bill of Rights that ties-in all of the past units. As an auxiliary
unit to the Bill of Rights unit, this unit is taught in conjunction with content
covering the first, fourth and eighth amendments. Students will have already read
much of 1984 (or possibly have finished reading the novel).
Where are we going?
This unit will cover concepts of freedom of expression, satire and parody, while
reinforcing and connecting to concepts throughout the Bill of Rights unit.
Begin with the end in mind:
Test or project? What will the end product(s) be? How will this be evaluated?
Students will conduct mock trials; answer comprehension questions; partake in exit
slips or informal assessments; analyze a protest song and present the analysis;
write a satirical essay and present the essay; create and perform a parody of 1984;
ultimately, prepare for and participate in the district level simulated congressional
hearing (We the People competition).
Top 3-5 Essential Questions
1. How are your rights defined and protected under the Constitution?
2. How do individuals express themselves?
3. What forms of expression does the first amendment protect?
4. How can satire improve society?
5. How just is our criminal justice system?
To do list:
Date
Lesson
Product
10/5
WTP Textbook Unit 5 –
Lesson 29
Comprehension
Questions and Homework
10/6
TCI Government Alive
Chapter 5
Mock Trial
10/7
WTP Textbook Unit 5 –
Lesson 30
Comprehension
Questions and Homework
10/8
The First Amendment in
Schools
Mock Trial
10/9
Protest Songs
Song Analysis and
Presentation
10/12
WTP Textbook Unit 5 –
Lesson 31
Comprehension
Questions and Homework
10/13
“A Modest Proposal” and
Comprehension
Satire
Questions and Homework
10/14 – 10/16
A Modern Proposal
Satirical Essay
10/16, 10/19
Parody Like It’s 1984
Comedic Skit
10/20
WTP Textbook Unit 5 –
Lesson 32
Comprehension
Questions and Homework
10/21 – 10/23
TCI Government Alive
Chapter 16
Amicus Brief
Organizing a Lesson
Where have we been?
This lesson occurs after covering the first amendment and defining some of the
extents of freedom of expression.
Where are we going?
Students will analyze songs and recognize music as a powerful medium for protest.
Students will present a protest song and an analysis of the song.
Begin with the end in mind:
What question(s) is being addressed in the lesson?
How and why do citizens protest?
Sunshine State Standards / Next Generation Standards:
Develop a personal political ideology (SS.C.2.4.1)
Understand and evaluate U.S. citizenship (SS.C.2.4.2 / SS.C.2.4.3)
Discuss issues by applying active listening and speaking strategies
(LA.C.1.4.3 / LA.C.3.4.2)
Understand various aspects and properties of language (LA.D.1.4.1)
Appreciate and analyze literature and literary components
(LA.E.2.4.6 / LA.E.2.4.7)
Materials Needed
Document A
Sample Protest Songs
Lyrics to Sample Protest Songs
Supplemental Analysis Documents
What will teacher / students be
doing?
Students will listen to a sample protest
song and read the lyrics
Students will analyze the sample protest
song by answering the analysis
questions
Students will select a protest song of
their own to analyze
Students will present their protest song
and analysis to class
Special Considerations for the lesson (accommodations):
Some students may have difficulties in selecting a protest song, so it is
recommended that you have a selection of songs to assign to such students
Reflection: What worked – what didn’t work?
Censorship is always an issue—most appropriate songs will have a radio-edit
version. A policy on profanity and explicit content should be developed prior to
engaging in this activity.
* Please note that this lesson was inspired by a lesson from the
"Rock and Roll Hall of Fame" which can be found at
http://www.rockhall.com/teacher/sti-lesson-5/ and is titled
"Lesson 5: Rockin' the World: Rock and Roll and Social Protest
in 20th Century America".
Protest Songs
Throughout history musicians have used their music as a forum to address various
social and political conditions surrounding them. Some songs relate to specific events or
periods in history. Others are more philosophical, expressing concern over such
universal issues as peace, love, and equality. All can help us understand the relevance
of social and political protest in American culture in both an historical context and in our
own lives. Although "protest" or "message" songs have been written on many topics,
many memorable songs have focused on the anti-war and civil rights movements of the
1960s. These causes inspired large numbers of Americans--and performers in
particular--to civil disobedience and significantly influenced subsequent events and
attitudes in this country.
Directions:

Think of a particular protest song that interests you.

Print the song lyrics.

Obtain an MP3 (CD or Cassette) of the song to play in class.

Listen to the song and read the lyrics.

Analyze the song by answering the questions below.

Present your song and analysis to the class.

Submit this form, a copy of the song lyrics, and your written analysis.
Assessment:
0
1
2
Not Provided
Handwritten or
Typed and
Disorderly
Neatly Typed
Song
Not Provided
Poor Recording
Clean, Clear Recording
Analysis
Incomplete
Complete
Thoroughly Complete
Presentation
Incomplete
Complete
Engaging
Insight
Inappropriate
Appropriate
Profound or Interesting
Lyrics
Analysis Questions:
1)
How does this song make you feel?
2)
What kind of mood does the song convey?
3)
What about the song contributes to this mood?
4)
To whom (or what audience) is the song addressed?
5)
What issues, problems, or events are presented in the song?
6)
Does this song suggest any solution(s) to the issues/problems addressed?
7)
How do any of the events, issues, or conclusions concern America today?
Satirical Essay – A Modern Proposal
Where have we been?
This lesson occurs after covering content on the rights of freedom of expression.
Where are we going?
Students will …
 Define the term satire.
 Identify, analyze, and explain examples of political satire.
 Analyze the ways that satire addresses political issues.
 Discuss the role and impact of political satire in the democratic process.
 Create and present examples of political satire.
Begin with the end in mind:
What question(s) is being addressed in the lesson?
How can satire improve society?
Sunshine State Standards / Next Generation Standards:
Develop a personal political ideology (SS.C.2.4.1)
Appreciate and analyze literature and literary components
LA.A.2.4.3; LA.E.1.4.2; LA.E.1.4.5; LA.E.2.4.1; LA.E.2.4.2; LA.E.2.4.3;
LA.E.2.4.4; LA.E.2.4.5; LA.E.2.4.6; LA.E.2.4.7; LA.E.2.4.8
Materials Needed
Notes on satire
Copies of “A Modest Proposal”
(Jonathan Swift)
Document B
What will teacher / students be
doing?
Students will define satire
Students will analyze this famous
satirical essay and use it to parody their
own essay
Students will write and present their
own satirical essay
Special Considerations for the lesson (accommodations):
Students unable to create their own satire can analyze other modern examples of satire instead.
Reflection: What worked – what didn’t work?
Some students may have difficulties in selecting a topic for their essay and teachers should
emphasize that sarcasm used within the essay must be obvious – to avoid students using this as
an opportunity to be crude and obnoxious.
Notes on Satire
Satire has long been a tool of political criticism. Although the term satire may describe an entire
work, a passage, or a tone, its characteristics are shared: among these, it employs comedy or
humor; has a target and an ideal to compare it to; and describes folly or vice in detail.
Satire: “Critical Humor” / “Humorous Criticism”
Satirical Devices:

Irony (literal or verbal) - saying the opposite of what you mean

Sarcasm - bitter irony

Exaggeration - stretching the truth in emphasis

Hyperbole - gross exaggeration

Understatement - reverse exaggeration

Parody - mocking/mimicking someone/something
A Modern Proposal
Write a brief satirical essay (at least 2 pages) addressing a modern problem or concern.
•
Present a pressing problem (in detail)
•
State your sarcastic solution
•
Include the sarcastic advantages
•
Make sure we can tell it is sarcasm
You will read aloud your essay in class. (Bonus points may be earned for visuals.)
See Document B for grading.
Grading Criteria for Modern Proposal
4
3
2
Points
1
Student
presents
Student presents Audience has Audience cannot
information in information in
difficulty
understand
logical,
logical sequence
following
presentation
Organization
interesting
which audience
presentation
because there is
sequence which can follow but because student no sequence of
audience can
low content.
jumps around.
information.
follow.
Student
Student is
Content
Student does not
uncomfortable
Knowledge demonstrates
Student is at
have grasp of
full knowledge
with information
ease with
information;
(more than
and is able to
content, but fails
student cannot
required) with
answer only
to elaborate.
answer questions
explanations
rudimentary
about subject.
and elaboration.
questions.
Student rarely
Student used
Well-made
used visuals to
visuals to
visuals related to
support
Student used no
*Visuals*
reinforce
text and
presentation or
visuals.
(Bonus)
spoken text and
presentation. visuals are poorly
presentation.
made.
Student's
Presentation has
Presentation had presentation had
Presentation has no more than
three misspellings four or more
no misspellings two misspellings
and/or
spelling errors
Mechanics
or grammatical
and/or
grammatical
and/or
errors.
grammatical
errors.
grammatical
errors.
errors.
Student
mumbles,
Student
incorrectly
Student used a
incorrectly
Student's voice
pronounces
clear voice and
pronounces terms.
is clear. Student
terms, and
correct, precise
Audience
Delivery
pronounces most
speaks too
pronunciation
members have
words correctly.
quietly for
of terms.
difficulty hearing
students in the
presentation.
back of class to
hear.
~ Plus (10) points for submitting an
essay that meets the proposed
criteria.
_____
_____
_____
_____
_____
Subtotal (16 Points)
________
(x 5)
Total (80 Points)
Parody Like It’s 1984
Where have we been?
This lesson occurs after reading a majority of 1984 and covering concepts that
include the role of government, freedom of expression, private domain,
individuals’ rights, limited government, and satire.
Where are we going?
To conclude study of 1984, students create a comedic skit that parodies a scene or
aspect of the story and incorporates a review of related American Government
concepts.
Begin with the end in mind:
What question(s) is being addressed in the lesson?
How can satire improve society?
Sunshine State Standards / Next Generation Standards:
Develop a personal political ideology (SS.C.2.4.1)
Speak for a variety of purposes, on various occasions, and in various forms
LA.C.3.4.1; LA.C.3.4.3; LA.C.3.4.4; LA.D.1.4.2; LA.D.2.4.4
Materials Needed
Copies of 1984
Student Handout
(attached below)
What will teacher / students be
doing?
Students will reread and analyze
selections from 1984
Students will create a comedic skit,
incorporating elements of satire and
American Government
Special Considerations for the lesson (accommodations):
When forming groups for this assignment, ensure that each student has a definite role: for
example, a writer, a director, an actor, etc. Particular roles can be reserved for students with
accommodations and a writing assignment that asks students to reflect upon the comedic skit and
the core concepts that are incorporated can guarantee that all students comprehend the content.
Reflection: What worked – what didn’t work?
Definitely approve all scripts/treatments before anyone is allowed to perform and/or submit their
final product.
Student Handout:
Parody Like It’s 1984:
Tasks
o Write and perform a comedic skit that parodies an
aspect or scene of 1984.
o Collaboration is limited to (1-3) students per group.
o Performances should be (1-3) minutes in duration.
o The script should be about (1-3) pages.
o Submit a copy (preferably typed) of the script prior
to the performance for approval.
Rubric
A
-
Clear parody of 1984 with profound references.
Humorous and appropriate content.
Creative and well performed.
Obvious participation and preparation.
All tasks completed.
B
-
Parody of 1984 with general reference.
Mildly humorous and appropriate content.
Decently performed.
Minimal participation and preparation.
Most tasks completed.
C
-
Vague parody of 1984.
Mildly humorous or inappropriate content.
Performed.
Poor participation and preparation.
Most tasks are incomplete.