Title: The Bill of Rights
Grade Level: 9-12
Subject/Content: Government
Summary of Lesson: Students will view several short videos and explore the provided
source to learn about the Bill of Rights. Students will participate in a class activity forming
positions about rights.
Focus Question: What rights are guaranteed within the Bill of Rights? How has the need
for these rights changed since ratification?
Resource: Archives.gov, Student Resources in Context
Procedures:
Steps/Activities by the Teacher:
 Preview online resource and videos
o Online resource:
http://www.archives.gov/exhibits/charters/bill_of_rights.html
o Videos:
 3rd amendment:
http://content.time.com/time/video/player/0,32068,10263953010
01_2080294,00.html
 5th amendment:
http://content.time.com/time/video/player/0,32068,10271305990
01_2080298,00.html
 6th amendment:
http://content.time.com/time/video/player/0,32068,10263813610
01_2080300,00.html
 7th amendment:
http://content.time.com/time/video/player/0,32068,10275612750
01_2080301,00.html
 9th amendment:
http://content.time.com/time/video/player/0,32068,10263813640
01_2080303,00.html
 10th amendment:
http://content.time.com/time/video/player/0,32068,10263953090
01_2080304,00.html
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Arrange for students to access online resource and to share videos with class
Prepare Bill of Rights bulletin board space with 3 columns corresponding to the
activity below (Most Important Today, Most Important at Time of Ratification,
Least Significant)
Begin lesson by reminding students that the Bill of Rights is the first ten
amendments to the U.S. Constitution
Share the provided video clips with class to introduce or provide refresher of
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amendments
Direct students to explore the online resource (Archives.gov) to learn more about
the Bill of Rights (alternatively guide class in an exploration of this resource)
Direct students to conduct further research as necessary using Archives.gov and
Student Resources in Context in order to choose one right which is the most
important in today’s society and provide a defense as to why. (2-3 sentences)
Post all responses on bulletin board in classroom (Consider appointing students to
manage this part of activity)
Allow time for work and updating bulletin board
Next, direct students to choose one right, which might have been most important
upon ratification of the Constitution and provide a defense as to why. (2-3
sentences)
Post all responses on bulletin board in classroom
Allow time for work and updating bulletin board
Finally, direct students to choose one right that could be deleted and wouldn’t
impact our lives significantly and provide a defense as to why. (2-3 sentences)
Allow time for work and bulletin board completion
Lead discussion upon completion of responses, allowing students to share
thoughts with class
Steps/Activities by Student(s):
 Consider what you already know about the Bill of Rights
 View several videos on the Bill of Rights
 Explore Archives.gov independently or with class
 Conduct further research as necessary using Archives.gov and Student Resources
in Context in order to choose one right, which is the most important in today’s
society and provide a defense as to why. (2-3 sentences)
 Post your response on bulletin board
 Choose one right, which might have been most important upon ratification of the
Constitution and provide a defense as to why. (2-3 sentences)
 Post your response on bulletin board
 Choose one right that could be deleted and wouldn’t impact our lives significantly
 Post your response on bulletin board
 Engage in thoughtful discussion
Outcome: Students will be able summarize the Bill of Rights and form positions on the
most and least significant rights
Related Activities: This lesson can easily connect to the following subjects
History/ English-Language Arts:
Conduct research to prepare a skit about the Founding Fathers and the ratification
process
Learning Expectation: Students will use their research skills to explore an online resource.
Students will form and express opinions about the Bill of Rights. Students will work
cooperatively to prepare classroom bulletin board.
Standards Alignment
Common Core State Standards
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational
texts independently and proficiently. (Anchor Standard)
CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Anchor Standard)
CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the subject under
investigation. (Anchor Standard)
CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences. (Anchor Standard)
CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (Anchor Standard)
CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (Anchor Standard)
CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literacy
nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed
at the high end of the range. (9)
By the end of grade 10, read and comprehend literary nonfiction at the high end of
the grades 9-10 text complexity band independently and proficiently. (10)
CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary
nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. (11)
By the end of grade 12, read and comprehend literary nonfiction at the high end of
the grades 11-CCR text complexity band independently and proficiently. (12)
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (9-10)
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (11-12)
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation. (9-10)
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation. (11-12)
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences. (9-10)
CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences. (11-12)
Standard Source: Common Core State Standards Initiative (2010)