HIED Lesson Plan Format (Guidry - Revised July 2008)

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Teacher Name______Subject______Grade level ___

Text page #s ______Lesson step Description of Activities and Setting Question script

1. Focus/hook and review “Let’s start our own country shall we?” What freedoms will we Review quickly previous lesson and need? skills. Give meanings if needed. Talk Discussion on fundamental rights – link to in relative terms. Use as opportunity to formation of US through Dec. of Ind., Articles Should these freedoms engage/excite students (hook). of Confederation, Constitution, and Bill of apply to everyone? rights as appropriate. 2. Statement of Objective Students will detail the freedoms provided in Let students know what they will the U.S. Constitution’s 1st amendment and will learn. Be specific. Set minds explain the amendment’s centrality to (anticipatory set). Must align with American civic culture. SCOS. 3. Major instructional sequence - Activity #1 – Teacher Input Why do we need a may include: Each student will be given a copy of the Constitution? A. Teacher input – “My time” Constitution’s 1st amendment. Present content with accuracy and What do you think is clarity. Teacher must now deliver the Lecture topics (examples of each to be meant by free speech? information. Teacher is in control. provided)- Give examples, definitions, and show Freedom of speech What constitutes the process. Check for understanding. Freedom of assembly assembly? Ask students relevant questions. Freedom of press B. Guided Practice - “Our time” Freedom of religion Are all “religions” and Involve all. Teacher must monitor the Right to petition their beliefs protected? activity and activity must be relevant to the objective. Must be observable What would a petition and vital if learning is to take place. look like? C. Independent practice – “Their Activity #2 – Guided practice What are two or three time” Involve all. Must be relevant As a whole class, complete bubble map (see words we could use to and can be observable. Student words, attachment to lesson) illustrating the context of describe the freedom of actions, products on his or her own in and personal examples related to the 1st speech? Press? Religion? class- or for homework. amendment. Right to assemble? Right to Petition?

What would be examples of each of these 1st amendment freedoms in action? Perhaps you could think of one from your own experience. Activity #3 – Independent practice Students will complete worksheet detailing relevance of 1st amendment to their lives. (see attached). Go over worksheet responses. Activity #4 – Independent practice Break students into 5 groups. Assign each group one of the five freedoms found in the 1st amendment and have them design a bumper sticker that illustrates the principles protected through that freedom (must be mainly visuals with few words). Each group will present their bumper sticker to the class. 6. Closure and/or Evaluation Discussion of importance of the 1st amendment - What freedoms are Have a summary of vital aspects of the and its protected freedoms. protected through the 1st lesson, prepare for next lesson- get the amendment? students anticipating what is next and (see question script) - How does the 1st HIED Lesson Plan Format (Guidry - Revised July 2008)

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check for understanding. Must amendment affect your ultimately answer “What did they life on a daily basis? learn?” (Essential questions to be - How important is the listed below) first amendment to us as American citizens? Lesson Essential questions:

1.What five freedoms are provided for in the Constitution’s 1st amendment?

2.How important is the first amendment to American civic culture?

Materials/resources: Copy of 1st amendment; bubble map (see below); markers; paper for bumper stickers

Lesson attachment: The First Amendment’s Five Freedoms

First Amendment

Press Petition

Religion Assembly

Speech Ex. Ex.

Ex.Ex. Ex.

Ex. HIED Lesson Plan Format (Guidry - Revised July 2008)

Date______Time/Period______

First Amendment Rights in Everyday Life

Each scene below deals with a First Amendment right in an example from everyday life. Read each example. In the blank in front of the paragraph, write which First Amendment right the example illustrates:

religion assembly speech petition press

1.______Yolanda Highsmith operated a newspaper for the African-American community in a large city. In her newspaper, she often criticized the mayor and city council. 2.______Rick Jackson stood in front of an oil company’s office. He held a sign that said “Don’t buy oil from polluters.” 3.______Twenty-two high school students met in the park across from school to protest the firing of the basketball coach. 4.______Roland and Marybeth wore black armbands to school to show support for political prisoners in South Africa. 5.______Mr. and Mrs. Stuart taught their three children at home because their church does not approve of public education. 6.______Jack and Maria refused to bow their heads during the prayer that began a session of the state legislature. 7.______Li Chen went from door to door, asking people to write letters to the president protesting government policies concerning the homeless. 8.______Kendall and Roxie printed and handed out fliers describing the unfair hiring practices of a local business.