National Park Service U.S. Department of the Interior Federal Hall National Memorial Federal Hall & The Bill of Rights An educational program created by the National Park Service & National Archives at New York City Cover Photo: Statue of George Washington in front of Federal Hall National Memorial (NPS photo) Your Guide to Federal Hall & the Bill of Rights A curriculum-based program Program Descriptionand Objectives 4 Standards & Core Curriculum: Grades 7-8 5 What Every Teacher Needs to Know 8 What to Expect During Your Visit 9 Vocabulary (required) 10 Pre-Visit Activity Ideas 11 Sample Lesson Plan 12 Post Visit Activity Ideas 14 Additional Resources 15 Photograph of Eugene V. Debs Speaking in Canton, Ohio, 06/16/1918 ARC # 2641496 Program Description & Objectives This program about the Bill of Rights is Students will research: designed to show the significance and influ- 1. Different versions of the Bill of Rights ence of the Bill of Rights in US History by (House version, Senate version, Ratified having students examine the Bill of Rights Version). and specific documents that connect to the 2. Documents from a variety of historical time individual amendments. The first 10 periods that relate to different amendments. Amendments to the Constitution, the document that has become known as The Students will be able to: Bill of Rights has preserved some of the most 1. Explain the importance of the Bill of Rights cherished American freedoms and ideals. to protected personal freedoms. Constantly reviewed and reevaluated by the 2. Explain the Bill of Rights and the different people and in the courts, the Bill of Rights is personal liberties it protects. truly one of our most important documents. 3. Analyze a variety of primary sources and classify according to appropriate amendment. This student program is designed to be 4. Understand the people, events, court cases, curriculum-based and will initially follow etc that have helped protect those rights New York City Department of Education throughout history. K-8 Social Studies Scope and Sequence framework. According to this document, Duration: 30-45 minutes depending on the Bill of Rights is discussed in Grades 4, 5, class size and depth of dicussion and 7. This field trip will also be aligned to New York State Learning Standards and New Location: This workshop is held at Federal Jersey Core Curriculum Content Standards. Hall National Memorial. Photos at left, clockwise from top left: Supreme Court Building (Arc # 94954); Hon. Salmon P. Chase, Chief Justice, U.S.; Hon. Nathan Clifford, Maine; Stephen J. Field, Justice Supreme Court, U.S.; Hon. Samuel F. Miller, U.S. Supreme Court; Hon. Noah H. Swayne, Justice Supreme Court, U.S.; Judge Morrison R. Waite, Supreme Court, U.S, ca. 1860 - ca. 1865 (ARC # 528362); County Clerk “Bun” Towner Swearing-in a Trial Jury in the Court House (Arc # 595379) At Right: Re-enactors demonstrate blackpower rifiles at St. Paul’s Church National Historic Site in Mt. Vernon, NY. (NPS photo) NY Standards & Core Curriculum: Grades 7-8 This program was designed STANDARD 2 – WORLD HISTORY Students will use a variety of intellectual to meet the following skills to demonstrate their understanding of New York State Standards major ideas, eras, themes, developents, and for Grades 7 & 8: turning points in world history and examine the broad sweep of history from a variety of Standard 1 perspectives. Standard 2 Key Idea 2.4: The skills of historical analysis Standard 5 include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpreta- STANDARD 1 – HISTORY OF THE tions change over time, explain the impor- UNITED STATES AND NEW YORK tance of historical evidence, and understand Students will use a variety of intellectual skills the concepts of change and continuity over to demonstrate their understanding of major time. ideas, eras, themes, developments, and turn- Student Performance Indicators: ing points in the history of the United State • 2.4a: explain the literal meaning of a and New York. historical passage or primary source document, identifying who was involved, Key Idea 1.1: The study of New York State what happened, where it happened, what and United States history requires an analy- events led up to these developments, and sis of the development of American culture, what consequences or outcomes fol- its diversity and multicultural context, and lowed the ways people are unified by many values, practices, and traditions. STANDARD 5 – CIVICS, CITIZENSHIP, Student Performance Indicators: AND GOVERNMENT • 1.1b: interpret the ideas, values, and Students will use a variety of intellectual skills beliefs contained in the Declaration of to demonstrate their understanding of the Independence and the New York State necessity for establishing governments, the Constitution, and United States Constitu- governmental system of the U.S. and other tion, Bill of Rights, and other important nations, the U.S. Constitution, the basic civic historical documents values of American constitutional democracy, and the roles, rights, and responsibilities of Key Idea 1.4: The skills of historical analysis citizenship, including avenues of participa- include the ability to: explain the significance tion. of historical evidence, weigh the importance, reliability, and validity of evidence, under- Key Idea 5.1: The study of civics, citizenship, stand the concept of multiple causation, and and government involves learning about understand the importance of changing and political systems, the purposes of government competing interpretations of different histori- and civic life, and the differing assumptions cal developments. held by people across time and place regard- Student Performance Indicators: ing power, authority, governance, and law. • 1.4a: consider the sources of historic Student Performance Indicators: documents, narratives, or artifacts and • 5.1a: analyze how the values of a nation evaluate their reliability affect the guarantee of human rights and • 1.4d: describe historic events through the make provisions for human needs eyes and experiences of those who were • 5.1b: consider the nature and evolution of there constitutional democracies Photograph of a Female Dem- onstrator Offering a Flower to a Military Police Officer, 10/21/1967 (ARC # 594360 ) • 5.1d: analyze the sources of a nation’s • 5.3a: explain what citizenship means in values as embodied in its constitution, a democratic society, how citizenship is statutes, and important court cases defined in the Constitution and other laws of the land, and how the definition Key Idea 5.2: The state and federal of citizenship has changed in the United governments established by the States and New York State over time Constitutions of the United States and the • 5.3b: understand that the American legal State of New York embody basic civic values and political systems guarantee and (such as justice, honesty, self-discipline, due protect the rights of citizens and assume process, equality, majority rule with respect that citizens will hold and exercise for minority rights, and respect for self, certain civic values and fulfill certain others, and property), principles, and civic responsibilities practices and establish a system of shared • 5.3c: discuss the role of an informed and limited government. citizen in today’s changing world Student Performance Indicators: • 5.2a: understand how civic values Key Idea 5.4: The study of civics and reflected in United States and New York citizenship requires the ability to probe ideas State Constitutions have been imple- and assumptions, ask and answer analytical mented through laws and practices questions, take a skeptical attitude toward • 5.2e: value the principles, ideals, and core questionable arguments, evaluate evidence, values of the American democratic sys- formulate rational conclusions, and develop tem based upon the premises of human and refine participatory skills dignity, liberty, justice, and equality Student Performance Indicators: • 5.2f: understand how the United States • 5.4a: respect the rights of others in and New York State Constitutions sup- discussions and classroom debates port majority rule but also protect the regardless of whether or not one agrees rights of the minority with their viewpoint • 5.4b: explain the role that civility plays Key Idea 5.3: Central to civics and citizenship in promoting effective citizenship in is an understanding of the roles of the citizen preserving democracy within American constitutional democracy • 5.4c: participate in negotiation and and the scope of a citizen’s rights and re- compromise to resolve classroom, sponsibilities. school, and community disagreements Student Performance Indicators: and problems What Every Teacher Needs to Know We welcome your class to Federal Hall station: Exit at Wall Street and Broadway, National Memorial. The program takes turn east onto Wall Street. place at Federal Hall N.M, located at • T J or Z (brown) subway to the Broad 26 Wall Street, directly across from the Street station: Exit at Wall and Nassau New York Stock Exchange. Streets. You will be across the street from Federal Hall. Charge: There are no fees for this program. • 2 or 3 (red) subway to the Wall Street Contact Us: Please contact us at station: Exit at Wall and William Streets. (212) 825 – 6990 to make a reservation or Walk west on Wall Street. if you have any questions. The site is open • 1 (red) subway to the Rector Street Monday through Friday from 9 AM until station. Exit at Rector and Greenwich 5 PM. Streets and turn east on Rector, continue Cancellation Policy: If your plans change, past Trinity Place to Broadway. Turn left please contact us as early as possible. for ½ block to Wall Street. Teacher and Chaperone Roles: Everyone • R (yellow) subway to the Rector Street participates in this program, including station. Exit at Rector and Trinity Place. teachers and chaperones. You are essential to Walk east on Rector towards Broadway. the program’s success.