Civics in a Digital Republic: A Transformative Curriculum

Lesson 1: Media Literacy: Bill of Rights

A.1 Media Literacy BILL OF RIGHTS SUMMARY This lesson will provide students with the opportunity to explore the Bill of Rights and apply the rights to court cases. • Students will research the Bill of Rights. • The lessons in this unit fall under the NCSS’s guide for Rights of the Individual (life, liberty, dignity, security, equality of opportunity, justice, privacy, private ownership of property). PROCEDURE Day 1 • Students should already have a general understanding of the Bill of Rights. This could be accomplished through the introductory lesson provided by the curriculum. • Have students read“A More Perfect Union”(http://www.archives.gov/exhibits /charters/constitution_history.html) to become more familiar with the Constitution and Bill of Rights. • Have students go to the National Archives web site for the Bill of Rights: “Bill of Rights” (http://www.archives.gov/exhibits/charters/bill_of_ rights.html). • Have students go to the “read transcript” link and read the Bill of Rights. • Discuss with your students what Rights they believe are most important. Have students briefly write a paragraph about why they believe that particular Right is so valuable. 16 RIGHTS OF THE INDIVIDUAL 17 A.1 RIGHTS OF THE INDIVIDUAL Media Literacy BILL OF RIGHTS continued • Have students go to the web site iCivics (http://www.archives.gov/exhibits /charters/bill_of_rights.html) and register for the game Do I Have A Right? (please be sure to become familiar with the game so that you can answer any questions your students might have). • In Do I Have A Right? you’ll run your own firm of lawyers who specialize in constitutional law. You’ll need to decide whether potential clients “have a right,” and if so, match them with the right lawyer. • This will only be an introduction to the game. Tomorrow students will have more of an opportunity to play the game. Day 2 • Briefly review the ideas discussed yesterday regarding the Bill of Rights. • Have students continue to play Do I Have A Right? • Once you feel that they have learned all they can, move to the next task. • Next task: place students into groups of manageable size and have them go to the web site Prezi (http://prezi.com/) to create an account. Have students create a Prezi about a particular Amendment in the Bill of Rights. Day 3 • Allow students more in-class time to work on their Prezis. • Students will prepare to present their work to the class. Day 4 • Have students present their work to the class (reminder: Prezi does not need the Internet to be presented. However, if there is a video attached to the presentation, the Internet must be available). Differentiated Instruction • Students not familiar with computers may need extra attention. • Advanced students could make multiple Prezis outside their group work. • Make sure there is time to work at school for students without home computers or Internet access. 18 A.1 Media Literacy BILL OF RIGHTS continued RIGHTS OF THE INDIVIDUAL • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. Collaboration • Students will work collaboratively and individually in groups of four to six. Time Allotment • Four class periods. One hour per class. MATERIALS & RESOURCES Instructional Materials • Prezi (http://prezi.com/) • Bill of Rights (http://www.archives.gov/exhibits/charters/bill_of_rights. html) • iCivics (http://www.icivics.org/games/do-i-have-right) • Curriculum Toolbox Resources • Computer Lab • Internet • Projector to display student work STANDARDS & ASSESSMENT Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively 19 A.1 RIGHTS OF THE INDIVIDUAL Media Literacy BILL OF RIGHTS continued participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives , community volunteerism). • SS.12.C.18 Students will develop an understanding of the American legal system through examining existing ordinances, statutes, and Federal Acts, exploring the differences between criminal and civil law, and determining legal obligations and liabilities of American citizenship. • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. National Council for the Social Studies National...