Constitution Day

Title: Constitution Day

Grade Level: 7 - 12

Subject/Content: Social Studies (U.S. History, Global Studies, Government, Civics, Current Issues)

Summary of Lesson: Students will examine and discuss recent court cases involving young people and the Bill of Rights.

Focus Question: How does the Bill of Rights apply to young people and students?

Database(s): Student Resource Center

Procedures:

1. Organize students into groups of 2-3.
2. Arrange for access to Gale databases listed above.
3. Assign each group an article from the list below:
1. "Life behind bars: should teens be locked up for life?"
2. "A burning issue: debate ignites over protecting the flag."
3. Battle over the pledge: should the pledge of allegiance be banned from public schools?"
4. "Breathing problems: should teens be required to take breathalyzer tests?"
5. "A new dress code drag? School fines boy for wearing dress to prom."
6. "A time to kill? Supreme Court tackles death penalty for teens."
7. "A monumental decision: do the Ten Commandments belong on state property?"
8. "Put to the test: do drug tests violate students' rights?"
9. "Tee-d off: anti-Bush T-shirt banned at a Michigan school."
10. "Looking for Trouble?"
11. "Involuntary volunteers?"
12. "Mall curfew: is it fair?"
13. "Should public swearing be banned?"

Steps/Activities by student(s):

1. Groups should decide who will fulfill each of the following roles: Speaker, Recorder and Questioner.
2. Students should use the search function in the Student Resource Center database to locate their article (all articles are brief).
3. Each member of the group will read the article assigned to their group.
4. As a group the students will compose a summary of the issue discussed in their article. The summary should include the scenario in question and the arguments on both sides of the debate. The result of the case should not be found in the summary. The recorder will record the group's summary.
5. The group will brainstorm a list of at least 3 discussion questions regarding their article to pose to the class. These are questions designed to elicit discussion, not fact-based questions.
6. The group's Speaker will read the case summary to the class.
7. The Questioner will lead a class discussion using the discussion questions as a guide.
8. The Speaker will poll the class about their opinion on the case and will then present the actual outcome of the case if that information was available in the article.

Outcome: Students will discuss and evaluate recent decisions and the impact of them on their own lives.

Related Activities: Students may hold a mock trial centered on a civil rights issue pertinent to their own school.

Standard Date: August 28, 2006

Content Standard(s):

• Examine persistent issues involving the rights, roles and status of the individual in relation to the general welfare
• Explain and apply ideas, theories and modes of inquiry drawn from political science to the examination of persistent issues and social problems
• Identify, analyze, interpret and evaluate sources and examples of citizens' rights and responsibilities
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic

Performance Indicators:

• At Level 1, the student is able to:
• Identify and describe recent court cases involving the civil rights of young people in the United States
• At Level 2, the student is able to:
• Evaluate the court's decision in each case
• At Level 3, the student is able to:
• Apply the court decisions to various real-life scenarios in their own school

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications
• The student will use technology resources to improve problem solving and decision making skills and apply these skills to real world situations

ISTE NETS for Students

• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication and productivity

Information Power; Information Literacy Standards 1-4:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 2: The student who is information literate evaluates information critically and competently
• Standard 3: The student who is information literate uses information accurately and creatively