CEPA for the Unit: Constitutional Rights

Grade Level:8th/9th

Content: US History I/Civics

Essential Questions:

  • Is the Constitution a living document?
  • What is the government’s responsibility to promote the general welfare?
  • How far should the commitment to the ideals of the Constitution extend?
  • Should citizens be expected to give up rights to maintain the general welfare?

Content Questions:

  • Is the Patriot Act Constitutional?
  • Should the Patriot Act be renewed?

Massachusetts Learning Standards:

  • US1.9 Explain the reasons for the passage of the Bill of Rights. (H, C)
  • USI.13 Explain why the United States government is classified as a democratic government.

(H, C)

  • USI.14 Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. (H, C)
  • USI.19 Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C)
  • USI.21 Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. (H, C)

Common Core Standards for Writing:

1. Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasonsand evidence clearly.

b. Support claim(s) with clear reasons andrelevant evidence, using credible sources and

demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify therelationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or sectionthat follows from the argument presented.

Materials Required for CEPA Activities:

Learning Activity #1:

Activity / Purpose / Time Required / Materials Provided / When to Administer
Students will review the 1st Amendment AND discuss the role of the Supreme Court in deciding the constitutionality of laws and specific cases. / SWBAT describe the 1st amendment in their own words and explain the role of the Supreme Court (Formative) / 1 45-55 minute period / 1st Amendment
Background info on the Supreme Court / At the end of the unit on Constitutional Rights and at the beginning of the CEPA

Learning Activity #2:

Activity / Purpose / Time Required / Materials Provided / When to Administer
Students will analyze anexample of a Supreme Court case dealing with the 1st Amendment. Students will interact with the text and complete an APPARTS chart. / SWBAT summarize the case, explain how it relates to the 1st amendment, and evaluate the Court’s decision.
(Formative) / 1-2 Class periods of about 45-55 minutes each / Tinker v. Des Moines
APPARTS chart / At the end of the Unit on Constitutional Rights and after Learning Activity #1

Learning Activity #3:

Activity / Purpose / Time Required / Materials Provided / When to Administer
Students will be given an excerpt of thePatriot Act. Students will participate in The Final Word process. There will be a whole class debrief of the source. / Students will share their initial reactions to the Patriot Act and be able to discuss their initial thoughts in small groups / 1 45-55 minute period / excerpt from the Patriot Act/Protocol for The Final Word / After Learning Activity #2

Learning Activity #4:

Activity / Purpose / Time Required / Materials Provided / When to Administer
Students will jigsaw excerpts from the Patriot Act and identify passages that either violate the Constitution or are in line with the Constitution. They will write for the initial purpose of arguing for or against the constitutionality of the Patriot Act. / SWBAT identify their point of view on the constitutionality of the Patriot Act in a short persuasive writing piece (1-2 paragraph).
Brief to the Court
(RAFT) / 1-2 periods of about 45-55 minutes each / 10 sections of the Patriot Act on slips of paper/Handout for comparing the two documents (Constitution and Patriot Act) / After Learning Activity #3

Learning Activity #5:

Activity / Purpose / Time Required / Materials Provided / When to Administer
Introduction of roles and responsibilities.
Students will be exposed to the opposing viewpoints on the Constitutionality of the Patriot Act.
Mini Lesson on Persuasive techniques (writing and speaking) / 2-3 45-55 minute periods / Handout on Persuasive Writing Techniques
Handout on roles and responsibilities
Rubric on persuasive writing and speaking
Opposing viewpoints handout

Learning Activity #6:

Activity / Purpose / Time Required / Materials Provided / When to Administer
Research, collection of data, and spelling out of talking points and arguments.

Performance Assessment:

Activity / Purpose / Time Required / Materials Provided / When to Administer

Learning Activity #7:

Activity / Purpose / Time Required / Materials Provided / When to Administer
Students will reflect on the process and assess the constitutionality of the Patriot Act
Ben Franklin Quote on Liberty and Security / Should citizens be expected to give up rights to maintain the general welfare? / 1-2 class periods of 45-55 minutes each
  • Roles: News reporters/Media (5-7), Celebrity Proponent (1), Celebrity Opponent (1), Homeland Security committee (4-5), Budget Committee (4-5), Judiciary Committee (4-5), Intelligence (4-5), Vice President
  • subcommittee meetings before the congressional address/choose a Speaker to address the full meeting
  • in groups, analyze data and discuss talking points
  • news reporters come up with questions
  • process for congressional meetings
  • template for taking notes at the meeting
  • Follow Up Writing Assignment: Reflect on your argument. Based on your participation in the Congressional Committee meeting, how would you vote if Congress put this question on the next General Election ballot? IS your answer the same as before the meeting? If so, explain why your opinion has not changed. If your opinion has changed, is there a committee that swayed your thoughts? What specifically did they say to do so?