PROJECT GLAD
Spokane Public Schools, Washington
BILL OF RIGHTS
(Level 7-8)
IDEA PAGES
I.
UNIT THEME –Bill of Rights
II.
We will examine the Bill of Rights and how it guarantees and supports our basic rights
within our democratic ideals.
II.
FOCUS/MOTIVATION
 Cognitive Content Dictionary
 Observation Charts
 Inquiry Chart
 Big book
 Super Historian Awards
III.
CLOSURE
 Student Made Big Book Personal Exploration with Rubric
 Sharing Individual Poetry
 Poetry/Songs/Chants (student generated)
 Portfolios
 Learning Logs
IV.
CONCEPTS –SOCIAL STUDIES (WASHINGTON STANDARDS)
Universal Understandings
 When different cultures interact, differences are apparent and this often leads to
conflict.
 Tolerance is the ability to have a fair, objective, and permissive attitude toward
opinions and practices that differ from one's own.


Tolerance can be achieved through understanding differences and learning about other
cultures.
Tolerance has been achieved by those who were willing to stand up for the rights of
others.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
1
IDEA PAGE 2
WASHINGTON STATE STANDARDS
SOCIAL STUDIES GRADE LEVEL EXPECTATIONS
1.1.1 Understands key ideals and principles of the United States, including those in the
Declaration of Independence, including life liberty and the pursuit of happiness.
1.1.2 Evaluates efforts to reduce discrepancies between key ideals and reality in the United
States including:

How amendments to the Constitution have sought to extend rights to new groups; and

How key ideals and constitutional principles set forth in fundamental documents
relate to public issues.
1.4.1 Understands the effectiveness of different forms of civic involvement.
Analyzes how a position on an issue attempts to balance individual rights and the
common good.
4.1.1 Analyzes major historical events and how it is represented on timelines from different
cultural perspectives.
4.2.1 Understands and analyzes how individuals and movements have shaped U.S. history.
4.3.1 Analyzes and interprets historical materials from a variety of perspective in U. S. history.
4.3.2 Analyzes multiple causal factors to create positions on major events in U.S. history.
4.4.1 Analyzes how a historical event in U.S. history helps us to understand a current issue.
5.4.1 Analyzes multiple factors, makes generalization, and interprets primary sources to
formulate a thesis in a paper or presentation.
V.
VOCABULARY
Bill of Rights
civic virtue
consent
discrepancy
private domain
habeas corpus
petition
tolerant
discriminate
warrant
abridge
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
2
IDEA PAGE 3
VI.
READING – ORAL LANGUAGE – WRITING SKILLS - (Washington State Standards)
Reading Grade Level Expectations
1.1.2e Take notes, paraphrase, summarize, enter data
1.2.1 Understand and apply dictionary skills and other reference skills
1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text.
1.4.2 Apply fluency to enhance comprehension.
2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior
knowledge.
2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational
text, and task-oriented text: monitor for meaning, create mental images, and generate and answer
questions.
2.2.1 Apply understanding of time, order, and/or sequence to aid in comprehension.
2.2.2 Apply understanding of printed and electronic text features to locate information and
comprehend text.
2.2.3 Understand and analyze story elements
Writing Grade Level Expectations
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas
1.6.2 Use collaborative skills in adapting writing process
2.1.1 Applies understanding of multiple and varied audiences to write effectively
2.3.1 Uses a variety of forms/genres
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details
and/or examples.
3.1.2 Analyzes and selects an effective organizational structure
3.2.3 Uses a variety of sentences
Communication Grade Level Expectations
1.2.1 Analyzes relationships within and between visual and auditory information.
2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language.
2.2.1 Uses communication skills that demonstrate respect.
2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
VII. (ELD STANDARDS) - GRADES 6-8
LISTENING AND SPEAKING
Beginning:
 1.2 Use physical actions and/or words to respond to simple directions and questions.
 2.1 Use words to tell a story from a familiar book with picture support.
 2.1 Repeat words which are part of the frozen register (i.e. Pledge of Allegiance).
 3.2 Use words or gestures to actively participate in social and academic conversations on familiar
topics.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
3
IDEA PAGE 4
Advanced Beginning:
 1.2 Use phrases to identify main points of simple conversations and stories.
 2.1 Use words and/or phrases to tell a familiar story, or recount scenes from a film, video or drama.
 2.1 Repeat phrases which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite
stories).
 2.3 Use words and/or phrases to participate in a group discussion or activity while beginning to use
appropriate eye contact and volume.
 3.1 Demonstrate turn-taking in a conversation and a group discussion.
 3.2 Use words and/or phrases to contribute to group discussions, including personal experiences.
 3.3 Use words and/or phrases to suggest solutions to a problem.
Intermediate:
 1.2 Use simple sentences to retell or state main point and supporting details of conversations and
stories.
 1.2 Recognize that words may have different meanings in different contexts.
 1.3 Use simple sentences with some supporting details to paraphrase.
 2.1 Repeat sentences which are part of the frozen register (i.e. Pledge of Allegiance, poems, favorite
stories).
 2.3 Use simple sentences to share information with class, using appropriate eye contact and volume,
and beginning to use appropriate intonation and expression.
 3.1 Use simple sentences to initiate and actively participate in social and academic conversations on
unfamiliar topics.
 3.1 Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to
nonverbal cues.
 3.2 Use simple sentences to explain ideas clearly in-group discussions, helping group move toward
consensus.
 3.3 Begin to use established group rules and assume various assigned roles to further progress of a
group.
 3.3 Use simple sentences to brainstorm and prioritize solutions to problems.
Advanced:
 1.2 Use descriptive sentences to retell stories in detail including characters, setting, summary, and plot.

1.2 Use context to determine appropriate meaning of multiple meaning words.
 1.3 Use descriptive sentences with some content vocabulary to paraphrase.
 2.1 Use appropriate body language and eye contact when delivering oral presentations, with occasional
lapses.
 2.2 Use examples and details to support ideas with teacher support.
 2.3 Use descriptive sentences to share information with class, using appropriate volume, intonation,
and expression.
 3.1 Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to
nonverbal cues.
 3.2 Use descriptive sentences to explain ideas clearly in group discussions, helping group move toward
consensus.
 3.2 Use descriptive sentences to respond to contributions of other group members and to check for
understanding.
 3.2 Articulate and use established group rules and assume various assigned roles to further progress of
a group.
 3.3 Use descriptive sentences to brainstorm and prioritize multiple solutions to a problem.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
4
IDEA PAGE 5
Transitional:
 1.2 Use descriptive sentences to retell or state main point and supporting details of conversations, oral
presentations and familiar literature and subject area content.
 1.2 Use context to determine appropriate meaning of multiple meaning words.
 1.3 Use more extensive supporting details and specialized vocabulary across content areas to ask
questions.
 1.3 Paraphrase to clarify specialized vocabulary across content areas.
 2.1 Use appropriate body language and eye contact when delivering oral presentations.
 2.2 Use examples and descriptive details to support ideas.
 2.3 Make oral presentation to class, using appropriate volume, intonation, eye contact, and expression.
 2.4 Speak clearly and comprehensibly using academic English with occasional errors.
 3.1 Respond actively and appropriately both in group work and in informal interactions.
 3.1 Identify group task and select appropriate actions.
 3.2 Elaborate on the contributions of other group members (nods in agreement, asks questions, offers
additional information).
 3.2 Encourage group members to contribute ideas and points of view.
 3.3 Contribute and prioritize multiple solutions to problems.
READING
Beginning:
 1.2.2 Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations,
prior knowledge and context).
 2.1.1 Use one or two words to answer questions and participate in a discussion about meaning and
complete a graphic organizer in response to story read aloud.
 2.1.1 Use one or two word responses to answer literal comprehension questions before, during, and
after simple text read aloud.
 2.1.1 Answer literal comprehension questions about short simple text sentences (i.e., active, positive,
present tense, statements with regular plurals).
 2.1.3 Use one or two words to state main idea of text read aloud.
 2.1.4 Use one or two words to orally contribute to a shared graphic organizer to represent ideas and
relationships and to activate prior knowledge.
Advanced Beginning:
 1.2.2 Use word-meaning strategies to determine meaning of unknown words in text (e.g., affixes, root
words, word order, sentence structure, and prior knowledge).
 1.3.2 Use words and/or phrases to participate in discussions of short, illustrated stories and show
understanding of vocabulary.
Intermediate:
 1.2.1 Use dictionary and glossary to find or confirm word meanings and parts of speech.
 1.3.1 Use new vocabulary from text in oral or written descriptive sentences.
 1.3.2 Use descriptive sentences to discuss words and concepts across content areas.
Advanced:
 1.2.1 Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech,
synonyms and antonyms.
 1.2.2 Use word-meaning strategies to predict and confirm meaning of unknown words in text (e.g.,
affixes, root words, word order, sentence structure, prior knowledge).
 1.2.2 Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and
diagrams to clarify word meanings and concepts across content areas.
 1.3.1 Use new vocabulary in own oral and written communication.
 1.3.2 Identify and define words and concepts across content areas.
 1.3.2 Identify words with different meanings in different content areas.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
5
IDEA PAGE 6
Transitional:
 1.2.1 Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings,
pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.
 1.2.2 Explain how some words have different meanings in different content areas (e.g., area in math
and geography).
 1.3.1 Integrate new vocabulary from text into written and oral communication across content areas.
 1.3.2 Explain how some words have different meanings in different content areas (e.g., area in math
and geography).
WRITING
STRATEGIES AND APPLICATIONS
Beginning:
Penmanship and Organization and Focus
 Organize and record information from selected literature and content areas by displaying it on pictures,
lists, charts, and tables.
Organization and Focus
 Create simple sentences or phrases with some assistance.
 Write a brief narrative by using a few simple sentences that include the setting and some details.
 Use the writing process to write brief narratives and stories with a few standard grammatical forms.
 Write simple compositions, such as descriptions and comparison and contrasts, which have a main idea
and some detail.
Early Intermediate:
Organization and Focus
 Write simple sentences of brief responses to selected literature to show factual understanding of the
text.
 Use common verbs, nouns, and high-frequency modifiers in writing simple sentences.
 Create a draft of a paragraph by following an outline.
 Write an increasing number of words and simple sentences appropriate for language arts and other
content areas (e.g., math, science, history social science).
 Write expository compositions, such as descriptions, comparison and contrast, and problem and
solution, that include a main idea and some details in simple sentences.
 Collect information from various sources (e.g., dictionary, library books, research materials) and take
notes on a given topic.
Organization and Focus, Evaluation and Revision
 Proceed through the writing process to write short paragraphs that contain supporting details about a
given topic. There maybe some inconsistent use of standard grammatical forms.
Organization and Focus, Research and Technology
 Complete simple informational documents related to career development(e.g., bank forms and job
applications).
Intermediate:
Organization and Focus
 Narrate a sequence of events and communicate their significance to the audience.
 Write brief expository compositions (e.g., description, comparison and contrast, cause and effect, and
problem and solution) that include a thesis and some points of support.
 Develop a clear purpose in a short essay by appropriately using the rhetorical devices of quotations and
facts.
 Write responses to selected literature that exhibit understanding of the text, using detailed sentences
and transitions.
 Use more complex vocabulary and sentences appropriate for language arts and other content areas
(e.g., math, science, history social science).
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
6
IDEA PAGE 7


Write documents related to career development (e.g., business letter, job application).
Use complex sentences in writing brief fictional biographies and short stories that include a sequence
of events and supporting details.
Organization and Focus, Research and Technology
 Use basic strategies of note taking, outlining, and the writing process to structure drafts of simple
essays, with consistent use of standard grammatical forms. (Some rules may not be followed.)
 Investigate and research a topic in a content area and develop a brief essay or report that includes
source citations.
Early Advanced:
Organization and Focus
 Write in different genres (e.g., short stories and narratives), including coherent plot development,
characterization, and setting.
 Develop a clear thesis and support it by using analogies, quotations, and facts appropriately.
 Write responses to selected literature that develop interpretations, exhibit careful reading, and cite
specific parts of the text.
 Use appropriate language variations and genres in writing for language arts and other content areas.
 Write pieces related to career development (e.g., business letter, job application, letter of inquiry).
Organization and Focus, Evaluation and Revision
 Write persuasive and expository compositions that include a clear thesis, describe organized points of
support, and address a counterargument.
 Write detailed fictional biographies or autobiographies.
Organization and Focus, Research and Technology, Evaluation and Revision
 Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and
focused essays with consistent use of standard grammatical forms.
Organization and Focus, Research and Technology
 Write an essay or report that balances information, has original ideas, and gives credit to sources in a
bibliography. Use appropriate tone and voice for the purpose, audience, and subject matter.
Advanced:
Organization and Focus
 Produce writing by using various elements of discourse (e.g., purpose, speaker, audience, form) in
narrative, expository, persuasive, and/or descriptive writing.
 Use appropriate language variations and genres in writing for language arts and other content areas.
Organization and Focus, Evaluation and Revision
 Write responses to literature that develop interpretations, exhibit careful reading, and cite specific parts
of the text.
 Develop a clear thesis and use various rhetorical devices (e.g., analogies, quotations, facts, statistics,
and comparison) to support it.
Organization and Focus, Research and Technology
 Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and
focused essays by using standard grammatical forms.
 Write documents (e.g., fictional biographies, autobiographies, short stories, and narratives) that include
coherent plot development, characterization, setting, and a variety of literary strategies(e.g., dialogue,
suspense).
 Use various methods of investigation and research to develop an essay or report that balances
information and original ideas, including a bibliography.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
7
IDEA PAGE 8
English-Language Conventions
Beginning:
Punctuation
 Edit one’s own work and correct the punctuation.
Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling
 Identify basic vocabulary, mechanics, and sentence structures in a piece of writing.
 Revise one’s writing for proper use of final punctuation, capitalization, and correct spelling.
Early Intermediate:
Punctuation, Capitalization, and Spelling
 Edit writing for basic conventions (e.g., punctuation, capitalization, and spelling).
Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling
 Revise writing, with teacher’s assistance, to clarify meaning and improve the mechanics and
organization.
 Use clauses, phrases, and mechanics of writing with consistent variations in grammatical forms.
Intermediate:
Sentence Structure, Grammar, and Spelling
 Revise writing for appropriate word choice and organization with variation in grammatical forms and
spelling.
Sentence Structure, Grammar, Punctuation, Capitalization, and Spelling
 Edit and correct basic grammatical structures and usage of the conventions of writing.
Early Advanced:
Capitalization, Punctuation, and Spelling
 Create coherent paragraphs through effective transitions.
 Edit writing for grammatical structures and the mechanics of writing.
Sentence Structure, Grammar, and Spelling
 Revise writing for appropriate word choice, organization, consistent point of view, and transitions,
with some variation in grammatical forms and spelling.
Advanced:
Sentence Structure and Grammar
 Revise writing for appropriate word choice and organization, consistent point of view, and transitions,
using approximately standard grammatical forms and spelling.
Grammar
 Create coherent paragraphs through effective transitions and parallel constructions.
Capitalization, Punctuation, and Spelling
 Edit writing for the mechanics to approximate standard grammatical forms.
VIII.







MATH/SCIENCE/SOCIAL STUDIES SKILLS
Observing, comparing, communicating, organizing information
Information and research skills
Use of maps and globes
Critical thinking
Interpreting and using charts and graphs
Use of math word problems relevant to prediction & measurement (as related to timeline)
Reading of primary and secondary sources
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
8
IDEA PAGE 9
RESOURCES AND MATERIALS
IX.







Non-fiction
In Defense of Liberty: The Story of America's Bill of Rights, by Russell Freedman
The Bill of Rights and Landmark Cases, Edmund Lindop
The Bill of Rights, Milton Meltzer
We the People, The Bill of Rights, Michael Burgan
The Bill of Rights, The First Ten Amendments of the Constitution, David L. Hudson, Jr.
A Kids’ Guide to America’s Bill of Rights, Kathleen Krull
The Bill of Rights and Other Amendments, Geoffrey M. Horn
Web Sites
 Bill of Rights game
http://www.constitutioncenter.org/explore/ForKids/index.shtml
 Freedom of Religion
http://www.illinoisfirstamendmentcenter.com/religion.php
 Freedom of the Press
http://www.worldbookonline.com/wb/Article?id=ar210320&st=freedom+the+press
 Right to Bear Arms
http://www.worldbookonline.com/wb/Article?id=ar499070&st=right+to+bear+arms
 Freedom of Speech
http://www.worldbookonline.com/wb/Article?id=ar210300&st=right+to+due+process
 Due Process
http://www.worldbookonline.com/wb/Article?id=ar196180&st=right+to+due+process
 Rosa parks getting off bus
http://www.worldbookonline.com/kids/Media?id=pc044264
 Women marching for right to vote
http://www.worldbookonline.com/kids/Media?id=pc325847
 Right to Assemble
http://www.illinoisfirstamendmentcenter.com/assembly.php
 Rights of the People page
http://usinfo.state.gov/products/pubs/rightsof/speech.htm
 Bill of Rights
http://www.usconstitution.net/constkids4.html
 Same and Equal Pictures
http://www.landmarkcases.org/plessy/equal_same.html
 Landmark Supreme Court Cases
http://www.landmarkcases.org/
http://www.cyberlearning-world.com/nhhs/compapps/workshop/billofrights/actual.htm
 Democratic ideals game
http://michiganepic.org/coredemocratic/Flash/indexb.html
http://www.pbs.org/democracy/kids/mygovt/index.html
http://www.usconstitution.net/constkidsK.html
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
9
IDEA PAGE 10
http://www.usconstitution.net/index.html
District Materials


We the People, The Citizen and the Constitution, Center for Civic Education
The American Nation, Beginnings through 1877, Prentice Hall
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
10
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
 Inquiry Chart
 Realia
 Cognitive Content Dictionary (CCD) with signal word
 Three Personal Standards
 Super Historian Awards:
 Observation Charts
 Big Book (Teacher generated)
 Personal Interaction
II. INPUT
 Graphic Organizer Input Chart
 Pictorial Input Chart
 Narrative Input
 Read Aloud-expository text
III. GUIDED ORAL PRACTICE
 Picture File Cards
 Poetry, Raps, Songs, Chants
 Poems (read aloud w/TPR, pictures, sketches, and highlighting)
 Picture File Cards—observe, classify, categorize, label
 Exploration Report
 T-graph for Social Skills/Team Points
 Team Tasks
 Sentence Patterning Chart: activists
 Primary Language Groups
 Process Grid
 Expert Groups-activists
IV. READING/WRITING
A. Total Class
 Word card review on pictorial input charts
 Cooperative strip paragraph with responding, revising, and editing
 Poetry frame and flip chant
 Narrative Story Map
 Found Poetry
 Poetry Frames
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
11
PLANNING PAGE 2
B. Flexible Group: Small Group Practice
 Team tasks—small group: anything modeled by the teacher
 Expert Groups
 Flexible Groups
o Emergent readers
o Clunkers and Links—at or above with SQ3R
o ELD Group Frame
o Skills
 ELD Review Narrative/Input
 Focused Reading
 Labeling of charts
 Big Books
 Ear-to-ear reading
C. Individual
 Portfolio/Learning Logs/Journals
 Home School Connection
 Personal Exploration
 Poetry
 Interactive Journals
 Individual Tasks-anything practiced in teams
D. Writer’s Workshop
 Mini Lessons
 Write
 Author’s Chair
 Conferencing
 Publishing
V. EXTENDED ACTIVITIES FOR INTEGRATION
 Guided Art Lessons
 Reader’s Theater
VI. CLOSURE/EVALUATION
 Team Presentations with Rubric
 Big Book (student generated)
 Reading Student Generated Important Big Books
 Sharing Individual Poetry
 Songs (student generated)
 Personal Exploration
 Home/School Connection
 Portfolio Assessment: Teacher and Self-assessment
 Learning Logs
 Teacher and student generated tests/quizzes
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
12
Sample Daily Lesson Plan
DAY 1:
FOCUS/MOTIVATION




Three Personal Standards-Historian Awards
Cognitive Content Dictionary with Signal Word
Observation Charts
Inquiry Chart
- L1 Inquiry Chart
Big Book
- Personal Interaction
Portfolios


INPUT

Input: Bill of Rights
- 10/2 Lecture with Primary Language Groups
- ELD Review
- Learning Log
GUIDED ORAL PRACTICE



Chant/Poem
T-Graph-Cooperation
Picture File Cards
- Free exploration
- Classify/categorize (list, group, label)
- Exploration Report
READING/WRITING

Writer’s Workshop
- Mini Lesson
- Write
- Author’s Chair
 Flexible Reading groups
CLOSURE



Interactive Journal
Process Inquiry Chart
Home/School Connection
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
13
SAMPLE DAILY LESSON PLAN
PAGE 2
DAY 2:
FOCUS/MOTIVATION





Three Personal Standards/Awards
Cognitive Content Dictionary with Signal Word
Process Home/School Connection
Read Aloud
Review with word cards
INPUT

Pictorial:
- 10/2 Lecture with Primary Language Groups
- ELD Review
- Learning Log
 Narrative:
-
GUIDED ORAL PRACTICE

Chants-highlight, sketch, picture file cards
READING AND WRITING



Flexible Group Reading: skill/leveled groups
Expert Group
o Process T-Graph
o Team Tasks
o Team Share
Writer’s Workshop
o Mini Lesson
o Write
o Author’s Chair
CLOSURE



Interactive Journal
Home/School Connection
Process Inquiry Chart
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
14
SAMPLE DAILY LESSON PLAN
PAGE 3
DAY 3:
FOCUS AND MOTIVATION









Three Personal Standards/Awards
Cognitive Content Dictionary with signal word
Process Home/School Connection
Read Aloud
Chants
Review Pictorial with word cards and picture file cards
Review Narrative with word cards and conversation bubbles
Poetry/Chants-highlight, sketch and picture file cards
Story Map with Narrative
GUIDED ORAL PRACTICE


Chant
Sentence Patterning Chart
-Reading Game
-Trading Game
-Flip Chant
READING/WRITING


Poetry Frame
Expert Groups
-Team Tasks
-Team Share
Reading and Writing



Mind Map
Process Grid
Cooperative Strip Paragraph
 Read, respond, revise, edit
CLOSURE




Interactive Journal
Read Aloud
Process Inquiry Chart
Home/School Connection
SAMPLE DAILY LESSON PLAN
PAGE 4
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
15
DAY 4:
FOCUS AND MOTIVATION





Three Personal Standards/Awards
Cognitive Content Dictionary with “Stumper Word” (Student Selected Vocabulary)
Home/School Connection
Re-read Big Book
Chant
GUIDED ORAL PRACTICE

Team Tasks
-Oral Team Evaluation/Goal-setting
READING AND WRITING





Cooperative Strip Paragraph
o respond/revise/edit
Ear to Ear Reading
Flexible Reading Groups
-Clunkers and Links with SQ3R
-ELD Group Frame-Story Retell from Narrative
Process oral evaluation
Writer’s Workshop
o Mini lesson
o Write
o Author’s Chair
CLOSURE



Interactive Journal
Process Inquiry
Home/School Connection
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
16
SAMPLE DAILY LESSON PLAN
PAGE 5
DAY 5:
FOCUS AND MOTIVATION




Three Personal Standards/Awards
Cognitive Content Dictionary with “Stumper Word” (Student -Selected Vocabulary)
Home/School Connection
Read Aloud
GUIDED ORAL PRACTICE

Chants
READING AND WRITING






Team Tasks-Written Evaluation
Team Presentations
Found Poetry
Flexible Group
-Emergent Readers
Ear to Ear Reading
Focused Reading with personal CCD
Writer’s Workshop
 Minilesson
 Write/plan
 Author’s Chair
 Conferencing
 Publish
CLOSURE



Process Inquiry
Evaluate Week
Letter home
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
17
AMERICAN HISTORY
POETRY BOOKLET
NAME_____________________
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
18
LAWS HERE, LAWS THERE
Janet Jenkins
Adapted from: S Alaux ‘07
Laws here, Laws there,
Laws, laws, everywhere!
New laws implemented daily,
Constitutional laws protecting historically,
Judicial laws governing wisely,
and legislative laws overseeing nationally!
Laws in the Constitution,
Laws about our liberties,
Laws from our Founding Fathers,
and laws throughout our history!
Laws here, laws there
Laws, laws, everywhere!
LAWS! LAWS! LAWS!
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
19
Constitution Cadence
By Scott Praska
We just know what we’ve been told.
Our Constitution is over 200 years old.
Our founding fathers did agree
To write a document, to keep people free.
Sound off – 1787
Sound off – Signed
Sound off 1,2,3, 4 – Constitution
Executive, is the branch
that includes the President.
He hears from his Cabinet as their advice is lent
Then he decides what money is spent!
Sound off – Executive
Sound off – President
Sound off 1,2,3, 4 – Constitution
What do the House of Representatives do
Along with one hundered Senators, too?
They make up new laws for me and you
The legislative branch helps the president too!
Sound off – Legislative
Sound off – Making Laws
Sound off 1,2,3, 4 – Constitution
Nine judges on the Supreme Court's bench
The President picks ‘em, but the senate votes 'em in
They decide if the laws of our land are still fair
In the Judicial branch, they watch the laws with care.
Sound off – Judicial
Sound off – Supreme Court
Sound off 1,2,3, 4 – Constitution
The Legislative Branch is good at making the laws
The Judicial branch makes sure the laws have no flaws
The Executive Branch is who enforces it all because
Balanced, but separate powers are good for us all
Sound off – Checks and Balances
Sound off – Government
Sound off 1,2,3, 4 – Constitution
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
20
I Know an Important Document
I know an important document,
A very important document,
A very important document,
It's called the Declaration of Independence,
It was written by Thomas Jefferson,
Explaining to King George,
Why we had unalienable rights to be free,
To pursue life, liberty, and happiness.
I know an important document,
A very important document,
A very important document,
It's called the Bill of Rights.
They were added to our U.S. Constitution in 1791,
To ensure that our individual rights are protected.
So let us tell you some:
Freedom of speech, freedom of religion, and the right to a fair trial.
I know an important document,
A very important document,
A very important document,
It's called the 13th Amendment to the Bill of Rights.
First there was the Emancipation Proclamation in 1863,
That freed the slaves in the Confederate States.
Then came the 13th Amendment in 1865,
That ended slavery in all states.
-M. Campbell, P. Casarez,
E. Gaw, and K. Gingras
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
21
Constitution Bugaloo
By Sharon Cecchi
I’m an American and here to say
I am proud of our country, the Revolutionaries made
Through a document known as the Constitution
The supreme law was made, a nation had begun.
Cooperation, delegation
Compromise, too
Doing the Constitution BUGALOO.
The delegates in Pennsylvania, ratified the plan
But “We the People”, took the stand!
To make our own laws, define our government, too.
We came together, we’re unified and true.
Cooperation, delegation
Compromise, too
Doing the Constitution BUGALOO
In 1787, the Convention honored the command
To create the longest living document known to man,
With fortitude, unity, they sealed they’re fate
They helped to make the best nation, the United States.
Cooperation, delegation
Compromise, too
Doing the Constitution BUGALOO
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
22
Independence Bugaloo
Marcia Brechtel
I’m a historian and here to say,
I study the American Revolution everyday.
Sometimes I read a paper, sometimes I write a book,
And many times, in museums, I take a look.
Patriots, firebrands, loyalists too,
Doing the Independence bugaloo.
People with integrity thought England was not right,
To charge taxes, quarter toops, and stop local might,
Others with integrity chose to hold to their belief,
But, holding tight to England would cost them lots of grief.
Patriots, firebrands, loyalists too,
Doing the Independence bugaloo.
People believing in the king, loyalist, they say,
Had to go to Canada, when patriots won the day.
People believing in independence, kept that ideal in sight,
Suffered poverty, sickness, death, but fought with all their might.
Patriots, firebrands, loyalists too,
Doing the Independence bugaloo.
In the end, the patriots won, sticking tight to freedom’s cause.
The right to vote, to speech, and to write up their own laws.
Independence is a powerful idea, as everyone can see.
What happened then, that idea spread, and is now for you and me.
Patriots, firebrands, loyalists too,
Doing the Independence bugaloo.
Sound Off
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
23
Marcia Brechtel
I just know ‘cause I’ve been told,
Integrity is worth its weight in gold.
Men and women who knew wrong from right,
And stuck to it, through all the fight.
Sound off---Integrity
Sound off---Persistence
Sound off—1,2,3,4 They Won!
Taxing sugar, foreign goods, and tea,
Telling colonists to vote with George “the three”,
Canceling the local town meetings, too,
Made colonists angry, it’s so true.
Sound off---Integrity
Sound off---Persistence
Sound off—1,2,3,4 Angry!
Sam Adams ranted, Patrick Henry raved,
Mercy Warren wrote, independence she craved,
Committees of correspondence could spread news,
Draw colonies together, share strength to use.
Sound off---Firebrands Talk
Sound off---They Wrote
Sound off---1,2,3,4 All Heard!
Freedom was not for all, those days,
Slaves, Indians and women had no say,
The Declaration was powerful, all could see,
Now freedom is for you and me.
Sound off---No Vote
Sound off---New Idea
Sound off---1,2,3,4 We Vote!
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
24
We the People
We the people say
This is true,
All men are created equal,
Both me and you.
We have the rights of life,
liberty and happiness.
Our government is made
To give these to us.
If the government is bad,
And the people are sad,
We can choose to fight
And protect all our rights.
We the people say
This is true,
All men are created equal,
Both me and you.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
25
Democracy Cadence
M. Menton
We just know what we’ve been told,
Democracy is more important than gold,
Colonists wanted to be free,
Formed a nation for you and me.
Sound off---Declaration
Sound off---Independence
Sound off---1776
Sound off 1,2,3,4 Democracy!
The Constitution defines all 3,
Branches of government that we see.
Philly’s convention took compromise,
Men agreed on laws that govern our lives.
Sound off---Legislative
Sound off---Executive
Sound off---Judicial
Sound off 1,2,3,4 Democracy!
1791 came along,
Adding Bill of Rights to our song.
Amendments or changes 1 through 10,
Protect freedoms of each citizen.
Sound off---Declaration of Independence
Sound off---Constitution
Sound off---Bill of Rights
Sound off 1,2,3,4 Democracy!
Now we know cause we’ve been told,
Democracy is more important than gold.
Citizens believe it’s true,
Government works for me and you!
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
26
Is This Our Government? Yes, Of Course!
Adapted by Sarah Dueweke
Is this our government?
Is this our government?
What does it do?
What does it do?
What does it look like?
What do they do?
Yes, Of Course!
Yes, Of Course!
Represents the people.
It serves and protects.
Three separate branches.
Share the work.
Is this legislative?
Is this legislative?
And who is that?
What do they do?
What does it look like?
What does it look like?
Yes, Of Course!
Yes, Of Course!
The U.S. Congress
Make the laws.
House of Representatives
100-member Senate.
Is this executive?
Is this executive?
Who’s in charge?
What does it do?
What does it look like?
What does it look like?
Yes, Of Course!
Yes, Of Course!
The U.S. President
Carries out the laws
14 departments
80 agencies
Is this judicial?
Is this judicial?
And who is that?
Who else is that?
What do they do?
What do they do?
Yes, Of Course!
Yes, Of Course!
The federal courts
The judges in the courts
Settle many disputes
Interpret the laws
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
27
The Bill of Rights
The Bill of Rights guarantees and protects our basic freedoms.

When the Constitution was ratified in 1789, many people were concerned
that it did not protect certain freedoms.

The writers of the Constitution thought these freedoms were so important,
they made a special section to emphasize them.

The Bill of Rights contains the first ten amendments to the U.S.
Constitution.

An amendment is a change to the Constitution.

These ten rights are natural rights that belong to all human beings.
The Bill of Rights guarantees and protects our basic freedoms.
The Bill of Rights guarantees and protects our basic freedoms.

The 1st Amendment guarantees many of your natural rights.

One right is the freedom to practice the religion of your choice or no
religion at all.

The 1st Amendment also protects your right to say what you think and
express your views even if these views are unpopular….as long as you don’t
hurt others.

Another important right guaranteed by the 1st Amendment is the right to
publish and view your choice of books, magazines, newspapers, movies,
videos, songs, radio and t.v. shows, and Internet content.
The Bill of Rights guarantees and protects our basic freedoms.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
28
The Bill of Rights guarantees and protects our basic freedoms.

Because of the 1st Amendment, you can gather peacefully to protest unjust
laws and policies.

It also guarantees your right to bring complaints to elected officials and ask
government to make changes.
The Bill of Rights guarantees and protects our basic freedoms.
The Bill of Rights guarantees and protects our basic freedoms.

Because many of the framers of the Constitution participated in the
Revolutionary War, they wrote an amendment to address the relationship
between government, soldiers, and citizens.

The 2nd Amendment deals with the right to keep and bear arms.

“Arms” in this instance means guns.

This amendment also guarantees the right for states to have a militia.

A militia, as you know from the Revolutionary War, is a group of trained
citizens who can be called to military duty on a moment’s notice.

Today, the National Guard has taken the place of militias.
The Bill of Rights guarantees and protects our basic freedoms.

The 3rd Amendment comes from colonial times when the British government
would house, or quarter, their troops in colonists’ homes without consent.

This amendment states that troops cannot be quartered in any house
without the consent of the owner.

The 3rd Amendment has little bearing on American life today.
The Bill of Rights guarantees and protects our basic freedoms.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
29
The Bill of Rights guarantees and protects our basic freedoms.

The 4th Amendment safeguards the concept of privacy for American
citizens.

It states that the government may not violate the people’s right “to be
secure in their persons, houses, papers, and effects against unreasonable
searches and seizures.”

Simply put, before the police can enter your home, they must have good
reason, or probable cause, to believe that you have committed a crime or
that your home contains evidence of that crime.

Police must also have a search warrant that clearly states what the police
are look for.
The Bill of Rights guarantees and protects our basic freedoms.
The Bill of Rights guarantees and protects our basic freedoms.

The 5th Amendment lays out what happens when a person is accused of a
crime.

This amendment says that no one may be “deprived of life, liberty, or
property without due process of law.”

Due process is a legal term that means fair treatment.

For example, you cannot be prosecuted, or tried, for the same crime more
than once. This is called double jeopardy, and it is against the laws of the
Constitution because of the 5th Amendment.

Also, you have the right to remain silent. Have you ever heard the phrases
"pleading the fifth" or "You have the right to remain silent. Anything you say
can and will be used against you in a court of law?" If you have, you probably
know that these phrases are based on the 5th Amendment, which guarantees
that you do not have to testify against yourself in criminal proceedings.

The 5th Amendment states that you have the right to not have property
taken by the government without compensation, or being paid.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
30

Also, you have the right to a grand jury. This means that a group of everyday
citizens hear a prosecutor’s evidence to decide whether or not you should be
charged with a crime.
The Bill of Rights guarantees and protects our basic freedoms.
The Bill of Rights guarantees and protects our basic freedoms.

Like the 5th Amendment, the 6th Amendment protects a person who is
accused of a crime but specifically addresses the issue of trials.

Because citizens in the colonies were treated so badly, the 6th Amendment
guarantees citizens a speedy and public trial before an impartial jury.
Impartial means neutral or unprejudiced.

This amendment says that the accused has the right to know what s/he is
being charged with and why s/he is being held in jail.

The accused also has the right to know who is saying that a crime was
committed and the right to ask questions.

The 6th amendment states that an accused person has the right to an
attorney (a lawyer), and if the accused person can’t afford an attorney, one
is appointed by the government.

In the 1700s twenty dollars was a lot more money than it is today. The 7th
Amendment states that if a citizen is involved in a dispute over something
worth more than $20, that person is entitled to have the case heard in front
of a jury.

The 7th Amendment isn’t used much today. Most minor lawsuits are settled
in small claims court.
The Bill of Rights guarantees and protects our basic freedoms.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
31
The 8th Amendment protects an accused person of three things:
 excessive bail
 unreasonable fines
 cruel and unusual punishment
 Bail is assigned based on the type of crime committed and the likelihood
that the accused will return for the trial. The greater the seriousness of
the crime, the higher the bail.
 A fine is the amount of money a person must pay to make up for the
crime. The 8th Amendment ensures that the punishment fits the crime.
 Lastly, the 8th Amendment protects us against “cruel and unusual”
punishment. At the time the Constitution was written, guilty people were
sometimes pulled into pieces by horses, strangled, burned, branded,
disemboweled (had their guts cut out), had their hands cut off or sat in
stocks so that others could make fun of them and throw things at them.
Today these seem cruel and unusual.
 The 8th Amendment is controversial today because many states engage in
capital punishment (execution) of criminals.
The Bill of Rights guarantees and protects our basic freedoms.

The men who wrote the Constitution and the Bill of Rights were very smart.

They added the 9th Amendment to ensure that the federal government did
not become so powerful that it would trample the rights of the people.

Basically the 9th Amendment says that the people have rights beyond those
mentioned in the Bill of Rights and Constitution. Just because it isn’t listed
specifically in these documents, doesn’t mean it isn’t a right.

The Bill of Rights guarantees and protects our basic freedoms.

The 10th Amendment tells us that the governmental powers not listed in the
Constitution for the national government are powers that the states, or the
people of those states, can have.

The states determine the rules for marriages, divorces, driving licenses,
voting, state taxes, job and school requirements, rules for police and fire
departments, and many more.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
32
Expert Group
FREEDOM OF RELIGION
Although many colonists came to America to worship as they pleased, this did not
mean they were willing to grant others the same privilege. The religious intolerance
faced in England often accompanied the colonists across the ocean. Thus, the
Founding Fathers and other early leaders felt that true religious liberty required
the government to stay out of religion completely-to neither support nor oppose
religious practices of any kind, a true separation of church and state.
Freedom of speech, of the press, of assembly and to petition the government are
closely related to freedom of religion because the right to follow one’s own
conscience cannot be experienced without these other rights, too. Therefore, the
right to believe is virtually worthless unless people are permitted the opportunity
to express themselves orally or in writing, and the opportunity to assemble with
others for the purpose of sharing ideas.
There are many examples that demonstrate the challenge of interpreting this
freedom. Among these are the following; the case of Jesse Cantwell, a Jehovah’s
witness, who tried to convert people to his faith, individual Americans choosing not
to salute the flag because of their religious beliefs, and Amish students who have
not completed school past the eighth grade because the tenants of their religion
state that schools promote secular ideas. Additionally, men who are drafted have
sited religious beliefs for refusing to participate in a war. Wearing religious
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
33
garments (seen or not seen) have caused conflicts over the separation of church
and state in schools as well as in the military.
There have been many controversial issues over time surrounding this freedom.
One such issue is voluntary prayer in the classroom. No prayer amendment has yet
been approved. There are some religions that do not allow medical intervention,
prohibiting members from using medicines and other medical treatments. Another
issue is teaching evolution or creation in schools. A recent controversy is the
presence of Christmas trees and nativities in our court houses or other public
buildings. Clearly the freedom of religion can be interpreted in different ways and
continues to promote constant discussion in our homes, schools, governments and
courts.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
34
Expert Group
FREEDOM OF PRESS
Freedom of press is the right to read and write whatever you wish. In a
democracy you have the freedom to express ideas without fear of censorship in
books, newspapers, magazines, plays, movies, and television.
Prior restraint is one form of censoring the press. The government of England
exercised this through its power to license publications and eighteenth-century
Americans did not want this form of censorship. As far back as 1682 a press was
used to print the laws of the new colonies. When permission was not granted by the
English crown, it resulted in all printing presses being banned. Another such case
was a newspaper that published an article about dishonest government practices.
The author was placed in jail and later freed because a jury decided that what the
article said was true.
There has been conflict between the first amendment and the sixth amendment
(promise of a fair trial) because the press has been judged to have too much
influence over the outcome of a trial. Such an instance occurred when many
journalists announced the guilt of Dr. Sam Sheppard (1954) in newspapers before
the jury had reached a verdict. Because of this case “gag orders”, which prevent
newspapers from publishing verdicts prior to announcements in a courtroom, were
implemented. Many newspaper publishers protest that this infringes on the
freedom of the press. Libel is a written, printed or pictorial statement that
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
35
damages a person by defaming his or her character or reputation. Many times
magazines, such as The Inquirer or Time, have been taken to court over defamation
of character.
There are many controversies around the freedom of the press. Can adults censor
school newspapers or should students have the freedom to print anything they
choose? Many parents do not want their children to read books or have books read
to them that contain certain words or ideas involving violence or racism.. Some such
books are: Bridge to Terebithia, A Light in the Attic, and Snow White. Does this
amendment apply to My Space, Facebook, email, and cell phones? We may take
freedom of the press more for granted today, but as long as tolerance is
understood to mean tolerance for ideas that some will find worthless or disturbing,
First Amendment battles will continue to erupt.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
36
Expert Group
FREEDOM OF SPEECH (EXPRESSION)
Freedom of speech, the right to speak about what you think and feel, is one of our
most precious rights, yet it has raised many questions. The freedom of speech in
America started with the first settlers, whose desire to experience religious
freedom necessitated the right to freely speak about their beliefs.
Many of the early settlers who expressed their ideas suffered and in some cases
died. Mary Dyer taught people that slavery, war and the death penalty were
wrong, and because of this she was put to death. Words that attack people can be
termed “fighting words”, as in a 1949 speech when Arthur Terminiello attacked
Jews, blacks and the administration of the president. Non-spoken symbols have
also been included in the term “speech”. One such case involved the burning of the
American flag. Another example was when two students wore armbands in protest
of the Vietnam War. Both demonstrate citizens expressing themselves.
Many of the controversies around freedom of speech have to do with a person’s
opinion. People in the United States have more freedom of expression than
citizens of any other country in the world. Freedom of speech continues to be
among the most contested of American rights today. Now it is not only considered
just words, but also symbols, actions, boycotts, sit-ins, parades, handing out
leaflets, music and art, and all other kinds of expression. You are not able to cry
“Fire” in public when there is not a fire. Deliberately lying in order to hurt a
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
37
person’s reputation happens every day but is it freedom of speech? Making jokes
about having a bomb or a gun will get the individual in trouble with law
enforcement, but is it freedom of expression? TV shows that are seen as tasteless
or violent have been in the news many times around the freedom of speech
amendment. Parents have taken music groups to court because of controversial
material within their songs. Classrooms have a rule of raising your hand before you
speak which many may feel is controversial.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
38
Expert Group
Freedom of Assembly
(Meet in Groups)
Congress shall make no law…abridging…the right of the people peaceably to
assemble. This protects the right of the people to meet together and share ideas.
It permits us to join school clubs, churches, service organizations, businesses and
groups formed to protest a specific action or policy.
It is not by accident that the rights to freedom of speech and press were coupled
with people’s right of assembly. At the time of the Magna Carta the English
demanded people be free to assemble. Also during the period of the Stamp Act
Congress asserted the right of British subjects to meet. The words “peaceably
assemble” mean that under some circumstances governments may place rules
around those rights.
The right for laborers to come together around a topic, later called unions is an
example of assembly. When people decide to strike and picket, this is defended by
this freedom. Groups that have demonstrated against racial discrimination and
have refused to disperse or move were arrested, but the Supreme Court has ruled
in their favor.
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
39
An example of a controversy around freedom of assembly is when students want a
specific club in their school. Another controversy surrounds the question of school
assemblies whose purpose is to question school rules or to discuss or present a
topic that is viewed as objectionable. Should these meetings need approval by
school administration or is it the students’ right to freedom of assembly?
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
40
Home School Connection
Tell a family member about the 4th Amendment. Ask them how they feel currentday controversies should be worked out knowing that our Founding Fathers were
not aware of the technology we have today?
Students Name__________________________________________________
Family Member __________________________________________________
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
41
MIND MAP
What it means
Examples
FREEDOM OF
_______________________________
Purpose behind design
Bill of Rights Level 7-8 WA
Spokane Public Schools, Washington: Janet Jenkins, Sarah Dueweke
Project GLAD December 2010
Controversy
(Individual Rights or Common Good)
42
Process Grid
What it means
Examples
History around
Amendment
Search and Seizure
Freedom of Religion
Freedom of Press
Freedom of Speech
Freedom of Assembly
(gather in groups)
Project GLAD December 2010
Bill of Rights Level 7-8
Spokane Public Schools, Washington
Janet Jenkins, Sarah Dueweke
43
Controversy
Individual right/common good
Project GLAD December 2010
Bill of Rights Level 7-8
Spokane Public Schools, Washington
Janet Jenkins, Sarah Dueweke
44
Project GLAD December 2010
Bill of Rights Level 7-8
Spokane Public Schools, Washington
Janet Jenkins, Sarah Dueweke
45