LESSON 3
Constitutional Rights
LEARNING OBJECTIVE
Students will explain the constitutional rights of American
citizens
LESSON OVERVIEW
This lesson allows students to explore the basic rights that
were bestowed upon citizens of the United States in 1791.
Students will break down the Bill of Rights into simple
language and then create a matching game that requires
students to illustrate various rights and protections within
each of the first ten amendments.
Alignment with National
Standards:
National Council for the
Social Studies:
Theme 3: People, People,
Places and
Environments
Theme 6: Power, Authority,
and Governance
Theme 9: Global Connections
Theme 10: Civic Ideals and
Practices
Center for Civic Education:
Question II. B:1
Question IV. B:2
ACTIVTY 1: THE BILL OF RIGHTS IN YOUR OWN WORDS
Begin this activity by asking the class to explain what the Bill of Rights are…Ask the students
who developed them and why? Explain to them the Founders felt that these rights and
protections were necessary to protect the individual from the government.
Distribute a copy of the Handout 1 and the Bill of Rights to students. Instruct students to rewrite
the Bill of Rights into plain and simple language that can be understood by the average citizen.
________________________________________________________________________
ACTIVITY 2: REVIEWING THE BILL OF RIGHTS
Distribute Handout 2 and ask students to consider the following questions as they are completing
the exercise?
1. Which amendment do you value the most? Why?
2. Which amendment do you value the least? Why?
3. Which of the amendments do you think has the most to do with students your age?
4. Is there an amendment that seemed out of date? If so, which one and why?
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5. Is there a “missing” amendment? If so, what do you suggest should be the 11th
amendment?
6. List the amendments you struggled to interpret.
Once the class is done, randomly select students to share their answers for each of the questions
listed above noting on the board which amendment is the most valuable, least valuable, and most
antiquated. Pay special attention to the last question. This will become the focus of a review of
the amendments if one is necessary.
 Alternate Activity 1: Once the students have completed the worksheet, provide them
with small post it notes and have them post their amendments along a continuum drawn
on the white board of what they believe to be most valuable to least valuable. This can
be completed individually, or as a class so that students can begin to see the similarities
they share with other students. Make sure to ask students to provide a rationale for where
they placed each amendment.
 Alternative Activity 2: Post the amendments across the room on pieces of white or
construction paper. Ask students to first stand by their favorite, and then their least
favorite, amendment and ask them to provide rationales for each stance they take.
Optional: A PowerPoint is available with this lesson plan that lists the basic rights and
protections within each amendment. If students do not fully understand the amendments,
showing the PowerPoint and having them revise their descriptions is a worthwhile activity.
If students have a firm understanding of the amendment, move on to the next activity.
________________________________________________________________________
ACTIVITY 3: PRESENTING THE BILL OF RIGHTS
After completing Activity 1, and/or reviewing the PowerPoint, students should have a simplified
version of the Bill of Rights in their possession. On separate pieces paper, write the numbers 1
through 10 representing the first 10 amendments and place them in a box or hat from which
students will pull a number. Place students in groups and have a student from each group
randomly choose an amendment from the box. Distribute Handout 3.
Give the groups a choice of how to represent their amendment. They could draw, write a poem,
sing, or create a drama presentation, etc.
Choose groups randomly to present their amendment to the class and have the class guess which
amendment it is.
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Student Handouts
Constitutional Rights
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Handout 1
ACTIVITY 1: THE BILL OF RIGHTS IN YOUR OWN WORDS
Rewrite the Bill of Rights in your own words.
1. Amendment 1:
2. Amendment 2:
3. Amendment 3:
4. Amendment 4:
5. Amendment 5:
6. Amendment 6:
7. Amendment 7:
8. Amendment 8:
9. Amendment 9:
10. Amendment 10:
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BILL OF RIGHTS
AMENDMENT I
Congress shall make no law respecting an establishment of religion, or prohibiting the free
exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people
peaceably to assemble, and to petition the Government for a redress of grievances.
AMENDMENT II
A well regulated Militia, being necessary to the security of a free State, the right of the people to
keep and bear Arms, shall not be infringed.
AMENDMENT III
No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner,
nor in time of war, but in a manner to be prescribed by law.
AMENDMENT IV
The right of the people to be secure in their persons, houses, papers, and effects, against
unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon
probable cause, supported by Oath or affirmation, and particularly describing the place to be
searched, and the persons or things to be seized.
AMENDMENT V
No person shall be held to answer for a capital, or otherwise infamous crime, unless on a
presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or
in the Militia, when in actual service in time of War or public danger; nor shall any person be
subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in
any criminal case to be a witness against himself, nor be deprived of life, liberty, or property,
without due process of law; nor shall private property be taken for public use, without just
compensation.
AMENDMENT VI
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an
impartial jury of the State and district wherein the crime shall have been committed, which
district shall have been previously ascertained by law, and to be informed of the nature and cause
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of the accusation; to be confronted with the witnesses against him; to have compulsory process
for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defense.
AMENDMENT VII
In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of
trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any
Court of the United States, than according to the rules of the common law.
AMENDMENT VIII
Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual
punishments inflicted.
AMENDMENT IX
The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage
others retained by the people.
AMENDMENT X
The powers not delegated to the United States by the Constitution, nor prohibited by it to the
States, are reserved to the States respectively, or to the people.
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HANDOUT 2
ACTIVITY 2: REVIEWING THE BILL OF RIGHTS
Review the first ten amendments to the Constitution which are called the Bill of Rights and
answer the following questions:
1. Which amendment do you value the most? Why?
2. Which amendment do you value the least? Why?
3. Which of the amendments do you think has the most to do with students your age?
4. Is there an amendment that seemed out of date? If so, which one and why?
5. Is there a “missing” amendment? If so, what do you suggest should be the 11th amendment?
6. List the amendments you struggled to understand.
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.
HANDOUT 3
ACTIVITY 3: PRESENTING THE BILL OF RIGHTS
Your group will present your amendment to the rest of the class for them to guess which
amendment it is. Be as creative as you can be.
Think about the different ways you can present your amendment. You can:

Draw a poster

Act it out in a play

Write a poem

Write and sing a song or create rap lyrics

Create a newscast or public service announcement

Create a mock trial

Anything else clever that you can think of
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