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One Computer/One Projector (OCOP)

Social Studies Lesson Plan


Date: 10-22-14
Lesson Title: Do I Have a right?
Big Ideas:
1. The Bill of Rights are amendments to the United State Constitution.
2. The First Amendment includes citizens right to freedom of religion, speech, press, peaceable
assembly and to petition the government.
3. The first amendment is important for recognizing and maintaining fairness under the law.
Rationale: The first amendment is a part of the Bill of Rights. The first amendment gives US
citizens the right to freedom of speech, freedom of assembly, freedom of religion, freedom of
press, and freedom to petition the government. Teaching children about the first amendment and
its content will expose the students to their rights as a US citizen. It is important that as a US
citizen, a person understands when they have a right and when they do not have a right.
Understanding the concept of the first amendment will allow students to apply public issues that
occur within and outside of a school setting to their lifetime. Also, it is important for children
that are US citizens to understand WHY this amendment was developed. Overall, the first
amendment protects certain rights of a US citizen, including the freedom of Speech, Freedom of
Assembly, Freedom of Religion, and Freedom of Press.

Goals/Objectives:
Content Objective: Students will be able to understand and apply the first amendment by looking
at different scenarios in which those rights may have been violated.

Developmental Objective: Students will be able to read about and discuss controversial matters
from history in a small group setting with respect to all group members opinions.
Grade Level Content Expectations (GLCEs):
5 U3.3.8 Describe the rights found in the First, Second, Third, and Fourth Amendments to the
United States Constitution.

5 - P3.1.1 Identify contemporary public issues related to the United States Constitution and their
related factual, definitional, and ethical questions.

5 U3.3.7 Describe the concern that some people had about individual rights and why the
inclusion of a Bill of Rights was needed for ratification. (C)

ISTE-T Standards:

1. Facilitate and inspire student learning and creativity
c. Customize and personalize learning activities to address students diverse learning
styles, working strategies, and abilities using digital tools and resources.

Materials & Supplies Needed:

Case Write-Ups
Computer for PowerPoint
One Projector w/ screen



Activity
Element
& Time (in
minutes)
Procedures and management
Step-by step procedures including questions and
main points: visualize what you are going to say
to the students. Select at least three high-leverage
practices you will focus on. It might be helpful to
script out what you are going to say, although
during the lesson you do not need to use this
language verbatim.
Academic, social &
linguistic adaptations,
resources, and support
How will you support ALL
students?
Introduction
5minutes
PowerPoint Slides:
How many of you have been in a situation and
there has been a consequence where you thought it
was unfair?
How many of you or someone you know have
been in a class where you felt like you couldnt
express your opinions? Agree/Disagree
Do you think there should be rules protecting
peoples rights? Agree/Disagree
Ask students how consequences are decided by
the law. How did we come up with our laws we
have today in the United states? Introduce the Bill
of rights (the first amendment to the constitution)
Write our questions in text
on the slides show.
Arranging the classroom so
it is open so students with
physical disabilities can
easily navigate to both sides
of the room.

Activity 1
6 minutes
PowerPoint Slide: With introduction with simple
description of bill of rights. Representation of Bill
of Rights. Zoom in on 1st amendment.
Provide text on the slides to
support our instruction.
Have class arranged in
groups of 4 or 5 to support
PowerPoint Slide: First amendment as it is written
in the Bill of Rights. Read the description and talk
about what it means.
Activity: Have students as a group write or draw
their own explanation of the first amendment.
Then, discuss how they might use it in their lives,
or experiences in the past where it has been
important. Have them write it down on a paper to
be turned in.
group discussion.
Transition
2 minutes
Have students share their experiences that
involved the first amendment.

Activity 2
10 minutes
Pass each group their case they will be discussing
and have them discuss what their opinions are
about it.
Cases: Religion, Speech, Press, Peaceable
Assembly.
Give groups time to discuss their opinions.
The use of groups can help
students who have a more
difficult time with reading
comprehension. Students
can use others ideas to
create their own stance they
feel confident in.
Transition Have students form a stance on the case and
prepare them to share it with the class.
The teacher will be walking
around listening to
discussion. The teacher will
guide the students
discussion with questions
and promote the students
forming their own opinions.
Activity
3/Conclusion
Each case study group will share to the class the
situation they worked on. They will state which
part of the first amendment that their case related
to and why. Then they will share their opinions on
the topic. The class will have a chance to share
their opinions on the topic. Lastly, each student
will have to make a stance on the topic. Students
who think the person/people in the case have a
right will go to the right of the classroom, and
students who think the person/people have the
right will go to the left of the classroom.
This is completed for each group with their case

study.

Assessment:
The assessment I will have to see if the students learned the material will include having the
students write the definition of the 1
st
amendment in their own words or draw a picture of what
the 1
st
amendment includes. I will be looking for the definitions to include the freedoms that we
discussed in class.