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Standard Activity 2.2.1


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  • 1. You Have the Right to..... By: Mary Ellen Wessel
  • 2. Indicator
    • 2.2.1 Explain that the United States government is founded on the belief of equal rights for its citizens. (Individuals, Society and Culture)
  • 3. Definitions
    • Citizen – someone with rights and responsibilities in a particular community, city, state or country.
    • Rights - that which is due to anyone by just claim, legal guarantees, moral principles, etc.: women's rights; Freedom of speech is a right of all Americans.
    • Responsibilities - answerable or accountable, as for something within one's power, control, or management (often fol. by to or for): He is responsible to the president for his decisions .
  • 4. Research
    • Some of the freedoms and rights protected in the Bill of Rights include:
    • · Freedom of Religion
    • · Freedom of Assembly
    • · To Keep and Bear Arms
    • · Freedom of Speech
    • · Freedom of the Press
    • · Protection for those Accused of Crimes
  • 5. Activity Day 1
    • Make a 2 column chart on the board. Label 1 rights and the other responsibilities.
    • Tell students that, as citizens of the US, they have certain rights.
    • Guide students to think about some rights they have as citizens of the community and list these under “Rights.”
    • Ask students what rights they have at school.
    • List the responses in the “Rights” column.
    • Explain to students that for each right there is a responsibility.
    • Ask students what responsibilities they have as a student. Put responses under the “Responsibilities” column.
    • Ask students what responsibilities they have as a citizen of the community. Put responses under the “Responsibilities” column.
  • 6. Activity Day 2
    • Divide the class into four groups.
    • Give each group a poster board and a set of markers.
    • Explain to students that they are going to make a poster that illustrates some of the rights they just discussed.
    • Have two groups create a Classroom Bill of Rights and the other two groups to make a Community Bill of Rights.
    • When students are finished with the posters post them on the board for the class to compare.
  • 7. Activity Day 3
    • Review rights and responsibilities with students.
    • Review the rights and responsibilities for the school and for the community.
    • Discuss with students which responsibilities go with which rights.
    • Discuss what we do to fulfill our responsibilities.
    • Discuss if every right has a responsibility that goes with it.
  • 8. Activity Day 4
    • Share books with the students that discuss the Bill of Rights. Such as A Kids' Guide to America's Bill of Rights: Curfews, Censorship, and the 100-Pound Giant, A More Perfect Union: The Story of Our Constitution, and Bill of rights (true books).
    • Have students in groups look through the books. Tell them to look for rights that they have as citizens in the books and jot them down.
    • Then as a class go over the rights the students jotted down.
    • Discuss the Bill of Rights with the students.
    • Make a list as a class showing the Bill of Rights.
  • 9. Activity Day 5
    • Review the rights and responsibilities for school and the community.
    • Then discuss the rights of the country.
    • Make 4 new posters as a class. 1 for rights in the classroom, 1 for rights in the school, 1 for rights in the community, and 1 for rights in the country.
    • Hang posters around the room.
  • 10. Resources
    • Retrieved (2009, November 2) from
    • Krull, K, & Divito, A. (1999). A Kids' guide to america's bill of rights: curfews, censorship, and the 100-pound giant . U.S.A.: First Avon Camelot Printing.
    • Maestro, B, & Maestro, G. (1990). A more Perfect union: the story of our constitution. New York: Willam Morrow & Company Inc..
    • Taylor-Butler, C. (2008). Bill of rights (true books). New York: Children's Press.
    • Standard Indicator:
    • (2002, July 8). Rights of citizens: the bill of rights. Retrieved from