Civil Rights lesson plan

1. 10th
Grade Civics
Unit 6 (1 ½ weeks) “ Got Rights”
SECTIONS 1. Bill of Rights (2 days)
2. “Free at Last” Civil Liberties: First
Amendment Freedoms (2 days)
3. Due Process using the 5th
and 14th
Amendments
(2 days)
4. Assessment and review ( 2 days)
Enduring understandings
• Our democracy is characterized by written documents that protect the
rights of individuals.
• All citizens receive equal protection under the law.
• All citizens are innocent under the law until proven guilty.
• The Supreme Court judges vote to determine which cases they will hear
annually.
• Supreme Court judges have different interpretations of the constitution.
Key Vocabulary:
Americans with
Disabilities Act
Civil Liberties Docket Law clerk Separation
Church an
Anti-Federalist Civil Rights Double Jeopardy Libel Slander
Appeal Civil Rights Act
of 1964
Due Process of
Law
Magna Carta
Arbitrary Civil Rights Act
of 1968
Eminent domain Remand
Bill of Rights Constitution Federalist Risk speech
Boycott Constitutional
Convention
Individuals with
Disabilities
Education Act
Selective
Incorporation of
Bill of Rights
Brown vs. Board
of Education
Demonstrations Judicial Restraint Self
Incrimination
GPS Standards:
SSCG6 The student will demonstrate knowledge of civil liberties and civil rights.
a. Examine the Bill of Rights with emphasis on First Amendment freedoms.
b. Analyze due process law expressed in the 5th and 14th Amendments.
c. Explain selective incorporation of the Bill of Rights.
d. Explain how government seeks to maintain the balance between individual liberties and the
public interest.
e. Explain every citizen’s right to be treated equally under the law.
SSCG16 The student will demonstrate knowledge of the operation of the federal
judiciary.

2. 10th
Grade Civics
c. Describe how the Supreme Court decides cases.
d. Compare the philosophies of judicial activism and judicial restraint.
Unit II “Got Rights”
Suggested Unit Performance Assessments
Content Expectation:
Civil Liberties and Civil Rights are guaranteed in a democracy; and all steps should be
taken to guard against the violation of these rights.
Culminating Project Suggestions
Students will create a slide presentation using Microsoft photo-story
(http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips
/firststory.mspx)
The entire presentation should relate back to the Unit theme- “Civil Rights/ Civil
Liberties”. The presentation can be an informative presentation detailing the
individual rights and freedoms guaranteed in the constitution; or an illustration of the
violation of individual rights. Students can incorporate events of the past or present
into their presentation. . The presentation should include photographs, captions, voice
narration and music. The presentation must coincide with one of the unit sub-themes:
• Bill of Rights
• Civil Liberties: First Amendment Freedoms
• Supreme Court Docket and Decision Making
• Due Process using the 5th
and 14th
Amendments
• Civil Rights: Equal Protection Under the Law
• Judicial Activism v. Judicial Restraint
• Put students in groups of five. Have students to organize a Civil Liberties
conference. Each group should create a brochure that covers one of the sections
in this unit. Each group should provide the historical background in relation to
their section. Each group should also include at least two court cases, two
newspaper articles, discussion questions for the class, and some form of visual.
All members in the group should have a part. Students should make their
presentation to the class. The groups will be evaluated based upon their brochure
and class presentation.

3. 10th
Grade Civics
Unit II Got Rights
Section 1 Bill of Rights (2 days)
EssentialTeachingElements
AIM 1- Why was the Bill of Rights added to the Constitution? (3 days)
SSCG6 The student will demonstrate knowledge of civil liberties and civil rights.
a. Examine the Bill of Rights with emphasis on First Amendment freedoms.
b. Analyze due process law expressed in the 5th and 14th Amendments.
c. Explain selective incorporation of the Bill of Rights.
d. Explain how government seeks to maintain the balance between individual liberties
and the public interest.
e. Explain every citizen’s right to be treated equally under the law.
Core Text: Magruder’s American Government pp 532-6
Vocabulary: Constitution, Constitutional convention, Federalist, Anti-Federalists,
Bill of Rights,
Instructional Point to Teach:
• The Constitution of the
United States explains the
rules, responsibilities and
organization of the
government.
• At the Constitutional
convention, anti-federalist
complained that the
Constitution did not contain
enough individual
guarantees for individuals.
• .The Bill of Rights provides
citizens with additional
rights not explicitly stated in
the constitution.
• The Bill of Rights
safeguards the individual
rights of citizens against
actions of the government.
Discussion Questions:
• What is the purpose a
Constitution?
• Once a constitution is written,
should the people be allowed to
change it? And Why?
• Why did the Framers of the
Constitution include a Bill of
Rights?
• Which individual rights are
guaranteed by the Bill of Rights?
Performance Expectation: Students will determine which one of the Bill Of Rights coincides
with the various scenarios presented and give a reason as to how it violates the Bill of Rights
(See Teacher Ancillaries The Constitution, Past Present, and Future pg 34).

4. 10th
Grade Civics
DifferentiationStrategies Accelerated Students: Students will create five scenarios that violate the Bill of
Rights and explain how it violates with the Bill of Rights.
English Language Learners: Show Bill of Rights power point presentation on
overhead. Distribute Bill of Rights handout to student. Distribute Bill of Rights
Visual Worksheet. Have students complete with a partner or as a class.
Less Proficient Learners: Show Bill of Rights power point presentation on
overhead. Distribute Bill of Rights handout to student. Have students complete Bill
of Rights Scavenger Hunt with a partner or as a class.
Additional Instructional Suggestions:
• Students will write an anti-federalist pamphlet with at least 4 facts, 1
symbol and 1 slogan that will serve to convince American colonists to
petition their representatives to include a Bill of Rights in the Constitution.
• Students will find an article from a major newspaper that deals with the
violation of at least one of the Bill of Rights and write an editorial or
summary of the article.
• Put students in groups of five and have them discuss what basic rights that
students should have within the classroom. Then have the students from
each of the groups to compile a list of rights, at least five, and create a
classroom Bill of Rights that protect the rights of students. Have students
to present their rights to the class and explain why each of the rights they
selected should be incorporated into the classroom rules.
• Have students to create a political cartoon about the Bill of Rights.
Resources
United Streaming:
The Cost of Freedom: Civil Liberties, Security, and the USA PATRIOT Act
(56:17)
2nd Amendment: The Right to Bear Arms (24:59)
Educational Resources House of Representatives
http://www.house.gov/house/Educate.shtml
The Constitution, Past Present, and Future pg 34

5. 10th
Grade Civics
Sample Lesson
Materials: BINGO CARD (or materials to create one)
Bingo markers (pinto beans work well)
Bill of Rights scenarios (see attachment in instructional procedures)
Classroom set of Constitutions (most textbooks will have the complete Constitution at the
back of the book)
Procedures:
Background For Teachers:
Though ratified in 1787, the United States Constitution came under heavy criticism by
anti-federalists who were upset that certain guarantees of individual rights were not
included. Others in the Constitutional Convention only approved of the Constitution on
the understanding that a guarantee of such rights would be added. The Bill of Rights,
written by James Madison, were the first additions or amendments made to the
Constitution. They guarantee certain individual rights like freedom of speech, religion,
the right to petition the government for redress of grievances, the right to a jury, the right
to bear arms, and other rights. The Bill of Rights was ratified in 1791.
Student Prior Knowledge:
This lesson should be taught in conjunction with the Constitution as a whole. Students
should have a base understanding of what the Constitution is, how it came about, and
what the main elements of the Constitution are. Students should also be aware of the
happenings of the Constitutional Convention and the ratification process, during which a
Bill of Rights was promised. Students should understand the background of the framers
and their experience with British law in the pre-Revolution American colonies that
inspired these 1st 10 amendments.
Bell ringer- Ask students to look up in their Constitutions where the framers included a
list of guarantees for the people of this country. Does the Constitution mention the people
anywhere in the 1st article? 2nd? 3rd? (Briefly review the content of the seven articles
and lead the class to the conclusion that there is no list of PEOPLE’S rights in the core of
the Constitution.) Lead a discussion encouraging students to think about the importance
of such a list included in this the “Supreme Law of the Land.” How can we as people be
sure we have the rights we desire if those rights are not written down somewhere and
what better place than the Supreme Law of the Land?
Activity
Step 1: Step 2: Write “Bill of Rights” on the board and ask the class for definitions.
Explain to the class that the Bill of Rights is the 1st 10 amendments made to the

6. 10th
Grade Civics
Constitution. Make sure students understand that an amendment is a change to the
Constitution. (You may want to review Article 5 of the Constitution in which the process
of constitutional amendments is discussed. It may also be interesting to note that in the
200-plus years since the writing of this sacred document, only 27 “changes” or
amendments have been made.) Also, explain that these first 10 are our guarantees or
certain rights as people. Some of these rights protect those accused of a crime; others
rights protect the minority: each of the amendments included in the Bill of Rights help to
ensure a more democratic society and lessens the possibility of an usurpation of power by
those in authority.
Step 3: At this point, tell the students that we are going to look at each of these 10
amendments in terms of examples that might apply to us. Have students read the
examples (attached) and have students look in their Constitution to find the appropriate
Bill of Rights that applies to each example. As students read and identify the proper Bill
of Rights, list them on the board and encourage students to write them down. (It is easier
for students to remember if keywords are used rather than entire definitions.) Also,
discuss the historical reasons for each amendment. (For example, the 3rd amendment was
passed as a direct result of the Quartering Act so hated by the colonists.)
Step 4: Once all the examples have been read and each amendment has been discussed,
review their knowledge with the “Bill of Rights BINGO”. You may create a BINGO card
for each student, or have them create their own in class (see attachment for example).
Students should create a table (5 rows, 5 columns) with an amendment (1-10) in each
space, leaving the center space FREE. You will also need to provide students “markers”
(beans or popcorn kernels work well) and be prepared with the lettered numbers (B-1, N-
8) to call out. When everyone has a BINGO card, begin the “game.” However, instead of
simply calling the letter and number, call the letter and the guarantee or the amendment.
For example, B-Freedom or speech. N- No cruel or unusual punishment. It’s up to you if
you want to let students use their books or notes. You may want to play a couple games,
allowing books/notes at first and then having students put these things away. When a
student gets “BINGO”, he/she doesn’t not win unless he/she can go through each square
and recite what the amendment is and explain what it means. You may even want to
require the student to provide an example with each amendment named to truly assess
his/her understanding.
Closure: Ticket out the door. Have students to write as many of the Bill of Rights that
they can remember in 3 minutes.
Assessment/Homework: Have students to complete Chapter 4 Section 1 Review pg. 95
in the American Civics book.

7. 10th
Grade Civics
Unit 6 Got Rights
Section 2 Civil Rights-Equal Protection Under the Law
EssentialTeachingElements
AIM 1: How does the First Amendment protect personal
freedoms? (2 days)
SSCG6 The student will demonstrate knowledge of civil liberties and civil
rights.
a. Examine the Bill of Rights with emphasis on First Amendment freedoms.
b. Analyze due process law expressed in the 5th and 14th Amendments.
c. Explain selective incorporation of the Bill of Rights.
d. Explain how government seeks to maintain the balance between individual
liberties and the public interest.
e. Explain every citizen’s right to be treated equally under the law.
Core Text: Magruder’s American Government pp 537-58
Vocabulary: Civil Liberties, Civil Rights, Slander, Libel, Separation of
church and state, Risk speech
Instructional Point to Teach:
• Civil liberties set limits for
government so that it cannot
abuse its power and interfere
with the lives of its citizens.
• The First Amendment
protects basic rights, such
as; freedom of worship,
freedom of speech, freedom
of press, freedom of
assembly and freedom to
petition.
• First Amendment rights are
not absolute.
• The Supreme Court seeks to
strike a balance between
first amendment rights and
the welfare of the entire
society.
• The Supreme Court has
often defined “at risk
speech,” as being
unprotected by the First
Amendment.
.
Discussion Questions:
• Why do citizens need
protection against the
government?
• Do you believe that 1st
amendment rights should
be absolute? Why
• What basic rights are
protected under the 1st
amendment?
• Can you give an example
of risk speech?

8. 10th
Grade Civics
Performance Expectation: Have students to analyze scenarios and determine if there is
a clear violation of first amendment freedoms. See Unit 1 supplemental materials “Civil
Liberties and Civil Disagreements:” When Rights Collide”
DifferentiationStrategies
Accelerated Students: Have students to select a supreme court decision
dealing with the first amendment and write an editorial supporting or
disagreeing with the decision.
English Language Learners: Pair ELL with another student to complete
performance expectation.
Less Proficient Learners: Play a True or False Game with the Limits of The
First Amendment
Additional Instructional Suggestions:
• Have students to create a poster illustrating each of the first
amendment civil liberties.
• Have students to write a rap song that illustrates first amendment
civil liberties and rights.
• Have students to read the article, rap lyrics and 1st
amendment
rights located in Unit 1 supplemental materials. Lead class in a
guided discussion. Can rap music be considered risk speech?
• Have students to analyze a Supreme Court decision dealing with
freedom of speech, freedom of religion or freedom of the press.
Supreme Court cases can be found in the Holt Teacher Resource
Kit: The Constitution- Past, Present, and Future
Resources
Synopsis of Supreme Court cases on the 1st
Amendment
http://www.anarchytv.com/speech/cases.html
News War- Presented by Frontline- Freedom of the Press short videos
Does the government have the right to ask reporters to reveal their sources?
Is this a violation of the first amendment, “Freedom of Press”?
http://www.pbs.org/wgbh/pages/frontline/newswar/view/
Discover how Supreme Court decisions impact the everyday lives of
American citizens, particularly teenagers. Incredibly informative and
interesting. Have students to try and guess which amendment goes with the
scenario presented.
http://www.pbs.org/wnet/supremecourt/educators/adayinthelife.html
Article “Activist at odds with first amendment over 'gangsta rap'”
http://www.cjonline.com/stories/012408/lei_239621006.shtml
A copy is also available in the Unit 2 Supplemental Materials.

9. 10th
Grade Civics
Sample Lesson
Procedures:
Scheme Themes: Civil Disagreements: “When Rights Collide”
Materials:
• Teacher Facilitation Sheet
• Student Handout
• Student Response Sheet
• Debriefing Questions
Bell ringer: Ask students to respond to the following quote:
Three quarters of all disagreement and misunderstandings would disappear from the
world, were we able to put ourselves in the shoes of our opponents and understand their
views. Either we would come to an agreement with them or we would think charitably
of them.
Possible Examples Of Issues For This Activity
Capital Punishment
Gun Control
Censorship on Music, Movies, Television, etc.
Protecting the Environment
Rights of Anti-Government or Hate Groups
Search and Seizure Laws
Universal Health Care Policy
Prayer in School
Gay Marriage
Raising/ Lowering Drinking or Voting Ages

10. 10th
Grade Civics
Activity
• Introduce an issue to the class. You may wish to use an article, or lecture format
so that students thoroughly understand all sides of the issue you are teaching.
• Decide whether you want students to work individually, in pairs or small groups.
• Distribute copies of the Student Worksheet to students.
• Have the students summarize the issue that you have introduced in a brief
sentence on the “Policy Issue” line.
• Go over the instructions on the Student Handout with the class.
• Have students complete the worksheet, encouraging them to discuss responses
with their partner or small group and decide whether or not democracy is working
at an appropriate balance for this issue.
Closure: List the responses from both sides of the scale. Discuss with the class
which items they indicated were taking away from order and which they thought were
adding to order and or freedom. Decide as a class whether or not this issue is a good
example of balance (rights of the individual vs. what is good for society).
Assessment/Homework: Have students to write a paragraph highlighting the pros and
cons of the issue and take a stand.

11. 10th
Grade Civics
Unit 6 Civil Rights/Civil Liberties
Section 3 Due Process: The 5th
and 14th
Amendments (3 days)
EssentialTeachingElements
AIM 1-How are the 5th
and 14th
Amendment similar?
AIM 2-How does the concept of Due Process protect American citizens?
SSCG6 The student will demonstrate knowledge of civil liberties and civil rights.
a. Examine the Bill of Rights with emphasis on First Amendment freedoms.
b. Analyze due process law expressed in the 5th and 14th Amendments.
c. Explain selective incorporation of the Bill of Rights.
d. Explain how government seeks to maintain the balance between individual liberties
and the public interest.
e. Explain every citizen’s right to be treated equally under the law.
Core Text: American Civics pp 63-64, 93-94, 97, 186-87, 206, 390, 498, 640,
634-641
Vocabulary: Arbitrary, Due Process of Law, Self-incrimination, Double
jeopardy, Eminent domain, Magna Carta,
Instructional Point to Teach:
• Due Process dates back to
the Magna Carta. It limited
the power of the English
monarchy from arbitrarily
taxing and taking lands from
nobles.
• 5th
Amendment-No person
shall be ... deprived of life,
liberty, or property, without
due process of law.
• 14th
Amendment-No State
shall deprive any person of
life, liberty, or property,
without due process of law.
Discussion Questions:
• What was the purpose of the Magna
Carta?
• What similarity does the 5th
and 14th
Amendment share? How are they
different?
• How does the 5th
Amendment
protect the rights of citizens
accused of a crime?
• Why was the 14th
Amendment
passed?
Performance Expectation: Students will analyze scenarios (Theme Schemes-“Is It Fair”- see
Unit 2 Supplemental materials) and determine if the scenario is fair or not. Then the students
will justify their answer by writing a short statement supporting their decision.

12. 10th
Grade Civics
DifferentiationStrategies Accelerated Students: Have students to create two scenarios that demonstrate
the violation of the 5th
or 14th
amendment.
English Language Learners: If necessary, allow student to write initial answer
in primary language and use a translator dictionary to rewrite in English.
Less Proficient Learners: Aim #1 Distribute the 5th
and 14th
Amendment Due
Process handout. Have students create a comparison chart of the similarities and
differences of the 5th
and 14th
Amendments.
Aim#2 Read Patriot Scenarios and have students identify which individual
should be afforded due process under the law.
Additional Instructional Suggestions:
• Put students in groups of five and have them to discuss and analyze the
handout, “Bill’s Bad Day” located in the Unit2 supplemental materials.
Each group must determine if Bill and his family due process rights were
violated. Each group must compile a list of the Due Process violations and
give a reason as to how Bill and his family due process rights were
violated.
• Lead class in a guided discussion using the handout “High School
Students: Due Process; teaching about Due Process of the Law.” This
is a debriefing exercise (select relevant points to discuss) that coincides
with “Bill’s Bad Day.”
• Have students to complete the Due process acrostic exercise.
Resources
Landmark cases: Supreme Court- Due Process
http://www.landmarkcases.org/
Lesson plans for Due Process
http://www1.umn.edu/humanrts/education/4thR-F96/DueProcess.htm
United Streaming: Civil Rights Movement
Free At Last (49:00)
United Streaming: Japanese internment during WWII
Profiles of Courage, Controversy, and Sacrifice (WWII): Home front USA
(15:01
Lesson plans: Due Process- Japanese internment camps WWII
http://school.discoveryeducation.com/lessonplans/activities/japaneseamericans/

13. 10th
Grade Civics
Due Process Acrostic
Directions: Each word selected must relate to the actual
meaning of the law. Next, write a sentence explaining how it
relates.
D _________________
U _________________
E _________________
P _________________
R _________________
O _________________
C _________________
E __________________
S __________________
S ___________________