4th Unit – The Bill of Rights and Other Amendments (December/January)

*Civics EOC Reporting Category 1      **Civics EOC Reporting Category 2     ***Civics EOC Reporting Category 3     ****Civics EOC Reporting Category 4

• Identify the correct sequence to propose and ratify amendments to the U.S. Constitution;
• Recognize the significance of the difficulty of formally amending the Constitution;
• Recognize the importance and purpose of a formal amendment process,
• Recognize the five freedoms protected by the first amendment.
• Use scenarios to identify rights protected by the Bill of Rights.
• Reference in Discussion: Tinker v. Des Moines, Hazelwood School District v. Kuhlmeier, Miranda v. Arizona, Gideon v. Wainwright, and In re Gault.
• Examine the role of the judicial branch of government protecting individual rights.
• Use scenarios to examine the impact of limits on individual rights on social behavior.
• Examine rationales for limiting individual rights.
• Recognize how the social, political, and economic systems in the U.S. depend on individual rights.
• Use scenarios to recognize and/or evaluate options for exercising constitutional rights.

Daily Bell Ringer – Students are required to record their answers for daily critical thinking questions in their bell ringer notebooks (either a spiral notebook kept in class or a section kept in a student’s binder).

Daily Instruction – Students are required to participate in daily instruction, which can include PowerPoint presentations, group discussions, think-pair-shares, real-world simulations, videos/movies, formative assignments, and note taking.

Almost all work is done in class.  Although students do not receive separate assignments to be done at home, they are still expected to take home any incomplete classwork, as well as study for unit summatives.

Quizlet

https://quizlet.com/102993904/bill-of-rights-amendments-1-10-flash-cards/

iCivics Games

https://www.icivics.org/games/do-i-have-right