Project Overview
Language Arts Unit 1
Language Arts Unit 2
Science Unit
Social Studies Unit 1
Social Studies Unit 2

Studies (1)

Unit Overview

1. Introduction

2. Rights Scorecard

3. Amendment Comics

4. Separation of Powers

5. Vocabulary Assessment

6. Graphic Images

7. Search and Seizure

8. A Debate on Cruel and Unusual Punishment

9. Due Process

10. Project



Lesson 3: Amendment Comics
Application (Differentiated)

Differentiation: This lesson will take advantage of student differentiation by asking students to create comic books based on the bill of rights. It provides high ability students the opportunity to translate the Bill of Rights into cartoons by either translating the text or by using illustration skills.

Class Time Required: two 45 minute periods.

Purpose, Background and Context: Students will be working with The Bill of Rights by making a comic book based on the document. This will familiarize them with the Bill of Rights and the principles contained in Amendments 1 – 10. They will work in groups of 3, with each person completing a role based on individual achievement from the prior lesson. For example, the strongest illustrators will illustrate the cartoons. Students with strong verbal-linguistic skills will interpret the amendments, and strong readers will read the amendments.

Objectives for Student Understandings: Students should understand the workings of the Constitution, the Constitution and its amendment process, and the Bill of Rights.

Objectives for Student Skill Development: Students should be able to read for understanding, evaluate primary documents, develop an increased vocabulary, translate facts that are read into other methods of information delivery, generalize from given facts, predict consequences of actions, and verify the value of evidence.

Materials, Resources and Readings: Copies of the Bill of Rights
(; blank paper, colored pencils or markers.

Lesson Questions:           
How do rights apply to you?
Are all of the rights important to you?
Who determines how your rights are protected?

Preface (5 Minutes)
Vocabulary words (See vocab list at end of the unit’s overview).

Procedure 1 (10 Minutes)
Write the following question on the board: How do rights apply to you? Give students five minutes to write down the answer to the Lesson Question. Then ask them for their answers, and write them on the board. Students will focus on some of the rights discussed in the previous lesson, but this lesson will focus on ALL of the rights in the Bill of Rights. Explain that the Constitution was passed in 1787 and is the document that forms the basis for our government. It is comprised of two parts: articles, which will be discussed in the following lesson, and amendments, or changes that people thought should be made to the original document. Be sure to tell the students that the Bill of Rights are the first 10 amendments, and that these were added almost as soon as the original Constitution became law.

Procedure 2 (75 Minutes)
DIFFERENTIATE BY Create groups of three students by mixing the best artists, best readers and best interpreters. Each group should have 3 people, and there can be as many groups as there are students. Also, try to distribute students with poor attendance records accordingly, as they may not be able to do all of the work if this assignment lasts beyond one class period.

Each group is to read through the Amendments. One student is to read the amendment, one is to lead the discussion about it in the group, and one is to draw a picture of the amendment in practice. For example, student 1 can read Amendment 1, student 2 can explain Amendment 1 to the other students, and student 3 can draw a picture of someone praying to illustrate the amendments.

When the students are done working, you may have the groups share their illustrations. Ask for some examples of each amendment, so you can have a discussion about how they chose to illustrate their rights, and which ones affect them the most. Also, you can get a sense as to which authority enforces these rights by looking at their cartoons, and asking them about any authority figures in the cartoons.

At the end of the discussion, collect and evaluate the cartoons, giving 3 points for each cartoon the group completes.


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