CHAPTER 6 The Bill of Rights ESSENTIAL QUESTION: How do societies balance individual and community rights? Table of Contents SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels. SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights. SS.7.C.2.10 - Examine the impact of media, individuals, and interest groups on monitoring and influencing government. SS.7.C.3.6 Evaluate constitutional rights and their impact on individuals and society. SS.7.C.3.7 Analyze the impact of the 13 th, 14 th, 15 th, 19 th, 24 th, and 26 th amendments on participation of minority groups in the American political process. SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases. SS.7.C.3.13 Compare the constitutions of the United States and Florida. Add dates to the lines below upon completion. Date Title of Pages Page Spotlight on Content Vocabulary... 2-6 Lesson 1 The First Amendment Lesson Kickoff Activity: Texas v. Johnson... 7 Lesson 1 The First Amendment Active Note-Taking Activity... 8 Lesson 1 The First Amendment Cross-Curricular Activity Writing a Letter to the Editor... 9 Lesson 2 Other Bill of Rights Protections Lesson Kickoff Activity: The Great Balancing Act... 10 Lesson 2 Other Bill of Rights Protections Active Note-Taking Activity... 11-12 Lesson 2 Other Bill of Rights Protections Putting It All Together Activity: Is This Constitutional?... 13 Lesson 3: Furthering Civil Liberties Lesson Kickoff Activity: Equality in the U.S. Human Spectrum... 14 Lesson 3: Furthering Civil Liberties Active Note-Taking Activity... 15-16 Lesson 3: Furthering Civil Liberties Processing Activity: Designing the 28 th Amendment... 17 DIRECTIONS: After reading and reviewing this chapter, use the information you learned to answer the chapter s essential question in a paragraph below. 1
DIRECTIONS: As the content vocabulary is discussed throughout the chapter, fill in the graphic organizer below. At the end of the lesson, use each word in a meaningful sentence. Underline or highlight the word in each sentence. These sentences should prove mastery of the word. LESSON 1 civil liberty: the freedom to think and act without government interference or fear of unfair legal treatment free speech: the right to say our opinions, in public or in private, without fear of being stopped or punished by the government for those ideas censorship: the banning of printed materials or films due to alarming or offensive ideas they contain 2
CHAPTER 6 The Bill of Rights petition: a formal request for government action slander: spoken untruths that are harmful to someone s reputation libel: written untruths that are harmful to someone s reputation LESSON 2 accused: a personal officially charged with a crime 3
CHAPTER 6 The Bill of Rights probable cause: a strong reason to think that a person or property was involved in a crime search warrant: a court order allowing police to search property and seize evidence indictment: a document issued by a grand jury to charge someone with a crime double jeopardy: putting someone on trial for a crime of which he or she was previously found innocent 4
CHAPTER 6 The Bill of Rights self-incrimination: giving evidence about yourself that could lead to you being found guilty of a crime due process: following established legal procedures eminent domain: the right of the government to take private property usually land for public use bail: a sum of money used as a security deposit to ensure that an accused person who is released from jail returns for his or her trial 5
CHAPTER 6 The Bill of Rights LESSON 3 black codes: laws from after the Civil War that kept African Americans from holding certain jobs, gave them few property rights, and limited their rights in other ways suffrage: the right to vote poll tax: a sum of money required of voters before they are permitted to cast a ballot 6
CHAPTER 6 The Bill of Rights LESSON 1 THE FIRST AMENDMENT ESSENTIAL QUESTION: How do societies balance individual and community rights? TEXAS V. JOHNSON (1989) Directions: One of the freedoms protected under the First Amendment is the Freedom of Speech. Read the case summary below and determine whether or not you think Gregory Johnson s actions are protected under this amendment. In 1984, the Republican Party held its national convention in Dallas, Texas, for President Ronald Reagan, who was seeking reelection. Protestors gathered in the streets to voice their opposition for Reagan s practice and policies. Gregory Lee Johnson was one of these protestors. He was handed a flag that was taken from a flag pole. Johnson poured kerosene on the flag and set it on fire. He began to chant, Red, white, and blue, we spit on you. His supporters joined in the chant. No one was hurt or threatened. Gregory Johnson was arrested, charged, and convicted of violating Texas law, which made it a crime to desecrate the American flag, a venerable object. At the time, 47 other states also viewed flag desecration as a crime. He received one year in prison and had to pay a $2,000 fine. Gregory Johnson appealed his conviction and took his case to the United States Supreme Court. Johnson argued that flag desecration violated his First Amendment right to Freedom of Speech. References: Cornell University Law School http://www.law.cornell.edu/supct/html/historics/ussc_cr_0491_0397_zs.html http://www.bc.edu/bc_org/avp/cas/comm/free_speech/texas.html YOU BE THE JUDGE 1. Can the government regulate the use or misuse of American symbols? Explain your response. 2. Should Gregory Johnson s actions be protected by the First Amendment s Freedom of Speech clause? Explain why or why not. AFTER CLASS DISCUSSION: 3. What is your opinion about the Supreme Court decision in this case? Explain your opinion and feelings. 7
LESSON 1 I THE FIRST AMENDMENT Guaranteeing Civil Liberties Guiding Question: Which individual rights are protected by the First Amendment? Directions: Using the space below, outline the shape of your hand on the paper. Be sure to make your fingers thick enough to write information inside of them. Five freedoms are guaranteed in the First Amendment. Using pages 172-175, list and describe the 5 freedoms in the fingers of your hand. Place the freedom you believe is the most important in your thumb. 1. How are citizens rights limited? p. 176 Limits on Civil Liberty Guiding Question: Why are limits placed on individual rights? 2. List 4 ways that your Freedom of Speech is limited. 8
LESSON 1 I THE FIRST AMENDMENT WRITING A LETTER TO THE EDITOR Letters to the Editor This is a section of the newspaper in which people are able to express their opinions and reactions to different events, issues, and topics. Directions: You are going to have the opportunity to participate as a citizen in the community back in 1965. Read about the Tinker v. DesMoines School District case on page 177 of your textbook. You can research the case further at the following websites: Street Law --http://www.streetlaw.org/en/landmark.aspx U. S. Courts --http://www.uscourts.gov Cornell University Law School -- http://www.law.cornell.edu/supct/html/historics/ussc_cr_0393_0503_zo.html After conducting your research, write a letter to the editor of the Des Moines Register (the local newspaper) about your opinion and reaction to the outcome of the case. Be sure to include facts from the case and information you learned about the First Amendment in the body of your letter. Date: Dear Editor,, 9
LESSON 2 OTHER BILL OF RIGHTS PROTECTIONS ESSENTIAL QUESTION: How do societies balance individual and community rights? THE GREAT BALANCING ACT Directions: Use the graphics below to answer the questions. Individual Rights Community Rights The Bill of Rights 1. Describe specific circumstances when the community s rights outweigh the rights of the individual. Community Rights Individual Rights The Bill of Rights 2. Why is important to create a balance between individual rights and community rights? 10
LESSON 2 OTHER BILL OF RIGHTS PROTECTIONS Rights of the Accused Guiding Question: How does the Bill of Rights protect the rights of the accused? Question Answer Illustration 1. How does the Fourth Amendment protect the accused? (Use the terms probable cause and search warrant in your answer.) p. 178 2. How does the Fifth Amendment protect the accused? (Use the terms indictment, double jeopardy, eminent domain, due process, and self-incrimination in your answer.) p. 179 3. How does the Sixth Amendment protect the accused? (Use the terms charges, jury, and witnesses in your answer.) p. 180 4. How does the Eighth Amendment protect the accused? (Use the terms bail and cruel and unusual punishment in your answer.) p. 181 11
Additional Protections Guiding Question: Which other protections does the Bill of Rights offer? 5. What right is protected in the Second Amendment? (Use the terms militia and license in your answer. pp. 181-182 6. What does the Third Amendment protect? p. 182 7. What does the Seventh Amendment guarantee? (Use the term civil lawsuits in your answer.) p. 183 8. What rights are protected in the Ninth Amendment? p. 183 9. What is stated in the Tenth Amendment? p. 183 12
LESSON 2 OTHER BILL OF RIGHTS PROTECTIONS IS THIS CONSTITUTIONAL? Directions: Use your knowledge about the Bill of Rights to determine whether the actions in the following scenarios are constitutional. Be sure to cite the amendment and the rights that are being protected or violated. Situation #1 A police officer is driving down a dark street and decides to search a home because the front porch lights are off. Is this constitutional? Situation # 2 A woman is caught stealing a candy bar from a local convenience store. The judge sets her bail for $5,000. Is this constitutional? Situation # 3 Jerry Jones was arrested for protesting the new schoolwide dress code. He was denied bail and was sentenced to 7 years in prison by the judge. Is this constitutional? Situation # 4 Sally Morter publicly criticized the president and his new policies about government spending and was arrested when the police stormed her home in Mississippi. Is this constitutional? Situation # 5 In a public school, seven students and their belongings were searched for drug paraphernalia because the principal had received information about them distributing illegal drugs on campus. Is this constitutional? Situation # 6 Because of heightened terror threats in the United States, travelers must walk through special metal detectors and 3D scans at the airport. Is this constitutional? Situation # 7 A man is arrested at a local football game but the police officers do not tell him what the charges are against him. Is this constitutional? Situation # 8 Howard Kramer s guns were confiscated by the police because he did not have the proper licenses for them. He argued that it was his right to own a gun in the United States. Is this constitutional? 13
CHAPTER 6 The Bill of Rights LESSON 3 FURTHERING CIVIL LIBERTIES ESSENTIAL QUESTION: How do societies balance individual and community rights? EQUALITY IN OUR SOCIETY TODAY Directions: Think about American society today. Are all Americans treated fairly, regardless of race, religion, ethnic origin, sexual orientation, and gender? Place an X on the spectrum below where you think America lies. People are not treated fairly and equally EQUALITY IN THE UNITED STATES People are all treated fairly and equally 1. Explain why you placed your X where you did. Cite real-world examples to defend your statements. 2. In your own words, define equality. After taking part in the human spectrum activity, place your X on the spectrum again. People are not treated fairly and equally EQUALITY IN THE UNITED STATES People are all treated fairly and equally 3. Did the placement of your X change after the human spectrum activity? 4. If your X stayed in the same location, explain why you chose not to move it. If you X moved to a new spot, explain what made you change your mind. 14
LESSON 3 FURTHERING CIVIL LIBERTIES Directions: In the graphic organizer below, explain the effects of the Thirteenth, Fourteenth, and Fifteenth Amendments using pages 185-187 in your textbook. 13 th Amendment 15 th Amendment Civil War Amendments Guiding Question: How were civil rights extended following the Civil War? 14 th Amendment SUM IT UP: What role did the civil rights amendments have in extending civil rights for African Americans after the Civil War? Was this effort successful? Explain. 15
LESSON 3 FURTHERING CIVIL LIBERTIES Directions: Using pages 188-189, create a time line of amendments that led to important changes in voting and elections during the 1900s. Include a brief description of each amendment in the left box. Then, design and color a postage stamp for each amendment that would illustrate the affect the amendment had on American society in the right box. Electoral Process and Voting Rights Guiding Question: In what ways have twentieth-century amendments affected voting rights and changed elections? 1913 1920 1961 1964 1971 16
LESSON 3 FURTHERING CIVIL LIBERTIES PROCESSING ACTIVITY DESIGNING THE 28th AMENDMENT Directions: Think about American society in the 21 st century. Are there any changes you would like to see in our government or our society? Are there any minority groups who have yet to achieve full rights? Are there any government agencies that have too much or too little power? You are going to design a constitutional amendment for an issue or topic that you think needs to be addressed and changed. In two paragraphs, you will need to explain and defend the need for this new amendment. Title of the Twenty-Eighth Amendment: CREATING A BILLBOARD: Create a billboard supporting the ratification of your newly proposed amendment. It should include a catchy slogan and a symbol or illustration. 17