Overview
This lesson can be part of any eighth grade social studies Constitution unit, or it can be used as a separate two- or three-day assignment to recognize Constitution Day in an eighth grade language arts class. Its intent is not so much to learn right answers, but to force students to learn the contents of the Bill of Rights and to see firsthand why some of these amendments are still in dispute today. Differentiate the lesson by assigning the third, eighth and ninth amendments to the lower ability groups who might need more support. Also, these students might only answer the first essay question listed in the Evaluation section. Higher-ability students might be asked to describe a situation, after each group reports, where each right or amendment might affect the school in some way. This keeps them involved in the reporting and their examples might aid understanding for everyone.

Standards — Social Studies
Grade 8
Government, Benchmark B

6. Explain how specific provisions of the U.S. Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals with emphasis on these provisions:

a. Freedom of religion, speech, press, assembly and petition.
b. Right to trial by jury and the right to counsel.
c. Due process and equal protection of the laws.

Standards — Language Arts
Grade 8, Reading
Acquisition of Vocabulary, Benchmark A

1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.

Acquisition of Vocabulary, Benchmark F

7. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, Benchmark B

2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

Grade 8, Writing
Writing Applications, Benchmark E

5. Write persuasive compositions that:

a. Establish and develop a controlling idea.
b. Support arguments with detailed evidence.
c. Exclude irrelevant information.
d. Cite sources of information.

Writing Conventions

All apply

Materials
• Amendment worksheets
• Copies of the Bill of Rights — one for each student
• Internet or text dictionaries for each group
• Copies of essay question

Procedure

1. Discuss the meaning of the word amendment and that there are 27 attached to our Constitution.

2. Point out that the first 10 amendments are commonly referred to as the Bill of Rights.

3. Have students make individual lists of what they think might be included in the Bill of Rights.

4. Divide the class into 10 groups.

5. Hand out copies of the amendment worksheets to the groups. Each group should tackle one amendment and each member should have an individual sheet.

6. Each group should also have access to at least one good dictionary or the Internet.

7. Instruct groups to discuss the meaning of selected words and decide which answer is the most relevant. There is not necessarily a correct answer, and discussion will be necessary to find the best answer. They should be encouraged to jot down notes on their reasoning. Once all the given words are covered, students should work as a group to rewrite the amendment into language their peers would easily understand.

8. Hand out copies of the entire Bill of Rights to all students.

9. Have groups report to the class on the results, discussing any problems or disagreements that arose. Encourage the class to take notes on each amendment’s content and meaning.

10. Hand out the writing assignment and discuss grading procedures.

Evaluation
Essay question: Some people say “Bill of Rights” isn’t the best name for the first 10 amendments — that they are less about the people’s rights and more about the government’s limits. Would you agree that the Bill of Rights is essentially a list that limits the government’s power? Decide and support your decision using the text of the document. Then decide whether the first 10 amendments should still be referred to as the Bill of Rights. Support that decision as well.

Note:
Grading should be handled the same way the Ohio eighth grade achievement test extended-response writing questions are graded. This essay, because it asks for four things, would be a four-point question. An answer that includes two clear statements of opinion and several relevant points or arguments of support for each would get all four points (A). An essay missing one of those things would be three points (B) and so on. If language arts teachers decide to grade for mechanics and sentence structure, something the Ohio achievement tests do not do, they should tell the class ahead of time.