CRITICAL THINKING QUESTIONS
Begin Day 1 by asking students to brainstorm about the questions below. Allow about 5-7 minutes for each question. Only do the first two questions on the first day.
What do you know about the Bill of Rights? How much is your thinking influenced by the media? How do editorial cartoons get the point across?
OUTLINE OF LESSON
Day One
1. Begin by asking students to brainstorm about their knowledge of the Bill of Rights. Give them about 5-7 minutes to write their ideas.
2. Next, ask them to think about what they know honestly. Are they biased or moved by the media, or do they have their own beliefs? Also, could their beliefs be swayed if the argument were compelling enough? Give about 5-7 minutes to complete
3. Next, show video On Common Ground, #5 & 6 and then discuss video, search and seizure and student�s writing.. Alternatively, simply show document of Bill of Rights and discuss student�s writings. (Remember to have students revisit their brainstorming and compare their feelings. 1 � hours)
Day 2
4. Have students examine Bill of Rights on line and write down at least the first ten rights. (the right to bear arms, right to legal counsel, right to a jury trial, freedom of the press, freedom of speech, freedom of religion, right to privacy, right protecting self-incrimination, right to peacefully assemble, protection from cruel and unusual punishment (About 45 minutes)
http://www.nara.gov/exhall/charters/billrights/billrights.html
This is an easy reading site of the Bill of Rights. (Primary source)
http://www.founding.com/home.htm
Guide to Declaration of Independence
Neat readings on the Bill of Rights and their applications and original meanings of the founding fathers. Use for comparing today�s interpretation to those of the founding fathers.
Day 3
5. Divide students into pairs and have each pair investigate one Supreme Court case involving any of the 10 rights. Student pairs should pick one famous case. The teacher can act as a guide and give hints about good cases to use. Tell students to write down why they chose that case (About 1 hour)
http://oyez.at.nwu.edu/
US Supreme Court Database (Recent Cases) (Miranda v. Arizona, Brown v. Brown, etc.)
http://www.fac.org/legal/supcourt/religion.htm
Freedom of Religion Supreme Court Cases
6. Show any editorial cartoon.
Ask them the following questions:
What is this cartoon about? Which Bill of Rights? Where does the action take place? Who is in the cartoon? What words do we need to recognize to understand this cartoon? Why is this more effective than writing about this subject?
Day 4:
7. Next have students explore editorial cartoons to evaluate, based on their assigned right. Have them write down at least two sites they�ve visited, choose one cartoon and evaluate it in writing. (Handout) http://www.nara.gov/education/teaching/analysis/cartoon.html
General editorial cartoon site:
http://cagle.slate.msn.com/comics/editorialcontents.asp
Go to above link to explore editorial cartoons. Which ones can be applied to your Bill of Rights Amendment?
Assessment
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