Internet Activities: Voting Rights and History From the Source: Readings in Economics and Government: Reading 11: Seneca Falls Declaration

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Chapter 4 Planning Guide

CHAP

TER 4 PL

ANNING GUIDE

CHAPTER 4

pp. 106–130

Overview:

Students will learn

about the Bill of Rights and how it

affects their personal freedoms, as

well as the duties and

responsi-bilities United States citizens have

toward their government.

Students Take Action Activities

*

Civic Participation Activities Guide

Community Service and Participation Handbook:

Chapter 4*

Constitution Study Guide

Creative Teaching Strategies:

Chapter 4*

Holt Online Researcher

Law 101:

Chapter 4*

Media Investigations:

Chapter 4*

From the Source: Readings in Economics and

Government:

Reading 20: Debate of the Proposed

Constitution

Active Citizenship Video Program

Alternative Assessment Handbook

*

Chapter and Unit Tests:

Chapter 4: Tests

A and B*

Chapter and Unit Tests for Differentiated

Instruction:

Chapter 4: Test C*

Creative Teaching Strategies:

Chapter 4*

Student Edition on Audio CD Program

Interactive Skills Tutor

Quiz Game

OSP

Teacher’s One-Stop Planner

Spanish Audio Summaries

Standardized Test Practice Handbook:

Activity 4*

Vocabulary Activities:

Chapter 4*

Online Chapter Summaries in Spanish

Section 1

The Bill of Rights

The Big Idea:

The freedoms spelled

out in the Bill of Rights are essential

to our democratic system.

Internet Activities:

First Amendment Freedoms

Graphic Organizer Activities:

Chapter 4*

Simulations and Case Studies:

Lesson 3: Illustrating

the Amendments*

Teaching

Transparencies:

Chapter 4

Constitution Study Guide

Challenge and Enrichment Activities:

Chapter 4*

Interactive Art:

The First Amendment

*

Daily Quizzes:

Section 1*

Online Quiz:

Section 1

Guided Reading Strategies:

Section 1*

Main Idea Activities for Differentiated

Instruction:

Section 1*

Section 2

Guaranteeing Other Rights

The Big Idea:

Other amendments to

the Constitution expanded the rights

of Americans.

Internet Activities:

Voting Rights and History

From the Source: Readings in Economics and

Government:

Reading 11: Seneca Falls Declaration

of Women’s Rights; Reading 24: Susan B. Anthony on

Women’s Suffrage

*

Daily Quizzes:

Section 2*

Online Quiz:

Section 2

Section 2*

Instruction:

Section 2*

Section 3

Citizens’ Duties and

Responsibilities

The Big Idea:

Along with the rights

and freedoms of U.S. citizenship

come important duties and

responsibilities.

*

Daily Quizzes:

Section 3*

Online Quiz:

Section 3

Section 3*

Instruction:

Section 3*

Rights and Responsibilities

106a

TEACHER’S EDITION

Review, Assessment, Intervention

Instructional Resources

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H

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Active Citizenship

H

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Student Resources

Teacher Resources

CHAP

TER 4 PL

ANNING GUIDE

Chapter and Unit Tests for Differentiated Instruction:

Chapter 4: Test C*

Differentiated Instruction:

Teaching ESOL Students*

Differentiated Instruction Modified Worksheets

and Tests CD-ROM

Graphic Organizer Activities:

Chapter 4*

Section 1*

Main Idea Activities for Differentiated Instruction:

Section 1*

Challenge and Enrichment Activities:

Chapter 4*

Section 2*

Section 3*

106b

KEYWORD: SZ7 TEACHER

KEYWORD: SZ7 CH4

Video Program (VHS/DVD)

Privacy Rights in Public Schools

SE

Student Edition Print Resource Audio CD

TE

Teacher’s Edition Transparency CD-ROM

go.hrw.com Learning Styles Video

OSP

Teacher’s One-Stop Planner * also on One-Stop Planner

• Document-Based

Questions

• Interactive Multimedia

Activities

• Current Events

• Chapter-based Internet

Activities

• and more!

Differentiated Instruction

With the Teacher’s One-Stop Planner, you can

easily organize and print lesson plans, planning

guides, and instructional materials for all learners.

Holt Interactive

Online Student Edition

Complete online support for

interactivity, assessment, and

reporting

• Interactive Art and

Notebook

• Standardized Test Prep

• Homework Practice

and Research

Activities Online

Quiz Game CD-ROM

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106c

TEACHER’S EDITION

Why It Matters

To appreciate their unparalleled freedoms as residents of the United States, students must

be able to articulate what those freedoms are, know their foundations, and understand how

they have been extended, over time, to include us all. The study of civics stresses that these

freedoms cannot be taken for granted—they were won only after great struggles, such as the

Revolutionary and Civil Wars, and must be protected and preserved. This chapter details the

important rights that citizens possess, as well as our responsibilities.

Fundamental Freedoms

The Bill of Rights—the fi rst 10 amendments to the Constitution—

lists Americans’ most important rights. Those who ratifi ed the Constitution considered these

rights so vital that amending the Constitution to include them was among the fi rst items of business for the newly formed

government in 1789. Every American should be familiar with these rights, and Section 1 discusses them in detail.

Of these fundamental freedoms, surely the most important are the freedoms of religion, speech, and press set forth in the

First Amendment. They guarantee the freedoms of thought, belief, and expression that are synonymous with this

coun-try. Other important rights, discussed here and in other chapters, include the rights to security in our homes guaranteed

by the Third and Fourth Amendments, the right to due process and freedom from self-incrimination in the Fifth, and the

rights of the accused in the Sixth and Eighth.

Extending Rights

Enlightened as the members of the fi rst Congress were in stating the rights of citizens, their

con-cept of which citizens were entitled to these rights belongs to a bygone time. As Section 2 shows students, the history

of the United States can be told as the expansion of these rights, often at the cost of many lives. It took a civil war, of

course, to extend these rights to black Americans, and the civil rights movement nearly a century later to secure them.

Women’s suffrage too was won only after much opposition, and the right of 18-year-olds to vote was an outgrowth of

the troubled Vietnam era.

Limited But Real Responsibility

Compared to our many freedoms, our obligations as citizens are few. Section 3

not only lists these duties but also states in concrete terms what students might, and ought to, do to show their

apprecia-tion for and to safeguard their many freedoms.

Recent Scholarship

In February 2005, the American Bar Association approved 19 principles for juries and jury trials to serve as a model

for juried cases around the country. These principles were created for the American Jury Project, a year-long project

designed to improve conditions for jurors, as well as to encourage jury participation among citizens. Some of the

prin-ciples include allowing jurors to take notes during trials, submit written questions to witnesses, and discuss cases among

themselves during civil trials, rather than wait until all arguments have been presented and the case has been handed

over for deliberation. According to the article “American Bar Association Advocates Jury Trial Innovations” (

Kansas

City Daily Record

, July 22, 2005), the new principles have the support of a large number of people involved with court

proceedings. However, some of the principles do have opponents. For example, some people oppose the practice of

jurors submitting questions, contending that the practice may prevent a juror from serving as an impartial judge of facts.

Refresh Your Knowledge

The fi rst 10 amendments to the Constitution are known as the Bill of Rights. These amendments defi ne the rights and

freedoms of all American citizens. They include rights such as freedom of religion, speech, and the press. Later

amend-ments to the Constitution expanded Americans’ civil rights. Citizens of the United States also have duties and

responsi-bilities to fulfi ll. Duties include obeying the law, attending school, paying taxes, defending the country, and appearing in

court. Responsibilities include voting, taking part in government, and helping others in the community.

Create three separate columns on the board, labeling them

Rules, Duties,

and

Responsibilities.

Ask students what words

or ideas come to mind when they think about these ideas in relation to the United States. As students brainstorm, record

their ideas in each column on the board.

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Before You Teach

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Name Class Date

Contacting and Working with Government Officials Students Take Action TIP2

Holt Civics 1 Students Take Action Activities

Some of the best sources of information for your community-project research will be government officials-both elected officials or those working for government agencies. However, these people are often very busy and receive many requests for their time. You want to be able to present yourself in a way that guarantees their respect and attention.

CONTACT BY MAIL

1.It is often best to contact a government official first by mail, especially if you are contacting a state or federal official. Your letter should clearly state your name, where you go to school, and why you are contacting the official. It should then explain the problem you are examining and what you hope to gain by contacting the official. This may be a request for an interview or merely information about the subject.

2.Try to keep the letter to one page. It should be as neat and professional as possible, with no errors of any kind. Be sure to type it and print it on clean paper. Ask an adult such as your teacher to proofread it before mailing.

CONTACT BY TELEPHONE

1.Even if you contact a source by mail, you should follow up with a telephone call to the person’s office. In most cases, you will talk to a member of their staff. As in your letter, clearly state who you are and why you are calling.

2.Ask the staff member how you can set up an interview with the official or speak to him or her by telephone. This is also a good time to request any written information that the staff might have on the topic.

REMEMBER

•Always be courteous and polite when talking with government officials and members of their staff.

•Always be respectful of your contact’s time. Thank him or her for taking the time to discuss the subject with you.

•When making public presentations about your topic, be sure to acknowledge any help you received from government officials.

Read about how one group of students worked with government officials on their project in Chapter 8 of your textbook.

What They Did

In this chapter, your class will read about a group of students

in Brownsville, Texas, who improved the area at their school

where buses loaded and unloaded students. The students

realized that this area had many safety problems in addition

to being in violation of the Americans with Disabilities Act.

With the help of local police, the mayor, the city public works

director, and the city commission, they drastically improved

the safety of the area with speed bumps, wide sidewalks, and

a location away from traffi c.

What Your Class Can Do

As interested citizens, students should make sure that they

obey rules that will keep them safe. As

active

citizens, they

follow the democratic process one step further: They search

for ways to make their schools and communities safer and

accessible for all persons.

As you discuss this chapter’s Student’s Take Action project

with your class, have students identify any areas in their

com-munity that might be unsafe or inaccessible to people with

disabilities and what steps might be taken to improve these

places. Ask students to consider the following questions to

help them think of ideas:

• What are some areas you have noticed that are potentially

dangerous or inaccessible? Why?

• What needs to be done to improve these places?

• Who can you contact for help?

Students may identify the following situations:

• Street intersections with missing stop signs, broken traffi c

lights, or an absence of a crosswalk or crossing guard

• Buildings without ramps or wide doorways

• Unsanitary conditions in public places such as parks

Service-Learning Teaching Tip

Developing Surveys

Tell students that one effective way

of identifying places in their community that are unsafe or

inaccessible to those with disabilities is by surveying family,

friends, neighbors, and others. As a class, students should

de-velop a survey of questions pertaining to a problem they have

identifi ed, encouraging those surveyed for their input.

Students’ surveys should ask people to identify any potential

problems they have noticed, and what changes they would

like to see to fi x these problems. Students can also ask for

suggestions for sources of more information, including people

they might contact for help fi xing these problems. Remind

students that when asking people to fi ll out their survey, they

should be polite and thank the people fi lling out the survey for

their time and help.

Students Take Action:

Improving Safety at School

106d

Students Take Action Activities

“Information Analysis,”

page 2 of the

Students Take Action

Activi-ties

booklet, suggests how to score students’ ability to analyze sources and

information. The booklet’s tip sheets, forms, planning guides, and additional

rubrics can also be used to organize, assist, and evaluate student performance

at each phase of the project.

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Introduce the Chapter

106

_{CHAPTER 4}

RIGHTS AND

RESPONSIBILITIES

II. What are the foundations of the American political system?

A. What is the American idea of constitutional government?

B. What are the distinctive characteristics of American society?

D. What values and principles are basic to American constitutional democracy? V. What are the roles of the citizen in American

democracy?

B. What are the rights of citizens?

The Bill of Rights

Guaranteeing

Other Rights

Citizens’ Duties

and Responsibilities

SECTION 1

SECTION 2

SECTION 3

Below Level

Basic-level activities designed for all

students encountering new material

At Level

Intermediate-level activities designed

for average students

Above Level

Challenging activities designed for

honors and gifted-and-talented students

Standard English Mastery

Activities designed to improve standard

English usage

Key to Differentiating Instruction

Standards Focus

Standards by Section

Section 1:

II.A, II.B, II.D, V.B

Section 2:

II.A, II.B, II.D, V.B

Section 3:

II.B, V.C

Preview Standards

II.B

Explain important factors that have

helped shape American society, such as

religious freedom.

II.D

Describe historical and contemporary

efforts to reduce discrepancies between

ideals and reality in American public life,

e.g., abolitionists, and suffrage, union, and

civil rights movements.

V.C

Evaluate the importance for the

indi-vidual and society of obeying the law, being

informed and attentive to public issues,

monitoring the adherence of political leaders

and governmental agencies to constitutional

principles and taking appropriate action if

that adherence is lacking, assuming

leader-ship when appropriate, paying taxes,

reg-istering to vote and voting knowledgeably

on candidates and issues, serving as a juror,

serving in the armed forces, and performing

public service.

Rights and Freedoms

1.

Remind students that the states ratifi ed the

Constitution only when assured that a list of

the rights of the people would be added.

2.

Divide the class into three or four groups. Ask

each group to create a list of 10 rights that its

members believe are important.

(Students’

suggestions might include the right to free

speech or religious worship, and the right

to vote.)

Compare lists to fi nd the 10 rights

mentioned most often, and write them on the

chalkboard for later reference.

3.

Conduct a class vote to determine whether

a three-fourths majority of students would

support all of the rights listed on the

board. Tell students that in this chapter

they will learn more about civic rights and

responsibilities and the privileges of freedom.

Verbal/Linguistic

106

CHAPTER 4

At Level

Arkansas Curriculum Framework

Civics for Core Curriculum Grades 9-12

C.1.CCC.1; C.1.CCC.3; C.1.CCC.5; C.2.CCC.1;

C.2.CCC.2; PPE.12.CCC.1; USC.7.CCC.1;

USC.7.CCC.2; USC.7.CCC.3

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฀

RIGHTS AND RESPONSIBILITIES

107

The ﬁ rst 10 amendments to the

Constitution—the Bill of Rights—

guarantee that you have certain rights.

These are precious rights, and one of

your responsibilities as a citizen is to

make sure that future generations

have the same freedoms.

AN INTERVIEW

You are a reporter for a city

newspaper in 1789. Many people support the

ratiﬁ cation of the Constitution, but they want

to be sure it includes a Bill of Rights. One of

those people is James Madison, and you have

been assigned to interview him. As you read

this chapter, you will write interview questions

for your meeting with Madison.

SCHOOL BUS SAFETY

Riding a bus to school

is not always fun. The experience is worse if you

have to wait on a muddy sidewalk or walk on

sidewalks that get slippery when they are wet.

If these unpleasant and dangerous conditions

were in your neighborhood, what steps might

you take to correct the problems?

Active Citizenship

video program

Watch the video to analyze privacy issues in school.

H

OLT

Active Citizenship

䉴

Video Program

See the Active Citizenship

Video Teacher’s Guide for

strategies for using the video

Privacy Rights in Public Schools.

Chapter Main Ideas

Section 1

The freedoms spelled out

in the Bill of Rights are essential to our

democratic system.

Section 2

Other amendments to the

Constitution expanded the rights of

Americans.

Section 3

Along with the rights and

freedoms of U.S. citizenship come

im-portant duties and responsibilities.

Analyzing Photos

This photograph shows students who

volunteered to help their community.

Volunteering is an important

responsi-bility of citizenship.

• What are some ways you can help

your community?

Possible answers:

volunteer at a homeless shelter or

soup kitchen, help build houses for

low-income families

• What do you think are other

respon-sibilities and duties of citizenship?

Possible answers: voting, obeying the

law, and attending school

The Media Investigation feature

on p. 113 explains how the First

Amendment gives tabloids the

freedom to print any stories they

choose as long they do not

inten-tionally spread libel. Encourage

students to evaluate the reliability

and validity of all published

material.

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Reading and Skills Resources

+

108

_{CHAPTER 4}

In this chapter you will read about the Bill of

Rights and how it guarantees important rights

for all Americans. You will learn how the Bill of

Rights ensures that new rights can be added

to the Constitution. You will read about later

amendments that expanded the civil rights of

all Americans and that along with these rights

and freedoms come important duties and

responsibilities for citizens. Finally, you will

learn about the importance of voting,

stay-ing informed, and protectstay-ing the rights of all

Americans.

Helpful Hints for

Identifying Points of View

1. Look for information about the person’s background.

2.Ask yourself what factors in the person’s background might have influenced his or her opinion about the topic.

3.Examine the opinion closely for clues to the person’s point of view.

To be an informed citizen, you must read and think about other people’s opinions and beliefs. To evaluate different opinions, you need to understand people’s points of view on a topic.

Point of View_{A point of view is a person’s outlook or attitude. Each}

person’s point of view is shaped by his or her background. Because people’s backgrounds are different, their points of view are, too. You can usually determine a person’s point of view by the attitude he or she takes toward a topic. Below is an excerpt from Abraham Lincoln’s “House Divided” speech of 1858. As you read it, look for clues about Lincoln’s point of view on slavery.

Identifying Points of View

Lincoln’s Point of View: It isn’t possible to compro-mise on the issue of slavery. Everyone has to choose a side. This means trying to help the practice of slavery expand throughout the nation or else working to get rid of it entirely. Otherwise, disagreements over slavery will split the nation in two.

Lincoln’s background:

At the time Lincoln gave this speech, he was a candidate for the U.S. Senate seat from Illinois. He was reacting to the Supreme Court’s Dred Scott decision that said that African Americans could not be citizens and that the federal government could not ban slavery in U.S. territories. Lincoln was personally opposed to slavery. “‘A house divided against

itself cannot stand.’ I believe this government cannot endure, perma-nently, half slave and half free. I do not expect the Union to be dissolved; I do not expect the house to fall; but I do expect it will cease to be divided. It will become all one thing, or all the other. Either the oppo-nents of slavery will arrest the further spread of it . . . or its advocates will push it forward till it shall become alike lawful in all the states, old as well as new, North as well as South.”

Clues in the opinion

• Says the nation cannot survive being split between slave and free states

• Says that slavery will eventually be legal every-where or banned everyevery-where in the United States

108

CHAPTER 4

Understanding the Skill

Ask students to defi ne

point of view

(a person’s outlook or attitude). Tell

students that when they are trying to

determine a person’s point of view, they

should keep in mind the person’s

back-ground. They can also look for clues

in a person’s attitude toward a topic.

Review with students how to identify

points of view by using the activity on

these pages. Make sure to draw

stu-dents’ attention to the Helpful Hints for

Identifying Points of View sidebar.

Identify Points of

View

Make and distribute copies of

Reading 20: Debate on the Proposed

Constitution from

From the Source:

Readings in Economics and

Govern-ment

to students. Divide the class into

two groups, and explain that one group

will study the speech given by Patrick

Henry, and the other will study the

speech given by James Madison. Ask

each group to work together to identify

the point of view of their respective

speaker, using the steps they learned

in the skill lesson. When students have

fi nished, have one representative from

each group present the group’s fi ndings

to the class.

From the Source: Readings in

Economics and Government: Reading

20: Debate on the Proposed Constitution

Reading Support

Guided Reading Strategies

Reading Support

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Teacher’s One-Stop Planner

Vocabulary Support

Vocabulary Activities

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109

After you have read the passage, answer the following questions.

1. Which of the following statements best describes President Kennedy’s point of view?

a._{The only way that people can infl uence their} government is by writing to elected offi cials.

b._{You are not a citizen if you do not vote.}

c._{Voting affects everyone’s future.}

d._{Government offi cials are more likely to respond to citizens if} they know that citizens can vote them out of offi ce.

2. Based on what you know about the Constitution, what amend-ment is President Kennedy probably referring to when he says that people of any race or color should not be denied the right to vote? “The right to vote in a free American election is the

most powerful and precious right in the world —and it must not be denied on the grounds of race or color. It is a potent [powerful] key to achieving other rights of citizenship. For American history—both recent and past—clearly reveals that the power of the bal-lot has enabled those who achieve it to win other achievements as well, gain a full voice in the affairs of their state and nation, and to see their interests represented in the governmental bodies which affect their future. In a free society, those with the power to govern are necessarily responsive to those with the right to vote.”

—President John F. Kennedy, Special Message on Civil Rights, February 28, 1963

The following passage is a quote from President John F. Kennedy. Read it and then answer the questions below.

As you read Chapter 4, think about the points of view that influenced the Bill of Rights.

You Try It!

KEY TERMS

Chapter 4

Section 1

Bill of Rights, p. 110 separation of church and state, p. 112 self-incrimination,p. 115 due process of law, p. 115 eminent domain, p. 115 bail,p. 116

Section 2

civil rights, p. 118 suffrage,p. 119 poll tax, p. 122

Section 3

draft,p. 125 rationed,p. 125 jury duty, p. 125

Academic Vocabulary

Success in school is related to knowing academic vocabulary—the words that are frequently used in school assignments and discussions. In this chapter, you will learn the following academic word:

principles(p. 119)

Using Key Terms

Ask students to work with a

partner to review the key terms for this

chapter. Then have students work in

pairs to make fl ash cards of the words,

with the word on one side of the card

and its defi nition on the other. After they

have fi nished making their fl ash cards,

have students take turns quizzing each

other on the words and their defi nitions.

Verbal/Linguistic, Visual/Spatial

Focus on Reading

See the

Reading Skill

and

Focus on

Reading

activities, annotations, and

questions in this chapter for more

prac-tice with this reading skill.

Answers

1.

c

2.

the Fifteenth Amendment

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110

_{CHAPTER 4}

We all know about the Bill of Rights—the ﬁ rst 10 amendments to the Constitution. However, did you know that the Bill of Rights was not in the original Constitution? It was added because people believed that rights like the freedoms of religion, speech, and of the press—which you still enjoy today— were too important to be left out of the Constitution.

Adding the Bill of Rights

Between 1787 and 1790 the 13 original states ratifi ed the new Constitution. Many people, however, believed that the document did not go far enough in protecting individual rights. They wanted their rights spelled out in a bill, or list. The need for a Bill of Rights was expressed by Thomas Jefferson, among others.

“I will now add what I do not like. First the omission of a bill of rights providing clearly . . . for freedom of religion, freedom of the press, protection against standing armies . . . A bill of

The Bill of Rights

BEFORE YOU READ

The Main Idea

The freedoms spelled out in the Bill of Rights—the free-doms of religion, speech, the press, and petition, and the right to a speedy and fair trial—are essential to our democratic system.

Reading Focus

1. Why was the Bill of Rights added to the Constitution?

2.How does the First Amend-ment protect personal freedoms?

3.What other rights does the Bill of Rights guarantee?

Key Terms

Bill of Rights, p. 110

separation of church and state, p. 112

self-incrimination,p. 115

due process of law, p. 115

eminent domain, p. 115

bail,p. 116

As you read, take notes on the free-doms guaranteed by the Bill of Rights. Use a diagram like this one to record your notes.

TAKING

NOTES

rights is what the people are entitled to . . . and what no just government should refuse . . .”

from Thomas Jefferson’s letter to James Madison, December 20, 1787

Treasury Secretary Alexander Hamilton disagreed. He argued that the new nation did not need laws to stop the government from doing things that the Constitution gave it no power to do. Federalists like Hamilton argued that the states already had their own bills of rights. However, some states, including New York, did not have these protections.

Many people feared that some states might oppose the Constitution without a bill of rights. As a result, James Madison, one of the framers of the Constitution, proposed a list of amendments that focused on indi-vidual rights. In 1791 the states ratifi ed 10 of these amendments. The Bill of RightsBill of Rights—the fi rst 10 amendments to the U.S. Constitu-tion—became a model used around the world to protect human freedoms.

READING CHECK _{Analyzing Information}_Why

did some people oppose a bill of rights?

Bill of Rights

Why It Matters

Explain to students that the Bill of

Rights is an important addition to the

Constitution that outlines the basic

rights of citizens. Ask students to think

of ways in which they exercise these

basic rights in their daily lives.

(Exam-ples: the right to practice any religion,

the right to openly express their ideas

and opinions, etc.)

Write students’ ideas

on the board. Tell students that in some

countries, citizens are denied many or

even all of these basic rights. Ask them

to think about how their lives might

be different if they were denied these

rights.

Key Terms

Preteach the following terms:

Bill of Rights

ﬁ rst 10 amendments to the

U.S. Constitution (p. 110)

separation of church and state

clear

division between religion and government

(p. 112)

self-incrimination

having to testify

against oneself (p. 115)

due process of law

principle stating that

a person cannot be punished for a crime

until the law has been fairly applied to his or

her case (p. 115)

eminent domain

power of the

govern-ment to take private property for public use

(p. 115)

bail

money or property that the accused

gives the court to hold to ensure that he or

she appears for trial (p. 116)

Taking Notes

Bill of Rights

freedom of the press

freedom of petition

freedom of assembly freedom of

religion freedom of

speech

Teach the Main Idea

The Bill of Rights

1.

Teach

Ask students the Reading Focus

questions to teach this section.

2.

Apply

Have students create a two-column

chart with ten rows. Label the fi rst column

Amendment

and the second column

What It

Says

. As students read the section, have them

fi ll in the chart with information from the text.

3.

Review

To review the section’s main ideas,

have students help you complete a master

copy of the chart on the board.

4.

Practice/Homework

Tell students they

can use their charts to help them study for

the chapter test.

At Level

Answers

Reading Check

They thought that

the nation did not need laws to stop the

government from doing things that the

Constitution did not allow them to do

anyway.

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Collaborative Learning

111

The

First

Amendment

Congress shall make no law respecting an establishment

of religion, or prohibiting the free exercise thereof;

or abridging the freedom of speech, or of the press; or the

right of the people peaceably to assemble, and to petition

the Government for a redress of grievances. Added to the U.S. Constitution in 1791, the Bill of Rights

clearly defines the rights and freedoms of Americans. Some of the most fundamental rights of U.S. citizens— freedom of religion, freedom of speech, freedom of the press, and others—are outlined in the First Amendment.

Freedom of Religion

The First Amendment prohibits the government from establishing an official religion or from limiting the freedom of religion.

Freedom of Speech

The First Amendment protects Americans’ right to express their ideas and points of view.

Freedom of the Press

The First Amendment prevents Congress from limiting the freedom of the press to publish information or ideas.

Freedom of Assembly

The First Amendment grants Americans the right to peaceably assemble, or hold meetings.

✴

Interactive Art

go.hrw.com

KEYWORD: SZ7 CH4

Freedom to Petition the Government

The First Amendment allows citizens the freedom to petition, or make requests of the government.

ANALYSIS

SKILL ANALYZING VISUALS

Which of the freedoms granted in the First Amendment do you think is most important? Why?

Reading Focus

Why was the Bill of Rights added to

the Constitution?

Adding the Bill of Rights

Recall

Why did the states want a

bill of citizens’ rights added to the

Constitution?

They believed that the

Constitution did not go far enough

in preventing the federal government

from taking away individuals’ rights.

Explain

What kinds of rights did

Thomas Jefferson think should be

included in the Bill of Rights?

freedom

of religion, freedom of the press,

pro-tection against armies

Predict

What do you think might

have happened if the Bill of Rights

had not been added to the

Constitu-tion?

Possible answer: The states

might not have ratifi ed the

Constitu-tion, or a new Constitution might have

been created.

Simulations and Case Studies: Lesson

3: Illustrating the Amendments

Answers

Analyzing Visuals

Students’

answers will vary but should include an

explanation for their choice.

Create a First Amendment Poster

Materials:

Poster board, markers, newspapers

1.

Lead a class discussion about how the First

Amendment protects personal freedoms.

Record students’ comments on the board.

2.

Next, organize students into small groups.

Ask each group to create a poster that

illustrates the freedoms that the First

Amendment guarantees. Suggest to students

that they include photos and headlines from

local and national newspapers in their posters.

Verbal/Linguistic, Visual/Spatial

Alternative Assessment Handbook: Rubric 28:

Posters

Online Resources

go.hrw.com

KEYWORD: SZ7 CH4 ACTIVITY: First Amend-ment Freedoms

At Level

✴

Interactive Art: Have students visit

go.hrw.com (Keyword: SZ7 CH4)

to use an interactive version of

“The First Amendment.”

Arkansas Curriculum Framework

Civics for Core Curriculum Grades 9-12

C.1.CCC.5; PPE.12.CCC.1; USC.7.CCC.1;

USC.7.CCC.2

(11)

Differentiating Instruction

FPO

First Amendment Protects

Personal Freedoms

Of the 10 amendments in the Bill of Rights, most people know the fi rst one best. That’s because the First Amendment directly touches our lives every day. It protects some of the most basic freedoms that we enjoy as Americans.

Freedom of Religion

“Congress shall make no law respecting an establishment of religion,” the First Amend-ment begins. This means that Congress cannot establish an offi cial national religion, nor can it

favor one religion over another. At the time the Constitution was written, countries had offi cial religions supported by the governments.

Jefferson and Madison held this free-dom supreme. Therefore it is no surprise that the freedom of religion comes fi rst in the First Amendment. Americans have the right to practice any religion, or to practice no religion at all.

Over time, the U.S. Supreme Court has interpreted this passage as requiring a separationofchurchandstate

separation of church and state. In other words, there should be a clear division between gov-ernment and religion. Upholding this prin-ciple, Supreme Court decisions have banned school-sponsored prayers in public schools.

Freedom of Speech

“Congress shall make no law . . . abridging (limiting) the freedom of speech.” This passage protects the right to express our ideas and opin-ions openly, as well as to listen to the speech of others. It means that we may talk freely to friends and neighbors or deliver a public speech. Free speech seems perfectly natural to us, but in some countries, free speech is severely limited.

One reason free speech is so important is that it allows us the freedom to criticize our government and government offi cials. People who live under a totalitarian government can be punished for criticizing their leaders.

There are limits to free-speech rights, however. You may not use your free speech rights in a way that could cause physical harm to others. For example, you do not have the right to yell “Fire!” in a crowded room just for fun. Yelling “Fire!” could cause a panic and get people hurt.

Courts have often attempted to defi ne the limits to our freedom of speech. For example, the Supreme Court decision Schenck v. United States established what is known as the “clear and present danger rule.” Under this rule, if an act of free speech can be closely linked to an unlawful action, the government has the right to prevent it.

112

_{CHAPTER 4}

POLITICAL CARTOON

The Bill of Rights

The Bill of Rights is considered one of the most important documents in U.S. history. In this political cartoon, some of the rights and freedoms in the Bill of Rights have been crossed out.

Presidents have often called for line-item veto power, which would allow them to eliminate specific parts of a bill without vetoing the

whole package. MEDIAINVESTIGATION

What does the cartoonist suggest could happen if a president were given line-item veto power?

ANALYSIS SKILL

Info to Know

Skokie Rally

In 1977 the National

Socialist Party of America, a neo-Nazi

group, wanted to hold a “white

suprem-acy” rally in Skokie, Illinois. Skokie, a

suburb of Chicago, was home to some

7,000 Jewish survivors of Nazi

con-centration camps. Town offi cials tried

to block the rally, and the state courts

backed their decision. The U.S.

Supreme Court disagreed. In a fi

ve-to-four ruling, the Court said the ban

violated the First Amendment, which

guarantees freedom of speech. As

former justice Oliver Wendell Holmes

once wrote, the Constitution protects

not only “free thought for those who

agree with us but freedom for the

thought that we hate.”

Advanced Learners/GATE

Explore Freedom of Speech

1.

Using the Internet or in the library, have

students research Supreme Court cases that

deal with the issue of free speech.

2.

Using the information from the court cases,

ask students to write a short essay that

answers the following question: Do you

think the government should have the power

to limit freedom of speech under certain

circumstances? Why or why not?

Verbal/Linguistic

Above Level

Research Required

Reading Focus

How does the Fi

r

st Amendment p

r

o-tect pe

r

sonal f

r

eedoms?

First Amendment Protects

Personal Freedoms

Interpret

Although we have the

right to freedom of speech, in some

instances it can be restricted. How?

It cannot be used in a way that could

cause physical harm to others, or if it

can be closely linked to an unlawful

action.

Synthesize

How does the Bill of

Rights help to ensure that the United

States remains a democracy?

It gives

citizens the right to express their

opinions, including those about the

government or its leaders, giving

citizens an important voice in deciding

how the country is run.

Constitution Study Guide: Inte

r

p

r

eting

the Bill of Rights;

Schenk

v.

United

States

Challenge and En

r

ichment Activities:

Chapte

r

4

Answers

Media Investigation

Possible

answer: that a president might get

carried away with the power

(12)

Critical Thinking: Analyzing Information

Freedom of the Press

“Congress shall make no law . . . abridging the freedom . . . of the press.” In colonial times, newspapers were forbidden to criti-cize the government or public offi cials— even if the criticisms were true. Because of this, the freedom of the press, or the right to express ideas in writing, was included in the First Amendment.

The courts have extended freedom of the press to include electronic as well as print media. This means that the press includes books, newspapers, and magazines published both on paper and on the Internet. Radio, television, and even online journals all are forms of protected free press.

The freedom of the press has limitations. Writers may not spread libel—rumors that damage a person’s reputation. A person who has been libeled can sue for damages.

Freedom of Assembly

“Congress shall make no law . . . abridging . . . the right of the people peaceably to assemble.” Another of the rights guaranteed by the First Amendment is the freedom to hold meet-ings. Americans have the right to meet to discuss problems, to protest government decisions, or to socialize. Of course, such meetings must be peaceful.

Freedom of Petition

“Congress shall make no law . . . abridging . . . the right of the people . . . to petition the Government for a redress of grievances.” That means that you have the right to ask the government to address your concerns.

Freedom of petition gives you the right to contact your representatives and ask them to pass laws you favor or change laws you do not like. The right of petition helps gov-ernment offi cials learn what citizens want to have done. It also helps to ensure that we have government “by the people.”

READING CHECK _Summarizing_{What basic}

freedoms does the First Amendment guarantee?

RIGHTS AND RESPONSIBILITIES

113

TABLOID

Freedom of the Press

The freedom of the press means that people may express their ideas—including ideas that may be untrue or unpopu-lar—in writing without worrying that the government will stop or punish them. Tabloid newspapers, a type of news-paper that focuses on sensational news stories, use this freedom to write incredible stories.

In 1992, a newspaper published an amazing story about a boy, half human and half bat, two feet tall and weigh-ing 65 pounds. Accordweigh-ing to reports, the boy—nicknamed Batboy—had been captured in a cave in West Virginia. Since then, the paper has reported that Batboy has been captured by and has escaped from various tormentors. According to one story, Batboy even fell in love.

Tabloid stories like this one may seem outrageous. However, under the First Amendment the press has the freedom to publish the stories they choose, providing that they do not intentionally spread libel. The freedom of the press is vital to democracy. With this freedom, people can express their opinions to each other and to the govern-ment. Without this freedom, we would not be free to express our ideas—no matter how incredible.

MEDIAINVESTIGATION

1. How is this newspaper constructed? 2. When you see the front page of a newspaper

with a headline and photo similar to the one above, how do you react?

3. Why are newspapers like this published?

ANALYSIS

SKILL

Tabloid newspapers like this one attract readers’ attention with eye-grabbing headlines and photos.

Info to Know

The Pentagon Papers

The U.S. courts

have long struggled with First

Amend-ment issues, particularly when the

inter-est of national security is involved. In

1971 at the height of the Vietnam War,

a secret history of the war written by the

Pentagon was leaked to the

New York

Times.

After careful deliberation, the

editors decided to publish portions of

the classifi ed documents, known as the

Pentagon Papers. The U.S. government

demanded that the paper cease

publica-tion of the documents, arguing that it

would result in “direct, immediate, and

irreparable” harm to the country. The

newspaper stood fi rm. The government

won a temporary victory when a judge

placed a restraining order on the paper,

requiring it to cease publication of the

documents. In the landmark

United

States

v.

New York Times

decision, the

Supreme Court overturned that restraint.

Justice Hugo Black noted in his

concur-ring opinion that “only a free and

un-restrained press can effectively expose

deception in the government.”

Answers

Media Investigation 1.

The

newspaper is constructed to grab the

attention of readers with sensational

photos and headlines.

2.

Students

might be skeptical of the claim or might

be intrigued enough to buy the tabloid.

3.

for entertainment

Reading Check

freedom of religion,

speech, the press, assembly, petition

Write a Bill of Rights Journal

1.

Tell students that they can fi nd examples of

the laws in the Bill of Rights at work in their

daily lives.

2.

Ask students to keep a journal of their daily

activities. Examples of things to list in their

journals include getting the paper, going to

school, going to a religious ceremony or place

of worship or not, etc.

3.

After they have fi nished writing in their

journals, have students identify which of their

activities are allowed or protected under the

Bill of Rights. Have them indicate the number

of the amendment and the right it defi nes next

to each entry. When they have fi nished, invite

them to share one or two of their entries with

the class.

Interpersonal, Verbal/Linguistic

(13)

Collaborative Learning

Other Rights Guaranteed

by the Bill of Rights

The Bill of Rights does more than grant the freedoms of religion, speech, and the press. The other amendments in the Bill of Rights protect citizens, guarantee rights for the accused, and establish the rights of states and citizens.

Protecting Citizens

The Second and Third Amendments are designed to protect citizens. The Second Amendment deals with state militias and the right to bear arms. The Third Amendment prevents the military from forcing citizens to house soldiers.

Second Amendment This amendment was probably created both to ensure that state militias would continue as an armed means of defense and to ensure that individual cit-izens had a right to own a fi rearm. Ameri-cans in the 1790s had a different attitude toward the military than many people have today. Big national armies were not trusted.

Although there had been a regular army in the war for independence, much of the fi ght-ing had been done by the state militias. These same militias also defended against attacks from Indians. These concerns led to the Sec-ond Amendment, which protects Americans’ right to keep and bear arms—that is, to own and carry weapons.

Today, the language of the Second Amendment is frequently the source of heated debate. On one side of the debate are citizens who believe the amendment should be read to apply only to well-regulated mili-tias. This would not prevent the government from regulating the possession of handguns. Opposing this view are citizens who believe that the amendment absolutely prevents the government from imposing any restrictions on the ownership of fi rearms. Both sides have historical support for their position. The meaning of the amendment continues to be debated today.

Third Amendment In colonial days, British soldiers could enter homes and force colonists to quarter them, or to give them housing and

114

_{CHAPTER 4}

In 1639, fearful of attacks by Native Americans, the colony of Virginia passed a law requiring many colonists to carry a firearm or be fined. In the 1700s, as suspicion of the British military increased and the Revolutionary War broke out, colo-nists no longer needed to be told to bear arms. Without the right to bear arms, colonists like those in the painting at right, would not have been able to defend themselves against British troops.

By the time the Bill of Rights was drafted, Americans were convinced of the need for the militias mentioned

in the Second Amendment to protect “the Security of a free state.”

Today, the United States has a strong national military and no longer depends on such militias. However, many Americans continue to cherish the Second Amendment’s promise of the right to “keep and bear Arms.” Since 1934, Congress has more strict-ly monitored gun ownership, including the type of firearms a person can buy. Around 39 percent of American households own guns.

Why do you think the right to own a gun remains important to many Americans today?

The Second Amendment

American

Civil Liberties

Reading Focus

What other rights does the Bill of

Rights guarantee?

Other Rights Guaranteed

by the Bill of Rights

Explain What probably led to the

creation of the Second Amendment?

people’s belief that they needed a

guarantee that state militias would

continue as an armed means of

defense, and that individual citizens

would have the right to own a fi rearm

Describe

Describe the principle of

due process of law. How does it affect

individual citizens as well as the

gov-ernment?

Citizens cannot be punished

for a crime until the law has been

fairly applied to their case, meaning

that the government has to act within

the law.

Recall

What is bail?

money or

prop-erty that the accused gives the court to

hold to ensure that he or she appears

for trial

Analyze

How are the Ninth and

Tenth Amendments somewhat

differ-ent than the other amendmdiffer-ents in the

Bill of Rights?

They refer to rights

and laws that are not specifi cally

defi ned in the Constitution.

Graphic Organizer Activities: Chapter 4

Constitution Study Guide: Classifying

Amendments

Answers

American Civil Liberties

Possible

answer: Some people today still want the

right to protect themselves and believe

that owning a gun can help them do so.

Examine Other Amendments in the Bill of Rights

1.

Organize the class into groups of three and

then ask students about other rights the Bill of

Rights guarantees besides those listed in the

First Amendment.

2.

Have students confer within their group and

choose which of these amendments they

believe to be the most important.

3.

Ask one member from each group to fi nd

more information about the amendment. Tell

another member to provide real-life examples

involving the amendment’s guaranteed rights.

The third member should serve as a secretary

to record the reasons the group chose its

amendment as the most important of these

amendments.

Verbal/Linguistic

114

(14)

Differentiating Instruction

food. The framers ended this practice with the Third Amendment, which prohibits the quar-tering of soldiers without permission.

Rights of the Accused

Amendments four through eight of the Bill of Rights protect citizens from abuses in the criminal justice system. In some countries, the police and the courts can arrest their political enemies. They can conduct trials in which the accused person has few rights. Conviction is certain from the start. To pro-tect against this, amendments four through eight establish codes of conduct for the police and the courts. These amendments are some of our most cherished legal protections.

Fourth Amendment The Fourth

Amend-ment protects citizens from unreasonable searches and seizures. In many cases, a search is considered reasonable only if a judge issues a warrant authorizing it. A search warrant is a legal document that describes the place to be searched and the people or items to be seized. A search warrant can be issued only if there is good reason to believe that evidence of a crime will be found.

Under some circumstances, however, police offi cers are allowed to conduct search-es without a warrant. To do so the offi cers must have probable cause to believe there is a danger to public safety or that criminal activity is involved. For example, police can search people or their cars for illegal drugs.

Fifth Amendment Before a person can be tried for a serious crime, such as murder, a grand jury must indict, or formally accuse, the individual of the crime. The grand jury decides if there is enough evidence to go to trial. This protects an accused person from hasty government action.

The Fifth Amendment also protects an accused person from self-incriminationself-incrimination, or having to testify against oneself. In addition, it protects people from double jeopardy, or being tried twice for the same crime.

RIGHTS AND RESPONSIBILITIES

115

Another Fifth Amendment protection states that no person can be denied life, lib-erty, or property without due process of lawdue process of law. This principle is tremendously important. It means that a person cannot be punished for a crime until the law has been fairly applied to his or her case. In other words, our gov-ernment must act within the law.

The last clause of the Fifth Amend-ment establishes another basic protection. It reads, “nor shall private property be tak-en for public use, without just comptak-ensa- compensa-tion.” That is, the government cannot take private property without giving the owner fair payment for it.

This part of the Fifth Amendment pro-tects a person’s right to own private prop-erty, one of the principles upon which our economic system is based. However, it does give the government the right of

eminent domain

eminent domain, the power to take private

property for public use. Imagine that the government needs land to build a highway or a school. The right of eminent domain allows government offi cials to force property owners to sell their land to the government at what is determined to be a fair price.

Sixth and Seventh Amendments Do you

watch crime shows on television? If so, you may have heard about the Sixth Amend-ment. It provides that a person accused of a crime has the right to a prompt and public trial decided by a jury. People accused of a crime must be informed of the charges against them. They have the right to hear and question all witnesses against them, and to have their own wit-nesses testify as well. They also have the right to an attorney. The Supreme Court has interpreted the Sixth Amendment to mean that if an accused person cannot afford a lawyer, the government will pro-vide one for free.

The Seventh Amendment is less well known. It provides for a trial by jury in certain kinds of cases involving money or property.

M I S C O N C E P T I O N

A L E R T

Explain to students that the right to

privacy inherent in the Fourth

Amend-ment does not prevent school principals

or teachers from searching a student’s

locker if they have reasonable grounds

to suspect a violation of law or school

regulations. The key word, according

to the Supreme Court, is

reasonable

.

School authorities do not need a search

warrant and do not have to show

probable cause, but they cannot act

unreasonably.

Advanced Learners/GATE

Research Double Jeopardy Cases

1.

Explain to students that double jeopardy does

not always prevent an accused person from

being tried again with the same evidence. In

recent years, a number of cases have been

tried in federal courts after a state court has

found the defendant not guilty. Using federal

civil rights laws, prosecutors have charged the

accused with violating the civil rights of the

people they were alleged to have harmed.

2.

Using recent magazines, newspapers, or the

Internet, ask students to research a recent

example of a case that was retried using civil

rights laws. Have students write a brief article

explaining the details of the case.

3.

Ask student volunteers to summarize their

cases to the class.

Verbal/Linguistic

Above Level

Research Required

(15)

Eighth Amendment To ensure that people accused of crimes appear for trial, judges can order them to pay bail. BailBail is money or property that the accused gives the court to hold. Upon paying bail, the person is released from jail. The only way to get the money back is to show up for trial. The Eighth Amendment states that the courts cannot set excessive bail.

The Eighth Amendment also forbids cru-el and unusual punishment. Punishments such as branding or whipping were once used in the United States. However, they are now considered cruel and unusual. Today the debate is whether the death penalty should be considered cruel and unusual.

Rights of States and Citizens

The authors of the Bill of Rights did not want to imply that citizens had only the rights set out in the Constitution and the fi rst eight amendments. As a result, they wrote two amendments to ensure that Americans would enjoy other rights and freedoms not mentioned in the Bill of Rights.

Ninth Amendment This amendment im-plies that Americans enjoy basic rights not listed in the Constitution. These rights are open to interpretation, for they are not specifi cally defi ned.

The Supreme Court has sometimes used the Ninth Amendment to support people’s claims to specifi c rights. These rights have included the right to political activity and the right to privacy.

Tenth Amendment The Tenth Amendment is a fi nal guarantee of citizens’ rights. It deals with powers not specifi cally given to the federal government by the Constitution nor forbidden to the states by the Constitution. These powers belong either to the states or to the people. The Tenth Amendment thus gives states the power to act indepen-dently of the federal government to protect citizens’ rights.

READING CHECK _Evaluating_{Which of the}

rights of the accused is most important? Why?

116

_{CHAPTER 4}

Reviewing Ideas and Terms

1. a. Defi ne What is the Bill of Rights?

b. Explain Why did Americans want a bill of rights added to the Constitution?

c. Predict How might American citizens respond if the Bill of Rights were suspended? Explain your reasoning.

2. a. Defi ne Write a brief defi nition for the term

separation of church and state.

b. Analyze Why is freedom of speech so impor-tant to a democratic society?

c. Evaluate Which First Amendment freedom do you think is most important? Explain your reasoning.

3. a. Defi ne Write a brief defi nition for the terms

self-incrimination,due process of law,eminent domain, and bail.

b. Summarize What rights are protected by the Fifth Amendment?

c. Elaborate Should state laws offer stronger protection of individual rights than the Bill of Rights? Why or why not?

Critical Thinking

4. Summarizing

Use your notes and a web diagram like this one to describe the freedoms guaranteed by the First Amendment.

Focus on Writing

5. Supporting a Point of View Why did Americans feel the need to add the Ninth and Tenth Amend-ments? Write a short paragraph in support of these amendments.

SECTION 1 ASSESSMENT

KEYWORD: SZ7 HP4

go.hrw.com

Online Quiz

First Amendment

Close

Have students summarize the

amend-ments of the Bill of Rights.

Review

Online Quiz: Section 1

Quiz Game

Assess

SE

Section 1 Assessment

Daily Quizzes: Section 1

Reteach

Instruction: Section 1

Answers

Reading Check

Students’ answers

will vary, but should include one of the

rights outlined in the Fourth, Fifth, Sixth,

or Seventh Amendments.

Section 1 Assessment Answers

1. a.

Bill of Rights, p. 110

b.

They wanted to make

sure that their individual rights were protected.

c.

Answers will vary but students should

pre-dict that most citizens would be outraged.

2. a.

separation of church and state, p. 112

b.

It

ensures that every citizen can have a voice in

government.

c.

Answers will vary but students

should choose from the freedoms of speech,

religion, press, assembly, and petition.

3. a.

self-incrimination, p. 115; due process of

law, p. 115; eminent domain, p. 115; bail,

p. 116

b.

rights not to self-incriminate; not to

be denied life, liberty, or property without due

process of law; and to own private property

c.

Possible answers: Yes, states should offer

stronger protection based on citizens’ needs

and concerns. No, the Bill of Rights provides

all the rights we need.

4.

Students should put each of the following

into an empty circle: freedom of religion,

speech, the press, assembly, petition.

5.

Students should explain why Americans

felt the need to protect rights not explicitly

addressed in the Bill of Rights or Constitution.

(16)

Civics Skills Activity: Making an Oral Presentation

Research Required

117

MEDIA LITERACY

CRITICAL THINKING

PARTICIPATION

Making an Oral Presentation

Learn

An oral presentation can be more than just a report or a talk you give to your class. Political speeches, graduation talks, class lectures, and business pro-posals are all forms of oral presentations. Even a job interview can be treated as an oral presentation. After all, you are using words to convince someone to hire you.

Creating and giving a good oral presentation—both inside and outside of school—are important skills. Through oral presentations, you are able to reach other people and maybe even change their minds about important issues. Follow the steps below to prepare and deliver an effective oral presentation.

Practice

1

Create a strong opener. Give your audience a reason to pay attention to you. A thought-provoking beginning helps grab the audience’s attention and sets the tone for the rest of your presentation.

2

_{Structure your presentation. Too much} in-formation loses an audience. Focus on a few main points and support them with clear examples and visual aids.

3

_{Practice your presentation. The best} presenta-tions do not sound memorized or rehearsed. To achieve a natural feel, practice ahead of time. Dur-ing the presentation, use note cards, outlines, or brief notes to remember key points.

4

Be prepared for questions. A good presenta-tion makes an audience think. People may want to know more about what you have told them. Be prepared by thinking of likely questions and developing answers ahead of time.

Apply

1.

You have been asked to give a presentation about the importance of the Bill of Rights. Write a strong opener for your presentation.

2.

Look at the photograph below. Is the student pictured using good oral presentation techniques? Explain why or why not.

3.

What visual aid might you use for an oral pre-sentation about the different rights and freedoms guaranteed by the Bill of Rights?

Making an Oral

Presentation

Prepare for an Oral

Presentation

Tell students to suppose

they need to prepare to give an oral

pre-sentation on the debate over the right to

bear arms. Have them make a checklist

of what they would need to do to

pre-pare. Lists should include not only the

steps listed in the skill lesson, but also

the specifi c arguments and sources they

might research, and what their opinion

is on the issue.

Answers

Apply 1. Students’ openers will vary

but should be thought provoking and

attention grabbing. 2.

Yes; she is using

note cards and making eye contact with

the audience. 3. Possible answers:

a poster illustrating each right and

freedom, a video highlighting the

importance of one or all of the freedoms

and rights

Prepare a Class Lesson

1.

Organize students into pairs and assign each

pair one of the fi rst 10 amendments.

2.

Tell each pair to prepare a lesson on the

amendment that they will present to the

class. Students should include information

from their textbooks as well as additional

information that may require outside research.

Students should be sure to follow the steps

for preparing and delivering an effective oral

presentation.

3.

Have each pair present their lesson to the

class.

Verbal/Linguistic

(17)

The Fifteenth Amendment

(1870): Gave African American men the

right to vote

The Twenty-fourth Amendment

(1964): Banned the use of

a poll tax

118

_{CHAPTER 4}

The right to vote is one of the great-est privileges you have as a U.S. citizen. However, when the United States held its ﬁ rst presidential election in 1789, the only Americans who could vote were white, male property-owning citizens. As the nation grew, people’s ideas about fairness changed. Over time, the Constitution has been changed to extend the right to vote to almost everyone 18 years old and older. The strength of the Constitution is that it can be changed when society’s attitudes change.

Amendments Extend

Civil Rights

Americans have certain rights simply by being members of society. Rights guaranteed to all U.S. citizens are called civil rightscivil rights. The U.S. Constitution, particularly the Bill of Rights, is the foundation for civil rights in th