Bill of Rights Scenarios: Which Right Is at Stake?

SubstitutePlans.com
Social Studies · Government and Civics
SP-GOV-004 · Free to print and use in your classroom · substituteplans.com
Page 2
Bill of Rights Scenarios: Which Right Is at
Stake?
Social Studies · Government and Civics · Grades 9-12 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student).
Technology
None.
Student
independence
High. Students work alone, then discuss a balanced question with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will identify which amendment is most directly involved in a given scenario and explain that
rights have limits that must be balanced against other interests.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: The Bill of Rights = the first ten amendments (1791).
☐ Keep the answer key on your desk. All scenarios are made-up examples.
Say this to start
Good morning! The first ten amendments to the Constitution are called the Bill of Rights. Today you will read a short
summary of five of them and then decide which right is involved in seven made-up situations. At the end you will think
about why even important rights have limits. Everything you need is on the worksheet.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet. Read the board
note aloud.
Settle in and listen.
5–15
Tell students to read the passage and fill in the Part A table
with a short summary of each amendment in their own
words. They may use the passage.
Read and complete the amendment table.
15–30
Tell students to answer scenario questions 1–7. Walk the
room and remind them to choose the amendment that is
MOST directly involved.
Choose the best amendment for each
scenario.
30–38
Tell students to answer true/false questions 8–10.
Answer the true/false questions.
38–46
Tell students to answer questions 11 and 12. Let partners
share ideas quietly, then write their own answers.
Write reasoned answers to the two open
questions.
46–50
Read answers 1–10 aloud from the key. Collect worksheets
and stack them for the teacher.
Check their answers and hand in the
worksheet.

SubstitutePlans.com
Social Studies · Government and Civics
SP-GOV-004 · Free to print and use in your classroom · substituteplans.com
Page 3
If things go wrong
• If students bring up current events or named people, remind them that today’s scenarios are made up and
the goal is to understand the rules, not to take sides on news stories.
• If a student says a scenario could involve two amendments, agree and tell them to pick the one that fits best
and note the other.
• If students finish early, use the early finisher list.
• If the class is noisy, remind them that partner talk is only allowed for questions 11 and 12.
Early finishers
• Write your own made-up scenario for the Eighth Amendment and trade with a neighbor to solve.
• Choose one amendment and write two sentences about why the framers might have thought it was
important.
Support and challenge
• Support: Let students use the Part A table as a reference for every scenario, and complete only questions 1–5.
• Challenge: Ask students to write a short paragraph arguing both sides of question 12.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: