Introduction to the First Amendment
Yolande’ A. Barker
Trotwood-Madison High School
Trotwood, Ohio
Goals
- Knowledge-Students will gain a basic understanding of the First Amendment.
- Recognition- Students will recognize the benefits, and everyday representation of the five freedoms.
- Expression-Students will express orally, and in writing their understanding of the First Amendment.
Activities
Activity 1
- BELLWORK: Students are given five minutes to respond to this question:
- What are the most important 42 words in American history? (Students usually respond with “Declaration of Independence”, “Emancipation Proclamation”)
- DISCUSSION
- After the time is completed, students will see the First Amendment glaring on the overhead!
- Students are then broken up for a group exercise.
- Roles are given to ensure that all members participate.
- The recorder will write all responses from the group, the reporter will speak for the group at the appointed time and the timekeeper does just that.
- In their group, students will Select one of the five freedoms written on an index card.
- They must first write what their group thinks their freedom means, and provide examples. (Time limit: 2-3 minutes.)
- They are then given their explanation of what their freedom means.
- The recorder will read the explanation to the group.
- The reporter will then report to what their group discussed about each freedom and their interpretations.
- History of the First Amendment- Why it is important? LECTURE TIME!
- Power Point- A world with no First Amendment- I have put together a collection of student art work and pictures that represent America without the First Amendment.
- First assignment – Students are to memorize and present the First Amendment in a creative way – a song, rap, or a short skit. They are given a week to memorize.
Activity 2
- When the students enter the room, I have the song “Hero” on by Mariah Carey.
- BELL WORK: Discuss the qualities of a hero.
- Hero Activity: Pictures are posted at different stations in the room. Students are to go to each station and define how each person qualifies as a hero. The pictures are of the following people:
- Martin Luther King
- Rosa Parks
- John F. Kennedy
- Cesar Chavez
- A mirror (themselves)
- Gandhi
- Mother Theresa
- Students then pair with another person and talk about those heroes. (15 minutes)
- “Becoming a First Amendment Hero Creed”
- Briefly discuss what is a creed. (Not the musical group, I quip)
- Then I read the creed to the students.
- Students are instructed to write the creed.
- “Becoming a First Amendment Hero Creed”- by Yolande’ A. Barker
- I understand the freedoms guaranteed under the First Amendment.
- I recognize the benefits and will exercise and defend my rights under the First Amendment whenever needed
- I then give examples from everyday life that show how one begins the process becoming a First Amendment Hero.
- Shawn Patrick started a newspaper for young minorities in his community. (Freedom of the Press)
- Sharita wore a green armband to denounce the mistreatment of Haitian refugees. (Freedom of Speech)
- Students at Trompton High responded to an editorial that cast a shadow on the bleak future of teens today. (Freedom of the Press)
- Sonia researched information on the Internet for her story. (Freedom of the Press)
- Assignment – Create a collage of newspaper or magazine clippings that are example of the five freedoms guaranteed under the First Amendment.
Activity 3
- BELLWORK: First Amendment quote. Respond to the quote (You supply your own.).
- Creed – All students will recite the creed.
- Collage – Students will present their collages.
- Students are given time to practice for their First Amendment presentation.
Activity 4
- BELLWORK – First Amendment quote. Respond to the quote.
- Students give their creative presentations to the class.
- Teacher reads a history of Ida Tarbell.
- Students write a response to the reading about Tarbell.
- Give students their “First Amendment Express” Card.
- First Amendment Express Card: I just created this card as a business card. I typed the First Amendment on the card and had the card laminated.
- The students really get a kick out of this.
Evaluation
- Class presentations and participation in classroom discussions.