Does this violate my rights?
The teacher will have an example of a real life-situation on the board. An example may be, "Your public school begins a sporting event with a student-led prayer over the school’s PA system." Students are to login to Padlet and explain whether or not they think that violates the 1st Amendment and explain why. Once all students have answered, the teacher will lead a class discussion.
Students are to login into Padlet and respond to the situation posted on the board.
2 Guided and Independent Practice
The teacher will hand-out a worksheet to students with examples like the one posted above. They are to try to assess the situation and figure out whether the situation violates the 1st Amendment or not.
Once everyone is finished, the teacher will go over the correct answers.
Students will use their previous knowledge to assess situations and figure out whether they violate the 1st Amendment or not. Students may choose to work independently or with a partner.
3 Closure and Assessment
Teacher will show to students an example of a Tellagami. After showing an example, the teacher will demonstrate to students how to create a Tellagami.
The teacher will explain to students that they are to create their own Tellagami. Their task is to pick one of the situations on the worksheet that violated the Constitution and create a Tellagami that explains HOW or WHY the 1st Amendment was violated. Then they must share that link with the teacher as an assessment grade.
Students are to choose an example from the worksheet that is a violation of the first Amendment and create a Tellagami that explain how or why the first amendment was violated.
Key Standards Supported
Reading History/Social Studies
|RH.6-8: Key Ideas and Details|
|RH.6-8.1||Cite specific textual evidence to support analysis of primary and secondary sources.|
|RH.6-8.2||Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.|
|RH.6-8.3||Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).|
|Craft and Structure|
|RH.6-8.4||Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.|
|RH.6-8.5||Describe how a text presents information (e.g., sequentially, comparatively, causally).|
|RH.6-8.6||Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).|
|Integration of Knowledge and Ideas|
|RH.6-8.7||Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.|
|RH.6-8.8||Distinguish among fact, opinion, and reasoned judgment in a text.|
|RH.6-8.9||Analyze the relationship between a primary and secondary source on the same topic.|
|Range of Reading and Level of Text Complexity|
|RH.6-8.10||By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.|