Monday Sept 21st Day 28

Standard 10.2.1 

Compare the major ideas of philosophers & their effects on the democratic revolutions in England, the U.S., France, & Latin America (e.g., John Locke, Thomas Hobbes, Charles-Louis Montesquieu, and Jean-Jacques Rousseau.

Standard 10.2.2

List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

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Objective:

Given an historical background on enlightened thinkers and the social and political environment of the War of Independence, students will be able to identify the various components of the Constitution as well as understand and evaluate the Bill of Rights on basic citizenship liberties.

Given a list of the Bill of Rights, students will be able to evaluate which rights they feel are the most valued in our society as well as to them as individuals.

Rationale:

The study of the enlightened thinkers allows for students to understand what influences our founding fathers used in crafting the Constitution. Furthermore, understanding the various sections and details of the constitution, will allow students to gain a better understanding of its purpose and practice is daily life.

Evidence:

By listing and explaining the various sections of the Constitution, students will provide evidence as to their understanding of its origins, its contents, and its effects.

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Today's Essential Question: 

What effect/influence did enlightenment thinkers have on revolutionaries in "America" in the writing of the Declaration of Independence? Secondly, what are the “3 sections” of our Constitution, and what do they address?

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Journal Topic:

The founding of our nation occurred over 200 years ago, yet its laws and rights of its citizens are being challenged every day. Recently in Kentucky, a woman felt compelled to stand by her religious beliefs and not grant a marriage license to a same sex couple. The very nature of our constitution was being challenged. A person's right to practice their religion came in conflict with their duties to fulfill their job representing the state/county government.
Questions:
Where does the line for personal expression of a belief trump the right's of a person who while trying to exercise their right's conflicts with your belief system?

Does it make a difference if these beliefs were held prior to obtaining the job? Does it matter if the "new law" was passed and as a result, that new law created the conflict?

For ex -
Can a Fish and Game warden refuse to grant a fishing license because he/she is a vegan?
Can a Muslim flight attendant refuse to serve alcohol as part of her job?

Kim Davis Sulu takes a stand  - ( here )
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Students should finish filling-in theor Bill of Rights Chart
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Bill of Rights - ( chart here )
Each table will be assigned 8 amendments (1-8)
Person A gets amendments  1 & 5
Person B gets amendments   2 & 6
Person C gets Amendments  3 & 7
Person D gets Amendments  4 & 8

Fill in your chart with your 2 amendments, then in order starting with Person A
teach the other students at the table your amendments.

Amendment # 1- ( here )
Amendment # 2- ( here )
Amendment # 3- ( here )
Amendment # 4- ( here )
Amendment # 5- ( here )
Amendment # 6 - ( here )
Amendment # 7 - ( here )
Amendment # 8- ( here )

I will cover Amendments 9 & 10
Amendment # 9 - ( here )
Amendment # 10 - ( here )

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Bill of Rights Review (quiz prep) ( here )

Bill of Rights CFU -open kahoot.it
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Closure activity - Last slide on ppt
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Bill of Rights Activity - ( here ) (this will be homework if we don't get to it in class)