BILL OF RIGHTS AND CIVIL LIBERTIES

Overview
In this lesson, students will explore the civil liberties enshrined in the Bill of Rights. Specifically, students will a) read
and interpret the text of the Bill of Rights, b) consider arguments about civil liberties, and c) explain the meaning of
an amendment.
After watching a clip that raises the issue of freedom and tyranny, students work with a partner or a small group to
watch a video clip about a specific freedom protected by the Bill of Rights. Each group answers a set of guiding
questions about their video and their topic, and they then create a poster to illustrate their learning and share it with
the rest of the class.
The lesson is intended to take one to two block periods or three to four regular class periods.

Vocabulary

Bill of Rights
Amendment

Procedure
1. Prepare the introductory video clip to be watched as a class. Introduce the speaker, Rep. Tom McClintock of
California. Explain that he is a Congressman speaking about issues related to civil liberties. Before watching the clip,
ask the students to think about the question Why is Tom McClintock angry?

Briefly discuss responses to the video. McClintock complains about specific actions taken by the
government, but his complaints fall into one of three categories freedom of the press, freedom of political
organizations, and protection against searches and seizures. In general, he makes an argument that we
need civil liberties and personal freedoms to protect us from tyranny.

2. Explain that the major topic for the lesson is the Bill of Rights, which lists the essential freedoms and civil
liberties of American citizens. Project a list of specific topics on the board, break the students down into pairs or
small groups, and assign each one of them a topic.

Freedom of Religion, Freedom of the Press, Freedom of Speech, Right to Bear Arms, Unreasonable
Searches and Seizures, Right to Remain Silent, Right to Counsel, Right to a Speedy Trial, and Cruel and
Unusual Punishment.

3. Each group first examines the text of the amendment and comes to a consensus about the meaning of the text.
Then, they watch a video clip which provides an explanation of the amendment and/or raises a critical issue in
understanding the amendment. After watching the clip, students discuss three general guiding questions along with
one question specific to their video clip.

- What does the amendment mean?

- Why is this specific right or freedom important?
- Can you think of a situation in which people would disagree about the meaning of the amendment?

Freedom of Religion
i.
http://www.c-spanvideo.org/clip/4460619 (6 mins)
ii.
Do you think the principal should have been suspended for allowing the student led prayer?

Freedom of the Press

i.
http://www.c-spanvideo.org/clip/4458326 (7 mins)
ii.
Do you think the press should be able to publish classified information?

Freedom of Speech
i.
http://www.c-spanvideo.org/clip/4460620 (7 mins)
ii.
Do you think Mary Beth Tinker should have been suspended?

Right to Bear Arms

i.
http://www.c-spanvideo.org/clip/4460621 (9 mins)
ii.
What would you consider a regulation on the right to bear arms? What would be an example of an
unreasonable regulation?

No Unreasonable Searches
i.
http://www.c-spanvideo.org/clip/4460622 (4 mins)
ii.
Do you think the police acted properly in this situation?

Right to Remain Silent

i.
http://www.c-spanvideo.org/clip/4457759 (5 mins)
ii.
Do you think the police acted properly in this situation?

Right to Counsel
i.
http://www.c-spanvideo.org/clip/4458341 (6 mins)
ii.
According to Mr. Gideon, which part of the Constitution should have provided him with legal counsel in
his case?
iii.
Is it fair to make states (or towns or counties) pay for attorneys if a defendant cant afford one?

Right to a Speedy Trial

i.
http://www.c-spanvideo.org/clip/4458344 (3 mins)
ii.
Explain the parameters of the Constitutional right to a speedy trial.

No Cruel and Unusual Punishment

i.
http://www.c-spanvideo.org/clip/4458347 (5 mins)
ii.
Explain the differing interpretations of the term Cruel and Unusual by Justice Scalia and Justice
Breyer.

4. Each group then creates a poster to help illustrate the meaning of the amendment for the rest of the class. The
poster should include:

The relevant text of the amendment.

A statement on the siginificance of the amendment.
A picture representing or illustrating the meaning of the amendment.

5. Each group presents their poster to the rest of the class. As students present their posters, the rest of the class
should complete a chart or graphic organizer to take notes on the presentation.

Potential Follow Up Assignments / Homework

Students may choose one additional amendment to follow up and research in depth.
Students create a pamphlet explaining a citizens basic rights as protected by the Bill of Rights. The best
pamphlet may then be reproduced and distributed to people in the school.
Students choose one civil liberty that was presented. They identify one potential disagreement over that
amendment and write a one page editorial taking a position on that particular liberty.

Videos / Resources

Introductory clip, Rep. McClintock complaining about infringements on civil liberties

o http://www.c-spanvideo.org/clip/4457858

Freedom of Religion
o http://www.c-spanvideo.org/clip/4458360
o Do you think the principal should have been suspended for allowing the student led prayer?

Freedom of the Press

o http://www.c-spanvideo.org/clip/4458326
o Do you think the press should be able to publish classified information?

Freedom of Speech
o http://www.c-spanvideo.org/clip/4458320
o Do you think Mary Beth Tinker should have been suspended?

Right to Bear Arms

o http://www.c-spanvideo.org/clip/4458352
o What would you consider a regulation on the right to bear arms? What would be an example of an
unreasonable regulation?

No Unreasonable Searches
o http://www.c-spanvideo.org/clip/4457754
o Do you think the police acted properly in this situation?

Right to Remain Silent

o http://www.c-spanvideo.org/clip/4457759
o Do you think the police acted properly in this situation?

Right to Counsel
o http://www.c-spanvideo.org/clip/4458341
o Is it fair to make states (or towns or counties) pay for attorneys if a defendant cant afford one?

Right to a Speedy Trial

o http://www.c-spanvideo.org/clip/4458344
o What time frame would consider to be speedy? What would make you say a trial took too long?

No Cruel and Unusual Punishment

o http://www.c-spanvideo.org/clip/4458347
o Is it cruel and unusual to execute a sixteen year old, if it is not cruel and unusual to execute an adult?