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The Rights and Responsibilities of U.S. Citizens

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Overview

This lesson gives students an opportunity to explore the basic rights guaranteed to a U.S. citizen under the Bill of Rights and the responsibilities that come with them.

Grade Level

7 - 12

Objectives

Students will:

  • identify the basic rights guaranteed to a citizen under the Bill of Rights; and
  • examine the responsibilities that come with the rights of citizens.

Estimated Time

Activity 1: 2 days in class; 1-2 days research and writing homework
Activity 2: 1 day

Materials Needed

Procedure

Activity 1

  1. This lesson gives students an opportunity to gain insight into the civil rights of U.S. citizens by exploring major U.S. Supreme Court cases. Their explorations will enhance their understanding of the prevailing current interpretations of each of the amendments contained in the Bill of Rights. A list of the rights with links to landmark cases for each right is provided below.
  2. Divide students into pairs and give each pair copies of the relevant portions of the applicable cases, being sure to include both prevailing and dissenting opinions. Choices will have to be made since several courses could be taught on the U.S. Supreme Court cases for each amendment. It is critical that students are provided with these materials in case study format. They will have to read, examine the data/arguments, and decide whether they agree with the decision or disagree.
  3. Each student will be expected to write a short paper which describes the right(s) he or she was assigned, the question facing the court in each case(s), how it was resolved, and whether he or she agrees or disagrees with the outcome. In addition, each student pair will present to the entire class a short summary of their understanding of what the right(s) assigned to them means and one example of how it has had or could have an effect on their lives or the lives of their family or friends.

Activity 2

  1. Explore the responsibilities of citizens by discussing issues in the community and/or the nation. Create separate lists of current pubic policy issues in your neighborhoods, school community, state, and the nation.
  2. As a whole class, have students identify the appropriate governmental body responsible for each public policy issue when citizens seek resolution of an issue (this also applies to their lives as students in their school communities).
  3. For each issue listed, brainstorm possible ways that citizens might get involved in the public policy issue. Discuss why a citizen might want to get involved and how his or her participation may benefit the individual and the community/state/nation.
  4. Finish by watching the segment from the Interactive Learning Module: The Importance of Citizen Participation entitled "Avenues of Participation" and discuss which actions they would take and which ones they think are most effective, including rationale for their choices.

Amendments and Related Cases

First Amendment

* Freedom of Speech

  • Miller v. California (http://www.oyez.org/cases/1970-1979/1971/1971_70_73/)
  • Yates v. United States (http://www.oyez.org/cases/1950-1959/1956/1956_6/)
  • Tinker v. Des Moines Independent Community School District (http://www.oyez.org/cases/1960-1969/1968/1968_21/)
  • Brandenburg v. Ohio (http://www.oyez.org/cases/1960-1969/1968/1968_492/)
  • Texas v. Johnson (http://www.oyez.org/cases/1980-1989/1988/1988_88_155/)

    • * Freedom of the Press

    * Freedom of Religion

    * Freedom of Assembly

    * Right to Petition the Government

    Second Amendment

    Fourth Amendment

    Fifth Amendment

    * Right to Grand Jury Hearing in Federal Criminal Cases

    * Prohibition against Double Jeopardy

    * Right against Self-Incrimination

    * Prohibition of Deprivation of Life, Liberty, or Property without Due Process

    * Power of Eminent Domain Requires Fair Compensation for Private Property Taken By State

  • Kelo v. City of New London (http://www.oyez.org/cases/2000-2009/2004/2004_04_108/)

    • Sixth Amendment

    * Right to a Speedy and Public Trial

    * Right to be Informed of the Nature and Cause of Accusation Against Oneself

    * Right to Confront Hostile Witnesses

    * Right to Subpoena Witnesses at One's Trial

    * Right to Counsel

  • Gideon v. Wainwright (http://www.oyez.org/cases/1960-1969/1962/1962_155/)
  • Scott v. Illinois (http://www.oyez.org/cases/1970-1979/1978/1978_77_1177/)
  • Argersinger v. Hamlin (http://www.oyez.org/cases/1970-1979/1971/1971_70_5015/)

    • Seventh Amendment

    Eighth Amendment

    * Prohibition of Excessive Bail or Excessive Fines Issued by the Federal Courts

    * No Cruel and Unusual Punishment

    Ninth Amendment

    Tenth Amendment

    Cross-Curricular Activity

    Have students read Kids on Strike! (Boston: Houghton Mifflin, 1999), by Susan Campbell Bartoletti. Discuss how the kids in the book became involved in an issue and were able to influence political leaders.

    Assessment

    Basic Concepts and Processes

    Ask your students to respond to the following requests for information and assess their knowledge of key concepts taught in this lesson.

    1. Identify the basic rights guaranteed to a U.S. citizen under the Bill of Rights.
    2. Name at least three responsibilities of U.S. citizens.

    Scoring Guide for The Rights and Responsibilities of U.S. Citizens

    Elements Possible Score Assigned Score Notes
    Correct spelling 5    
    Correct grammar
    (sentence structure, punctuation)     		10    
    Good beginning, middle, and end 10    
    Identifies basic rights guaranteed by The Bill of Rights 25    
    Describes the question facing the Supreme Court in each case 25    
    Describes how the Court decision has had or could have an effect on their lives 25    

    Lesson Plan Feedback

    If you have suggestions for improving this lesson plan, or if you have ideas for others using the module, please let us know. We value your input. Thank you!

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