18th Amendment Teacher Resources
Find 18th Amendment educational ideas and activities
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New Review Amending the Constitution: Why Change?
As Bob Dylan so famously wrote, "The times they are a-changin'." Through a series of discussions, indepedent class work, and a whole-class simulation young scholars explore how the amendment process allows the US Constitution to change and adapt with the times.
Students research the history of the process of amending the US Constitution to explain the latest amendment that failed on June 28, 2006. They complete the research and view images online.
Students explore Latinos and the Fourteenth Amendment. In this government and law lesson, students analyze the ruling in Hernandez v. Texas. Students predict how the United States would be different if the court had made an alternated decision. Students write an essay.
Students examine the Second Amendment. In this U.S. Constitution lesson plan, students watch a discovery video regarding the right to bear arms as they research gun control and gun rights to prepare for a classroom debate.
Students use the newspaper as a tool to make connections about what the five freedoms guarantee in the First Amendment. In this first amendment lesson plan, students analyze events in the newspaper to form conclusions about the freedoms of the First Amendment. Students develop critical thinking skills, decision-making, summary, writing, problem solving, and researching.
High schoolers listen to the 18th Amendment. After a discussion on Prohibition, the groups determine if it was a success or a failure and present their findings to the class. They view political cartoons of the day and analyze their meaning.
Here is a well-designed study guide on the United States Constitution that can also be used as an assessment. The worksheets review requirements for becoming president and congressional leaders, order of succession to the presidency, how bills become laws, and Constitutional amendments.
Students investigate amendments to the Constitution. In this government lesson, students research how an amendment is made and amendments that have both passed and failed. They write their own amendment and attempt to have it pass by the class voting.
Upper graders critically examine the history and process of amending the U.S. Constitution in light of the current issue facing the courts on legalizing gay marriage. They read a variety of articles, watch news clips, and develop a position to discuss with the class. All necessary materials are included. The topic of gay marriage may not be appropriate for all learners to discuss, however this instructional activity is only using the topic to build an understanding of the Amendment process.
High schoolers study the legal battles involving same-sex marriage. They examine primary sources and a video regarding the 14th amendment and its implications for gay marriage. They analyze a report of a California case that was sent to the Supreme Court and what that means in regard to legislation. This instructional activity may touch on subject matter that may lead to class discussions involving strong personal viewpoints which should be considered prior to use.
Students generate reasons why the 18th Amendment was adopted. In this prohibition lesson, students analyze the 18th Amendment. After watching a video students participate in a discussion. After analyzing readings, students get into groups and use a graphic organizer to record thoughts.
Can learners be allowed to say what they want in print or on the Internet, free from interference by the school? With the advent of Facebook and other social networking sites where all expressions are chronicled and monitored, where to draw the line on what is legal and free of censorship can become blurry. In a structured academic controversy activity, help your class determine where they stand on the issue of student expression under the First Amendment.
Students review the articles of the Constitution and identify the amendments to the Constitution. They use the skills of analysis and synthesis in matching the present day situation with the correct Amendment that applies.
Fifth graders study the First Amendment to the Constitution. They participate in a simulation whereby a dictatorship is created. As a class, pupils discuss the Bill of Rights and the freedoms given. Given specific situation pertaining to freedoms, classmates identify the problem, consider advantages of certain options, and develop a solution.
Students examine the freedoms and rights granted by the First Amendment of the Constitution of the United States. Through class discussion and text reading, they create a list of activities that they participate in that are guaranteed under the First Amendment.
Students examine what an amendment to the US Constitution is and they study the process by which the Constitution is amended. They discuss the process to determine its positives and negatives. Finally, they create group presentations that are aimed at gaining support for an amendment, and research a failed amendment.
Students research the First Amendment and what it says about the right to peaceably assemble as well as read in particular about those who were arrested or removed from an area for being disruptive during a protest on the War in Iraq. After research is complete, students form two teams and debate how much freedom should protesters have.
Informal Constitutional amendments are the focus of this review worksheet, which covers the circumstances and methods by which Congress may informally amend the Constitution. The format of this worksheet would lend well to a homework assignment or class quiz.
Learners, using a New York Times article as a springboard for discussion, investigate and debate the complex issues of First Amendments Rights and censorship for Hate Groups using Websites for propaganda.
Pupils explore rights they have as Americans. After discussing the 26th Amendment and its history, they research how voting has changed over the years. Students create a scrapbook of events leading up to the right to vote. They write a letter to President asking for the voting age to be changed to 18.