2nd Amendment Teacher Resources

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Students examine the Second Amendment. In this U.S. Constitution instructional activity, 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 interpret the Second Amendment. In this U.S. Constitution activity, students examine the right to bear arms as they compare 2 Michigan Supreme Court cases and discuss their personal interpretations of the amendment.
Students explore the history of firearms. In this Bill of Rights lesson, students view a PowerPoint presentation regarding the history of firearms. Students then examine the Second Amendment and conduct research on gun control so that they are able to participate in a debate on the topic.
High schoolers examine the Second Amendment of the Constitution. They research and organize key arguments and other fundementals of gun control. They participate in a debate defending the wording of the Second Amendment.
Students research Samuel Adams' role in the crafting of the Second Amendment. They consider how Adams' views evolved with time and write a one-page response linking their research to current events.
Students explore the debate on how to curb gun violence in America. They prepare an argument for or against a strict interpretation of the Second Amendment of the United States Constitution and participate in a debate.
Students examine why they either do or do not have guns in their own household and how guns affect their sense of safety. They explore the controversy surrounding how best to interpret the Second Amendment by reading and discussing the article "A Liberal Case for Gun Rights Helps Sway Judiciary."
Students consider both sides of the gun control debate. In this gun control lesson, students research the stance of the 2 sides of the debate and then participate in their own classroom debate on the topic.
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 lesson 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 lesson may touch on subject matter that may lead to class discussions involving strong personal viewpoints which should be considered prior to use.
Immigration and citizenship is a hot topic in today's society. Engage in a spirited and educated debate with your class on these topics through an essential question: Does the Fourteenth Amendment need revision? Your critical thinkers will review key arguments in US history by reading opinions in primary source materials and listening to the ideas of their classmates, and then formulate their own informed opinion on the matter through both discussion and a final writing assessment.  
Here is a wonderful way to introduce your learners to the Fifth Amendment of the Bill of Rights. There are 16 questions designed to generate thinking and discussion questions about the Fifth Amendment. This lesson is extremely well-written, and the game is quite ingenious. Quite often, a game format like this fosters enhanced learning for everyone. Highly recommended!
“I have in my hand 57 cases of individuals who would appear to be either card carrying members or certainly loyal to the Communist Party. . .” Senator Joseph McCarthy certainly stirred the pot with his claims. The result was a series of legislative actions that put McCarthy in the spotlight and First Amendment rights in jeopardy.  Was Congress’s violation of the First Amendment during the McCarthy Era justified? To prepare to respond to this guiding question, class members examine a series of primary source documents including the First Amendment, the Smith Act, and Joseph McCarthy’s speech delivered February, 1950, in Wheeling, West Virginia. After group and full-class discussions, individuals craft an essay using evidence drawn from the documents to support their argument.
Tackle ethics in your high school history classes with a Socratic seminar about torture as a means for obtaining information. The plan allows for pupils to take the reins during the seminar. On the first day, class members read several articles and fill out a preparation worksheet. On the second day, the class chooses a moderator and discusses the four given questions. Every individual is required to participate.
Are Northwest Florida schools violating the Establishment Clause of the First Amendment to the Constitution by allowing students or members of the clergy to recite prayers over the public address systems before football games? Class members tackle the Establishment Clause in a series of AP-style Free Response Questions (FRQ) activities. Groups examine three Supreme Court rulings on this issue of separation of church and state, and respond with majority and minority opinions. Assuming the role of justices, they then rule on the question and write their opinion.
Students explore the content of Abraham Lincoln's Second Inaugural Address. In this Abraham Lincoln lesson, students analyze the text of the speech to determine how Lincoln sought to reconstruct the country as the Civil War drew to a close.
Students write an essay analyzing the language of the Fourteenth Amendment to the US Constitution.  For this US History lesson, students review the difference between implicit and explicit meanings. Students watch a video on the Fourteenth Amendment and fill out two corresponding handouts. Students write an essay to explore the implicit and explicit language in the amendment.
Students describe the main arguments offered by groups and organizations for and against gun control. They develop an informed position on the issue of gun control and read the article "Debating the Gun Issue." They examine the general nature of the issue and stake out a position on proposed gun control legislation.
Students use the New York Times article profiling ordinary citizens who legally own guns as the basis of a role-playing exercise in which they explore the types of people who own firearms and their personal reasons for doing so.
Young scholars idenitfy and apply their opportunities to describe how written and unwritten laws and rules of a society affect individual and group behavior. Then they recognize the significance of the Fifth through Eighth Amendments, as well as recognize the significance of the Declaration of Independence. Students also recognize that American citizens not only enjoy many rights guaranteed by the Constitution but also have many responsibilities associated with those rights.

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