LEARN NC

CareerStart lessons: Grade eight

6.5 Safeguarding the Bill of Rights

By Andrea Stewart, Keisha Gabriel, and Patty Grant

Provided by CareerStart

Essential question: Which careers are needed to protect the provisions of the U.S. Bill of Rights?

Lesson overview

Students will explore career possibilities based on our rights as citizens of the United States.

Teacher planning

Materials needed

Student handouts

Rights of citizens: The Bill of Rights handout
Provided by Ben’s Guide to U.S. Government for Kids.
Open as PDF (66 KB, 2 pages)
Bill of Rights chart
Open as PDF (36 KB, 1 page)
Bill of Rights career connection worksheet
Open as PDF (46 KB, 1 page)
Career information handout
Provided by the Bureau of Labor Statistics’ Occupational Outlook Handbook
Open as PDF (98 KB, 8 pages)

Time required for lesson

60 minutes, with time for discussion afterward

Pre-activities

Before beginning this lesson, students should have an understanding of the Bill of Rights (its definition, purpose, and function).

Activities

  1. Divide students into four groups: lawyers, judges, police officers, and military.
  2. Distribute the handout “Rights of Citizens: The Bill of Rights” (from Ben’s Guide to U.S. Government for Kids) and the Bill of Rights chart. Have students work in their groups to analyze the amendments and record a short summary of the freedoms guaranteed on The Bill of Rights chart.
  3. Distribute the Bill of Rights career connection worksheet and the career information handout. Instruct students to use their prior knowledge and the career information handout to complete the first question on the career connection worksheet about their assigned profession. In answering the second question, groups should infer about the role their assigned professional (lawyer, judge, police officer, or military personnel) has in maintaining those rights for all Americans.
  4. Allow groups to share their findings on how each job relates to the Bill of Rights. Allow students to suggest other related careers. Discuss the similarities and differences between the responsibilities of the careers discussed.

Assessment

Assess students based on their ability to correctly translate the provisions provided in the U.S. Constitution’s Bill of Rights and make connections between the Bill of Rights and other careers (lawyers, judges, police officers, and members of the military).

Modifications

  • Depending on class size and level, students could do this activity alone or with partners.
  • To provide more scaffolding and/or account for limited time, provide the students with a completed list of interpreted amendments. Have the students make career connections.

Optional extensions

Have students write a reflection paper indicating how they would work as one of the professionals discussed in this lesson to ensure that Americans maintain their Constitutional rights.

North Carolina Standard Course of Study

Grade 8 Social Studies Objective 2.05
Describe the impact of documents such as the Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments.
Grade 8 Social Studies Objective 9.03
Describe opportunities for and benefits of civic participation.

North Carolina Essential Standards

Grade 8 Social Studies Essential Standard 8.C&G.1
Analyze how democratic ideals shaped government in North Carolina and the United States.
Grade 8 Guidance Essential Standard P.CR.2
Understand the relationship among career goals and interests, personal interests, aptitudes, and abilities.