Amendments 11-27 Unit

Constitutional Amendments 11-27
I. Unit Goals:
1. Students understand the idea and history behind Constitutional Amendments 11-27.
2. Students research and formulate the individual importance of each of these
Amendments.
3. Students compare the difference between the United States before and after these
Amendments are passed.
4. Students analyze the effect of historical events and public interest in the passing of
these 17 Amendments.
II. Unit Objectives:
Students will be able to…
Cognitive:
1. Understand how slavery was abolished.
2. Discover how African Americans gained the right to vote.
3. Understand how women gained the right to vote.
4. Comprehend why it is important the Federal Government has the right to impose a
direct income tax.
5. Understand the reasoning behind both the implementation and subsequent repeal of
prohibition.
6. Understand the reasoning behind lowing the voting age.
Affective:
1. Understand how equality and segregation were at odds within our nation's history and
how they are still an issue today.
Skill:
1. Identify Constitutional Amendments 11-27.
2. Describe what women had to go through to earn the right to vote.
3. Identify the reasons we have term limits on the President.
4. Discuss whether or not term limits are democratic.
5. Discuss how young adults gained the right to vote.
6. Analyze how the constitution adapts to the needs of society.
7. Identify how Presidential succession works.
8. Work diligently for entire class period on Amendments 11-27 Timeline Project or extra
assignment.
9. Use the knowledge they gain during the unit to assemble their project.
III. Unit Content:
1. Amendments 11-15
2. Amendments 16-19
3. Amendments 20-23
4. Amendments 24-27
5. Amendments 11-27 Project Workshop
6. Create Your Own Amendment (Extra Lesson)

Amendments 11-15
Standards:
NCSS:
 Theme 2: Time, Continuity and Change: Through the study of the past and its legacy, learners
examine the institutions, values, and beliefs of people in the past, acquire skills in historical
inquiry and interpretation, and gain an understanding of how important historical events and
developments have shaped the modern world.
 Theme 10: Civic Ideals and Practices: An understanding of civic ideals and practices is critical to
full participation in society and is an essential component of education for citizenship. This
theme enables students to learn about the rights and responsibilities of citizens of a democracy,
and to appreciate the importance of active citizenship.
PA SAS:
Objectives:

2. Understand how slavery was abolished.
3. Discover how African Americans gained the right to vote.
4. Describe how equality and segregation were at odds within our nation's history.
Materials:
 Guided Notes for amendments 11-15
 PowerPoint for amendments 11-15
 Video on 12th Amendment
 Decoding the Amendments 11-27(notes)
 Main Ideas Sheet(hw)
 Analyzing Photographs
Subject Matter:
 Slavery, citizenship, voting rights, presidential elections
Procedure:
Set:
Current Events: Students are encouraged to bring in currents events happening in both the United
States and around the world and share them at the beginning of class. Students who take part in this can
give up to 3 different current events for a bonus point each.
Overview of Unit: Students will be informed of how we will cover amendments 11-27 of the US
Constitution over the course of the next 2 weeks; including hints about projects, quizzes, and
information to be focused on.
Agenda for the day: This lays out what we will be doing this class for the students and is basically just a
list of the methods below and their topics as well as the essential question. This could change if some
things are not completed.
Essential Question: What is the purpose of the Civil War Amendments?
PowerPoint/Teacher Presentation: Notes will be given via a PowerPoint to accompany the teacher’s
lecturing. The PowerPoint will also contain images associated with the content to give students a visual
aid. The PowerPoint may also contain short questions and activities for students to do between note
taking.
Guided Notes: Students will be given notes with parts missing that they must fill in as we progress
through the PowerPoint. This is so students have to pay attention more during teacher presentation.
Video: Students will watch a video to reinforce what they have learned about the 12th amendment.
https://www.youtube.com/watch?v=P9KWHzQo7i0&t=4s
Close:
Review the content we were able to cover for the day in a quick recap. Ask several students the
essential question and ask others to give something else they learned from today’s lesson.
Assignments:
 Read chapter 7 section 1 in textbook.
 Chapter 7 Main Ideas sheet
 Analyzing Photographs
Assessment:
 Possible Check for Understanding Questions:
o Why do you think there was a push by the President to pass a different 13th amendment?
o Is it possible that the original 13th amendment if passed earlier could have prevented the Civil
War and prolonged slavery?
o Did Abraham Lincoln support emancipation of the slaves at first?
Reflection:
Amendments 16-19
Standards:
NCSS:
PA SAS:
 5.3.9.D: Explain how citizens participate in choosing their leaders through political parties,
campaigns, and elections.
Objectives:

2. Understand how women gained the right to vote.
3. Comprehend why it is important the Federal Government has the right to impose a direct
income tax.
4. Describe what women had to go through to earn the right to vote.
Materials:
 Video 19th Amendment
 Amendment Project
 Section 7.1 Quiz
 Vocabulary Practice Sheet
Subject Matter:
 Income tax, election of senators, prohibition, voting rights
Procedure:
Set:
things are not completed or if we must complete things from a previous lesson.
Essential Question: What is the effect of women’s suffrage on the United States both back then and
today?
Quiz: Students will complete a quiz on material from chapter 7 section one in their textbook as a way to
check for understanding and whether students are completing required readings.
taking.
Video: Students will watch a video to reinforce what they have learned about women’s suffrage.
https://www.youtube.com/watch?v=HGEMscZE5dY&t=1s
Close:
Introduce Amendments Project: Students will be given the Amendments project instruction sheet and
will have until the end of the unit to complete this project. The project is a timeline and students are
required to include amendments 11-27 with their ratification dates, a historic event that also occurred
during that year, a picture either relating to the amendment or historical event, and why each
amendment is important or not today in their own words. There will be several ways to complete the
project it could be a PowerPoint, physical timeline, or a word document timeline in vertical form. (A day
to work on project in class may be included.)
Assignment:
 Read Chapter 7 section 2 in textbook.
 Vocabulary Practice
Assessment:
 Chapter 7 Section 1 Quiz
o What steps were taken before the passage of the 19th amendment that aided in its
passing.
o Why do women deserve the right to vote?
o Why do you think many people of that time did not believe women should have the
right to vote?
o How do you think that a country that loves its booze was able to get an amendment like
prohibition passed?
o Did prohibition have the desired effect that its supporters stated?
Reflection:
Amendments 20-23
Standards:
NCSS:
PA SAS:
 5.1.9.C: Analyze the principles and ideals that shape United States government.
 5.2.9.C: Examine political leadership and public service in a republican form of government.
Objectives:

2. Understand the reasoning behind both the implementation and subsequent repeal of
prohibition.
3. Identify the reasons we have term limits on the President.
4. Discuss whether or not term limits are democratic.
Materials:
 Video on Prohibition
 Video on 22nd Amendment
 Our Enduring Constitution
Subject Matter:
 Presidency, prohibition, term limits, enfranchisement, Washington DC
Procedure:
Set:
Essential Question: Is the 22nd Amendment democratic? Do you believe it is a necessary amendment?
taking.
Video: Students will watch a video to reinforce what they have learned about prohibition and the 22nd
amendment. https://www.youtube.com/watch?v=Qwnjcxc9tYw
https://www.youtube.com/watch?v=G1T8NlbZ71s
Close:
essential question and ask others to give something else they learned from today’s lesson. Then give an
idea of what we will be moving onto tomorrow.
Assignments:
 Our Enduring Constitution
Assessment:
o What are some of the causes that led to the end of prohibition?
o After all of this do you think prohibition was a good idea why or why not?
o Do you agree or disagree with term limits? Why, why not?
o Do you think there was any particular reason why Washington DC was not given any
electoral votes?
o What is the specific reason that DC did not have electoral votes until the 23rd
amendment?
Reflection:
Amendments 24-27
Standards:
NCSS:
PA SAS:
Objectives:

2. Discuss how young adults gained the right to vote.
3. Analyze how the constitution adapts to the needs of society.
4. Identify how Presidential succession works.
5. Understand the reasoning behind lowing the voting age.
Materials:
 Video on 25th Amendment
 Section 7.2 Quiz
 Our Amendments at Work
Subject Matter:
 Congressional pay, poll taxes, Presidential succession, voting age
Procedure:
Set:
Essential Question: Why did it take until 1967 to work out Presidential succession?
taking.
Video: Students will watch a video to reinforce what they have learned about the 25th amendment.
https://www.youtube.com/watch?v=6DI1IwHV0RU https://www.youtube.com/watch?v=jyiu6bTPCiQ
And/or
I have, who has review activity: Students will each be handed out a card or two depending on number
of students in class and on each card there is both an I have… and a who has… with different
amendments and definitions of other amendments. Students will read their who has statement and the
individual with the correct I have statement should answer and then they read their who has statement,
this goes on until every card has been read. You may also have students stand and then sit down when
they read both parts of their card(s).
Close:
essential question and ask others to give something else they learned from today’s lesson. Then give an
idea of what we will be moving onto tomorrow.
Assignments:
 Our Amendments at Work
Assessment:
 I have Who Has Activity
o How did we survive over 150 years without any rules about what happens if the
president, resigns, becomes insane, etc.?
o Do you believe congress should be able to give themselves raises almost whenever they
want?
o Do you as young adults approaching 18 agree with the lowing of the voting age?
o What reasons do you think were used as a reason to lower the voting age?
Reflection:
Amendments 11-27 Project
Standards:
NCSS:
PA SAS:
 5.1.9.F: Analyze the role political symbols play in civil disobedience and patriotic activities.
 5.1.9.A: Apply examples of the rule of law as related to individual rights and the common good.
 5.3.9.B: Analyze the roles of local, state, and national governments in policy-making.
 5.2.9.D: Analyze citizens' roles in the political process toward the attainment of goals for
individual and public good.
Objectives:
1. Work diligently for entire class period on Amendments 11-27 Timeline Project or extra
assignment.
2. Use the knowledge they gain during the unit to assemble their project.
Materials:
 Computers
 Textbook
Subject Matter:
 Taxation, elections, prohibition, voting rights, presidency, term limits, slavery, citizenship,
Congress, poll taxes, voting, Washington D.C.
Procedure:
Set:
Essential Question: What amendment between 11-27 do you believe is most important and why?
Projects: Students work on and hand in their Amendment Timeline project.
Extra Assignment: If students have completed their Amendment Project beforehand they may do a
bonus extra assignment that entails picking one Amendment between 11-27 and write a 3 paragraph
essay explaining the Amendment, why they chose it, and its importance in detail to the American people
or government. If completed can be used to add up to 15 points to any previous or future assignment.
Close:
Select a few students to answer the essential question. Introduce the legislative branch as the next topic
we will be covering.
Assignments:
 Timeline Project
Assessment:
 Amendment 11-27 Timeline Project
Reflection:
Create Your Own Amendment
Standards:
NCSS:
PA SAS:
 5.1.9.A: Apply examples of the rule of law as related to individual rights and the common good.
 5.3.9.B: Analyze the roles of local, state, and national governments in policy-making.
 5.2.9.D: Analyze citizens' roles in the political process toward the attainment of goals for
individual and public good.
Objectives:
1. Gain a better understanding of the amendments of the US Constitution by creating their own.
2. Work in small groups to accomplish their task.
3. Demonstrate critical thinking and creative thinking skills in developing a new amendment.
Materials:
 Shop materials (pens, paper, etc.)
 Copy of the 27 amendments (Have from previous lesson)
Subject Matter:
 Amendments, constitution
Procedure:
Set:
Essential Question: What is the purpose behind having you create your own amendment?
Review: Review and discuss with students the important points of the amendments to the constitution.
Discuss the guidelines for adding a new amendment to the constitution.
Creating a new amendment activity:
1. Brainstorming: Tell students to imagine that they have been appointed to committees to create
a new amendment. Have students brainstorm ideas for the new the amendment. (If students
have difficulty thinking of ideas, start the discussion with a suggestion; for example, an
amendment for children.) Write their ideas on the board.
2. Small Groups: Divide the class into small groups. Have each group choose one of the ideas that
the class developed. Students work together to create a proposal for their idea and present it to
the class.
Close:
Class Vote: Have students vote on which amendment out of all of these should be added to the
constitution based on the idea that you can only add one. Students cannot vote for their own
amendment.
Essential Question: After the vote have students discuss why I had them complete this activity, what
was the purpose. The purpose being that anyone can suggest an amendment to the constitution and
there are a lot of ideas out there of could be added.
Assignments:
 Amendment Proposal
Assessment:
 Informally assess how students work in small groups and how well they stay on task.
 Informally assess understanding of activity through answering of the essential question.
Reflection:

Amendments 11-27 Unit

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Constitutional Amendments 11-27

II. Unit Objectives:

Students will be able to…

5. Amendments 11-27 Project Workshop

6. Create Your Own Amendment (Extra Lesson)

1. Identify Constitutional Amendments 11-15.

Essential Question: What is the purpose of the Civil War Amendments?

1. Identify Constitutional Amendments 16-19.

1. Identify Constitutional Amendments 20-23.

1. Identify Constitutional Amendments 24-27.

Projects: Students work on and hand in their Amendment Timeline project.

Creating a new amendment activity:

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