TIE

055 TOUCHSTONE 3 THE BILL OF RIGHTS

PAIR-TEACHING PRESENTATION

You and a partner (with whom you have not yet presented) will present a one- to one-and-ahalf hour multifaceted, interactive, and informative lesson about one of the amendments (or a
specific portion thereof) in the Bill of Rights.

Your presentation should include the following:

1. a discussion of the amendment (and/or the specific part of the amendment that is your focus)
and its implications
2. at least one court case dealing with the amendment and how it changed or reinforced
interpretation of the amendment
3. at least one brief current-event article/reading that touches on the amendment in some way.
Your classmates will be required to read the article ahead of time.
4. a listening activity of some sort, such as a news story or informational video or audio recording
5. the discussion of a recorded survey of four native speakers that includes at least three questions
pertaining to your amendment
6. visual aids, such as a PPT presentation, photos, diagrams, etc., that enhance your lesson
7. a handout (a.) outlining the key information and activities in your lesson and (b.) including
discussion questions for the class, copied and distributed to everyone

Your presentation plan is due on Monday, July 15 (for groups 1-3) or Monday, July 22 (for
groups 4-6). You will be provided with a handout to complete with your groups ideas and
materials. This will allow us to briefly discuss your lesson ahead of time and to make necessary
changes.


SCHEDULE
Sign your names and the Amendment and/or specific focus in one of the boxes below.

MONDAY

WEEK 9

PLAN DUE for

presentations
1-3

WEEK 10

PLAN DUE for

presentations
4-6

WEEK 11

TUESDAY
Presentation 1:








Presentation 6:

WEDNESDAY
Presentation 2:

THURSDAY
Presentation 3:

Presentation 4:

Presentation 5:


Court Cases and Important Terms to Consider (NOT an Exhaustive List)

1st Amendment
Tinker v. Des Moines
ACLU
Banned Books
Pledge of Allegiance in Schools
Prayer in Schools
10 Commandments in Federal Buildings
National Security

2nd Amendment
Quilici v. Morton Grove
NRA
Brady Bill
concealed carry
gun show loophole

3rd Amendment
Griswold v. Connecticut
(birth control & reproductive rights)
Roe v. Wade
(abortion)
Boy Scouts of America v. Dale

(homosexuality)
Washington v. Glucksberg
(physician-assisted suicide)

4th Amendment
Mapp v. Ohio
Intellectual Property
Copyright Infringement

5th Amendment
Miranda v. Arizona
New London v. Kelo (2005)
Bartkus v. Illinois
Hamdi v. Rumsfeld
due process
probable cause
double jeopardy
plead the 5th
Miranda warning
Drone strikes

6th Amendment
Gideon v. Wainwright
Taylor v. Louisiana
trial by jury



7th Amendment
Markman v. Westview Instruments, Inc.

8th Amendment
Robinson v. California
Ingraham v. Wright
cruel and unusual punishment
capital punishment

9th Amendment
(you may choose the amendment itself)

10th Amendment
Hammer v. Dagenhart

TOUCHSTONE PRESENTATION THE BILL OF RIGHTS

Category

Points

Written plan

/30

Submission of
plan/homework
assignment/survey

/10

Reflection questions

/10

Follows plan
Clear communication

Effective
communication
Visuals

/10
/10

Teamwork

/10

/10
/10

Comments
PRESENTATION PLAN
Follows instructions, writing is clear and free of grammatical errors,
sufficient development, evidence of knowledge of the topic, presents
meaningful tasks, revised if necessary
Plan is complete, follows instructions, on time, submitted appropriately;
homework assignment is clear and meaningfully prepares students for the
discussion; evidence of survey is included and contributes to the classs
understanding of the topic
Thoughtful responses; addressing strengths, challenges, and ideas for
future
PRESENTATION
Presenters are mindful of time allotments; pace is effective
Speech is clear and free of grammatical and pronunciation errors; ideas are
connected effectively with transitions and other cohesive devices
Speaker talks to the audience, responds to questions; eye contact,
speaking at a good rate, not reading, good posture, good volume, etc.
Covers the main points presented, helps audience to follow the
presentation and take notes
Evidence of both partners contributing equally to the presentation

TOUCHSTONE PRESENTATION THE BILL OF RIGHTS

Category

Points

Written plan

/30

Submission of
plan/homework
assignment/survey

/10

Reflection questions

/10

Follows plan
Clear communication

Effective
communication
Visuals

/10
/10

Teamwork

/10

/10
/10

Comments
PRESENTATION PLAN
Follows instructions, writing is clear and free of grammatical errors,
sufficient development, evidence of knowledge of the topic, presents
meaningful tasks, revised if necessary
Plan is complete, follows instructions, on time, submitted appropriately;
homework assignment is clear and meaningfully prepares students for the
discussion; evidence of survey is included and contributes to the classs
understanding of the topic
Thoughtful responses; addressing strengths, challenges, and ideas for
future
PRESENTATION
Presenters are mindful of time allotments; pace is effective
Speech is clear and free of grammatical and pronunciation errors; ideas are
connected effectively with transitions and other cohesive devices
Speaker talks to the audience, responds to questions; eye contact,
speaking at a good rate, not reading, good posture, good volume, etc.
Covers the main points presented, helps audience to follow the
presentation and take notes
Evidence of both partners contributing equally to the presentation

TIE 055 TOUCHSTONE 3 THE BILL OF RIGHTS

PRESENTATION TEMPLATE

On the MONDAY prior to your presentation, please submit this completed form along with links
to or attachments including any readings, listenings, videos, etc. that you are using in your
presentation. Let me know which materials I should make available on Blackboard, and which
to make copies of.


Names:

Date of presentation:

Focus of presentation:

Goals:

Homework that the class should complete prior to your presentation:

PRESENTATION PLAN

TIME
DESCRIPTION OF
ALLOTTED
ACTIVITY

















Pre-presentation notes:


Survey questions:


Discussion questions:

MATERIALS
NEEDED

SUMMARY OF PROCEDURE

TIE 055 TOUCHSTONE 3 THE BILL OF RIGHTS

PRESENTATION TEMPLATE EXAMPLE

On the MONDAY prior to your presentation, please submit this completed form along with links
to or attachments including any readings, listenings, videos, etc. that you are using in your
presentation. Let me know which materials I should make available on Blackboard, and which
to make copies of (and when you need them).

Name: Trischa Duke

Date of presentation: Thursday, July 11, 2013

Focus of presentation: Amendment 2, specifically current issues dealing with gun control and
concealed-carry laws

Goals: (1) To provide the class with an overview of current issues concerning the national guncontrol debate, and (2) To get the class to understand concealed-carry and the implications of
recent legislation declaring Illinois concealed-carry ban unconstitutional

Homework that the class should complete prior to your presentation:
(1) Read Gun Rhetoric vs. Gun Facts article from FactCheck.org
(2) Listen to three portions (Prologue, Act 2, and Act 5) of Episode 81: Guns of This American
Life

PRESENTATION PLAN (70 minutes)

TIME
DESCRIPTION OF
ALLOTTED
ACTIVITY

Review of
20 min
homework reading

& discussion of
Second
Amendment

30 min

Short readings &

video

MATERIALS
NEEDED
Gun Rhetoric
vs. Gun Facts
article

Discussion
questions
The Next Gun
Control Battle: A
Right to Carry
Firearms in
Public? article

CBS newscast of
concealed carry
decision

SUMMARY OF PROCEDURE
Use discussion questions to focus the
class on important points in the article.
Review charts as necessary.

Have class read first article and discuss

at tables

Show video and discuss as whole class

Have class read second article and
discuss at tables, then as whole class

Go over discussion questions

20 min

Conceal Carry
Coming to
Illinois article

Discussion
questions
Synthesis of prior This American
activities with This Life Episode
American Life
81:Guns
listening & survey
results
Survey results

Discussion
questions

Discuss the parts of the episode the

class listened to for homework

Listen to Act 4: Potato Potahto

Go over discussion questions &
incorporate survey results as the
opportunity arises

Pre-presentation notes:
need copies of all three articles for the class Gun Rhetoric for Wednesday and the
others for Thursday
upload video and link to This American Life episode to Blackboard

Survey questions:
Do you own a gun? If yes, what is its primary purpose? If no, have you ever considered
owning a gun? Why or why not?
Illinois concealed carry ban has been ruled unconstitutional. How do you feel about the
possibility of more people carrying guns on the streets of Chicago?
As legistators work out the particulars of a revised concealed carry law in Illinois, what
provisions do you think they should consider?

Discussion Questions:

A. Gun Rhetoric vs. Gun Facts
According to the article, why is it difficult to study gun trends scientifically?
What conclusions can we safely draw about gun ownership in the US based on the data
collected in the article?
Agree or disagree?: The best way to stop a bad guy with a gun is a good guy with a
gun.
In your opinion, what are some of the major issues involving gun control in the US?

B. The Next Gun Control Battle/CBS newscast/Conceal Carry Coming to Illinois
What are the differences in the rulings in Denver and Chicago?
What reasoning did each court give for its decision?
What will be the likely result of this discrepancy in rulings?
What is the difference between may and shall in the laws mentioned in the video?

What provisions will likely become a part of obtaining a permit to carry a concealed
weapon? Do you think these are a good idea? What other provisions might you
recommend?
Do either of these articles present a particular bias? What evidence from the readings
supports either an evenhandedness of reporting or a particular bias?
In your opinion, what would be a reasonable compromise concerning where to allow
and not allow guns?

C. TAL: Guns
How did Geoffery Canadas Bronx neighborhood change as he grew up?
What is a straw man?
In Act 4, the two speakers had a similar experience but came to a different conclusion
about it. What reasons do they give for their opinions? How does this fit in with what
we have read earlier today?