Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances. Show BRI Resources What is the Significance of the Free Exercise Clause? How has Speech Been Both Limited and Expanded, and How Does it Apply to You and Your School? Amendment IIA well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. BRI Resources What are the Origins and Interpretations of the Right to Keep and Bear Arms? Amendment IIINo soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law. Amendment IVThe right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. BRI Resources Liberty and Security in Modern Times Amendment VNo person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. BRI Resources How Does the Fifth Amendment Protect Property? Amendment VIIn all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense. BRI Resources Gideon v. Wainwright Amendment VIIIn suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law. BRI Resources Due Process of Law Amendment VIIIExcessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. BRI Resources How Do Due Process Protections for the Accused Protect Us All? Amendment IXThe enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. BRI Resources What is the Scope of the Bill of Rights? Amendment XThe powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. BRI Resources State and Local Governments Primary Source by James Madison, George Mason (1791) The first 10 amendments to the Constitution make up the Bill of Rights. James Madison wrote the amendments, which list specific prohibitions on governmental power, in response to calls from several states for greater constitutional protection for individual liberties. For example, the Founders saw the ability to speak and worship freely as a natural right protected by the First Amendment. Congress is prohibited from making laws establishing religion or abridging freedom of speech. The Fourth Amendment safeguards citizens’ right to be free from unreasonable government intrusion in their homes through the requirement of a warrant. The Bill of Rights was strongly influenced by the Virginia Declaration of Rights, written by George Mason. Other precursors include English documents such as the Magna Carta, the Petition of Right, the English Bill of Rights, and the Massachusetts Body of Liberties. One of the many points of contention between Federalists, who advocated a strong national government, and Anti-Federalists, who wanted power to remain with state and local governments, was the Constitution’s lack of a bill of rights that would place specific limits on government power. Federalists argued that the Constitution did not need a bill of rights, because the people and the states kept any powers not given to the federal government. Anti-Federalists held that a bill of rights was necessary to safeguard individual liberty. Madison, then a member of the U.S. House of Representatives, altered the Constitution’s text where he thought appropriate. However, several representatives, led by Roger Sherman, objected, saying that Congress had no authority to change the wording of the Constitution. Therefore, Madison’s changes were presented as a list of amendments that would follow Article VII. The House approved 17 amendments. Of these, the Senate approved 12, which were sent to the states for approval in August 1789. Ten amendments were approved (or ratified). Virginia’s legislature was the final state legislature to ratify the amendments, approving them on December 15, 1791. Skip to main content
Students will compare and contrast the United States Bill of Rights and the United Nations Universal Declaration of Human Rights.
Students will compare and contrast the United States Bill of Rights and the United Nations Universal Declaration of Human Rights. Recognize important issues related to the struggle to protect human rights historically and in current times Students will explore reasons for the presence or absence of certain rights and to reflect on the role of government/governing bodies in guaranteeing rights.
Rationale (why are you doing this?) I thoroughly enjoyed the presentation on Eleanor Roosevelt and her role at the United Nations conference and the creation of the Declaration on Human Rights. Amazing story of Eleanor Roosevelt and the committee bringing in human rights views from around the world.
Lesson Objectives - the student will Define what rights we have as humans and determine how those rights could be taken away or suppressed. Compare and contrast the Universal Declaration of Human Rights to those in the United States Bill of Rights Select what rights they feel are the most important to them and their lives.
District, state, or national performance and knowledge standards/goals/skills met 2. Continuity and change in the history of Missouri, the United States and the world 6. Relationships of the individual and groups to institutions and cultural traditions 7. The use of tools of social science inquiry (such as surveys, statistics, maps, documents) 2aD Describe and evaluate the evolution of the United States domestic and foreign policy including the Cold War. 2bG Examine the wars of the 20th century, including: causes, comparisons, consequences, and peace efforts. 3B Compare and contrast governmental systems, current and historical, including those that are democratic and totalitarian. 7B Distinguish between primary and secondary sources.
Secondary materials (book, article, video documentary, etc.) needed
Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed Constitution• National Archives - http://www.archives.gov/exhibits/charters/constitution_transcript.html Bill of Rights• National Archives - http://www.archives.gov/exhibits/charters/bill_of_rights.html League of Nations Covenant• Yale Law School - http://avalon.law.yale.edu/20th_century/leagcov.asp United Nations Charter•United Nations website - http://www.un.org/en/documents/charter/ United Nations Declaration on Human Rights• - http://www.supremecourt.ge/files/upload-file/pdf/act3.pdf
Fully describe the activity or assignment in detail. What will both the teacher and the students do? The UDHR lists the rights that all people around the world should have. In the United States, the Constitution and Bill of Rights describe and protect the human rights of all people in this country. The two documents have a similar purpose and protect some of the same rights, but there are many differences. Students will use the above links to the primary sources for this lesson. Students will use the links to access the following primary sources: Link #1 US Constitution, Link #2 US Bill of Rights, Link #3 League of Nations Covenant, Link #4 United Nations Charter, and Link #5 United Nations Declaration of Human Rights. (Links #3 and #4 can be used for historical information or not used at all). They will need to identify which rights are listed in the UDHR and which are listed in the U.S. Constitution. Students may also feel that some things which should be rights are not listed in either document – these can be added to the fourth column. Directions: use the primary sources to fill in the table below. Rights found ONLY in the U.S. Constitution should go in column 1, while rights found ONLY in the Universal Declaration of Human Rights should go in column 2. Some rights are found in both the Constitution and the UDHR – list these in column 3. Finally, you may feel there are rights that should be protected but which are not in either document. Write these in column 4.
Assessment: fully explain the assessment method in detail or create and attach a scoring guide Rubric  1. Were there any rights included in either the Constitution or the UDHR that surprised you? 2. Would you add any rights to the Constitution? Would you add any to the UDHR? 3. Which ones? 4. Are there any rights that you think do not belong in either the Constitution or the UDHR or both? Why? |
What are the main similarities between the U.S. Bill of Rights and the Texas Bill of Rights?
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