You Have the Right to Remain Silent!
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This lesson provided by:
Author: Amanda Killough
System: Elmore County School: Wetumpka Middle School
General Lesson Information
Lesson Plan ID:
33870 Title:
You Have the Right to Remain Silent! Overview/Annotation:
In this lesson, students will watch a video on Miranda rights and the Bill of Rights. Students will discuss rights they think should have been included in the Miranda. Then students will rewrite the Miranda and create a presentation with VoiceThread .
Associated Standards and Objectives
Content Standard(s):
Social Studies 6 ) Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
• Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States
• Explaining what is meant by the term rule of law
• Justifying consequences of committing a civil or criminal offense
• Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)
Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
Differentiate between juvenile and adult laws, as well as between civil and criminal laws. Identify the protections given in the U.S. Bill of Rights. Teacher Vocabulary:
juvenile
civil law
criminal law
rights
Bill of Rights
rule of law
state
federal
local
court
offense
felony
misdemeanor
jail
prison
juvenile detention center Knowledge:
Students know:
The similarities and differences between civil and criminal law.
The structure of the juvenile court system.
The rights and freedoms guaranteed in the Bill of Rights. Skills:
Students are able to:
Use primary source documents to justify the actions of courts. Understanding:
Students understand that:
Laws are different for adults and juveniles and that there are separate civil and criminal laws and courts.
Alabama Alternate Achievement Standards
AAS Standard:
Local/National Standards:
Primary Learning Objective(s):
The students will be able to explain the rights of citizens as guaranteed by the Bill of Rights by analyzing the Fifth and Sixth Amendments and Miranda Rights.
Additional Learning Objective(s):
Preparation Information
Total Duration:
91 to 120 Minutes
Materials and Resources:
1. Copies of the Fifth and Sixth Amendments
2. Chart Paper (if internet access is not available)
3. Close reading questions (See Attachment)
Technology Resources Needed:
1. Miranda Video https://www.annenbergclassroom.org/resource/right-remain-silent-miranda-v-arizona/
2. internet connected device
3. Voicethread
Background/Preparation:
Procedures/Activities:
Before:
Review why the Bill of Rights was included in the Constitution. Complete the close read activity on the Fifth and Sixth amendments (attachments).
During:
Show the Miranda Video http://www.annenbergclassroom.org/page/the-right-to-remain-silent-miranda-v-Arizona .
Discuss the Miranda Video. Review Fifth and Sixth Amendments and Miranda Video .
After:
Separate students into groups and have students rewrite the Miranda Rights . They should reconstruct the document to include rights they think should have been included in the original Miranda Rights. Students will then create a presentation on Voicethread of their rewritten Miranda Rights. Students will present their presentations to the class.
*Alternative to Voicethread Presentation *
Students will write their rewritten Miranda Rights on a chart, notebook, or construction paper and present to the class. Projects can be displayed outside of the classroom to provide students with the opportunity to impact a larger audience.
Assessment
Assessment Strategies
Teacher will conduct formative assessment through close reading activity.
Teacher will conduct summative assessment by utilizing the attached rubric for the VoiceThread project.
Acceleration:
Distribute the attached scenarios. Have students read each scenario and decide if Miranda Rights are necessary in each case. Students can discuss their findings with a partner or provide a written response.
Intervention:
Students needing extra assistance can be provided with a simplified text of the Fifth and Sixth amendments. Students can also work closely with a peer in their assigned group.
View the
Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
