ALEX Classroom Resource

  

Do I Have a Right?

  Classroom Resource Information  

Title:

Do I Have a Right?

URL:

https://www.icivics.org/node/42/resource?referer=curriculum/play/all&page_title=Curriculum%20All%20Games

Content Source:

Other
iCivics
Type: Interactive/Game

Overview:

In this interactive game from iCivics, students run their own firm of lawyers specializing in constitutional law. They decide if potential clients have a right, match them with the best lawyer, and win their case. The more clients you serve and the more cases you win, and the faster your law firm grows! This game can be played during a lesson on the constitution for reinforcement or after a lesson as an assessment. It can be played in a whole group or individually.  

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Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 7
Civics
10 ) Describe individual and civic responsibilities of citizens of the United States.

Examples: individual—respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility

civic—respect for law, patriotism, participation in political process, fiscal responsibility

•  Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens
•  Explaining how United States' citizenship is acquired by immigrants
•  Explaining character traits that are beneficial to individuals and society
Examples: honesty, courage, compassion, civility, loyalty

Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Describe the rights, duties, and responsibilities of U.S. citizens, as well as paths to citizenship.
Teacher Vocabulary:
  • responsibilities
  • duties
  • rights
  • privileges
  • citizen
  • alien
  • immigrants
  • naturalization
  • character
Knowledge:
Students know:
  • The distinction between right, duties and responsibilities. There is a way for immigrants to become a citizen.
Skills:
Students are able to:
  • Cite primary source documents to provide evidence that an idea is a right guaranteed to citizens.
Understanding:
Students understand that:
  • There are rights, duties, responsibilities, and privileges of U.S. citizenship.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.7.10- Demonstrate that individuals have a responsibility to be good citizens and community members; identify the legal definition of a United States citizen and non-citizen.


Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
4 ) Describe the political system of the United States based on the Constitution of the United States. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

•  Interpreting the Preamble to the Constitution of the United States; separation of powers; federal system; elastic clause; the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments as key elements of the Constitution of the United States
•  Describing inadequacies of the Articles of Confederation
•  Distinguishing personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States, including the role of the Federalist papers
•  Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton's economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington's Farewell Address, and the election of 1800
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Describe the political system of the United States based on the Constitution of the United States and the factors that influenced its development.
  • Identify and analyze factors that have lead to the various interpretations of the Constitution and related documents.
Teacher Vocabulary:
  • political system
  • elements
  • distinguishing
  • ideologies
  • conflicting
Knowledge:
Students know:
  • The inadequacies of Articles of Confederation and how these lead to the writing of the Constitution.
  • Personalities, issues, ideologies, and compromises related to the Constitutional Convention and the ratification of the Constitution of the United States.
  • The purpose and effects of the Federalist Papers.
  • Details of the political system of the United States based on the Constitution of the United States.
  • How to interpret the Preamble to the Constitution.
  • The purpose of the separation of powers and how this works in the U.S. federal system.
  • The meaning and purpose of the elastic clause.
  • The purpose of the Bill of Rights and the effects of these amendments.
  • Factors leading to the development and establishment of political parties, including Alexander Hamilton's economic policies, conflicting views of Thomas Jefferson and Alexander Hamilton, George Washington's Farewell Address, and the election of 1800.
  • The reasons for and effects of the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments.
Skills:
Students are able to:
  • Analyze and describe the political system of the United States based on the Constitution of the United States by giving a verbal or written account with characteristics of the political system.
  • Interpret the Preamble of the Constitution, separation of powers, federal system; elastic clause, the Bill of Rights; and the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments by examining these parts.
  • Describe the inadequacies of the Articles of Confederation by giving a verbal or written account of the weaknesses.
  • Distinguish personalities, ideas, issues, ideologies and compromises related to the Constitutional by highlighting these differences.
Understanding:
Students understand that:
  • The Constitution replaced a weak Articles of Confederation and provides the basis for governing the United States.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.10.4- Understand that the U.S. Constitution is our plan of government.
SS.AAS.10.4a - Define the amendments including the Bill of Rights.
SS.AAS.10.4b - Define the major provisions of the Constitution including the separation of powers, checks and balances, the three branches of government - executive, legislative, and judicial.
SS.AAS.10.4c - Identify the strengths and weaknesses of the Articles of Confederation.


Social Studies
SS2010 (2010)
Grade: 12
United States Government
3 ) Analyze major features of the Constitution of the United States and the Bill of Rights for purposes, organization, functions, and principles, including rule of law, federalism, limited government, popular sovereignty, judicial review, separation of powers, and checks and balances.

•  Explaining main ideas of the debate over ratification that included the Federalist papers
•  Analyzing the Bill of Rights for its application to historical and current issues
•  Outlining the formal process of amending the Constitution of the United States
Unpacked Content
Strand: History, Civics and Government
Course Title: United States Government
Evidence Of Student Attainment:
Students:
  • Analyze key principles of US government by explaining their presence in the US Constitution and Bill of Rights.
  • Dissect a current or historical issue to identify how the meaning of the U.S. Constitution or one of its key principles is/was debated.
  • Cite examples and evidence of how the Constitution acquires new meaning through both the amendment process as well as interpretation.
Teacher Vocabulary:
  • rule of law
  • federalism
  • limited government
  • popular sovereignty
  • judicial review
  • separation of powers
  • checks and balances
  • ratification
  • Anti-Federalist
  • confederation
  • amending
  • Federalist
  • article of the Constitution
Knowledge:
Students know:
  • Key principles of the U.S. Constitution and Bill of Rights as well as their meaning.
  • Key arguments given by the Federalists and Anti-Federalists regarding the ratification of the U.S. Constitution.
  • The Constitution is an evolving document through both formal and informal means.
  • The process by which an amendment can be added to the U.S. Constitution.
Skills:
Students are able to:
  • Outline the possible paths taken to ratify an amendment to the Constitution.
  • Interpret how constitutional principles are embedded in current and past issues in US history and politics.
  • Interpret primary documents from both Federalists and Anti-Federalists.
  • Analyze a given passage of the U.S. Constitution to identify how it relates to a key principle of American government.
Understanding:
Students understand that:
  • Many key principles of the Constitution, including judicial review, federalism, limited government, separation of powers, checks and balances, rule of law, and popular sovereignty, are embedded in the U.S. Constitution and Bill of Rights and that their meaning has been debated throughout U.S. history.

Alabama Alternate Achievement Standards
AAS Standard:
SS.USG.AAS.12.3- Identify the major purposes of the Constitution of the United States and the Bill of Rights.
SS.USG.AAS.12.3a - Outline the possible paths taken to ratify an amendment to the Constitution.


Tags: 13th, 14th, 15th, 19th, 26th Amendments, Bill of Rights, constitution
License Type: Custom Permission Type
See Terms: https://www.icivics.org/terms-use
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityAudio resources: includes a transcript or subtitles
Graphics: includes alt tags or long descriptions
Video resources: includes closed captioning or subtitles
Comments

iCivics is a free resource for teachers. Teachers can register for a free account to access additional resources. They can create a class to assign resources to students. Students can play in English or Spanish. The game is aligned to WIDA standards for English Language Learners.

  This resource provided by:  
Author: Ginger Boyd