Teacher+Page

=Teacher Page=

**Goal: **Students will be able to examine a primary source document to identify the rights granted to immigrants who have become U.S. citizens. **Essential Question(s):** Why do most historians consider primary sources more reliable than secondary sources? What are some rights of a U.S. citizen? **Massachusetts** **History and Social Science Curriculum Framework Standards Addressed**: Grade 4 Concepts and Skills: Civics and Government, 4, Give examples of the major rights that immigrants have acquired as citizens of the United States. **Historical Thinking Benchmark(s) Addressed:** Analysis of primary and secondary sources. **Learning Objectives: **Students will be able to examine the Bill of Rights, and be able to explain to their classmates in their own words a right granted to immigrants who become U.S. citizens. **Assessment: **Students will be able to explain each amendment in their own words. If time allows students to draw or act out an amendment or even stage a debate. Donman Band. __Scratch that Itch__. MP3. Magic Doorknob Music - BMI. "Bill of Rights Transcript." __The National Archives__. The National Archives. 2 Jan. 2009 .
 * Name: Nancy Bentley District: Reading Public Schools **
 * Subject: Social Studies Grade Level: 4 **
 * Date: December 2008  Unit: Immigration **
 * Learning Activities/Special Instructions: **
 * 1) Distribute a copy of the Bill of Rights to each student.
 * 2) Play podcast.
 * 3) Divide students into groups based on the amendment that interests them. Give each group a few dictionaries to look up words that are unfamiliar to them.
 * 4) Have the students rewrite the amendment in their own words
 * 5) Have each group present to the class.
 * 6) Have each student make a poster that explains each amendment using pictures or words.
 * Bibliography: **