Resources

• Space to move around the room labeled R, A, P, PR, S (each of the four walls and sitting at desks is suggested)
• Scaffold note: If movement around the room is not feasible, mini whiteboards and dry-erase markers could replace the movement. Mini whiteboards could also be used if peer pressure might sway students’ movement with the group.
• Read-aloud First Amendment statements

First Amendment Statements

• • I can go to a temple and worship however often I want, even if not at all.
  • I can criticize my country for funding a foreign country’s war by posting online.
  • I can support the policies of a political movement by attending a rally.
  • I can write song lyrics that support a presidential candidate.
  • My friends and I can hang out at the park after school.
  • If I wanted to add disc golf to the park, I could email the city government.
  • I can put a “vote for” sticker on my car.
  • My school allows me to have a break to pray.
  • I can donate money to a group that works to support a cause or people I believe in.
  • I can join a “sit-in” at a library when they are initiating policies I disagree with.

Facilitation Notes

• This activity allows students to move around the room while they practice sorting opinions and factual statements into the proper right protected by the First Amendment. Hanging or projecting visible labels before the start of the lesson will enable the lesson to flow smoothly. For religious liberty, it is suggested that there are two subsections for the two clauses: Free Exercise and Establishment.

Engage

• Ask students to identify the five rights protected by the First Amendment and point out the labeled R, A, P, PR, S stations around the room.
• R for religious liberty, A for assembly, P for petition, PR for press, and S for speech (The acronym is pronounced RAPPERS and written as RAPPRS.)
• Remind students there are two religion clauses in the First Amendment: Free Exercise and Establishment.

Explore

• Tell students you will read a statement aloud, and their task is to move to the section of the room that represents the part of the First Amendment that matches.
• Teacher Note: Some statements might make students feel torn between two places. In those cases, instruct students to go to the one that they feel best fits.

Assess & Reflect

• Ask students to explain any statements that were difficult to choose where to stand and why.
• Ask students to describe any life experiences they have that connect to the read-aloud in this activity.

Extend

• Have students create their own statements that could be added to the read-aloud.
• Free Exercise Homework Help Video
• Establishment Clause Homework Help Video
• Freedom of Assembly Homework Help Video
• Freedom to Petition
• Freedom of the Press Homework Help Video
• Freedom of Speech Homework Help Video
• At the end of your lesson(s) on the First Amendment, have students create statements that are not protected.
• Examples:
  • Depending on your job, you can be fired for posting something online.
  • You cannot hang out at the park after dark if there is a sign posted “closes at dark.”