This lesson will examine the connection between the five basic guaranteed rights in the Bill of Rights and their corresponding responsibilities. This lesson will introduce sources of responsibilities and allow students the opportunity to predict consequences of fulfilling or not fulfilling responsibilities connected to their rights.

The learner will:

• state possible sources of responsibilities.
• list responsibilities associated with corresponding rights.
• predict the consequences of fulfilling or not fulfilling responsibilities.
• name groups in the independent sector which keep the government accountable to its citizens.

Anticipatory Set:
Pose the question, "Are the Constitution and government (structure) enough to protect our rights and welfare?" Let students give their ideas.

 

• Bring forward previous learning from Lessons One and Two by reminding students that the Framers used the Constitution to thoughtfully plan a government structure with limited powers. They also added the Bill of Rights to prevent government from infringing on our rights. Accept all opinions to the question posed, asking students to defend their position. Lead students to the conclusion that we must elect effective leaders and be good citizens who fulfill responsibilities in order to ensure that our rights are protected.
  
  
• Pose the question, "What is a responsibility, and what are some sources of responsibility?" As students give answers, record them on chart paper or an overhead transparency for future reference. Lead students to realize that a responsibility is a duty or obligation to do something or not do something. Sources of responsibility may come from a job, a promise, laws, citizenship, or moral principles.
  
  
• Give each student five sheets of blank white paper. Direct them to fold each sheet so they have four squares on each sheet of paper. Direct them to write one of the five rights in the top left square of each paper, making sure that all rights are listed.
  
  
• Ask students to first reread the banner they created in Lesson Two: The "Right Ideas. Then ask them to think of responsibilities they have (regarding the five basic rights) to treat others and be treated in a way that protects that right. Direct students to write their answers in the top right square of each paper. Once students have been given an adequate amount of think and work time, stop and reflect by asking students to share their answers. This should broaden student thinking.
  
  
• Tell students to use the bottom left square to predict what might happen to the right if the responsibilities are fulfilled. This portion may be represented with words and/or illustrations. Direct students to use the bottom right square to predict what might happen to the right if the responsibilities are not fulfilled. This portion also may be represented with words and/or illustrations.
  
  
• As a whole group activity and using the telephone book, Internet access or brainstorming, for each page direct students to name one organization in the independent sector (not government or private business) which acts to make sure those guaranteed rights are protected and the government is accountable to its citizens (B'Nai Brith, NAACP, Amnesty International, League of Women Voters, poll watchers, etc.)

We the People. Calabasas, CA: Center for Civic Education, 1988.