Page 95 - ELA_CA_HighSchool_Sampler_Flipbook

48 SpringBoard® English Language Arts Grade 11
ACTIVITY 1.9
continued
What Is Freedom?
My Notes
Working from the Text
5. Use the graphic organizer to track the four freedoms outlined in Roosevelt’s speech, then read the Bill of Rights and make connections between the two sets of freedoms. Add your notes about those amendments. Once you have completed this graphic organizer, revisit your vocabulary tree and add details to your working definition of what it means to be an American.
Four Freedoms
Notes from the Bill of Rights
The first is freedom of speech and expression everywhere in the world.
Amendment I: make no
law ... abridging the freedom of speech, or of the press;
The second is freedom of every person to worship God in his own way—everywhere in the world.
Amendment I: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof;
The third is freedom from want, everywhere in the world.
The fourth is freedom from fear, everywhere in the world.
Amendments having to do
with right to bear arms, not to fear unreasonable search and seizure; right to trial, etc. Many amendments address the freedom from fear.
Setting a Purpose for Reading
• Use the margin to summarize in a few words the right outlined in each amendment.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
ABOUT THE DOCUMENT
The Constitution of the United States of America forms the basis of the U.S. government and outlines the rights of American citizens. Since its ratification, it has been amended 27 times. The first 10 amendments, written in 1791, are known as the Bill of Rights. The Preamble explains the purpose of the document.
TEACHER
ACTIVITY 1.9 continued
7 After students have finished reading the text, discuss the four freedoms outlined in the speech with the class. It will be important as they move to the more difficult texts that they begin with a solid understanding of the four freedoms Roosevelt felt all humans deserved. The first two freedoms are fairly straightforward and should be easy for students to recognize and understand. The third and fourth freedoms are a little more ambiguous as you trace them through the next two documents.
8 Instruct students to add the four freedoms from Roosevelt’s speech to the table on this page. This table will serve as a tracking sheet for notes on the four freedoms in the
Bill of Rights.
9 Read the Setting a Purpose for Reading sections with your students. Ask them what they already know about the Constitution.
10 FIRST READ: Based on the complexity of the passage and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small-group reading • choral reading
• read aloud
TO TEACHER
It is important that students understand their purpose for reading the Preamble and the Bill of Rights. If the students are clear that they are reading the documents for the key concept of freedom, they will be more likely to make the connections between the texts. Encourage interested students to make audio recordings of the Preamble and
Bill of Rights, using their voices
to express the gravitas of the key concept.
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48 SpringBoard® English Language Arts Grade 11
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.