SELF CONCEPT: Understand the rights and responsibilities of people as they conduct their daily lives in interaction with others.

INSTRUCTIONAL OBJECTIVE: Understand that the Florida Constitution gives the citizens of the state certain rights which are inalienable. (Note: This lesson can be adapted to other states. Refer to basic rights in your state's constitution.)

LRE Rx:

THINK-PAIR-SHARE: THINK silently for two minutes about one right that you would definitely NOT want to do without, an inalienable right, which could not be taken away. PAIR with a partner and discuss this right. (two minutes) SHARE desired rights with total class. Discuss if your state allows you these rights. (Teacher resource: Constitution of the State of Florida, of Constitution of your state)

LESSON: Tell the students that the State of Florida and all the states have a constitution. Florida's constitution was revised and a new constitution, ratified by the voters, came into effect in 1969.

Read a section from Article I of the Constitution of Florida. SECTION 2. basic rights. All ... persons are equal before the law and have inalienable rights [that which cannot be taken away], among which are the right to enjoy and defend life and liberty, to pursue happiness, to be rewarded for industry [work], and to acquire, possess and protect property ... No person shall be deprived of any right because of race, religion or physical handicap.

Discuss the phrase, "All ... persons are equal before the law." What does equal mean?

If a rich person breaks the law, are the consequences the same as for a poor person? If an important man such as the governor breaks the law, are the consequences the same as for an ordinary citizen?

Discuss the phrase, "No person shall be deprived of any right because of race, religion, or handicap." What does prejudice mean and what causes prejudices?

Ask the students to write down the name of any group of people they don't like and to briefly write the reason for the dislike. Groups to suggest: any ethnic group; people with different looks such as long hair, beards, handicaps; poor or rich people; religious groups; any group of workers such as dogcatchers, police, teachers, wrestlers, etc. Ask the students NOT to sign the papers. Collect the papers, review the results, and discuss reasons why the groups indicated are disliked. Ask if all people in the group are like that. Ask students to defend one of the groups that was suggested and to think of ways needed to decrease attitudes of prejudice.

Suppose the government of the State of Florida did not let you have rights because you belonged to an unpopular group. As John or Mary Q. Citizen, propose an amendment to the constitution that would allow you this right. From class collaboration, write one on the chalkboard. You will now need to let eligible voters in many areas of the state (try to get students from other fourth grade classes to sign your petition) if you want to have the legislature consider it. Pretend that your class is the state legislature and take a vote. (Three-fifths of the membership must favor the amendment for it to pass.) If the amendment passes, it will be voted upon in the next general election by all the eligible voters in the state who come to the polls to vote. (Have other fourth grade classes join in voting.)

Review the steps in getting an amendment passed. Let students work in small groups to make a flow chart showing the steps.

EVALUATION: Teacher rereads Article I, Section 2 of the Florida Constitution. Instruct students to write a paragraph explaining how these affects their lives.

FOLLOW-UP: Reproduce students' paragraphs. Make a booklet entitled, "Basic Rights." Have several students illustrate the booklet. Share and display.

Look at a copy of the Florida Constitution and one of the U.S. Constitution. Compare length of both and discuss why the U. S. Constitution is shorter. Also, compare similarities, such as found in the preambles of both documents.

RESOURCES:

Copy of U. S. Constitution
Copy of Constitution for your state