In this lesson, students learn about what led the Framers to draft a new form of government, which arguments were used in the decision over whether to add a Bill of Rights to the new Constitution, and who ensured that a First Amendment would be passed by the First Congress.

Which conflicting opinions did the Framers hold about the Constitution submitted to the states for ratification in 1787? How important is it that James Madison’s draft of the First Amendment language was rewritten prior to its ratification?

1. Distribute “The Birth of the First Amendment” (Lesson 1). Ask the students to look more closely at the original House language of the First Amendment, when it was two separate amendments. Then ask the students to compare that language to the final text of the First Amendment. Which key words and/or phrases were removed? (“Rights of Conscience” and “consulting for their common good.”) Why do you think these phrases, and not others, were omitted? Are the ideas in each of those omitted phrases still present in the final draft? If so, where? If not, how might it have changed our understanding of First Amendment freedoms if those phrases had remained?

2. Ask students to define the word conscience (a knowledge or sense of right and wrong, with a compulsion to do right). Although this word was a part of the original drafts of the First Amendment, it is not in the final draft. Some historians argue that the religious–liberty clauses protect “liberty of conscience” for all Americans. Ask the students if they think the First Amendment still stresses the importance of conscience. If it does, where? If not, how would they revise the language so that it does?

3. Distribute copies of the political cartoon showing the Framers discussing the Bill of Rights (Handout 1A). Ask students to apply their prior knowledge of the event or individuals to uncover the cartoon’s meaning. Use “Reading a Political Cartoon” to direct student inquiry. Discuss the meaning the students draw from the cartoon. Ask them to think about how they extracted this meaning.

4. Ask students to draw an original political cartoon that can be used to frame discussion of a recent First Amendment issue or controversy. Use the text, a roster of First Amendment Supreme Court cases or recent headlines to launch a discussion of topics appropriately illustrated. Working from class discussions, students will come to understand that the original cartoons will illustrate knowledge of the First Amendment, apply the techniques employed by professional cartoonists and communicate clearly a point of view. Have students write a paragraph explaining the issue or controversy depicted, identifying the techniques used and the point of view. Post student work on the class bulletin board, in the halls or on the school Web site.