Art:

Introduction:
Essential Questions:
1. How can we use art to display and represent and display the fundamental 10 bill of
rights.
2. Can anybody help me identify the differences between primary and secondary sources?
3. Do you believe it’s possible to author our own documents to help represent the bill of
rights?

*The teacher will start by recollecting information and connecting students newly learned
History knowledge to that of Art. More specifically the teacher will invite the students to the
activity by asking a question regarding one of the most renowned history vocabulary words.
(Essential Question 2) Once students become engaged in the classroom discussion and
participate the teacher will demonstrate to the students that they will be participating in
constructing secondary sources to represent Important elements form the U.S Constitution
specifically the Bill of Rights.

(Students will be authoring and constructing secondary sources that provide readers and
listeners with the knowledge and visual representation of the Bill of Rights.).
*Social Studies WebQuest and ELAR WebQuest both tie to Art final WebQuest.

Tasks:
Educational Video: Teacher will present students with informational/credited video containing
information on the Bill of Rights.
(It is important that the teacher give students and opportunity to construct new knowledge and
activate some prior knowledge when engaging with the video. This serves as a great starter to
give students some confidence and knowledge to work with to engage the students with the
upcoming activities).
https://www.youtube.com/watch?v=QoeYhKCcW_Q

Informational Website: The Informational Credited website allows the students to interact with
the Bill of Rights Document but more importantly allows students to identify and analyze each
specific Amendment. Each Amendment comes with a good amount of information that allows
the students to full comprehend its purpose.
(This allows the students to engage with technology in the process of learning and opens them
to more innovative ways of Interactive learning).
https://www.archives.gov/founding-docs/bill-of-rights/what-does-it-say

* Task :1 Students will utilizing a Storybook Software to collaboratively construct an

informational Storybook that consists of identifying the major/elements that justify the U.S
Constitution specifically the Bill of Rights. When creating the Storybook students are open to all
ideas and all creative elements.
Keynotes:
(Storybook must include 10 different pages for each of the 10 Amendments. Each Amendment
should be thoroughly explained in the students’ own words, as well as a credited image that
visually represents the Amendment.
(Students will be able to use the Interactive YouTube video and the Bill of Rights Website as a
resource to help certify the information provided in the Storybook.

*Task 2 Extra Credit: Students are more than welcomed if wanting to, to construct a multimedia
poster alluding 1 Amendment from the storybook that they believe is most important and
represented to them.
Keynotes: The purpose of the Multimedia poster is not only to allow the students the
opportunity for extra credit, but more importantly to provide a sociocultural aspect of the
activity where students get to implement their own beliefs, what they feel is important. This
help students feel more accomplished and motivated but more importantly engaged with the
activity. The activity also gives students open creativity when making the Multimedia Poster.
Students will have different information and representation for each Multimedia Poster.

Process:
Storybook:
*Step 1: Students will be divided into groups, where they will work collaboratively to evaluate
and assess the YouTube video and Informational Website.
https://www.archives.gov/founding-docs/bill-of-rights/what-does-it-say
https://www.youtube.com/watch?v=QoeYhKCcW_Q
*Step 2: Students will work together to first identify important elements (Highlighting key
ideas/important elements, Vocabulary, ect.)
*Step 3: Once students fill accomplished and comfortable with the first task of analyzation and
interpretation students will then move on to technological software portion of activity
(Storyjumper.com)
https://www.storyjumper.com/library/my
*Step 4: Students will then Construct/Organize their findings into a Stoybook Software. Students
are open to create any design, creativity, implementations necessary.
*Step 5: Students will be given the opportunity to print out their storybook and analysis of the
and Bill of Rights. Students are more than welcomed to utilize the storybook as a resource
throughout their education and more importantly throughout the school year.
Multimedia Poster Extra Credit:
*Step 1: Students will be working individually where they can construct a Multimedia poster.
*Step 2: Students will work individually to highlight and identify the important elements/ideas
they believe represent the most important amendment in the Bill of Rights.
*Step 3: Once comfortable students will begin constructing a Multimedia poster using Online
Software (Canva).
https://www.canva.com/
*Step 4: Students will be given the opportunity to present their ideas and more importantly
print them out and display them on the Classroom Wall.
Evaluation:
Storybook Software & Multimedia Poster Software

Conclusion:
*Students will be evaluated and assessed throughout the activities ensuring productivity and
participation. Students will be given the environment of collaborative work and given the
opportunity to present their Story Book Software and Multimedia Posters as formal
assessments/ Extra Credit

Teacher’s Page:
TEKS
*
(2)(C) apply technical skills effectively using a variety of materials to produce artworks, including
drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic
imagery, and digital art and media.
(4)(A) create written or oral responses about personal or collaborative artworks addressing
purpose, technique, organization, judgment, and personal expression.

* ISTE Standard for Teachers:

2.5.b Design Authentic Learning Activities
Design authentic learning activities that align with the content area standards and use digital
tools and resources to maximize active, deep learning.

*ISTE Standard for Students:

*1.6.b Original and Remixed Works

Students create original works or responsibly repurpose or remix digital resources into new
creations.