LESSON 9
Grade Level & Subject: High School
Social Studies (History or Government)
Unit: Discovering the Rich History of the
Michigan Supreme Court
Lesson: The Second Amendment and the Right
to Bear Arms
State Standards and Benchmarks:
Social Studies. Strand I Historical Perspective. Standard
I.2 Comprehending the Past. All students will understand
narratives about major eras of American and world
history by identifying the people involved, describing
the setting, and sequencing the events. Standard I.4
Judging Decisions from the Past. All students will
evaluate key decisions made at critical turning points
in history by assessing their implications and long-term
consequences. Strand III. Civic Perspective. Standard
III.2 Ideals of American Democracy. All students will
explain the meaning and origin of the ideas, including
the core democratic values expressed in the Declaration
of Independence, the Constitution, and other foundational
documents of the United States. Strand V. Inquiry.
Standard V.2 Conducting Investigations. All students
will conduct investigations by formulating a clear
statement of a question, gathering and organizing
information from a variety of sources, analyzing and
interpreting information, formulating and testing
hypotheses, reporting results both orally and in writing,
and making use of appropriate technology.
Unit Outcome:
When this unit is finished, students will be able
to: (1) conduct historical research/investigation
using both primary and secondary sources, (2)
describe the importance of the Michigan Supreme
Court, (3) present, verbally and in written form,
informed opinions about Court decisions and procedures,
and (4) recognize how the Michigan Supreme Court
affects their lives.
Lesson Outcomes:
Students will be able to:
• Recognize procedures, processes, and justices
of the Michigan Supreme Court
• Define “the right to bear arms”
• Justify a Court’s decision based
on an understanding of the Second Amendment to
the U.S. Constitution
• Compare and contrast two Michigan Supreme
Court cases dealing with Second Amendment rights
Rational/Purpose for Lesson:
The Pond case deals with self-defense and the Zerillo
case deals with the possession of a firearm by a non-naturalized
foreign born resident. Since the Second Amendment
gets so much publicity, students will quite likely
be aware of it and its implications. This lesson will
provide them with information about two cases that
affect the interpretation of said amendment in Michigan.
Most students will be somewhat familiar with the Second
Amendment. It is discussed in many classrooms, on
radio programs, and on the television quite frequently.
Issues regarding this amendment often appear in the
newspaper as well. (If a teacher finds this issue
too sensitive, inappropriate, or uninteresting, they
may choose to deliver Lesson 10.
Resources/Materials required:
• Handout: Synopsis
of Pond case
• Handout: Zerillo
case (if it was not passed out on Day 8)
• References: PondvPeople.doc;
PeoplevZerillo.doc
Introduction:
Ask students to explain the Second Amendment to the
U.S. Constitution. If they do not know, provide them
the basic information about the “right to bear
arms.” Ask students to offer and defend their
opinions about this amendment and the current practices
of some U.S. citizens in exercising this right.
Procedures:
1. Begin by asking students to explain the Zerillo
case
2. In a class discussion, encourage students to share
their thoughts about the case including their understandings
and opinions
3. Encourage questions
4. Correct them when necessary
5. Give a quiz that checks for comprehension
6. Pass out the Pond case handout
7. Tell students to read it
8. Tell students to compare it to the Zerillo case
9. Lead the ensuing discussion
Closure:
Tell students that many Americans interpret the Second
Amendment differently than others. Inform them that
the ways people exercise this right and fight to protect
it are quite controversial to people who interpret
the Amendment differently. One side believes that
all Americans can – and some believe, should
– exercise this right. The other side does not
see this right to be as important nor do they see
it as a right for all citizens. This side certainly
would not agree that all Americans should exercise
this right. Whatever students’ opinions, it
is important that they are aware of this amendment
and how it is interpreted because they may own guns
or know people who do. Further, regardless of whether
or not most citizens who own guns store them safely,
guns are dangerous and can and have been used as weapons
to harm people and guns can harm people accidentally.
Guided study/Homework:
If day ten is assessment day, tell students to prepare
for that assessment. If day ten will be another Michigan
Supreme Court lesson, consider the following: Have
students right a persuasive essay dealing having with
the right to bear arms. Tell them that they need to
try to convince their readers of something. Tell students
to refer to the cases discussed in class and to information
they know or can find from current events about the
Second Amendment. This paper should be no less than
one page and no more than three pages long.
Assessment:
1. The Zerillo comprehension quiz will be graded
2. If the homework is assigned, the persuasive
essays will be graded for: persuasiveness, spelling,
and reference to current events or to the cases
studied in class.
Evaluation and Reflection: (To be completed
by teacher after lesson has been implemented)
LESSON 9 SUMMARY/MAKE-UP
Grade Level & Subject: High School Social
Studies (History or Government)
Unit: Discovering the Rich History of the State
of Michigan Supreme Court
Lesson: The Second Amendment and the Right
to Bear Arms
1. Share your thoughts about the Zerillo case
2. Actively participate in the discussion
3. Read the synopsis of the Pond case
4. Participate in the discussion
5. Homework: Study for your Unit Assessment OR Write a 1-3 page persuasive essay about something having to do with the “right to bear arms.” Convince your reader of something. Make references to the cases studied in class and information from current events.
If you missed class, you should also:
1. Get a copy of the lecture notes
2. Get a copy of the handouts
3. For Homework: Write a 3 page persuasive paper about the “right to bear arms.” Take a stance either for the “free exercising” of this right or for the careful restriction of it. Be sure to reference both current events and the cases decided by the Michigan Supreme Court.