Dancing and Singing through the Bill of Rights

3, 4, 5

In this lesson, we analyze the Bill of Rights and explore the importance of the issues involved. We participate in a creative performance, singing and dancing to learn and teach the Bill of Rights. The performance may be planned for members of the community (younger children or senior citizens).

PrintTwo 45-Minute Class Sessions
  • Analyze the “Bill of Rights” using the Frayer model.
  • Recite and sing the “Bill of Rights” in familiar language.
  • copies of the “Bill of Rights”
  • copies of the Frayer Model handout (includes Spanish Version)
  • Constitutional Amendment simplified language (handout) cut apart and displayed overhead
  • song sheets for each participant (handout The Amendment Song)
  • YouTube version of the Amendment song from the film "Born Yesterday" [https://www.youtube.com/watch?v=d7_ZInNj4AQ]
Teacher Preparation 

Note: The Frayer Model is a tool used to help develop vocabulary. Frayer believes that we develop a stronger understanding of concepts when we study them in a relational manner. Write a particular word or concept in the middle and then list characteristics, examples, non-examples, and a definition in quadrants around the concept. 

Home Connection 

Between Day One and Two, initiate a discussion at home about the Bill of Rights - what they are and which are most familiar and important to the family.



  1. Anticipatory Set:

    Project a copy of the “Bill of Rights.” Read the amendments aloud as a group and discuss their importance and history.

  2. Working in small groups, use the Frayer Model to describe and analyze the Amendments - one per group.

    After 15 to 20 minutes, each group presents its model to the others. The Frayer Model Amendments can be displayed where others can read about them.

  3. Session Two

    Show the YouTube video clip of the Amendment song from the movie "Born Yesterday."

  4. Working in the same groups and the same assigned Amendment, participants read the simple language that describes their Amendment. 

  5. Give the groups fifteen minutes to come up with hand and body movements that represent the meaning of the assigned amendment.

  6. Pass out copies of The Amendment Song. Sing the song to the tune of the “Twelve Days of Christmas.” Each group adds the simplified language from their group's Amendment. After one time through, have a representative from each group teach the creative movement to match each Amendment. Sing the song through again with the new movements. Practice several times until everyone knows the song and the motions. 

  7. Optional: Perform the song for an outside audience for entertainment and spark awareness and discussion. 

Cross Curriculum 

The teacher arranges a field trip to a retirement home (or a younger classroom in the school). The students share their song as a performance. (Other appropriate related projects can be part of the performance.)

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 02. Diverse Cultures
      1. Benchmark E.4 Demonstrate listening skills.
    2. Standard PCS 05. Philanthropy and Government
      1. Benchmark E.2 Identify why rules are important and how not all behaviors are addressed by rules.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark E.1 Identify a need in the school, local community, state, nation, or world.