
Understanding the Second Amendment: A QFT Lesson
Guiding Questions
- How has the Second Amendment been interpreted by the Supreme Court, and what factors have influenced the constitutional understanding of the Second Amendment?
Objectives
- Students will use the QFT to generate questions about the Second Amendment and its historical context.
- Students will explore primary sources and their implications for the interpretation of the Second Amendment.
- Students will analyze current events related to the Second Amendment and connect them to the historical context and legal interpretations.
Resources
Student Resources:
- Second Amendment Primary Sources
- Background readings
- Second Amendment Case Studies
- What Are the Origins of the Right to Keep and Bear Arms?
- How Has the Second Amendment Been Interpreted?
Teacher Resources:
Anticipate
- Assign the background readings on the historical context of the Second Amendment prior to the lesson.
- Prepare guiding questions to help students focus on key themes during their reading.
- Scaffolding Note: Provide definitions for key terms such as “militia,” “arms,” and “gun control” on a classroom poster or handout.
- Key Terms: Militia, Second Amendment, Gun Rights, Gun Control
Engage
- Briefly discuss the historical context of the Second Amendment, including the period, the drafters’ intentions, and the original purpose.
- Facilitate a think-pair-share activity where students discuss their thoughts with a partner before sharing with the class.
Explore
- Introduce the Question Formulation Technique (QFT), explaining its purpose and how it will be used during this activity.
- Step 1: Question Generation
- Divide students into small groups. Provide materials with primary source excerpts, Supreme Court decisions, and news articles.
- Instruct groups to brainstorm as many questions as possible about the Second Amendment and its interpretation.
- Example prompts: “What does ‘the right of the people to keep and bear arms’ mean?” “How have historical contexts influenced interpretation?” “What are the implications of District of Columbia v. Heller (2008)?”
- Step 2: Question Refinement
- Groups select and refine their top three questions for clarity and depth.
- Step 3: Question Prioritization
- Groups prioritize the most significant question(s) and share them with the class.
- Step 4: Class Discussion
- Facilitate a discussion on the generated questions using readings for support.
- Follow-up prompts: Why is this question important? How does it deepen understanding? How is it connected to current events?
Assess & Reflect
- Students select a current event related to the Second Amendment or gun control.
- They identify a QFT question the article helps answer, and explain how the article connects to historical context and legal interpretation.
Extend
- Create a visual timeline of key events, Supreme Court cases, and legislation.
- Step 1: Review QFT Questions – Use questions to guide research.
- Step 2: Research Phase – Groups research events such as:
- Drafting of the Second Amendment (1791)
- District of Columbia v. Heller (2008)
- McDonald v. Chicago (2010)
- Gun Control Act of 1968
- Major public events prompting gun rights debate
- Step 3: Timeline Creation – Timelines should include dates, descriptions, significance, and answers to QFT questions.
- Step 4: Present Timelines – Groups present timelines and relate them to QFT questions.
- Step 5: Class Discussion & Reflection – Reflect on connections between events and questions, and how historical context informs understanding.
Student Handouts
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