Sponsor/Contact:   Kansas Society, SAR

Overview:  A verbal presentation with two SARs discussing the importance of the Bill of Rights.  The script will lead listeners through an important review of this priceless document.

Target Audience:  Junior high or high school students

Cost:  Free

Tips:  Speakers need some preparation.

For further information please contact:

Compatriot Kes Kessler of the Kansas Society

Any of the information provided can be used by SAR Members, Chapters and State Societies for the betterment of the NSSAR and it's programs.

SAR School Version 6.2 Sept 1999

Setting: "Students" seated.  Stage equipped with two or three microphones and lecterns or music stands.  An American flag is at the speaker's right--up on stage.  Note that the teacher speaks first.   All of the "players" will need copies of the Bill of Rights.   A student, pre-selected in the audience should be practiced in reading the Bill of Rights, like a scripted part in the play.

TEACHER:  Our program today is being presented by members of the Sons of the American Revolution, _______________________ Chapter.

Students, we're honored today with a visit from two special gentlemen.   I say "special" since it's almost as though they had stepped right out of the pages of our history book and into our school.

When I first met them, they seemed somewhat confused as to just how they arrived here.  It's remarkable that they spoke to me of some of the same people we've been studying--as though they know them personally.

I'm sure you're going to have a special treat in meeting these gentlemen who have been kind to come to our school for a visit.

SPEAKER 1:  (Turns to audience)  Good Morning (or Good Afternoon) (Pauses.  Looks around.)

My friend and I are having a difficult time adjusting to some of these strange sights — your unusual clothes, for instance.  We've had a truly remarkable thing happen, and we can't say just how it happened.   Somehow, we've been transplanted by a strange and mystical force from our own familiar setting of some 200 years ago in Virginia to this year of our Lord 200___, way out here on the "frontier" of _________________.  In fact, as I understand it, to _____________________ School, a place where students and teachers take matters l ike this quite seriously.

SPEAKER 2:  We feel a special blessing has been bestowed upon us.  The sights we've seen of this magnificent, new world stagger our imaginations:  enormous, yellow horseless carriages that carry you to school, extremely bright candles, thousands of books filled with knowledge about the world, blackboards that sometimes aren't even black.  (Pause)   And how about these thinking machines around school here--what is it you call them?  (Pause)  But, in spite of all of the changes in these past 200 years, we still see signs of the same hard-working American spirit and love of freedom that many of our compatriots died for back in our time--in the American Revolution--the War for Independence.  The blessings of liberty that we see at every hand didn't happen automatically.  No, there was a lot more to it than that.

SPEAKER 1:  If you haven't already learned a lot about the battles that were fought with the British since that first one in 1775, you're going to be fascinated with the study of this period of history, when the British troops marched out of Boston and headed toward Lexington and Concord there in Massachusetts to meet a rag-tag bunch of farmers.  It could very well be that one of your own ancestors helped in that valiant cause for Independence. . . . But, you know, Compatriot, after the American Revolution was finally over in 1783, there still wasn't a United States--not as one united country.

SPEAKER 2:  That's true.  There were still 13 individual states, each doing its own thing.  Each state issued its own money, for instance.

SPEAKER 1:  I remember trying to travel up into Pennsylvania once, but I had a terrible time trying to cross the border into Maryland and getting them to take my Virginia money.  Why, it was like going into a foreign country.

SPEAKER 2:  Can you just imagine today, galloping down the pike at breakneck speed--say, at 20 or even 25 miles an hour--and not being able to cross the state line without going through a border-crossing procedure?   Well, that's what it was like until we had our Constitution.

SPEAKER 1:  We had some great men working to come up with exactly the right document.  They had to consider carefully all of the differences between the 13 states and their people—all of different backgrounds and interests.

SPEAKER 2:  It was a blessing indeed that it was General George Washington chairing that 55-man Constitutional committee.   Do you remember that?

SPEAKER 1:  Yes, I do, and they had to have secret meetings.  No news releases were made to the public.  The committee was supposed to be meeting to update our old Articles of Confederation, but, instead, they threw them out and built a whole new document: the Constitution.

SPEAKER 2:  No minutes were made of the meeting proceedings, but James Madison, bless his heart, stuck his neck out and insisted on making personal notes as the meetings proceeded, over a period of four long, hot, sticky months there in Philadelphia in 1787.  Madison became known as the Father of the Constitution since he was the leader in its wording.

SPEAKER 1:  So it's the Constitution that's given us our orderly form of national government, and it's a miracle indeed that, after more than 200 years, it's still so fresh and timely.  In fact, I understand that it's the oldest constitution in the world now and that many countries have used it as a pattern to set up their own.

SPEAKER 2:  That's interesting indeed, but the real key to its long-time success is the fact that the Constitution can be, and has been, amended to fit the needs of the times.

SPEAKER 1:  We could have lost our democracy, our freedom, and ended in chaos, had it not been for that beautiful document!

SPEAKER 2:  (Almost interrupting)  But you know, the curious matter is that some of the men who helped frame the Constitution wouldn't sign it.  Men like our fellow Virginians George Mason, Thomas Jefferson, James Madison, and others felt strongly about the fact that there was no protection of individuals' rights in the Constitution.

SPEAKER 1:  Others said that the states' constitutions had such provisions and the federal one didn't need them stated.  But these men couldn't be convinced.  They held fast to their convictions.

SPEAKER 2:  As a result, a promise was made that a Bill of Rights would be the first order of business for the new Congress.

SPEAKER 1:  And so it was!  Thanks to these men, our precious rights as individuals did not go unprotected.   In fact, I understand that there have been some 27 amendments or changes made to our Constitution in these 200 years and more.

SPEAKER 2:  27 amendments really aren't so many in all those years, but, to me, the most important are those first 10.   They're called the Bill of Rights--(points to students)--your Bill of Rights--and they guarantee our basic freedoms and rights.

SPEAKER 1:  So much depends on the knowledge and attitude of the young people of America.  But I understand that there are indications that many of them don't really have an ardent love of liberty in their hearts.  Maybe they just don't understand.  Don't you think that might be the case?

SPEAKER 2:  Yes, I do.  For instance, I've heard that polls taken indicate a haziness about the Bill of Rights and just what it's all about.

SPEAKER 1:  Well, let's take a look at the Bill of Rights now.  Could we have a volunteer to help us do this?   (Pre-selected student raises hand and at the same time walks forward to the stage.)

SPEAKER 1:  This is wonderful!  What a fine class this must be.  What's your name?

STUDENT A:  (States his or her name)

SPEAKER 1:  Would you take this, ___________, (hands the student script of Bill of Rights), and read for us just the first amendment to the Constitution.

STUDENT A:  (Reads the First Amendment) . . . for a redress of grievances.

SPEAKER 1:  Beautifully read.  And that's the amendment that's heard about so often.  For instance, what have you heard about it, Compatriot?

SPEAKER 2:  Well, (Pauses--a big smile) I usually charge a fee to speak to a group.  But this time, for the students of this school, I'm not going to charge a cent.  This is going to be Free Speech!  Too many of us are willing to give the police authority to use what's called wiretapping on private telephone conversations.  My great, great, great grand-daughter might say: "That's terrible!  I wouldn't want anyone listening in on my conversations, especially with my friends.   That's personal.  We want to be able to visit and share feelings without someone snooping."

SPEAKER 1:  It's next to impossible to describe what it would be like not to see those TV shows that you like to watch—after you've done your homework.  Oh, sure, Mom and Dad might "ground" you once in a while, but that's not the same as never being able to see your favorite show again.  If you didn't have the rights under the First Amendment, all the good shows could be gone.  In fact, you might be down to just one channel, and that might feature just what the government, without a Bill of Rights, would want you to believe.  Dull, boring, and virtually eliminating part of the quality of life.

SPEAKER 2:  That's for sure.  (Turns to student and calls him by name)  What does the Second Amendment say?

STUDENT A:  (Reads Second Amendment) . . . shall not be infringed.

SPEAKER 1:  That's a big one today.   There's lots of confusion and debate on just how to interpret this article.   There was more of a need for a household to defend itself back in our day.

SPEAKER 2:  Although the kind of "arms" in colonial days was vastly different from the advanced weaponry of today and would boggle the minds of our ancestors, the basic concept of keeping and bearing arms shall not be infringed--and is so stated in this second amendment.

SPEAKER 1:  What's in the Third Amendment, (name of student)?

STUDENT A:  (Reads Third Amendment) . . . to be prescribed by law.

SPEAKER 2:  In other words, without this right, not only could half a dozen big, burly guys in uniform take over your front room at home, but your kitchen, and even your refrigerator, and they might stay . . . indefinitely!  Your home could even become headquarters for a swat team of drug-busters--if we didn't have the Bill of Rights.

SPEAKER 1:  And what about the Fourth Amendment?

STUDENT A:  (Reads Fourth Amendment) . . . but upon probable cause.

SPEAKER 2:  Did you ever hide something personal in your room at home and later find that someone, probably Mom or Dad, had been searching it?  Did you feel that they had no right coming in without permission?

SPEAKER 1:  Well, that's what the Fourth Amendment is all about.  The police have to have a search warrant, and the search warrant can't be issued just on suspicion that someone has done something wrong.   It has to be based on reason.

SPEAKER 2:  By the way, wasn't it just super when you found out that it was Mom in your room, looking for a missing dirty sock?   It was wash day.

SPEAKER 1:  The Fifth Amendment is a long one.   What's it?

STUDENT A:  (Reads the Fifth Amendment) . . . without just compensation.

SPEAKER 2:  We've all heard the phrase "Taking the Fifth."  On the news we see and hear this every once in a while.   We have to be careful not to be pre-judgmental.  The person you're watching might look and act guilty, and you might want to see him "put away" for years.

SPEAKER 1:  And the fact that he refuses to talk by invoking his Fifth Amendment rights may mistakenly lead us to jump to the conclusion, "Oh, he did it all right!"  I'm not sure just what he's accused of, but obviously he's guilty.  Just look at that face.

SPEAKER 2:  Slow down!  No matter how he looks, this man might very well be innocent and we must presume him as such, and, as an American citizen, he deserves the right to a speedy and public trial.

SPEAKER 1:  The Sixth Amendment specifically refers to persons accused of crime.  Will you read it, (student's name)?

STUDENT A:  (Reads Sixth Amendment) . . . of counsel for his defense.

SPEAKER 1:  Right here in this class could be sitting the Public Defender of tomorrow's courtroom.  If that should be the case, there may not be a lot of wealth in being such an attorney, but you would certainly feel the distinct satisfaction of helping to uphold the Sixth Amendment of the Bill of Rights.

SPEAKER 2:  The Seventh Amendment speaks of Trial by Jury.  How is it worded, (student's name)?

STUDENT A:  (Reads Seventh Amendment) . . . by jury shall be preserved.

SPEAKER 1:  Our jury system certainly is not perfect, but no other system gives us ordinary citizens such an opportunity to participate in the search for justice.

SPEAKER 2:  In a few short years, (points to students) when you reach 18, you might very well be called to serve on a jury and to judge others.

SPEAKER 1:  This is a fine way of taking part in a fundamental responsibility of that free society we enjoy.

SPEAKER 2:  The Eighth Amendment is a brief one but so very important.  What's it, (Student's name)?

STUDENT A:  (Reads Eighth Amendment) . . . and unusual punishments inflicted.

SPEAKER 1:  There are no definitions given of what "excessive" means or what "cruel and unusual punishments" are.   These matters are left to the courts for fair judgment.

SPEAKER 2:  Just as in school, it's pretty much left up to the principal.  For instance, some young people may think that it's "cruel and unusual" punishment not to be allowed to come to school for maybe three whole days, but others might consider it differently.

SPEAKER 1:  What's the Ninth Amendment about, (Student's name)?

STUDENT A:  (Reads Ninth Amendment) . . . retained by the people.

SPEAKER 2:  This amendment is one of the reasons the Constitution is alive and well after more than 200 years.  The Ninth Amendment provides for later generations to draw out the meanings of these reserved rights when a crisis occurs.

SPEAKER 1:  This amendment well summarizes James Madison's belief that the power of censorship is in the people over the government and not in the government over the people.

SPEAKER 2:  The Tenth Amendment was designed to protect the powers of the states.  How's it written?

STUDENT A:  (Reads Tenth Amendment) . . . or to the people.

SPEAKER 1:  There are many examples of conflict between states' rights and federal jurisdiction.  The prime one is probably the Civil War, which you'll be studying later.  Some states felt that they should be allowed to do what was best for them without regard for the Bill of Rights, while other states rallied around the belief that to remain united for the good of all was the best course to follow.

SPEAKER 2:  Now, you've heard (Student's name) read the Bill of Rights, point by point.  Let's give (him or her) a round of applause.  You may be seated.

Now it's time to play Jeopardy.  You've all seen Jeopardy.   (Pause)  Here's the Jeopardy answer.  Remember, your answer must be in the form of a question.  Ready?

"That part of the Constitution that protects our individual freedoms."   What's the question?  Let's see hands.  (What is the Bill of Rights?)

Here's another one.  "The Father of the Constitution."   Again, what's the question?  (Who was James Madison?)  That's correct.

SPEAKER 1:  Good job!  We hope this explanation of your Bill of Rights is helpful to your understanding of that part of the Constitution and also that you'll think of our visit as you study these documents further.

SPEAKER 2:  Being with you today has certainly been a strange, but delightful, experience for us--and we've enjoyed it ever so much.  Now we must hurry back to Virginia, and you may rest assured that we'll be reporting all about you to General Washington.  (Turns and starts to walk off)

SPEAKER 1:  Before we go, good Compatriot, there's something I'd like to find out about.  After this lesson in American History that we've brought firsthand to these students, I'd certainly like to learn something from them.

SPEAKER 2:  What might that be?

SPEAKER 1:  Something I've just heard about--- the Pledge of Allegiance.

SPEAKER 2:  Pledge of Allegiance---what's that?

SPEAKER 1:  I understand it's something they learn here in school, and it summarizes just what we feel about being Americans and living in this great country with its Constitution and its Bill of Rights.  In fact, the Pledge of Allegiance was 100 years old just a few years ago, having been written in 1892 by the Reverend Francis Bellamy and first published in the Youth's Companion magazine that year.

I'm sure these students all know it and would like to show us how it goes.  I'm going to ask these two students to come forward, face the flag and lead the group (or class) in the Pledge of Allegiance.  I suppose it's proper for you to place your hand over your heart while we, in our military hats, salute the flag?

(Faces audience)  Will you all please rise?   (The two students lead)  I pledge allegiance to the Flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.

SPEAKER 2:  (To the students)  Thank you so much.  Please be seated.  We appreciate the help of our young friends.

To recognize your courtesy, we certainly should introduce ourselves before leaving. I am ____________________________ and my compatriot is ______________________________.

SPEAKER 1:  Your Pledge of Allegiance was grand indeed!  Thanks for teaching it to us.  And now my compatriot and I must bid you all a fond farewell and wish you well in keeping our country strong and our freedoms protected.

(They walk off but remain in the room in case of questions from the audience.)

Finis