I Signed the Constitution - meade.k12.ky.us · I Signed the Constitution, ... nation’s founding document. ... is a citizen and who can fully participate in a representative government

\ TABLE OF CONTENTS ABOUT I SIGNED THE CONSTITUTION 2 HOW TO PLAN YOUR EVENT 2 Suggested Set-Up Sample Display PROGRAM IDEAS 3 Suggested Formats Dressing the Part Writing the Right Way Books for Children to Read Web Sites to Visit for More Information CONNECTING WITH CHILDREN 6 Curriculum Connections Lesson Plans Fast and Fun Facts about the Constitution PUBLICITY FOR YOUR EVENT 26 Sample Press Release Sample Public Service Announcements Sample Invitation

I Signed the Constitution T O O L K I T

http://www.constitutioncenter.org/

http://www.constitutionday.us/isigned/ Need immediate attention? Call 215-409-6600

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www.constitutioncenter.org

ABOUT I SIGNED THE CONSTITUTION I Signed the Constitution, a program sponsored by the National Constitution Center since 1991, encourages citizens of all ages to deepen their understanding of our nation’s founding document. Held annually during Constitution Week (September 17-23), this program has provided millions of Americans with the chance to publicly acknowledge their dedication to the ideals of our governing document, which has formed the basis of the oldest constitutional government in the world. The opportunity to sign their names alongside the signatures of Benjamin Franklin and George Washington always produces strong reactions from people who participate in the program; as one Philadelphia student was overheard saying, “It was like signing the real Constitution, way back in 1787.” The program has been run by libraries and schools, National Parks, museums, Boy Scout and Girl Scout troops, senior groups, law firms, and doctors’ offices, to name a few. This year, along with several other organizations, we are launching a website to connect people to more information regarding Constitution Day and other activities being offered. Please go to our website at www.constitutionday.us to see the wide array of materials and events being offered in celebration of our Constitution.

HOW TO PLAN YOUR EVENT • Choose a site that is easily accessible to the public. Consider places in your

community such as parks, historic sites and monuments, shopping centers and malls, your town or city hall, libraries – anywhere you’ll get lots of attention from passersby!

• You will need space for hanging posters and a table surface for signing the scrolls

and placing handout materials. • Publicize the event well. See the “Publicity for your Event” section of this kit for

sample promotional materials. SUGGESTED SET-UP While each site will have unique characteristics and set-up requirements, the basic format for a successful event is simple: On an appropriate table, display a replica of the Constitution and have a scroll of paper available for signatures. The replica Constitution can be placed on foam core, a lightweight backing material, and then displayed on the table or on an easel. The “signing scroll” can be attached to the bottom of the Constitution, or placed to the side. On the table, you might also want to display other materials, including pocket-sized copies of the Constitution. Paper to use as a scroll can be found at office and art supply online stores such as

http://www.constitutionday.us/


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www.staples.com (search for Scroll Image Paper) or www.dickblick.com (search for Blick Brown Kraft Paper) Pocket Constitution booklets and facsimiles of the parchment Constitution are available from the Museum Store at the National Constitution Center. For purchase information, please call Aramark at 215-409-6662.

http://www.staples.com/webapp/wcs/stores/servlet/StaplesProductDisplay?storeId=10001&productId=26534&cmArea=SEARCH&langId=-1&catalogId=10051&krypto=mfxq1nTSMWh0shUQOLdqejr6zGQ2Y8NL

http://www.dickblick.com/zz115/03/


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PROGRAM IDEAS To heighten awareness of, and appreciation for, the Constitution, consider holding an educational program for children or the general public as part of your signing event. Here are some program ideas for any organization to make your event original and authentic:

• Hold a debate, town meeting or panel discussion on a current issue in the news. To find current issues, look in your local newspapers or national publications.

• Re-enact the Federalist versus Anti-Federalist debates. Use period costumes.

• Have musical entertainment at your ceremonial signing. Past participants have

contracted with fife and drum corps, school bands, military bands, string quartets, and barbershop quartet groups.

• Add drama and interest by including historical interpreters in your program.

Local museums may have contacts.

• Have a town crier welcome guests.

Suggested Formats Use the unique qualities of your site as the setting for your signing. For example: Mars Middle School, Texas: Selected students ran a commercial on the school’s internal television station for one week prior to the signing. The students held a formal debate on "Use or Abuse of Civil Liberties" before they signed their names. Upper Oxford Community Park, Texas: An ice cream social was held for residents to meet their State Representative as well as to sign the U.S. Constitution. Residents asked their State Representative to hold a mock press conference where they asked questions pertaining to issues within their community. Tuskegee Institute National Historic Site, Alabama: Retired Colonel Herbert E. Carter, an original Tuskegee Airman, officially opened the event as the Keynote Speaker. Students from the local school were very interested in having a speaker, such as Colonel Carter, whose life was directly related to constitutional ideas. Willmar Public Library, Minnesota: Members of the Daughters of the American Revolution Willmar Chapter gave a public lecture on the "Communications Act." The


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lecture was followed by a “Q & A” session. The signing was especially meaningful for the children who were studying the Constitution in school.

Dressing the Part An easy way to lend a more authentic air to your event is to cover the signing table with a green felt cloth. (The tables in Independence Hall were covered with green baize, a wool-felt cloth). Simple costumes can be created by having boys wear vests and girls wear aprons. For a more accurate look, boys should wear solid, dark-colored breeches (ending at the knee) with a white collared shirt and white knee socks. Girls can wear white collarless shirts and solid, dark-colored, pull-on long skirts.

Writing the Right Way The Constitution was signed with quill pens. You can buy these in craft stores today. You may need to sharpen them, however. To sharpen a quill, soak the quill in warm, soapy water for about 15 minutes. Cut off the end of the quill on a slant to make a point. Cut a small slit up from the bottom of the pointed side (to control ink flow). As the pen gets used, it may need to be re-sharpened. In the 1700s, ink was made from three natural ingredients: oak galls (from swollen areas on a tree where insects had laid eggs), gum from Arabic trees, and sulfate of iron. The ink would have been purple, darkening to brown with age. If you would like students to try making their own ink, pages 8 and 9 in Felicity’s Craft Book (see below) provide recipes for berry and walnut inks. Books for Children to Read Felicity’s Craft Book. Evert, Jodi, ed. Middleton: Pleasant Company Publishing, 1994. Shh! We’re Writing the Constitution. Fritz, Jean. New York: G. P. Putnam’s Sons, 1987. Unforgettable Americans: The Great Little Madison. Fritz, Jean. New York: Putnam, 1989. Words That Built a Nation. Miller, Marilyn. New York: Scholastic Books, 1999.


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Web Sites to Visit for More Information National Constitution Center www.constitutioncenter.org Center for Civic Education www.civiced.org The Civic Mind www.civicmind.com Kids Voting USA www.kidsvotingusa.org Rock the Vote www.rockthevote.org League of Women Voters www.lwv.org Rap The Vote www.rockthevote.com/rapthevote/ The Machinery of Democracy http://americanhistory.si.edu/vote/index.html

Our Civic Partners The website www.constitutionday.us would not be possible without the support of our partners. We would like to thank and acknowledge these organizations for their continued commitment to civic learning and education. Justice Talking Scholastic Campaign for the Civic Mission of Schools Council for Excellence in Government C-Span Bill of Rights Institute The Constitution Project Court TV National Records and Archives Administration American Bar Association Champions of Caring Center for Educational Technology

http://www.constitutioncenter.org/

http://www.civiced.org/index.php

http://www.civicmind.org/

http://www.rockthevote.org/

http://www.lwv.org/

http://www.rockthevote.com/rapthevote/

http://americanhistory.si.edu/vote/index.html

http://www.kidsvotingusa.org/

http://www.constitutionday.us/


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CONNECTING WITH CHILDREN I Signed the Constitution provides children with meaningful education about and engagement with, our founding document. The actual signing event can be complemented with in-classroom lessons, craft activities, and community events. For instance, teachers may use the I Signed the Constitution activity in anticipation of teaching curriculum units on the founding of the United States government. Schools can invite speakers from local government or plan the signing during an Open House or school event when parents can become actively involved.

Educational Theme Understanding the history of voting rights as a child is the key to being involved in the elective franchise as an adult. As the country has grown, so has the definition of who is a citizen and who can fully participate in a representative government by voting. In the summer of 1787 when the Framers of the U.S. Constitution conceived of a government based on the will of the people, their idea did not yet include all of the people. People who did not own property or pay taxes, Native Americans, African American men, women, and people under the age of 21 could not vote. As people grow older they change. This is also true of the United States and voting rights for its people. As the country grew older, it expanded its definition of “We the People” and their voting rights by adding amendments to the Constitution. Although students under the age of 18 cannot vote in elections, they can make a difference in their local, state, and national community. The lesson plans included in this kit provide curriculum support materials to teach about the ongoing history of voting rights in the United States. The National Constitution Center encourages use of the curriculum support materials prior to the I Signed the Constitution event to ensure that students have a general understanding of the government established by the document they are agreeing to uphold! These project-based activities can be adapted for use in settings as formal as the classroom and after-school environments or as informal as Scout meetings – be creative, the possibilities are endless!


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Curriculum Connections In keeping with the National Constitution Center’s dedication to supplying resources that are useful to existing classroom instruction while providing the depth and breadth of information needed in civic education, the materials provided align with the following national standards: National Standards for Civics and Government III. How Does The Government Established By The Constitution Embody The Purposes, Values, And Principles Of American Democracy? A. How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?


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Lesson Plan: Rights and Responsibilities of Voting Category – Voting Rights Grade - 3-5 National Standards in Civics and Government from the Center for Civic Education: V. What Are the Roles of the Citizen in American Democracy? Overview: Suffrage, the right to vote, has been a subject of controversy throughout our history. It is the fundamental component of any system that claims to rely on “the consent of the governed.” During the colonial period and the early years of the republic, voting was generally restricted to white men who owned property. While many, and eventually all, white males usually met this requirement for suffrage, other people, such as women, African Americans, and members of certain religious groups were usually denied the right to vote. A series of political struggles, sometimes violent, has led to constitutional amendments, Supreme Court decisions and state and federal laws that have extended and protected the right to vote. Objectives: Students will: identify and discuss situations in which they have voted.

• describe the importance of the right to vote. • describe the responsibilities that come with the right to vote. • identify and discuss the rights and responsibilities of voting to others.

Procedure: Brainstorm a list of situations in which students have voted. Examples may include voting in school or classroom elections, deciding on class service-learning projects, deciding where to go on a family vacation, or where to participate in a family-service project.

• Ask students to identify what it felt like to be asked their opinion, why it was important that they be allowed to vote, and what voting has to do with democracy.

• Explain to students that when they are eighteen, they will have the right to vote.

What responsibilities might go along with this right?

• Divide the class into small groups. Pose the following questions to be discussed in and answered by each group:


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Suppose you are about to vote in an election. You must choose among three people running for President. What responsibilities should you have? List and explain those responsibilities. Suppose some friends, neighbors, and others in your community do not agree with the way you are going to vote. List and explain what responsibilities they have toward your right to vote. Suppose you do not agree with the way some of your friends, neighbors, and others in your community are going to vote. List and explain what responsibilities you should have toward their right to vote. What might happen to the right to vote if no one fulfilled the responsibilities you have discussed?

• Lead a discussion in which students explain what they think are some of the most important responsibilities they have in order to protect their rights.

• Lead discussions in which students explain what they think are some of the

most important responsibilities they have in order to protect the rights of others.


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Lesson Plan: Who Should Be Able to Vote? Category – Voting Rights Grade - 6-8 National Standards in Civics and Government from the Center for Civic Education: V. What Are the Roles of the Citizen in American Democracy? Overview: Suffrage, the right to vote, has been a subject of controversy throughout our history. It is the fundamental component of any system that claims to rely on “the consent of the governed.” During the colonial period and the early years of the republic, voting was generally restricted to white men who owned property. While many, and eventually all, white males usually met this requirement for suffrage, other people, such as women, African Americans, and members of certain religious groups were usually denied the right to vote. A series of political struggles, sometimes violent, has led to constitutional amendments, Supreme Court decisions and state and federal laws that have extended and protected the right to vote. Goals: As a result of this lesson students will:

• describe the criteria they would use in deciding who should vote in a school election

• describe the qualifications for voting in the United States • compare and contrast their criteria for deciding who should vote in a school

election with those used in deciding who should be able to vote in the United States

• better appreciate the responsibility of voting. Materials: Student Handout A – Who Can Vote? B – Guidelines for Voting Procedures: Complete Handouts A and B Ask students to explain their answers.


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Handout A: Who Can Vote? Imagine that your school is going to select a new school mascot. You are a member of the school's election committee. Your job is to make sure that only those who are qualified get to vote. The following people want to vote but it is your responsibility to decide if they have voting rights. Explain why or why not.

1. Tamara attends your school. She is an A student. Should she be allowed to vote? __ Yes __ No

2. John attends your school. He rarely passes his courses. Should he be allowed

to vote? __ Yes __ No

3. Dolores attends another school. Should she be allowed to vote?

__ Yes __ No

4. Carol attends your school. She has a nose ring and always wears black.

Should she be allowed to vote? __ Yes __ No

5. Today is Trinh’s first day at this school. He hasn't met anyone and doesn't know

anything about the choices for the new school mascot. Should he be allowed to vote? __ Yes __ No

6. Rashid attends your school. She is blind and can't see the ballot. Should she

be allowed to vote? __ Yes __ No

7. Maribel attends your school. She can't read. Should she be allowed to vote? __ Yes __ No


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8. Kim attends your school but is at home sick. She won't be well before the election. Should she be allowed to vote?

__ Yes __ No

9. Richard attends your school, but he has been suspended. Should he be

allowed to vote? __ Yes __ No

10. Jim has just returned to your school from a special school for young people

who have committed a serious crime. Should he be allowed to vote? __ Yes __ No

11. Stephanie has let everyone know that she thinks the choices offered for the

new school mascot are inadequate and she wants to write in a new idea. Should she be able to vote? __ Yes __ No


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Handout A Discussion: Have each group share its answers and discuss the criteria and rationale for its decisions. Distribute the student handout “Guidelines for Voting.” Lead a discussion in which students compare and contrast their responses to who should be able to vote in the school mascot election with the guidelines for voting in the United States. Have students write a letter to their parents on why it is important to vote.


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Handout B: Guidelines for Voting 1. No state may deny a person the right to vote because of his or her race or color. The Fifteenth Amendment says that no state may deprive any person of the right to vote because of race, color, or previous condition of servitude. 2. No state may deny a person the right to vote on the basis of gender. The Nineteenth Amendment forbids states from depriving people of the right to vote because of their gender. 3. No state may deny the right to vote to a person who is at least 18 years old because of his or her age. The Twenty-sixth Amendment states that citizens 18 years old (or older) may vote. This amendment does not prevent a state from allowing citizens younger than 18 years old to vote. The amendment does prohibit states from setting a maximum voting age. 4. No state may require a voter to pay a tax or pass a literacy test before voting. The Twenty-fourth Amendment eliminates the poll tax. The poll tax, enacted between 1889 and 1910 in Southern states, was a way to discourage African Americans and poor whites from voting. For many years, in many states, there was a literacy requirement for voting. This requirement was also used to prevent African Americans and other groups from voting. The first literacy requirement was adopted in Connecticut to limit the voting rights of Irish Catholic immigrants. Congress banned all literacy tests with the Voting Rights Act of 1965 and its subsequent amendments. Most states prohibit convicted felons from voting. Most states require that voters show identification at the polls. Most states require that people live in the state a certain amount of time before they register. Voters who are out of the state or the country on Election Day can cast ”absentee” ballots before the election. Only citizens of the United States are allowed to vote.


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Lesson Plan: The Long Road to Suffrage Category – Voting Rights Grade - 9-12 National Standards in Civics and Government from the Center for Civic Education: II. What are the Foundations of the American Political System? III. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? V. What Are the Roles of the Citizen in American Democracy? Overview: Suffrage, the right to vote, has been a subject of controversy throughout our history. On the one hand it is the fundamental component of any system that claims to rely on “the consent of the governed.” During the colonial period and the early years of the republic, voting was generally restricted to white men who owned property. While many, and eventually all, white males usually met this requirement for suffrage, other people, such as women, African Americans, and members of certain religious groups were usually denied the right to vote. A series of political struggles, sometimes violent, has led to constitutional amendments, Supreme Court decisions and state and federal laws that have extended and protected the right to vote. Objectives: Students will:

• describe the changes in the voting laws in various states, amendments to the Constitution, and decisions of the Supreme Court that led to the extension of voting rights.

• describe the relationship between the right to vote and other fundamental principles of constitutional government.

• better appreciate the responsibility of voting. • better appreciate the courage of those who have fought for the extension of the

suffrage. Materials:

• Student Handouts o A - Suffrage Chart o B - A Brief History of Suffrage o C - Could You Have Voted? o D - Can You Vote Now?

Procedures:


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1. Distribute the Suffrage Graph based on census data that shows the percentage of eligible voters compared to the adult US population. 2. Ask students to identify significant increases and decreases and to “guess” why these changes occurred. 3. Explain that the class will now look at the historical events that led to these significant increases and decreases and the struggles for the extension of the suffrage that have taken place over the past 200 years. 4. Ask all students to read the “Brief History of Suffrage” and discuss the following questions: • How was the right to vote extended to all white males in the first part of the

nineteenth century? • How was the right to vote extended to African Americans after the Civil War? • How was the right to vote effectively taken away from African Americans after the

end of Reconstruction? • How did African Americans regain the right to vote in the 1960s? • How did women gain the right to vote? • How did Native Americans gain the right to vote? • How did eighteen-year-olds gain the right to vote? 6. After the discussions lead a dialogue session centered on the following questions: • Why have different groups fought for the right to vote? • Why do you think these groups were disenfranchised to begin with? • Why did some groups oppose the right of others to vote?” 7. Note that some groups are not allowed to vote. Test students' knowledge by conducting the “Who Can Vote?” activity. Conduct a discussion on whether those groups who cannot vote should be allowed to do so. Are there groups on the list who have the right to vote but might face obstacles in casting their ballot and having it counted? Extension Activities: 1. Ask students to read the 15th Amendment to the Constitution and recall the various ways in which Southern states denied African Americans the right to vote despite its provisions - grandfather clause, literacy tests, poll tax, etc.-- all of which were upheld by the courts until the 1950s and 1960s. Ask students to answer the sample questions from the 1965 Alabama Literacy Test. How many could answer these questions? What was the intent of this test?


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2. Ask students the questions: What do we need to know to be informed citizens? Who should have the right to vote? Is it important to vote? 3. Distribute the "Youth Vote" handout. Discuss the following questions: Why do you think older Americans might be more interested in what government does than younger Americans? What types of situations might make young people more interested in the affairs of government? Give examples. If you have registered and voted, or plan to do so when you are eligible, what are your motives for doing this? Some European countries hold elections on Saturday or Sunday and have eliminated formal voter registration procedures. Do you think similar measures would increase participation among younger voters in the United States? What other changes would increase participation by younger voters? (questions adapted from We the People: The Citizen and the Constitution, the Center for Civic Education) Reflection/ Journal Activity: For the past 200 years, groups that were once denied the right to vote have struggled to gain that right. Why do you think that, compared to other democracies, the voter turnout rate in the United States is so low? It is rarely over 50% in most presidential elections, less that 30% in non-presidential elections, sometimes less than 20% for local elections. What changes might lead more Americans to vote?


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Handout B: A Brief History of Suffrage The expression "the right to vote" is also known as suffrage, the franchise, or balloting. The people who posses the right to vote are known as the voters or the electorate. The history of suffrage in America has been a continuous struggle to extend the right to vote from a small group of property-owning white males to nearly all adults in America. The establishment of universal suffrage among white males of voting age in the United States was hastened by the democracy of the Western frontier, and a growing interest in political parties and the important roles they played in American life. The principle of universal suffrage for white males was widely recognized toward the middle of the 19th century. This period, which was characterized by the removal of a number of voting restrictions, is known as the "Age of Jackson" or the "Age of the Common Man." However, even under this apparently "universal" franchise, African Americans, Native Americans and women continued to be denied the right to vote. There have been many great struggles over the right to vote. This right was expanded thanks to a number of essential constitutional amendments and Congressional actions. The earliest struggle was against the establishment of property-owning qualifications for voting rights. Some Americans argued that if the poor secured the right to vote, they would sell their votes to the rich. To eliminate poor whites from the electorate, the property-owning restriction was enforced, but by the middle of the 19th century property restrictions came to an end. The great struggle for African American suffrage was aided by the Fifteenth Amendment (1870) to the Constitution which states that "the right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude." It was passed after the Civil War ended the enslavement of Africans in America. While African American males gained the right to vote through the adoption of the Fifteenth Amendment, states with large African American populations continued to deny them the right -- particularly in the South. In the late 19th century, a system of enforced segregation provided the opportunity for southern states to limit African American voting by various methods. These methods included the grandfather clause, the white primary, the poll tax requirement, literacy tests, and the manipulation of registration procedures. State and local governments ignored or supported the activities of organizations such as the Ku Klux Klan which were determined to deny African Americans their voting and other rights. Many states required the payment of a poll or head tax as a prerequisite to voting. A poll tax is a direct personal tax levied by a local government under state authority. Because the average African American in the South could not afford to pay it, the poll tax was an effective method of keeping African Americans from voting. The Twenty-fourth Amendment (1964) finally abolished this tax for federal elections. In Harper v. Virginia State Board of Election (1966), the Supreme Court ruled poll taxes illegal in state and local elections as well. Countless numbers of African Americans and their allies were jailed, beaten and even killed in the struggle for voting rights and other reforms brought on as a result of the Civil Rights Movement. In 1965, Congress passed the Voting Rights Act. This act gave additional


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protection to American citizens by authorizing the federal government to oversee the registration of voters where state officials had regularly prevented African Americans from registering to vote. By the mid-60's, great progress had been made in ensuring that African Americans could utilize the right to vote as promised in the Fifteenth Amendment. The Voting Rights Act also strengthened the federal government's ability to ensure the voting rights of Native Americans and other people of color. All Native Americans were made citizens of the United States in 1924, although some had been made citizens through earlier legislation. Many states, however, continued to discriminate against Native Americans in the area of voting, as well as jury duty, and providing testimony in court. The 1965 Act and its later amendments were efforts to address the issue of discrimination against all persons of color.

Another great effort to expand the franchise was related to women's suffrage. In July 1848 Elizabeth Cady Stanton and Lucretia Mott organized the first women's rights convention in Seneca Falls, NY, and launched the woman suffrage movement. Many of the attendees to the convention were also abolitionists whose goals included universal suffrage. In 1871, the year following the ratification of the fifteenth amendment, a voting rights petition sent to the Senate and House of Representatives requested that suffrage rights be extended to women and that women be granted the privilege of being heard on the floor of Congress. The husbands argued that women had no place at the polling booth and that they could vote for the entire family. Dismayed by this, women and their male allies organized parades, drew up petitions, established a Washington lobby, picketed the White House, and went on hunger strikes in jail. In 1919, the House of Representatives passed the nineteenth amendment by a vote of 304 to 90, and the Senate approved it 56 to 25. Illinois, Wisconsin, and Michigan were the first states to ratify it in 1920. Some states were slow with their endorsement even after the amendment became a part of the supreme law of the land. Maryland, for example, did not ratify the amendment until 1941, and did not transmit the ratification document to the State Department until 1958.

The final extension of the franchise occurred in 1970. At the time of the Vietnam War, many argued that if 18 year olds were old enough to join the military, they were old enough vote. The Twenty-sixth amendment lowered the voting age to 18. Although 18-year-olds have the right to vote, they have consistently voted in far fewer numbers than do older voters.


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Handout A: Suffrage Chart

Percentage of Population (18+) Eligible to Vote

Year Eligible Questions

1790 20%

1840 40% Who gained the right to vote by this time?


1910 40% Who lost the right to vote by this time?


1970 90% Who regained the right to vote by this time?


(Approximate figures based on census data and other sources provided by the American Bar Association)


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Handout C: Could You Have Voted? Sample Questions from the 1965 Alabama Literacy Test 1. Which of the following is a right guaranteed by the Bill of Rights? ____ Public Education ____ Employment ____ Trial by Jury ____ Voting 2. A US senator elected at the general election on November takes office on what date? 3. How old must a person be to serve as President of the United States? 4. When the Constitution was approved by the original colonies, how many states had to ratify it in order for it to go into effect? 5. If a vacancy occurs in the US Senate, the state must hold an election, but meanwhile the place may be filled by a temporary appointment made by __________________. 6. The Constitution protects an individual against punishments that are ________ and ____________. 7. If no candidate for president receives a majority of the electoral vote, who decides who will become President? 8. If it were proposed to join Alabama and Mississippi to form one state, what groups would have to vote approval in order for this to be done? 9. The Constitution limits the size of the District of Columbia to ______________. 10. Congress passes laws regulating cases in which the Supreme Court has __________ jurisdiction. 11. Name two purposes of the US Constitution. ____________________________ _____________________________________. 12. On the impeachment of the chief justice of the United States, who tries the case? 13. If the two houses of Congress cannot agree on adjournment, who sets the time? 14. When presidential electors meet to cast ballots for President, must all electors in a state vote for the same person for President or can they vote for different persons if they so choose? 15. After the presidential electors have voted, to whom do they send the count of their votes?


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Handout D: Can You Vote Now? Indicate whether each of the following is eligible to vote for president of the United States according to the law of most states:

___18 year olds

___legal aliens

___U.S. citizens born and residing in Washington, DC

___ people dishonorably discharged from the armed services

___ people committed to a mental hospital

___ citizens who are blind

___U.S. citizens born and residing in the US territories of Puerto Rico, Guam and the US Virgin Islands

___90 year olds

___the homeless

___people with physical disabilities

___non-English speakers

___citizens who are deaf

___citizens who cannot read

___those convicted of a felony


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ANSWER KEY Handout A: Suffrage Chart By 1840 Landowning white males were allowed to vote. By 1870 African American males were allowed to vote (constitutional amendment). By 1910 African American males had lost the right to vote (Jim Crow laws). By 1930 American Indians and women were allowed to vote. By 1970 African Americans and citizens of Washington, DC were allowed to vote (Civil Rights Act / Voting Rights Act). By 1980 Eighteen-year-olds were allowed to vote. Handout C: Could You Have Voted…

1. Trial by Jury 2. January 3 3. 35 4. 9 5. the governor 6. cruel and unusual 7. House of Representatives 8. Congress and legislatures of both states 9. 10 square miles 10. co-appellate 11. (site any “purpose” stated in the preamble of the Constitution 12. the Senate 13. the President 14. They can vote for different people. 15. the Vice President as President of the Senate


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Answer Key (cont.) Handout D: Can You Vote Now? Indicate whether each of the following is eligible to vote for president of the United States according to the law of most states:

_Y__18 year olds _N__legal aliens _Y__U.S. citizens born and residing in Washington, DC _N__ people dishonorably discharged from the armed services _Y__ people committed to a mental hospital _Y__ citizens who are blind _N__U.S. citizens born and residing in the US territories of Puerto Rico, Guam and the US Virgin Islands _Y__90 year olds _Y__the homeless _Y__people with physical disabilities _Y__non-English speakers _Y__citizens who are deaf _Y__citizens who cannot read _N__those convicted of a felony


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Fast Facts about the Constitution

• A constitution is a contract between a government and its people. • The U.S. Constitution is significant because it protects the rights and privileges

of the American people, preserves a democratic way of life, and provides a framework for the activities of government.

• The Constitution was written when delegates to the Constitutional Convention met for the purpose of revising the Articles of Confederation at the State House in Philadelphia, PA (Independence Hall).

• The U.S. Constitution was written in 1787 and adopted in 1788. • 55 delegates attended the Constitutional Convention. • 39 delegates signed the Constitution • 3 delegates dissented (objected to the proposed Constitution and refused to

sign).

Fun Facts about the Constitution

• Thomas Jefferson and John Adams did not sign the Constitution. They were away from Philadelphia on official government business.

• The first national “Thanksgiving Day,” established on November 26, 1789, was originally created by George Washington for “giving thanks” for the Constitution.

• Of the written national constitutions, the U.S. Constitution is the oldest and shortest.

• Benjamin Franklin (81) of Pennsylvania was the oldest member and Jonathan Dayton (26) of New Jersey was the youngest member of the Constitutional Convention.

• The original Constitution is on display at the National Archives in Washington, D.C. When the Japanese bombed Pearl Harbor, December 7, 1941, it was put in a vault at Fort Knox for safekeeping.

• The only men to sign the Constitution who later became presidents were George Washington and James Madison.

• The word “democracy” does not appear once in the Constitution.


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NATIONAL CONSTITUTION CENTER CONSTITUTION WEEK 2005 PROMOTIONAL & MEDIA GUIDELINES NATIONAL CONSTITUTION CENTER: CONSTITUTION WEEK DISCLAIMER The National Constitution Center, an independent, non-partisan organization, encourages the use of I Signed the Constitution materials for private Constitution signing events. Use of I Signed the Constitution materials and the hosting of signing events, however, does not imply National Constitution Center endorsement of the specific views of that organization. A press release template is attached for you to use and send to your local media. You may want to include any information that makes your site interesting and unique. The sites that have used our press releases in the past have had a good response from the press and the public. We suggest you do the following:

• Ask local television and radio stations to air public service announcements (Copy for 10, 15, 20 and 30-second PSAs is attached).

• Contact your local television station(s). Television stations are more likely to

cover colorful events that tell the story to viewers through good pictures. If you have music, historical interpretations, etc., remember to mention that to the reporter or assignment editor.

• Call your local media to follow up on the day of the event. A same-day reminder

will help ensure coverage.

PLEASE SEND US YOUR PRESS CLIPS AND PHOTOGRAPHS

WE MAY USE YOURS IN FUTURE PROMOTIONAL MATERIALS!


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FOR IMMEDIATE RELEASE CONTACT: National Constitution Center Ashley Berke Public Relations Coordinator 215.409.6693

SIGN HERE! Citizens from across the country can sign the Constitution and mark their place in

history during Constitution Week 2005, September 17 through 23 at the National

Constitution Center. For the past decade, the Center, has sponsored I Signed the

Constitution events across the country to encourage Americans to affirm their rights

and responsibilities as citizens and to learn more about their Constitution.

Constitution Week 2005 kicks off on September 17, the 218th anniversary of the

signing of the Constitution in 1787. Just as the original signers did, participants can

place their signatures on parchment scrolls. Since the Center opened in 2003, visitors

to the Center have had the opportunity to sign their names next to a copy of today’s

Constitution, or to dissent in custom-made books that have been archived as well.

Since 1991, the National Constitution Center has sponsored Constitution Week events

nationwide in commemoration of the signing of the U.S. Constitution. This year,

approximately 200 sites from across the country, will host I Signed the Constitution

events. Over the years, nearly 3 million people at schools, libraries, museums,

National Parks and monuments, as well as presidential libraries, have added their own

names to one of our most enduring documents.


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While these events are designed to provide a celebration for the whole family, I

Signed the Constitution events are firmly rooted in the National Constitution Center’s

mission to provide constitutional education for adults and children. Each year new

material is provided to those that participated in the event, with the goal of broadening

their knowledge about the Constitution and the role it plays in their everyday lives.

The National Constitution Center, located on Philadelphia’s Independence Mall, is an

independent, nonpartisan, nonprofit organization established by Congress to increase

understanding of the U.S. Constitution and its relevance to the daily lives of

Americans. It is the first museum in the world dedicated to dramatically telling the

story of the Constitution through more than 100 interactive and multimedia exhibits

and artifacts. The Museum houses the Annenberg Center for Education and

Outreach, which serves as a hub for national constitutional education; town meetings

and debates; and as a home for visiting scholars and experts. The National

Constitution Center opened on July 4, 2003. For more information, please call

215.409.6600 or visit the Center’s Web site at www.constitutioncenter.org.

In your area an I Signed the Constitution event will be held at:

PLACE: __________________________________________

DATE: __________________________________________

TIME: ___________________________________________

National Constitution Center: Press Contact: Ashley Berke 215-409-6693 Program Contact: Education Assistant 215-409-6789


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Public Service Announcements National Constitution Week September 17-23, 2005 Radio and television stations air Public Service Announcements (PSAs) of various lengths. Attached are PSAs of 10, 15, 20, and 30 seconds. Many of your local stations will work with you to arrange for your PSA to air just prior to, or during, Constitution Week. At the end of each PSA be sure to include the date, time, and place of your event so that it will be part of the PSA.


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10-Second PSA Celebrate National Constitution Week from September 17th-23rd. Sign a giant replica of the U.S. Constitution and honor our nation's most treasured document. September (Fill-in day(s)); From To (Fill-in time); At (Fill-in site). 15-Second PSA John Hancock didn't sign it . . . but you can. The National Constitution Center invites you to celebrate National Constitution Week from September 17th-23rd. Sign a replica of the U.S. Constitution and honor our nation's most treasured document. September (Fill-in day(s)); From To (Fill-in time); At (Fill-in site). 20-Second PSA John Hancock didn't sign it . . . but you can. The National Constitution Center in Philadelphia invites you to be part of a national celebration during Constitution Week from September 17th-23rd. Sign a replica of the U.S. Constitution and show your support for our nation's most treasured document. September (Fill-in day(s)); From To (Fill-in time); At (Fill-in site). 30-Second PSA John Hancock didn't sign it . . . but you can. The National Constitution Center in Philadelphia invites you to join millions of Americans celebrating Constitution Week from September 17th-23rd. From sea to shining sea, people will be signing parchment replicas of the U.S. Constitution and showing their support for our nation's most treasured document. Make your mark in history. You can sign the Constitution on: September (Fill-in day(s)); From To (Fill-in time); At (Fill-in site).


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10-Second PSA Celebrate National Constitution Week from September 17th-23rd. Sign a giant replica of the U.S. Constitution and honor our nation's most treasured document. September (Fill-in day(s)); From To (Fill-in time); At (Fill-in site). 15-Second PSA John Hancock didn't sign it . . . but you can. The National Constitution Center invites you to celebrate National Constitution Week from September 17th-23rd. Sign a replica of the U.S. Constitution and honor our nation's most treasured document. September (Fill-in day(s)); From To (Fill-in time); At (Fill-in site). 20-Second PSA John Hancock didn't sign it . . . but you can. The National Constitution Center in Philadelphia invites you to be part of a national celebration during Constitution Week from September 17th-23rd. Sign a replica of the U.S. Constitution and show your support for our nation's most treasured document. September (Fill-in day(s)); From To (Fill-in time); At (Fill-in site). 30-Second PSA John Hancock didn't sign it . . . but you can. The National Constitution Center in Philadelphia invites you to join millions of Americans celebrating Constitution Week from September 17th-23rd. From sea to shining sea, people will be signing parchment replicas of the U.S. Constitution and showing their support for our nation's most treasured document. Make your mark in history. You can sign the Constitution on: September (Fill-in day(s)); From To (Fill-in time); At (Fill-in site).

Documents

I Signed the Constitution - meade.k12.ky.us · I Signed the Constitution, ... nation’s founding document. ... is a citizen and who can fully participate in a representative government