Unit 1: Foundaitons of American Government€¦ · Web viewDesigned for Secondary Education—9th Grade. Created by Paul D. Kreiter M.Ed. Andrew D. Pass. Table of Contents. Unit

Unit 1: Foundaitons of American Government

Civics Curriculum

Designed for Secondary Education9th Grade

Created by Paul D. Kreiter M.Ed.

Andrew D. Pass

Table of Contents

Unit One: Foundations of American Government p. 5

This first unit contains overarching themes including factors underlying the formation of the United States of America and its system of government. Domestic and foreign influences were catalysts in the foundation of our political system. Unit one identifies important vectors in the beginnings of American culture and society.

Section A: Becoming America p. 6

Four Primary SourcesUnderpinnings of the Declaration of Independence p. 6

Justice in America p. 8

Section B: Declaring Independence p. 12

The Need for GovernmentA Cinematic and Literary Perspective p. 12

The Need for Laws p. 15

The Need for Authority p. 17

Deciphering the Declaration of Independence p. 21

Section C: Many Voices, One Government p. 23

Varying ViewpointsReligion and Loyalists p. 22

Varying ViewpointsRebels and Minorities p. 25

Section D: The New, American Government p. 27

Rome vs. AthensComparing and Contrasting a Democratic and Republic System of Government p. 27

Interviews with The Fathers p. 30

A Republican Government p. 31

Unit Two: The Constitution of the United States p. 33

Unit two focuses on the United States Constitution as the essential document for the founding of the United States of America as a new nation. Several key ideas and documents that influenced the creation of the Constitution are spanned, as well as an in-depth examination of the Articles as they relate to government and citizens rights and responsibilities, and the continuing effect of the Constitution on contemporary issues.

Section A: Causes for The Constitution p. 34

Early American InfluencesCause and Effects p. 34

Centralized Power Struggle p. 37

GovernmentFederal and Local Constitutional Considerations p. 41

Section B: Essence of The Constitution p. 43

Inside the Constitutional Convention p. 43

Checks and BalancesSeparation of Powers p. 45

The Judicial Branch p. 47

Honorable MentionThe Supreme Court and The Justices p. 49

Judicial ReviewMarbury v. Madison 1803 p. 50

The Executive and Legislative Branches p. 55

How Congress Works p. 57

Right to PrivacyFourth Amendment of the Constitution p. 58

Section C: The Constitution Today p. 60

Causes Then Effects Today p. 60

The Bill of Rights, As They Matter Today p. 62

Unit Three: GovernmentAt All Levels p. 64

Examined at the core of unit three are the structure and functionality of the United States government at the local, state, and federal levels. The lessons within are designed to challenge students to recognize cross-governmental similarities and differences, and apply such an understanding to events that significantly impact students lives.

Section A: Local Government p. 65

Your Local GovernmentThe Basics p. 65

Funding and The Local Government p. 68

Section B: State Government p. 70

Bills to Laws, Local To State p. 70

Making a Representative Government Work For You p. 71

Hurricane KatrinaA Local and State Government Conundrum p. 74

Section C: Federal Government p. 76

Right Person, Right Position p. 76

Democracy, Voting, and the Issues That Matter To You p. 80

Getting the Vote Out p. 82

Section D: Government At All Levels p. 84

The Electoral CollegeEffective or Defective p. 84

Raising Money for Government Services p. 85

Government At All Levels p. 87

Unit Four: GovernmentA Global Perspective p. 89

The fourth and final unit moves outside of the borders of the United States and considers the impact of the United States system of government on a global scale. The lessons have been designed to engage students with the pertinent issues of world politics, international trade relations, and foreign affairs policies.

Section A: The United Nations p. 90

The United NationsGlobal Governance p. 90

The United Nations and The Common Good p. 92

The Symbolic United Nations p. 94

Section B: Trading, Foreign Affairs, and Security p. 95

United States Government and the North American Free Trade Agreement (NAFTA) p. 95

The Role of Embassies p. 97

National Security vs. Your Privacy: The War on Terror and The Constitutionality of the Patriot Act p. 100

Unit One:

Foundations of American Government

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Unit 1: Section A: Becoming America

Four Primary SourcesUnderpinnings of the Declaration of Independence

Class Length: 1 Class Meeting

Objectives:

Students will be able to:

1. Identify the key ideas in the Preamble to the Declaration of Independence : natural rights, the social contract, the right to revolution, popular sovereignty, and the right of self-determination

2. Explain that other contemporary documents contained similar themes

Materials:

George Mason and the Virginia Declaration of Rights, June 12, 1776 (cited reference #2)

Declaration of Independence (cited reference #3)

Procedures:

Distribute the student worksheet entitled, Key Definitions to students and ask them to try and develop definitions for each of the words in groups of two or three. After students have completed this work reconvene the class and invite several students to share their answers with the class. Then display the transparency entitled, Key Words Defined.

Ask students to read the first two paragraphs of the Declaration of Independence and write down three ideas that strike them as being most important within the text. After students have completed this work, lead a discussion in which students explain their responses, justifying them from the words of the text.

Either working individually or in small groups, students will receive copies of the Declaration of Independence and the Virginia Declaration of Rights. (Inform students that the Virginia Declaration of Rights was written in June, 1776.) Students will locate evidence and themes found in the Virginia Declaration of Rights as they resonate with the ideas captured in the Declaration of Independence. Students can use the table located on the worksheet entitled Comparing the Declaration of Independence to the Virginia Declaration of Rights to record this comparison.

Key Definitions

Please define the following words in groups of two or three:

Natural Rights:

Social Contract:

Right to Revolution:

Popular Sovereignty:

Right of Self Determination:

Key Words Defined

Natural Rights: Rights which persons possess by nature: that is, without the intervention of agreement, or in the absence of political and legal institutions. Natural rights are therefore attributable to individuals without distinction of time or place.

Social Contract: An agreement among the members of an organized society or between the governed and the government defining and limiting the rights and duties of each.

Right to Revolution: Revolution is the over-throw of an established government, but to assert a right of revolution is to imply that such an upheaval is legitimate.

Popular Sovereignty: A political condition in which the people are sovereign, that is, the people exercise the definitive decision-making power.

Right of Self Determination: Determination of one's own fate or course of action without compulsion; free will; Freedom of the people of a given area to determine their own political status; independence.

Answers.com. 2008. Answers Corporation. 18 February 2008 .

Comparing the Declaration of Independence to the Virginia Declaration of Rights

Please identify five themes from the Declaration of Independence that can also be found in the Virginia Declaration of Rights. Identify the location of the theme in each document, in the appropriate column.

Major Theme

Declaration of Independence

Virginia Declaration of Rights

Students will engage the following scenario:

The year is 3007, the concept of American Government is a thing of the past, nearly forgotten by the members of society of your time. You are an expert anthropologist whose unique specialty is early North American society. Recently your team found two documents (the aforementioned texts) indicating some connection to the foundations of North American society. Using your expert anthropological analysis and deciphering skills, you gather data and report your findings to the national authorities. Your report will include:

The name of the documents you find, and their contributors.

Their major themes

How they characterize the people of its time

How the documents indicate a stable or static form of government

The stages of evolution of early American government

This lesson was designed with materials adapted from M. Muharrar, R. Miller, M. Burkes Four Documents Influence on the Declaration of Independence (2007) (cited reference #5).

References:

Ashbrook Center for Public Affairs (2006). Instructions from the town of malden,

massachusetts, for a declaration of independence. Ashland University:

Revolutionary. Retrieved November 7th, 2007 from

http://teachingamericanhistory.org/library/index.asp?documentprint=238

Colonial Williamsburg Foundation (2007). Virginia declaration of rights

Retrieved November 7th, 2007 from

http://www.history.org/Almanack/life/politics/varights.cfm

Kindig, T. (1995). The declaration of independence: When in the course of human

events. U.S. History.org: We Hold These Truths. Retrieved October 17th, 2007

from http://www.ushistory.org/Declaration/

Massachusetts Historical Society (2000). Slave petition to the governor, council, and

house of representatives of the province of Massachusetts. The Founders

Constitution, 14(9). University of Chicago Press. Retrieved November 7th, 2007

from http://press-pubs.uchicago.edu/founders/documents/v1ch14s9.html

Muharrar, M., Miller, R., Burke, M. (2007). Four documents influence on the

declaration of independence. National Endowment for the Humanities:

EDSITEment. Retrieved November 7th, 2007 from

http://edsitement.neh.gov/lesson_images/lesson723/Chart_723.pdf

Roland, J. (2002). Two treaties of civil government (1690). Liberty Library. Retrieved

from http://www.Constitution.org/jl/2ndtreat

Unit 1: Section A: Becoming America

Justice in America

Class Length: 2-4 class meetings

Objectives:


1. Compose a one-page response explaining their understanding of justice.

2. Use and analyze primary sources for evidence of intent and purpose.

3. Apply their understanding of justice to various hypothetical situations.

4. Apply the concept of justice to early American dissatisfaction to British rule.

Materials:

- Image of Lady Justice (cited reference #1)

- The Pledge of Allegiance (cited reference #2)

- The Bill of Rights Sixth Amendment (cited reference #4)

- Excerpts from The Declaration of Independence (cited reference #5)

- The Preamble to the Constitution (cited reference #6)

- Quotes on Justice (cited reference 9)

- Overhead projector

Procedures:

Students are given a list of quotes about justice. Ask students to respond to the following prompt in a quick write: What does it mean for a society to be just? After students have completed this work, facilitate a guided discussion.

Use this discussion to generate a list of ideas on the board. Then help students determine whether their ideas math with the ideals of justice established by the founders of the U.S. government.

Divide students into five groups. Then distribute one excerpt from a primary document, referenced below, to each group. In addition, distribute accompanying questions to each group. In groups students will discuss the meaning of justice as it is intended in the document, and answer the accompanying questions on a separate piece of paper.

Questions about Justice

From Primary Sources

The Declaration of Independence:

1. What main complaints and issues did the Colonists have against Great Britains King George?

2. How did King George obstruct justice?

3. Compare and contrast the phrases Administration of Justice, native justice, the voice of justice

4. What sort of justice were Colonists most interested in?

The Virginia Declaration of Rights:

1. What is important in order to have a free government?

2. Are justice and the preservation of liberty the same thing? Why or why not?

3. What did the Virginians mean by justice?

4. Do all people deserve the right to have justice? Why/why not?

The Preamble to the Constitution:

1. What did the writers of the Preamble mean by establish justice?

2. Think about the order of the wording in the preamble. Why do you think that establish justice comes before insure domestic tranquility, provide for the common defense, promote general welfare, and secure the Blessings of Liberty?

3. How does justice play a role in the following phrases: forming a more perfect union or insuring domestic tranquility?

4. How specific were the writers of the Preamble being in their description of justice? Why do you think they chose to be this specific?

5. How does the Preamble influence your definition of justice?

The Pledge of Allegiance:

1. Think about why you said The Pledge of Allegiance everyday in elementary school? Why do schools do this?

2. What does it mean to provide justice for all?

3. Should we all be treated the same or judged on our unique situations? Support your answers with thoughtful reasoning.

4. Is justice a concrete or abstract term? Why?

The Bill of Rights Sixth Amendment (discussion can include the Fourth, Fifth, Sixth, Seventh, and Eighth Amendments and the kinds of rights the Founding Fathers wanted to protect):

1. What were the main goals of the Founding Fathers idea of a system of justice?

2. What rights did the Founding Fathers want to protect?

After students have completed this group work, ask each group to present their answers to the class. Facilitate a discussion on the meaning of justice, according to these primary sources.

Now ask students to imagine that they were living in the British in the 1770s. Was their community just? Why/why not? Do students think that its possible that different people had different perspectives on this question? Why/why not?

Students will imagine they are one of the founding fathers sleeping in his bed. Consider reading the following script: You have a vivid dream influenced by the primary source documents about independence from Britain. You wake up in the middle of the night from your dream and record it in your journal. Write the record of your dream. Consider the following:

Was your dream a nightmare or pleasant?

Of the documents noted, which influenced your dream the most? How?

What other people were in your dream, and how did you interact with them? If you were alone, analyze how that symbolizes your mindset about independence.

Students will now take the role of dream interpreter. Students will place their dream records in a bag, and pick at random a dream (not their own) to analyze and pinpoint pertinent themes. Students will share their interpretation of the dream they chose with the writer.

Through this activity, students critique each others work. Dream interpreters should determine whether or not the dreamer correctly understood the primary source document to which he/she refers.

References:

(2007). Image of lady justice. Neustra Voice: La Mera Verdad. Targeted Communications.

Retrieved October 24th, 2007 from http://nuestravoice.com/?m=200703

Dalka, M., Streufert, D. Ed. (2005). The pledge of allegiance. Retrieved October 24th, 2007 from

http://www.usflag.org/

Halsall, P. Ed. (1998). William penn (1644-1718): Some fruits of solitude in reflections and

maxims, 1682. Internet Modern History Sourcebook, Fordham University. Retrieved October 24th, 2007 from http://www.fordham.edu/halsall/mod/1682penn-solitude.html

Keefer, S. (2006). The significance of the bill of rights: How ten amendments solidified our

nation. The Official Site of the Bill of Rights. Retrieved October 24th, 2007 from http://www.billofrights.com/

Kindig, T. (1995). The Declaration of Independence: When in the course of human events.

U.S. History.org: We Hold These Truths. Retrieved October 17th, 2007 from http://www.ushistory.org/Declaration/

Mount, S. Ed. (2007). The preamble. The U.S. Constitution Online. Retrieved October 17th, 2007

from http://www.usConstitution.net/xconst_preamble.html

Murphy, G. (1996). Virginia Declaration of rights. The Avalon Project at Yale Law School.

Retrieved October 24th, 2007 from http://www.yale.edu/lawweb/avalon/virginia.htm

National Constitution Center (2007). Justice in america. Explore the Constitution: Educational

Resources. Retrieved October 24th, 2007 from

http://www.Constitutioncenter.org/education/ForEducators/LessonPlans/Preamble/5486.shtml

ThinkExist.com (2006). Justice quotes. ThinkExist.com: You Think, therefore You Exist.

Retrieved Novemember 2nd, 2007 from

http://www.thinkexist.com/English/Topic/x/Topic_258_1.htm

Unit 1: Section B: Declaring Independence

The Need for GovernmentA Cinematic and Literary Perspective

Class Length: 2-4 Class Meetings

Objectives:


1. Relate the philosophy of politics and government.

2. Critically analyze the different forms and services of government.

3. Imagine and describe a statue of nature, and identify its advantages and disadvantages.

Materials:

Movie clips from Cast Away (2000)(cited reference #1)

Excerpt from Mark Twains Roughing It (cited reference #2)

Copies of texts from Henry David Thoreaus Walden (cited reference #3)

William Goldings The Lord of the Flies (cited reference #4)

Art supplies

Poster board

TV and DVD/VHS player

Procedures:

Students will begin the class with a quick write:

Think of all the rules you follow every day. Think about all the people who enforce these rules. Are there too many rules? Too many enforcers? What would happen if there were no rules and no people in authority? Think about emergency situations, crimes, important tasks that need to get done. How would things get resolved? How would it be determined who is in charge? How would you get what you need and protect your rights? Your familys rights?

After students have completed these quick writes ask them to form groups of three or four. Within these groups students should read their entries to one another. In groups students should consider whether or not they would like to live in this kind of society. Challenge them to explain their rationales.

Now ask students if theyve ever read any literature or seen any movies about lawless societies. Make a list of these titles.

Inform students that in this lesson they will have the opportunity to consider several well known literary texts that describe lawless societies. In groups of two or three, ask students to complete the questions on the worksheet entitled, Literary Texts and Lawlessness.

Literary Texts and Lawlessness

Roughing It

The devil seems to have again broken loose in our town. Pistols and guns explode and knives gleam in our streets as in early times. When there has been a long season of quiet, people are slow to wet their hands in blood; but once blood is spilled, cutting and shooting come easy.

Night before last Jack Williams was assassinated, and yesterday forenoon we had more bloody work, growing out of the killing of Williams, and on the same street in which he met his death. It appears that Tom Reeder, a friend of Williams, and George Gumbert were talking, at the meat market of the latter, about the killing of Williams the previous night, when Reeder said it was a most cowardly act to shoot a man in such a way, giving him "no show." [After some more arguing,] Gumbert drew a knife and stabbed Reeder, cutting him in two places in the back.

Reeder [was] taken into the office of Dr. Owens, where his wounds were properly dressed. [Being] considerably under the influence of liquor, Reeder did not feel his wounds as he otherwise would, and he got up and went into the street.

He went to the meat market and renewed his quarrel with Gumbert, threatening his life. After these threats Gumbert went off and procured a double-barreled shot gun. [He came back, and shot Reeder twice. The doctors examined him and said it was almost impossible for him to recover.]

At the time that this occurred, there were a great many persons on the street in the vicinity, and a number of them called out to Gumbert when they saw him raise his gun, to "hold on," and "don't shoot!"

After the shooting, the street was instantly crowded with inhabitants of that part of the town, some appearing much excited and laughing; declaring that it looked like the "good old times of '60."...It was whispered around that it was not all over yet; five or six more were to be killed before night.

1. What problems arose in the town because there was no effective authority?

2. How might authority be used to resolve these problems?

William Goldings The Lord of the Flies, and watch a clip of Cast Away (2000): Scenes of the stranded man trying to break coconuts and make fire. Students will analyze these passages and answer the following questions:

1. How is nature described in the texts and movie clip?

2. What are the advantages and disadvantages of being in a state of nature?

Students will be asked to describe their ideal world. Consider the following:

1. What rules would you make/break

2. Who would lead?

3. How would tasks/jobs be distributed?

3. Where would food come from?

4. Relations with countries abroad?

5. Name for society?

6. Documents of laws or rules?

Students will draft, organize, and present their ideal society to the class, with illustrations, charts, and other visual aides.

Students will compare and contrast each others ideal societies with the society the American Colonists wished for and built in the face of an oppressing British rule, critically connecting Lockes ideas of natural rights in their description.

References:

Broyles Jr., W., Zemeckis, R. Dir. (2000) Cast away. DreamWorks SKG Productions.

Queck, J. (2007). Quotes: Lord of the flies. Generation Terrorists. Retrieved October 20th,

2007 from http://www.generationterrorists.com/quotes/lord_of_the_flies.shtml

Resources. 2008. Center for Civic Education. 26 February 2008 .


The Need for Laws


Objectives:


1. Determine what role authority plays in society/government.

2. Critically analyze past events and ideas and apply them to their lives today.

3. Develop inquisitive, critical, and appropriate interviewing skills

Materials:

Jars of Jelly and Peanut Butter (enough for all students)

Boxes of Wheat Thins or small crackers (enough for students)

Plastic knives

Teacher will pose a question to the class:

How many laws do you follow a day?

After quality discuss is generated and concluded, the teacher will have students describe how they would make a Peanut Butter and Jelly sandwich on a piece of paper, with step by step instructions.

After students have finished their final drafts of their PB&J instructions, the teacher will set up a table with crackers, jars of PB&J, and plastic knives. The teacher will explain that there are many laws or rules often forgotten, and challenge the students to follow their own instructions and create their PB&J sandwiches. Students will take turns at the table with the supplies, have their instructions read to them, and attempt to make their sandwiches.

Students will notice how many rules or laws of creating a PP&J sandwich they take for granted, miss, or fail to define (e.g. Using your dominant hand, surround the lid of the jelly jar with the inside of your thumb and index, middle, and ring fingers, creating a cusp or C (or backwards C depending on which hand you are using) around the lid. Your other hand should grasp the base of the jar. Slowly turn the lip counter-clockwise until lid loosens and is removed from the jar. Place lid on the table and release the jar. Grasp plastic knife with dominant-hand, holding the base of the knife in youre the palm and the serrated side exposed, preparing the knife for dipping and scooping motions.)

Students will become frustrated, amused, and interested in how many steps, rules, laws it takes to follow to do something as simple as make a sandwich.

After all students have tested their own writing and instructions, students will make complete sandwiches to bring to their desk, clean up any messes, and discuss the following activity in a general discussion as they finish their snacks. Students should consider William Goldings, Henry David Thoreau, Mark Twains, and William Broyles (writer of the film Cast Away (2000)) ideas of natural laws and lawless societies (Teacher should refer to previous lesson, The Need For GovernmentA Cinematic and Literary Perspective).


The Need for Authority


Objectives:


1. Critically analyze past events and ideas and apply them to their lives today.

2. Identify how a government resolves complicated societal problems.

3. Read and discuss the Declaration of Independence and the Declaration of Sentiments .

4. Determine how the rights of the colonists and women were being violated.

5. Create their own personal rights and how their rights are neglected or violated.

Materials:

Information on Natural laws and rights (cited reference #1)

Copies of the Declaration of Independence (cited reference #2)

Copies of the Declaration of Sentiments (cited reference #3)

John Lockes Two Treaties of Civil Government (1690) (cited reference #4)

Procedures:

Students will consider the following phrase and questions: No Taxation without Representation.

Why should the government even have the right to tax citizens?

What does the word representation mean?

What does it mean for a government to actually govern?

What does it mean for a government to have legitimate authority?

Students will read the American Declaration of Independence and discuss the events that led to the Declaration.

The teacher will introduce pertinent information and terms:

Natural Rights: a.k.a. basic rights, basic elements that respect the lives of individuals (freedom, liberty, property, happiness)

Philosopher: a scholar who pursues the ideas of knowledge

Government: a system run by representatives that organizes a society, creates laws, and serves the needs of a society/nation

Absolute Power: taking away basic rights

State of nature: a lawless state

Consent: given permission, an acknowledged understanding

Social compact or Social contract: following certain laws and ideas in exchange for protection.

Students will answer journal prompt with a one-page written response:

Think of a right you believe all people should have. For example, you probably believe that everybody has the right not to be attacked, not have their things stolen, and have equal access to oxygen. The media would argue that such rights are basic rights to all citizens. Explain how you think your basic rights can be protected.

The teacher will engage the students in a guided discuss of natural rights as they were defined and discussed by the Founding Fathers. Teaching can refer to Natural Law and Natural Rights by James A. Donald.

Teacher will distribute text, John Lockes Two Treaties of Civil Government (1690) and his philosophies on natural laws.

Students will be divided into groups, take the role of philosopher, and consider the following:

Imagine there were no rules in your life, in your classroom, in your home.

1. What advantages and disadvantages do you see from such a lawless state?

2. What sort of rights would people have? What might happen to peoples

rights?

3. What changes in society would you see? How would that change your present, everyday, law-full life? Students should consider the Peanut Butter and Jelly exercise from Lesson: The Need for Laws.

Students will compare their answers with their background knowledge on lawless societies and natural law (Teacher should refer to previous lessons, The Need for GovernmentA Cinematic and Literary Perspective and The Need for Laws, John Locke text, and compare the major themes of Lockes Two Treaties. Students will answer the following questions:

1. What is the purpose of government according to the natural rights philosophers?

2. According to the natural rights philosophers, where does government get the right to govern?

3. Define social compact. Explain its strengths and weaknesses in forming a government.

4. Why were the American colonists so concerned with rights?

5. What are essential rights all people should have?

Review the Declaration of Independence with students, and have them identify the specific arguments for independence. Students will match the Declarations key points with John Lockes the main arguments.

Students will place themselves in the shoes of King George III and write a response to the Declaration of Independence. Students will consider:

1. How serious is the tone of the Declaration?

2. How should the King react to Colonists?

2. The distance between the Great Britain and the American colonies.

3. The power of the Kings army and the strength of the Colonists.

4. Citing the key points in the Declaration and critically addressing them.

Have students read the Declaration of Sentiments and discuss the forces that led Elizabeth Cady Stanton to write it.

Review the Declaration of Sentiments with students and respond to the following ideas:

1. How is this document similar to the Declaration of Independence? Create a chart that compares and contrasts the two documents.

2. Why did these women feel their rights were being violated?

3. Compare the violation of these womens rights with how the Colonists felt.

Discuss with students ways that their rights are violated, in the same vein as the two Declarations read.

1. Who has sovereignty over their lives?

2. Are they taxed without being represented?

7. Did they know that, before 1971, Americans had to be 21 in order to vote?

Students write a one-page response as to the main reasons why the Colonists wished to detach themselves from British rules. Students will consider the type of society the Founding Fathers imagined.

References:

Donald, J.A. (2007). Natural laws and natural rights. James's Liberty File Collection

Index. Retrieved November 10th, 2007 from http://jim.com/rights.html

Mount, S. Ed. (2007). The declaration of independence. The U.S. Constitution Online.

Retrieved October 15th, 2007 from www.UsConstitution.net

Pearson Education Inc. (2007). Declaration of sentiments. Womens History Month.

Retrieved October 15th, 2007 from http://www.teachervision.fen.com/womens-history/civil-rights/1536.html

Roland, J. (2002). Two treaties of civil government (1690). Liberty Library. Retrieved

from http://www.Constitution.org/jl/2ndtreat.htm


Deciphering the Declaration of Independence


Objectives:


1. Paraphrase and/or translate the language of the Declaration of Independence.

2. Compare, contrast, and connect their understanding of the main arguments of the

Declaration of Independence with causes and effects of other significant moments in early American history.

3. Apply their understanding of the Declaration of Independence with todays

circumstances.

Materials

Copy of the Declaration of Independence (cited reference)

Procedures:

Students will be dived up into groups and given a copy of the Declaration of Independence.

Each group will be responsible for paraphrasing key phrases and themes of the document into modern English, and present their paraphrased version to the classroom.

Ask students to consider the idea of citizen rights as it relates to the nature of the Civil War:

1. Did the South have the right to secede from the Union? Why/why not?

2. How is this related to the Revolutionary War?

3. Should a state be allowed to break away from the U.S. today? Why/why not?

Students will write consider and respond to the following scenario:

Hawaiis state leadership announces that they no longer wish to be associated with the United States. The leaders cite time zone issues, geographic and cultural isolation, and fear of global warming prospects as they matter to Hawaii. They feel they will be better prepared for their states future if it did not have to consider national interests.

Put yourself in the shoes of the President of the United States. You have received this memo in your inbox and need to respond. Think about the issues that concerned early Americans and their right to independence and freedom. How would you respond to Hawaiis leadership?

References:

Mount, S. Ed. (2007). The declaration of independence. The U.S. Constitution Online.

Retrieved October 17th, 2007 from http://www.usConstitution.net/declar.html

Unit 1: Section C: Many Voices, One Government

Varying ViewpointsReligion and Loyalists


Objectives:


1. Critique varying reasons for why individuals chose to rebel or remain loyal

2. Analyze various documents that are rebellious or loyalist in nature.

3. Identify the importance of and use primary documents, illustrating the various perspectives on questions of independence and rebellion.

4. Gain an intimate understanding of the voices of the American Rebellion and Revolution by examining primary texts.

Materials:

Copies of information on Thomas Paine, and Common Sense (cited reference # 1, 4)

Copies of Religion and The Founding of the American Republic and information about the life and career of James Madison (cited reference #2)

Copies of the Religion Freedom Act (cited reference 3)

Students will receive texts from Religion and the Founding of the American Republic (included in cited reference #2) and an excerpt of James Madisons life and career.

Students will receive text on Founding Father James Madison, and develop a graphic organizer identifying the major events of Madisons life and career, particularly which actions influenced the development of the government.

Students will answer the following questions based on their analysis of the texts:

1. Consider the Religion Freedom Act (cited reference #2) that James Madison fought hard for. What advantages and disadvantages could come from keeping government and religion separate?

2. Was this consistent with the motivations of the founding fathers vision? With Colonial

Americans ideals?

3. The text Religion and the Founding of the American Republic argues that rebellion is justified by God. How does this complicate the relationship between the role of government as defender and Madisons insistence of the separation of Church and State?

4. What affect does the Religion Freedom Act have on our country today? Consider religious fanatics or radicals that use the name of their supreme power/being (e.g. God, the creator, Allah, cult idols, etc.) for justifying acts of hatred or violence.

5. Explain the reason for the use of religion in the Pledge of Allegiance and on United

States currency.

Students will compare and contrast the message of the two texts. Students will write a response to Inglis as if they were Thomas Paine. Students will further argue for Independence, attempting to persuade such loyalists as Inglis.

Teacher will distribute a brief biography of Thomas Paine and Common Sense, and a response to Paine from Charles Ingliss, "The True Interest of America Impartially Stated.

References:

Department of Humanities Computing (2007). Thomas paine: Common sense (1776). From

Revolution to Reconstruction. Retrieved October 27th, 2007 from

http://odur.let.rug.nl/~usa/D/1776-1800/paine/CM/sensexx.htm

Instructorweb (2006). James madison history lesson. Retrieved October 14th, 2007 from

http://www.instructorweb.com/lesson/jamesmadison.asp.

Library of Congress (2007). Retrieved October 27th, 2007 from

http://www.loc.gov/exhibits/religion/rel03.html

Library of Congress (2007). About common sense. Retrieved October 29th 2007 from

http://www.loc.gov/exhibits/treasures/trm028.html

Unit 1: Section C: Many Voices, One Government

Varying ViewpointsRebels and Minorities


Objectives:


1. Critique varying reasons for why individuals chose to rebel or remain loyal

2. Analyze various documents that are rebellious or loyalist in nature.

3. Identify the importance of and use primary documents, illustrating the various perspectives on questions of independence and rebellion.

4. Gain an intimate understanding of the voices of the American Rebellion and Revolution by examining primary texts.

Materials:

Copies of the Preamble to the U.S. Constitution (cited reference #1)

Copies of Patrick Henrys Give Me Liberty (cited reference #2)

Copies of James Otiss Of the Natural Rights of Colonists (cited reference #3)

Procedures:

Teacher will distribute the Give me Liberty or Give Me Death speech from Patrick Henry, and James Otiss Of The Natural Rights of Colonists. Students will consider the following questions:

What is the general motivation of the writer? For what audience is this document written?

What may have influenced the writing of this document?

What rights are being expressed?

Teacher will distribute a copy of the Preamble to the Constitution. Students will take the side of either a rebel (Henry) or minority (Otis), and argue whether the text of the Preamble supports the other side (rebels advocate for minorities and vise versa). Students will:

Consider what changes they would make in the wording of the Preamble and decipher the true meaning and intentions of the document.

Draft a new Preamble advocating for the appropriate rights of rebels and minorities.

References:

Murphy, G. (1996). Constitution of the united states: Preamble. The Avalon Project at Yale Law

School. Retrieved October 24th, 2007 from http://www.yale.edu/lawweb/avalon/preamble.htm

Murphy, G. (1996). Patrick henry. The Avalon Project at Yale Law

School. Retrieved October 24th, 2007 from http://www.yale.edu/lawweb/avalon/patrick.htm

WGHB (2007). Of the natural rights of colonists. African in America. Retrieved October

24th, 2007 from http://www.pbs.org/wgbh/aia/part2/2h18.html

Unit 1: Section D: The New, American Government

Rome vs. AthensComparing and Contrasting a Democratic and Republic System of Government


Objectives:


1. Use a graphic organizer to contrast two types of government.

2. Learn and apply cooperative group skills, share leadership roles, and develop teamwork and consensus skills.

3. List and absorb information about two government types.

4. Organize facts in a comparative chart/table (Venn diagram).

5. Develop argumentation presentation skills and display and explain their group's Venn diagram and explain and defend their choices.

Materials:

Information on Athenss Democracy and Romes Republic (cited references 1-3, 5, & 6)

Images and symbols of American, Greek, and Roman culture and politics (cited references 4 & 7)

Poster board

Overhead transparencies

Art and writing supplies

Government textbooks

Procedures:

Teacher will demonstrate how to create a Venn diagram and its purpose:

Teacher will draw on the board or on an overhead projector two large circles that over lap each other, leaving a connecting gap of space.

Teacher will explain that each large circle represents a different concept, idea, or topic, and the connecting gap in the middle represents the similarities between the two concepts, ideas, or topics.

Teacher leads discussion about the histories of Athens and Rome governments: Points to considers and discuss:

Athens Terms and Topics:

Monarchies

Oligarchies

Tyrannies

Democracies

Differences/Similarities in Athenian Democracy and US Democracy

No vote: Women, slaves, children, foreigners, people outside Athens

Rome Terms and Topics:

Counsuls

Senate

Prefects

Tribunes

Assembly

Power of the Emperor

Conquering lands

Latin roots and their importance today (veto = I forbid it)

Students divided into groups, with each member assigned a role:

Director: Keeps group on the right track

Drum Major: Motivates participation and progress

The Go To: In charge of supplies and materials needed to succeed in tasks of three students, contacts teacher for issues unresolved.

Students are assigned to groups, given Encyclopedia Britannica documents and the corresponding pages in their government textbooks, and presented with a group task: To review the articles for facts and organize this information into a Venn diagram, to be displayed and presented in front of the class.

Groups present their charts to the class, explaining and defending their work and reasons for their chosen information the chart with reasons for choices.

Students will receive illustrations of the following symbols of the U.S., and the governments with which it shares its foundations:

Bald Eagle: United States of America

The Owl: Athens

The Fourth Beast: Republic of Rome

Students will analyze the symbols as they relate to each form of governments ideologies.

Students will entertain the following scenario and activity:

Students will imagine they are employed by the United States Department of the Treasury in the United States Mint Coins and Currency section. The President has recently announced a new coin and bill will be introduced to the economy, commemorating the foundations of American government.

Your task is to design a symbol that infuses the three governments, and draft a token phrase capturing the essence of their image and its meaning. Students will remember every image, word, detail, and design on their new piece of currency will have a meaning and need interpretation.

References:

Britannica Concise Encyclopedia (2007). Roman republic and empire. High-Beam

Encyclopedia, High-Beam Research, Inc. Retrieved October 26th, 2007 from

http://www.encyclopedia.com/doc/1B1-377133.html

Carr, K. (2007). Ancient greek government. KidipedeHistory for Kids.

http://www.historyforkids.org/learn/greeks/government/index.htm

Carr, K. (2007). Roman government. KidipedeHistory for Kids.

http://www.historyforkids.org/learn/greeks/government/index.htm

Goeldner, D. &S. (2007). Daniel and the revelation. Biblical Artefacts And Studies:

Daniel 7. Retrieved November 8th, 2007 from

http://biblicalstudies.qldwide.net.au/07_daniel.html

International Academy of Pathology (2007). Welcome to athens. International Pathology:

Online News Bulletin. Retrieved November 8th, 2007 from http://iaphomepage.org/int107/no107pg1.html

Rempel, G. (2007). Rome: From republic to empire. Western New England College

Department of History. Retrieved October 26th, 2007 from

http://mars.wnec.edu/~grempel/courses/wc1/lectures/11republic

Ross, K.L. (2006). The great republic: Presidents and states of the united states of

america, and comments on american history. Proceedings of the Friesian School. Retrieved November 8th, 2007 from http://www.friesian.com/presiden.htm


Interviews with The Fathers

Class Length: 1 class meeting

Objectives:


1. Demonstrate critical thinking skills in developing interview questions.

2. Adhere to the principles of group work.

3. Identify the motivations for a new structure of government of the Founding Fathers.

Materials Needed

Founding Fathers and the Constitution documents (cited reference)

Procedures:

The class will be divided into groups of four, each assigned with a different Founding Father: George Washington, Benjamin Franklin, James Madison, or Alexander Hamilton.

Students will be asked to place themselves in the shoes of the media covering the event of the signing of the Constitution in 1787. As journalists and reporters, they have four major interviews to prepare (the different assigned group members). To prepare for their reporting assignments, students will research these men and their careers using their textbooks, the library and/or texts from the Internet.

After their research the students will be required to develop four critical questions regarding the careers and motivations of the four Founding Fathers.

Students will present their questions to each group and the class. Students in each group will play the interviewer, keeping the demeanor of a reporter and journalist integrity, and interviewee, responding to the questions as their Founding Father would have.

References:

National Archives and Records Administration (2007). The signers of the constitution.

Educators and Students: Teaching With Documents: Observing Constitution Day.

Retrieved October 14th, 2007 from

http://www.archives.gov/education/lessons/Constitution-day/signers.html


A Republican Government


Objectives:


1. Recognize the nature of a republican government and how it applies to the motives of the Founding Fathers of our country.

2. Define civic virtue and the common welfare.

Materials:


Procedures:

Using the class government textbook as a guide, the teacher will introduce pertinent knowledge and key terms:

Terms:

Representatives: people given power to promote the goals of all citizens

Fairness: They believed that laws made by the representatives they elected would be fair. If their representatives did not make fair laws, they could elect others who would.

Common Welfare: The laws would help everyone instead of one person or a few favored people.

Republican Government: the power of government is held by the people

Civic Virtue: Working to help others and promote the common welfare

Student will write a one-page response to journal prompt:

When should you sacrifice your own needs for the good of others?

Students will be broken up into groups and discuss the following questions:

In what sorts of circumstances do you think should think of yourself before thinking of others?

Certain situations make it difficult to discern who is more deserving of a particular service, product, or assistance. Describe a situation where this might happen and such complications can be resolved?

What does your government do to help people? How are some people left out in government decisions? How would you do things differently/better than your government to ensure everybody gets what they need/want/deserve?

Students will use their government textbooks throughout the lesson to supplement students understanding of the terms introduced. In review of the information shared students will wrote short responses for the following questions

Define a republican government?

Is there such a thing as common welfare?"

Define "civic virtue." Give examples of the civic virtue you see in your community, in your school?

Describe a situation in which your interests might conflict with the common welfare.

Briefly explain these terms: republican government, representative, interests, common welfare, civic virtue.

Unit Two:

The Constitution of the United States

~

Unit 2: Section A: Causes for The Constitution

Early American InfluencesCauses, and Effects


Objectives:


1. Describe the role of the English monarch as perceived by the Patriots.

2. Describe how the Patriots envisioned distinguishing the role of the president from that of a monarch.

Materials:

Excerpts from the Magna Carta (1215) (cited reference #1, #5)

Copies of the Journals of the Continental Congress: November 10th, 1775 (cited reference #2)

Information on the Federalist Papers (cited reference #3)

Information on the Articles of Confederation (cited reference #4)

Copies of the Olive Branch Petition (cited reference #6)


Procedures:

Students will receive and read portions of the Magna Carta (1215), and consider the following questions:

1. According to this document, what relationship exists between men and the law? Are there any exceptions to this relationship?

2. How did the Magna Carta provide the justification for American independence from Great Britain?

Have students read the section of the Declaration of Independence from their textbooks that describes colonists grievances with British rule. Students will consider:

1. What is the most repeated word? What is this word in reference to?

2. What seems to be the most pressing complaint?

Teacher will distribute the Olive Branch Petition, ask students to respond to the following questions in a quick write. After students have answered these questions, facilitate a discussion around them:

1. What is the tone of this document?

2. What relation do the Colonists have with their Mother country?

Share with the class the Journals of the Continental Congress: November 10, 1775,

What was the theme of this document?

Students will use their prior knowledge on Thomas Paine and his work Common Sense, and answer the following questions (refer to lesson from Unit 1, Section B, Varying ViewpointsReligion and Loyalists) :

1. What is Paines description of British limited monarchy?

2. What sort of balance does he see in the Parliament?

Using their textbooks, students will reference and take notes on Alexander Hamilton's overarching arguments in The Federalists Papers and The Articles of Confederation. Students will answer the following related questions:

1. How did Hamilton distinguish between the role of the English monarch and that of the President of the United States under the Constitution?

2. Students should be able to state some of the colonist's objections to establishing the country's leader in a position similar to that of a monarch, using Paine's description, and both the Federalists and Anti-Federalists arguments.

After analyzing and consider all the texts, students will consider and write a written response to the following:

The United States was founded any many ideas, principles, and values borrowed from countries and nations abroadthe United States is commonly referred to as a melting pot, a mixture of many cultural concepts and lifestyles. In the news in the past few months, the government has been revisiting many of the immigration laws. Many politicians and citizens believe foreigners should not have the right to come into this country and take the jobs from United States citizens. Many others believe that the United States is a country where one can make something of oneself, and feel the nation is their one chance to build a life of success and happiness. Where do you side on this issue? Should the United States work to restrict the influx of immigrants, or should the nation welcome any and all foreigners? In their responses students should consider:

The influences of our nations primary documents

Our nations creed and symbols (Life, Liberty, and the Pursuit of Happiness, The Statue of Liberty, etc)

The background of students relatives and ancestors

References:

Kronstadt, J.A. Dir. (2007). Magna carta. Constitutional Rights Foundation. Retrieved

November 10th, 2007 from http://www.crf

usa.org/Foundation_docs/Magna_Carta.html

Library of Congress (2007). Journals of the continental congress, 1774-1789. American

Memory. Retrieved November 6th, 2007 from http://memory.loc.gov/cgi-

bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc00344))

Library of Congress (2007). The federalist papers. Historical Documents. Retrieved

November 6th, 2007 from http://memory.loc.gov/const/fed/abt_fedpapers.html

Murphy, G. (1996). Articles of Confederation. The Avalon Project at Yale Law

School. Retrieved October 24th, 2007 from

http://www.yale.edu/lawweb/avalon/avalon.htm]

National Endowment for the Humanities (2007). Magna carta: Cornerstone to the U.S..

constitution. EdSITEment. Retrieved November 10th, 2007 from

http://edsitement.neh.gov/view_lesson_plan.asp?id=737

Roberts, S. Dir. (2007). Olive branch petition. Primary Sources: Workshops in American

History. Retrieved November 6th, 2007 from

[http://www.learner.org/channel/workshops/primarysources/revolution/docs/olive

.html#top]


Centralized Power Struggle


Objectives:


1. Compare and contrast the governing systems of the Articles of Confederation and the Constitution.

2. Critically analyze primary sources to identify historical perspectives.

3. Defend the intentions of the Founding Fathers.

Materials:

Excerpts of the Articles of Confederation (cited reference #6)

Articles of Confederation Worksheet (cited reference #4)

Excerpt from the United States Constitution (cited reference #1)

Founding Father quotations (cited reference #2, 5, 8, 9)

Procedures:

Students will be use their textbooks to locate and define key concepts in early American government history:

Anti-Federalist

Confederation

Democracy

Federalist

Liberty

Revolution

Representative

Republic

Students will receive 4 equal sets of index cards with either the name James Madison, George Mason, Alexander Hamilton, or Patrick Henry written on them, and receive information on each (teacher can purchase index cards from any local office/school supplies store).

The teacher will give the class a journal writing prompt:

I, Mr./Mrs. (teachers last name) is the king/queen of this class. You, the students, subordinates to the Monarch, revolt and free yourself from Mr./Mrs.(teachers last name) rule. You are left to manage the class and various academic requirements, including test preparation for an important upcoming high-stakes exam (state/district assessments, SATs, ACT, LSATs, etc). Questions/Ideas to consider:

1. How will the students organize themselves so that all learning objectives will be met?

2. You must create groups to manage (govern) different parts of the class. Think about all of the different aspects of education: from grades, to materials, to choosing subject matter/content, etc. Every student must be included, but not every student will have the same role or authority.

The class will share their responses and discuss interesting thoughts and constructively criticize ideas that need improvements. A list of ideas will be generated and written on the board, followed by a discussion that compares and contrast the gathered ideas. The teacher will transition student responses and generated lists into a focus around freedom and state/federal rule.

Teacher introduces the terms confederation, government, democracy, and republic, and distribute excerpts of the Articles of Confederation. Students will determine whether the states or the federal government had more authority and power.

Guided discussion ensues about the Articles of Confederation and review of Federal vs. State power struggles (Teacher can refer to the referenced cites 3 & 7 for related instructional information). Questions to consider:

1. What are some things the federal government does now which could not have been "expressly delegated to the United States" in the Articles of Confederation because they involve changes over time in society or technology that the framers could not have foreseen?

2. Would it be better for the individual states to have the power, or is it better for the federal government to have them? Why?

3. What is the relationship between state and federal governments in the U.S.? How are they similar? How are they different? Who has more power?

4. Why did the Founding Fathers decide on forming a federal government?

5. What kinds of similar and difference laws do states and federal government make? Why?

6. Describe a conflict that might arise from the divisions of power between state and federal governments.

Distribute and have students complete Articles of Confederation Worksheet

Divide the class into four groups, the George Masons, the James Madisons, the Alexander Hamiltons, and the Patrick Henrys, using the index cards. Students will sit divided in the groups: Federalists (Hamilton/Madison) and Anti-Federalists (Mason/Henry).

Distribute excerpt from the United States Constitution. Students will read the text and identifying the major points and arguments of the document, and compare and contrast with the Articles of Confederation, using a Venn diagram.

Students reenact the Constitution Ratifying Convention. Using various selected quotes, students will role-play the beliefs of the Founding Father they are assigned to and debate over the need to ratify or rewrite the U.S. Constitution. Quotation considerations:

What audience were these quotes written for?

List the main points to this quote.

Rephrase this quote in your own words/in todays words.

Explain how the quote reflects your Founding Fathers position on American government.

Representative from each group to share information learned.

Each student will write a one-page summation stating their Founding Fathers belief about forming the new American government, the critical points in support of their argument, and an argument against the opposing Founding Fathers stance. The summation will be laid out in three parts:

1. Introduction: who is speaking and your stance on the U.S. Constitution (ratify or rewrite)

2. Your understanding and opinions of the Articles of Confederation vs. the U.S. Constitution, and why you have and believe in such ideas (consider power roles, authority, state vs.. federal control, etc)

3. Closing Statement: final persuasive reasoning for which document should be the foundational document for Americas new government.

Students will prepare to give an oral presentation regarding their summation for the reenactment of Constitution Ratifying Convention. Each student will be evaluated by the following rubric:

Grading Rubric

Grade

0

2

4

6

Articles of Confederation Worksheet

Incomplete answers, off topic responses

Complete but vague answers. Poor grammar and use of language

Good answers, complete sentences. Answers could be more in-depth.

Complete, accurate, and well-written answers that fully answer the question asked

Venn Diagram

Little to no information provided for any section of the diagram

Answer are filled in but are off-topic and do not relate to primary documents

Good answers, all sections of diagram used. Some key aspects are missing.

Complete diagram, all sections filled with pertinent and critical information on topic to specific document

Quotation Questions Worksheet

Incomplete or unanswered questions

Most answers completed, poor writing mechanics, and off-topic responses

Answers to questions are satisfactory. Written responses could have been more pulled more direct materials from quotations.

Well thought out answers with great use and analysis of quotations

Summation Write up

Sloppy or incomplete writing. Student does not follow guidelines for assignment

Writing off-topic and poor mechanics. Student follows most of the guidelines of the assignment.

Satisfactory write up, good mechanics. Could be more detailed in argument as it relates to Founding Father

Good write up, strong argument, support and conclusion in support of Founding Father.

Oral Presentation

Did not participate

Participated, but was distracting and off topic

Satisfactory presentation. Delivery could be stronger.

Strong presentation. Speaker made good eye contact and delivered argument in a powerful manner

Final Score

0-1 (F/D)

2-3 (C- - C+)

4-5 (B- - B+)

5-6 (A- - A+)

References:

Archives.gov (2007). Constitution of the united states. The National Archives

Experiences: Charters of Freedom. Retrieved October 17th, 2007 from

http://www.archives.gov/national-archives-experience/charters/charters.html

Bigler, P. Dir. (2007). Famous and important madison quotes. The James Madison

Center: Madison Archives. Retrieved October 17th, 2007 from

http://www.jmu.edu/madison/center/main_pages/madison_archives/quotes/great/greatquotes.htm

Brandsberg-Engelmann, J. Ed et. al. (2007). McCulloch v. maryland (1819): Powers of

the federal government. Landmark Cases: Supreme Court. Retrieved November

10th, 2007 from http://www.landmarkcases.org/mcculloch/fedpowers.html

Information Institute of Syracuse (2007). A crossroads resources: Articles of

confederation worksheet. The Educators Reference Desk. Retrieved October 17th,

2007 from

http://www.eduref.org/Virtual/Lessons/crossroads/sec4/Unit_4/Unit_IVQ3R2.html

Liberty-Tree.ca (2007). George mason quotes. Retrieved October 17th, 2007 from

http://quotes.liberty-tree.ca/quotes_by/george+mason

Mount, S. Ed. (2007). The articles of confederation. The U.S. Constitution Online.

Retrieved October 17th, 2007 from http://www.usconstitution.net/articles.html

National Endowment for the Humanities (2007). The federalist debates: Balancing power

between state and federal governments. EdSITEment. Retrieved November 10th, 2007

from http://edsitement.neh.gov/view_lesson_plan.asp?id=425

Quoteworld.org (2007). Patrick henry. Retrieved October 17th, 2007 from

http://www.quoteworld.org/authors/patrick-henry

ThinkExist.com (2004) Alexander hamilton quotes. Retrieved October 17th, 2007 from

http://thinkexist.com/quotation/those_who_stand_for_nothing_fall_for_anything/220741.html


GovernmentFederal and Local Considerations


Objectives:


1. Recognize the key reason why the Founding Fathers believed America needed a new government.

2. Apply their knowledge of the Founding Fathers and apply it to specific circumstances and role-playing situations.

Materials:

Copies of the Enumerated Powers of Congress, Article 1, Section 8 (cited reference #1)

Copies of the 10th Amendment of the US Constitution (cited reference #2)

Local political articles, magazines, and newspapers

Teacher will distribute copies of the 10th Amendment of the US Constitution, and prompt students to describe how many laws are passed in their local governments regarding their everyday lives.

Teacher should lecture on the concept of federalism, the difficult decisions to consider at the Constitutional Convention in 1787 concerning state government powers vs. national governmental powers. Important teaching points (use online sources for assistance, cited reference #3):

Monarchy vs. democracy

King or president

Centralized vs. federalism

Separation of powers

Printing currency

Conducting elections

Teacher will distribute Enumerated Powers of Congress, Article 1, Section 8 to compare and contrast the roles and responsibilities of national and state governments granted in the Articles of Confederation to those that Congress exercises today. Students will take notes on pertinent information.

Teacher will ask students to take role of local government investigators because a state representative will be visiting to field question about his/her role and how government works on the local/state/national level. Using the Internet, distributed materials (articles, excerpts, magazines, etc), students will critically read, research, and identify the actions their local governments take, and how they play out their governmental duties.

Students will write thoughtful, appropriate, and inquisitive interview questions for the state representative. Teacher will give good and bad examples of interview questions, highlighting

Proper tone

Knowing your audience

Proper grammar and sentence construction

Proper level of inquiry and journalistic integrity

State representative will visit class, lecture on role of government and his/her career. Visitor will answer student questions.

For all aspects of this lesson, students will be evaluated on:

How detailed are their notes, and their enthusiastic participation in class discussion on government roles and responsibilities

The in-depth coverage of local governmental news

The appropriateness and inquisitiveness of their interview questions (based on good and bad criteria explained by teacher)

References:

Robert, M.H. (2001). U.S. constitution: Article 1, section 8, numerated powers of

congress. National Conference of State Legislatures: The Forum for Americas

Ideas. Trust for Representative Democracy: America's Legislators Back to School

Week. Retrieved October 22nd, 2007 from http://www.ncsl.org/public/trust/transparency4-m.htm

Thomas, B.R. (2007). United states constitution. The Legal Information Institute (LII),

Cornell University Law School. Retrieved October 22nd, 2007 from

http://www.law.cornell.edu/Constitution/Constitution.billofrights.html

U.S. Government Printing Office (2007). National versus state government for kids.

Bens Guide to U.S. Government. Retrieved November 9th, 20007 from

http://bensguide.gpo.gov/6-8/government/index.html

Unit 2: Section B: Essence of The Constitution

Inside the Constitutional Convention


Objectives:


1. Summarize the role of delegates at the Constitutional Convention.

2. Describe the various ways to resolve conflicts.

3. Apply proper writing, research, and critical thinking skills to interpret sources.

Materials:


Procedures:

Assign the role of a key delegate to each student. Students will research their delegate using the Internet, textbooks, etc, and note and summarize the following information to the class:

Age

Occupation, martial status

Education

Member of the Continental Army

Representative to the Continental Congress

Signer of which of the following: Declaration of Independence, Articles Of Confederation, and the Constitution

Pro/Cons of Constitution

Miscellaneous facts

Class will discuss the following information together.

Class will be divided into categories of states and assign state roles:

Small (Delaware, New Jersey, Maryland, Connecticut)

Mid (Georgia, New York, South Carolina)

Large (Massachusetts, North Carolina, Pennsylvania, Virginia)

Using their textbooks as a guide, the class will research and prepare debate for the following issues:

The Great Compromise

Role of Native Americans

Federalism vs. Pro-State Power

Farming vs. Industry

Slavery/3/5 Compromise

Teacher will explain the relationship between state-size, delegates, and their voice in the Constitutional Convention (useful instructional information retrievable from cite referenced):

The more populous states supported the Virginia Plan, which proposed that representation within the government should be based on the size of a state's population, designed to give states with large populations a proportionately large share of decision-making power.

Less populous states supported the New Jersey Plan, by which every state, regardless of size, would have the same representation within the government.

Connecticut Compromise (Great Compromise) called for the creation of a Congress, a two-house legislative branch.

House of Representatives: elected according to the states' relative populations

Senate: equal voice to each state no matter what its size.

Each students will present their research and positions as their delegate would have done, and explain how the issues they cover are pertinent to modern society

Examples: dividing land properly (Israel/Palestine), slavery/demeaning human conditions (Sudan, Darfur, Holocaust, etc), Abuses/mistrusts of power (current Bush administration, War on Terror, Patriot Act, Nixon Administration, Watergate, etc)

Students will be evaluated on:

Thoroughness of their report

How close the students adhered to their delegates demeanor, opinions, and beliefs

How accurate the students define and debate the major issues discussed at the Constitutional Convention

How well students connect Constitutional issues to todays world

References:

Maisel, L.S. (2004). The constitutional convention. The New Book of Knowledge:

Constitution of the United States. Retrieved November 10th, 2007 from

http://ap.grolier.com/article?assetid=a2030370-

h&templatename=/article/article.html


Checks and BalancesSeparation of Powers


Objectives:


1. Define the terms separation of powers and checks and balances.

2. List, identify, and label the powers, relationship between, and histories behind the three separate branches of government: judicial, legislative, executive.

Terms:

Checks and balances

Separation of powers

Executive

Judicial

Legislative

Materials

American Government textbook

Procedures:

Teacher will display on overhead the titles, function, and illustration of the three branches of US government: executive, judicial, legislative. Students use textbooks to learn these concepts. Teacher will include:

Power is separated into three branches to avoid any abuse of right or responsibilities: legislative, executive, and judicial. It helps prevent any one branch from abusing its power.

This system checks one branch against the others, and provides a balance of power among the structure of the government.

Students will be asked to define a system of checks and balances. Students will create and show a transparency that contains the meaning of separation of powers and the checks and balances system. Information to be included (retrieved from cite referenced):

Legislative powers over the executive branch:

Overrides vetoes

Impeaches a President

Legislative powers over the judicial branch

Approves federal judges

Impeaches federal judges

Executive powers over the legislative branch

Vetoes acts of Congress

Calls Congress into special session

Executive powers over the judicial branch

Appoints federal judges

Judicial powers over the legislative branch

Declares laws unconstitutional

Judicial powers over the executive branch

Declares executive acts unconstitutional

Students will play Pictionary with the information they have just learned. Each phrase lifted from the bag will be related in some way to the system of checks and balances. Divided into teams, the students will draw, using only pictures, representative illustration of their randomly picked phrase.

After several rounds, the students will have to arrange the drawings in the order that they make the most sense in terms of the systems of checks and balances. These illustrations will be displayed in the classroom throughout the unit.

References:

National Constitution Center (2007). Separation of powers and a system of checks and

balances. Explore the Constitution.

http://www.constitutioncenter.org/explore/BasicGoverningPrinciples/Separationof

PowersandaSystemofChecksandBalances.shtml


The Judicial Branch


Objectives:


1. Explain the importance of judicial review as it relates to overall functionality of the United States Constitution.

2. Learn how a case moves through the various levels of the court system.

3. Describe the role judges play in the judicial process.

4. Apply the leadership characteristics to the role of judges

5. Apply their understanding of the judicial system to contemporary cases.

Materials:

Internet

Procedures:

Teacher will explain the role of the Judicial Branch in the scheme of the United States government (Teacher will find the necessary instructional assistance from http://www.angelfire.com/az/mgoto2/Government/Unit6/JudicialBranchNotes.doc, http://www.whitehouse.gov/government/judg.html, and/or http://usinfo.state.gov/usa/infousa/politics/judbranc.htm):

Judiciary hears cases that require interpretation of the legislation passed by Congress and signed by the President.

Consists of Supreme Court and the lower federal courts.

Number of Justices in the Supreme Court is determined by Congress

Composed on 1 Chief Justice (nominated by the President and confirmed by the Senate) and 8 Associate Judges

Lower Federal Courts:

District Courts:

These are general trial courts, hearing both civil (family, financial, juvinile, land/property) cases and criminal (misdomeanors or felonies) cases.

Courts of Appeals:

13 Courts of Appeals in the United States

They must hear all appeals from the lower courts.

Appointees to the federal bench serve for life or until they voluntarily resign or retire.

Teacher will explain that a Judge is often seen as the leader of the court and judicial system on its various levels. Students will consider the following questions:

1. What sorts of professional and/or personal characteristics must a judge possess? At the Supreme Court level? Lower levels? Is there a difference? What conflicts of interest might these professionals face?

2. What are the goals of a Supreme Court Justice, or another member of the judicial branch?

3. How do current events play a part in leadership challenges for members of the judicial branch? To what degree should the Constitution be influenced by social, cultural or political changes?

4. In what ways does one who defends and/or amends the Constitution advocate for justice? Is there any limit to prevent these people from pursuing justice or protecting the United States Constitution? Should there be?

5. How might social trends or popularity affect decision-making processes at the judicial level? Should social issues have such an affect?

Students will review and contemplate two recent widely public court cases: the 1994 O.J. Simpson murder trial or the recent 2003 Terry Schiavo quality of life case. Students will engage each case from multiple perspectives:

As a member of the general public

As a family member and/or friend of the persons involved in the trials (O.J. Simpson brother, friends, individual members of the Goldman and/or Brown families, Terris husband and/or parents)

As the judge residing over the case.

For information on the Schiavo case students can refer to: http://www.medlawplus.com/library/legal/schiavo.htm. For information on the O.J. Simpson case students can refer to: http://www.courttv.com/casefiles/simpson/.

Students will describe the pressing legal and personal issues each role may have experienced, comparing and contrasting them with one another. Ultimately, when in the role of residing judge, students will determine what information to consider from the other sources.

Students will compose their response for the respective roles to the American Bar Association Journal in the form of a Letter to the Editor.

References:

Angelfire.com (2007). Unit six: The judicial branch. The federal court system. Mr.

Gotos Lesson Plans Page. Retrieved November 13th, 2007 from

http://www.angelfire.com/az/mgoto2/Government/Unit6/JudicialBranchNotes.doc

Courtroom Television Network LLC (2007). O.J. simpson murder case. Courtvnews.

Retrieved November 13th, 2007 from http://www.courttv.com/casefiles/simpson/

International Information Programs (2007). Judicial branch. Government and Politics.

Retrieved November 13th, 2007 from http://usinfo.state.gov/usa/infousa/politics/judbranc.htm

MedLawPlus.com (2007). Terri schiavo case: The who, what, where, when, why. How

To Legal Articles--Estate Planning and Business Law. Retrieved November 13th, 2007 from http://www.medlawplus.com/library/legal/schiavo.htm

WhiteHouse.gov (2007). Judicial branch. Government: Branch. Retrieved November

13th, 2007 from http://www.whitehouse.gov/government/judg.html


Honorable MentionThe Supreme Court and The Justices


Objectives:


1. Become familiar with the role of Supreme Court Justices.

2. Identify and discern the differences between, and use primary and secondary sources for researching purposes.

3. Develop their interviewing skills.

4. Engage an elder member of their family/ community in an inquisitive interview.

Materials:

School library

Internet

Procedures:

Teacher will take the class to the school library and engage the resources (digital and print) available to research the history and function of the Supreme Court.

Students will research, take notes, and prepare a report on a significant/interesting case handled by the Supreme Court. The information they should include:

Who vs. who (plessy v. ferguson)?

What was the issue?

What interesting debates/concerns were discussed?

What was the outcome?

How does the outcome affect the students lives (their family, school, town, etc)

After the presentations the students will be given their take-home assignments. They will interview an elder in their family or community, about their understanding, knowledge, and anecdotes of the Supreme Court and the Justices. With the guidance of the teacher, students will develop detailed and engaging interview questions to include:

Opened ended inquiries, ones that do not require a yes or no or one-word answers, but engage the interviewee to respond in detail.

Well-thought out, connected, and raise interesting, but appropriate questions.

Stay on topic (interviewees understanding and stories about the supreme Court and Justices)

The interviews will be conducted over the next few days and evaluated based on the aforementioned criteria.


Judicial ReviewMarbury v. Madison 1803


Objectives:


1. Describe the significance of the Marbury v. Madison court case of 1803 as it relates to the court system today.

2. Read important documents with a critical eye.

3. Define the term judicial review.

4. Critically analyze a political cartoon.

Materials:

Copies of Anti-Federalist 78-79 and The Power of the Judicial Branch: The Federalist Number 78 (cited reference #1)

Copies of Judicial Branch political cartoon (cited reference #3)

Copies of the Judiciary Act of 1789 (cited reference #4)

Terms:

Judicial Review

James Madison

William Marbury

John Marshall

John Adams

Thomas Jefferson

Federalist

Anti-federalist

Judiciary Act of 1789

Procedures:

Teacher will introduce the following scenario and questions to the class:

The Congress passes a law that says all land-owning citizens must use all of their land or else it will be repossessed by the government. Citizens have 6 months to comply. The president signs this law and asks the military to enforce it.

Questions to Consider:

Do the people any say in this decision?

The United States judicial system is designed to have a variety of courts review the constitutionality of the decisions of the Executive and Legislative Branches, with the final decision resting with the nine appointed judges (8 appointed Justices and 1 Chief Justice). Do you think this is a fair system? Should nine people determine the fate of millions? Why/Why not?

How would our government work without a system of judicial review?

Teacher will briefly explain the Marbury v. Madison case of 1803 to the class (For instructional assistance teacher can refer to http://usinfo.state.gov/usa/infousa/facts/democrac/9.htm for instructional notes):

Famous case that established the concept of judicial review; after Thomas Jefferson was elected President in 1800, following the John Adams administration.

In opposition to the Jefferson administrations ideals, outgoing Federalist President Adams sought to keep federalist power in the government by appointing several federalist judges for life. These judges were approved by the Senate, all commissioned by then outgoing Secretary of State John Marshall,

All judges except for one were commissioned; the one was William Marbury who was restricted commission by President Jefferson. Marbury brought his grievances to the Supreme Court, demanding the new Secretary of State James Madison commission into judgeship.

The Supreme Court made a 4-0 decision. In his new role of Chief Justice, John Marshall made a ruling that said that Marbury was entitled to his commission. Marshall noted, however, that a law that gave the Supreme Court the power to rule on the case was unconstitutional, thus negating the Supreme Court to give Madison the authority to commission Marbury.

The teacher will distribute The Power of the Judicial Branch: The Federalist Number 78, placing particular focus on the following passages (adapted from http://www.landmarkcases.org/marbury/home.html):

"The judiciary, from the nature of its functions, will always be the least dangerous to the political rights of the Constitution . . . [it] may truly be said to have neither FORCE nor WILL, but merely judgment; and must ultimately depend upon the aid of the executive arm even for the efficacy of its judgments."

Students will write about the authors meaning of this quotation.

"For there is no liberty, if the power of judging be not separated from the executive and legislative powers."

Students will explain how this quotation relates to the United States system of government.

Why do you think judges have permanent tenure?

What attitude does this document convey about the Supreme Court of the United States?

The teacher will distribute the Anti-Federalist 78-79, and have students consider the following questions (adapted from http://www.landmarkcases.org/marbury/home.html):

1. What differences are described between the court systems of Great Britain and the United States?

2. Comparing this document with the Federalist Number 78, what are the critical areas on which the authors agree and disagree?

Students will imagine that the Anti-Federalist proposals had been adopted instead of the Federalist ideas. How would the United States de different today?

How would the United States be different today if the proposals outlined in the Anti-Federalist had been accepted?

Students will receive text on the Judiciary Act of 1789, (referenced and adapted from http://usinfo.state.gov/usa/infousa/facts/democrac/8.htm) playing particular attention to sections 1 and 13, and the United States Constitution, paying particular attention to Article III. Students will compare and contrast these documents, and consider the following questions:

U.S. Constitution, Article III, Section 1: The judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish. The Judges, both of the supreme and inferior Courts, shall hold their Offices during good Behaviour, and shall, at stated Times, receive for their Services, a Compensation, which shall not be diminished during their Continuance in Office.

U.S. Constitution, Article III, Section 2:The judicial Power shall extend to all Cases, in Law and Equity, arising under this Constitution, the Laws of the United States, and Treaties made, or which shall be made, under their Authority;-to all Cases affecting Ambassadors, other public ministers and Consuls;- to all Cases of admiralty and maritime Jurisdiction;- to Controversies to which the United States shall be a Party;- to Controversies between two or more States;- between a State and Citizens of another State;-between Citizens of different States;- between Citizens of the same State claiming Land under Grants of different States, and between a State, or the Citizens thereof, and foreign States, Citizens or Subjects.

In all Cases affecting Ambassadors, other public Ministers and Consuls, and those in which a State shall be Party, the supreme Court shall have original Jurisdiction. In all the other Cases before mentioned, the supreme Court shall have appellate Jurisdiction, both as to Law and Fact, with such Exceptions, and under such Regulations as the Congress shall make.

The Trial of all Crimes, except in Cases of Impeachment, shall be by Jury; and such Trial shall be held in the State where the said Crimes shall have been committed; but when not committed within any State, the Trial shall be at such Place or Places as the Congress may by Law have dir