Lessons 1-5: Why Have Government? Why Have Laws?
Duration: 4 to 5 forty-five class periods
Materials Needed: Poster paper, Colored pencils or markers
Assessment:: In the form of a paragraph answer the essential questions: Why have laws? What is the purpose of government?
Activities
- In this lesson you will take a look at the state of nature, natural rights, and the purpose of laws and government.
- Read We the People: Lessons 1, 2, 3, and 4.
- Write a constitution for your family (See URL Link for a Class Constitution example).
- Imagine you are the leaders of a new government. What specific rights and laws should the citizens of this new country/government be governed by? Create a poster of these different laws that you think are the most important. Include at least five and a picture for each. Keep your poster for the next lesson.
Differentiation
Extension: Determine the one most
important right you think all people should
have. Using writing or art or technology form a
persuasive argument as to why that is the most
important right.
Support:
Modify notes provided to answer the essential
question. Provide word list and a Cloze
activity
Supplementary Resources:
Glencoe, The American Republic to 1877,
Chapter 7, We the People
Center for Civic Education.
Click on the
link to watch this film.
Lessons 6-10: The United States Constitution
as a Primary Source
Duration:
4-5 Forty-Five Class Periods
Materials Needed: Poster
Board, Magazines, Scissors, Colored Pencils or
Markers
Assessment:
Writing Prompt: Describe the difference between
a primary and secondary source. Document and
give an example of each. What are some
examples? Why is the Constitution considered a
primary source?
Activities
- In this lesson you will take a look at the Constitution as a Primary Source, some influences on the Constitution, and the Preamble.
- Read Lesson 5 in We the People and The American Republic pages 207-208.
- Using a T-Chart compare and contrast these documents: The Magna Carta and English Bill of Rights. The T-chart should have the titles Magna Carta and English Bill of Rights. Underneath the titles should be 5 or more pieces of information, each with a bullet front. Constitution Transcript.
- Read The American Republic pages 217-218. Six purposes of government are stated in the Preamble, Starting with “To form a more perfect union”. Take all six parts and put them into your own words. Then find a picture that represents to you the purpose. This can be done in the form of a PowerPoint or a poster.
Differentiation
Extension: Find
other examples of historical documents that are
P & S.
Support:
Provide examples of primary and secondary
sources. Have students identify each as Primary
or Secondary and explain why either verbally or
a brief written response.
Supplementary Resources:
Click on the
link to enjoy this movie.
Lessons 11-14:
The Limited Powers of the Articles of
Confederation
Duration:
4-5 Forty-Five minute Class Periods
Materials Needed:
Poster Board, Colored
Pencils/Markers
Assessment:
In the form of a paragraph explain how
the limited powers of the Articles of
Confederation created the need for a new
constitution.
Activities
- Did you know the Constitution was not our first constitution? In this lesson you will learn about the Articles of Confederation, and why they no longer exist as our nation’s supreme law.
- Read Lesson 10 in We the People and pages 192-198 in The American Republic.
- Define Federation and Confederation. In the form of a paragraph, explain the difference between the two.
- Create a T-Chart to show the strengths and Weaknesses of the Articles of Confederation. Be sure to illustrate the T-Chart.
Differentiation
Extension: Create solutions to problems
caused by the Articles of Confederation.
Support:
Give a list of a partially filled out T-Chart.
Once the T-Chart is filled out use it to
complete the assessment.
Supplementary Resources:
Glencoe, The American Republic to 1877,
Chapter 7 We the People,
Center for Civic Education;
Follow the
link to watch this film.
Lessons 15-24:
The Miracle at Philadelphia!
Duration:
9-10 Forty Five minute class periods.
Materials Needed:
Poster paper, colored
pencils/markers
Assessment:
Identify and explain the key issues that had to
be resolved in writing the Constitution
(Virginia & New Jersey Plans, Great Compromise,
3/5 Compromise.) Could be done as a letter to
the editor, an essay, or an illustrate poster.
Activities
- Over a hot summer in Philadelphia, our Constitution was created. What was the Convention like? What issues needed to be resolved. What had changed from the Articles of Confederation? What principles are in the Constitution and how can they be applied to today? You will answer and apply these questions and answers as you look at one of the most significant events in U.S. History.
- Read pages 199- 204 The American Republic.
- Create a book cover for a fictional book about Shays Rebellion. Fold a piece of paper in half. The front of the paper should have a title for your fictitious book, a picture, and your name as the author. The back should have a synopsis. The synopsis tells you what the book is about. Your synopsis should include factual information about Shays Rebellion, colorful language to excite a reader, and the impact of Shays rebellion on changing the Articles of Confederation. Again this is an imaginary book cover. You do not have to write the book, just create the book cover.
-
Imagine they are planning a convention today
to write a constitution for the nation.
Using your text complete the
part that asks for information about the
Philadelphia Convention of 1787. For the
second part to each question it asks for
what you think about the present day.
Issues
Should a convention be called to “fix” the central government? Explain
1787-
Present day
Where is the convention to be held? Why?
1787-
Present day
Who will lead the convention? Why would you choose this individual?
1787-
Present day-
Should the discussions during the convention be kept secret? Why or why not?
1787-
Present day-
What are the characteristics of the delegates? (age, occupation, income, past experience)
1787-
Present day-
How many delegates will attend the convention?
1787-
Present day-
For what purpose is the convention being called?
1787-
Present day- - Read Lesson 12 through 15 from We the People. In the form of a paragraph answer the following question. What are the specific powers of Congress? How are these different from the powers the national government had under Articles of Confederation? Why is it important for the national government to have these powers?
- Read pages 206- 220 in The American Republic. Choose one of the seven principles to focus on. Define the principle. Find where it is located in the Constitution. Then find two current events that relate to the principle. For example if your principle is Individual rights you can find current events on freedom of speech. In the form of a paper explain your principle, where it is found, and summarize the two current events that relate to the principle.
Differentiation
Extension: Create a script for a role
play in which you are a delegate to the
Constitutional Convention.
Support:
A partially completed list of key issues with
students completing the rest of the list.
Supplementary Resources:
Glencoe, The American Republic to 1877,
Chapter 7 We the People,
Center for Civic Education.
Lessons 25- 29:
The Structure and the Bill of
Rights
Duration:
4-5 forty-five minute class periods
Materials Needed:
Poster board, Newspapers,
Magazines, Markers/Colored Pencils
Assessment: Skim through
the Constitution beginning with the Preamble on
page 233. In the form of a one page paper,
answer the essential question. Be sure to
identify and explain all nine parts of the
Constitution (Preamble, Articles, Bill of
Rights, Other Amendments)
Activities
- How is the Constitution structured? Why is our Bill of Rights so important? What does the Bill of Rights to each person? In this lesson you will look at a primary source (The Constitution) and through critical thinking you will answer these questions.
- In the text, read pages 221 and 222.
- Read the Bill of Rights on pages 244-245.
- Do the Activity titled “Interdisciplinary Activity” on page 213 of the text.
Differentiation
Extension:
Research the history of one of
the Amendments.
Support:
Instead of an essay, create a chart that
identifies and briefly explains each of the nine
parts.
Supplementary Resources:
Follow the link to watch this
film on the Bill of Rights.
Lessons 30 - 36:
The Structure and Functions of Our Government
Duration:
7 forty- five minute class periods
Materials Needed:
Poster board, Newspapers, Colored
Pencils/Markers; Glencoe, The
American Republic to 1877, Chapter 7
Assessment:
Create your own Constitution Scavenger Hunt.
With a copy of the Constitution, make your own
questions,
Activities
- What is the Structure and Function of our government? How do the branches check and balance each other? How does a bill become a law? In this lesson you will apply the Constitution and current events to answer and explain these questions.
- In the text, read pages 223-227 In the form a poster explain Separation of Powers and Checks and Balances.
- In the poster include the title of each branch, a picture to represent each branch, three functions of each (from the Constitution), and how each branch Checks and Balances each other.
- Choose a recent law that has been passes by the National Government. In the form of a paragraph explain how it went from a bill to a law. Check this site out!
Differentiation
Extension:
Find examples in newspapers and magazines of the
structure and functions of each branch of
government.
Support:
Match vocabulary and concepts with meanings.
Supplementary Resources:
Watch these three clips on the
Branches of Government
http://player.discoveryeducation.com/index.cfm?guidAssetId=B021F55D-1357-4DF1-BA46-F73B41F1D811&blnFromSearch=1&productcode=US
Lessons 37-39:
Our Responsibilities as Citizens
Duration:
3-4 Class Periods
Materials Needed:
Poster board, Markers, Colored
Pencils;
Glencoe, The American Republic to 1877,
Chapter 7.
Assessment:
In a reflective essay explain the differences
between rights, roles, and responsibilities of
citizens and provide examples of each.
Activities
- What are our rights, roles and responsibilities as citizens? In this lesson you will analyze these roles and gain perspective of people’s roles as well as self knowledge of your own roles.
- In the text, read pages 228-230.
- Create a collage that illustrates citizens exercising rights, duties, and responsibilities of their citizenship.
- Create a list of ways citizens can participate in government. In the form of a paragraph, answer the question: “Should citizens participate?”
Differentiation
Extension: Create a script for an
Act-it-out role play of rights, roles, and
responsibilities.
Support:
Have students focus on what they think makes a
responsible citizen.
Supplementary Resources:
Follow the link below to see the roles of
citizens in government.
http://player.discoveryeducation.com/index.cfm?guidAssetId=7CAB28D4-FF65-4AD9-803B-B958D3EFF1C1&blnFromSearch=1&productcode=US
Continuous Improvement Process: Your teacher wants feedback on this unit so it can constantly be improved. Print the Continuous Quality Improvement Survey and answer each question, or answer online.