Content: the Constitution of the United States 1787-1791

Content: The Constitution of the United States 1787-1791
The Constitution has remained the central document of American government for more than two centuries. It established three branches of government-legislative, executive, and judicial. The first 10 amendments, known as the Bill of Rights, focus on personal liberties.
·  Preamble
·  Articles I-VII
·  Bill of Rights / U.S. I Learning Standards:
USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government. (H, C)
·  the legacy of ancient Greece and Rome
·  the political theories of such European philosophers as Locke and Montesquieu
USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached. (H, C)
Major Debates
·  the distribution of political power
·  the rights of individuals
·  the rights of states
·  slavery
Seminal Primary Documents to Read: the U.S. Constitution
USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C)
·  the influence of the British concept of limited government
·  the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes
Seminal Primary Documents to Read: the Bill of Rights (1791)
Seminal Primary Documents to Consider: Magna Carat (1215) and the English Bill of Rights (1689)
USI.11 Describe the purpose and functions of government. (H, C)
USI.12 Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. (H, C)
USI.13 Explain why the United States government is classified as a democratic government.
(H, C)
USI.14 Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. (H, C)
USI.15 Explain the varying roles and responsibilities of federal, state, and local governments in the United States. (H, C)
USI.19 Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C)
USI.21 Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. (H, C)
Pacing Guide: 11/4 – 11/19 (11 days)
Key Questions:
How are ancient Greek democracy and the Roman Republic models of early democracy?
What role did women play in the Greek Republic?
How do you think the issue of states’ rights vs. federal government power will affect American history?
According to the Constitution, are the people to be trusted with the power of governing?
How is the Constitution a constantly changing document? / Skills and Outcomes: When students have finished studying this topic, they will know and be able to:
Preview Ancient Sources of the Constitution using the PIC method in the Holt Constitution Study Guide.
·  Examine the history and development of the U.S. Constitution using the Holt Constitution Study Guide Section 1.
o  Greece
o  Rome
·  Infer: Based on the headings, pictures, and charts in section one, what can you infer about the ways in which Greece and Rome serve as a model of democracy for the American Republic.
·  Main Idea and Detail Chart: Read and take notes on Ancient Greek democracy, ancient Greek writers, and the Roman Republic
o  What ancient sources influenced our Constitutional principles?
o  How was the Greek Republic more advanced than the early American Republic?
Preview Enlightenment Political Thought and Experience using the PIC method in the Holt Constitution Study Guide.
·  Examine the political thought and experience of the Enlightenment using the Holt Constitution Study Guide Section 2. (pp.8-12)
·  Infer: Based on the headings, pictures, and charts in section two, what can you infer about how the ideas of the Enlightenment can be seen in our Constitutional principles.
·  Identify key people of the Enlightenment and their ideas, using a web GO. (Web Diagram GO - Transparency 1)
o  Hobbes, Locke, Montesquieu, Rousseau
·  Main Ideas and Details: Read and take notes on the Enlightenment. (Main Idea Chart GO - Transparency 11)
o  Social Contract, Natural Rights, and Popular Sovereignty
According to Locke what was the purpose of the social contract?
o  Separation of Powers
Interpret the Visual of a mural on pp. 168-169 in the text.
What is the subject of the photo? Examine the details in the photo. Describe what is going on? How does this photograph link the past and the present?
The Constitution of the United States, Preamble. p.170 in text.
·  Analyze the Preamble using Defining Justice lesson and GO to be provided.
o  Why did some state conventions dislike the opening statement, “We the People…?”
o  Why does the Preamble say “We the people of the United States…ordain and establish” the new government?
·  In 1-2 sentences each, Summarize each of the articles below. (Reference the sidebars to the articles on pp.171-185)
o  Article I – The Legislature
o  Article II – The Executive
o  Article III – The Judiciary
o  Article IV – Relations among States
o  Article V – Amending the Constitution
o  Article VI – Supremacy of National Government
o  Article VII – Ratification
§  Identify the role of the three branches of government by using the Main Idea Chart GO from the Holt website, go.hrw.com. (Main Idea Chart GO – Transparency 11)
·  Summarizing the Main Idea Identify the 6 basic principles of the Constitution. (Reference in notebook: Prentice Hall Magruder’s American Government, Chapter 3, Section 1, pp.64-71.) Main Idea Chart GO from the Holt website, go.hrw.com (Main Idea Chart GO – Transparency 11)
o  Popular Sovereignty
o  Limited Government
o  Separation of Powers
o  Checks and Balances
o  Judicial Review
o  Federalism
·  Comparing Political Cartoons: Look at the cartoons, “In the Driver’s Seat” and “Holding the Leash” in Basic Principles of the Constitution Transparencies (in notebook) about the difficulties with having a government of the people. Answer the accompanying questions.
o  Compare the different points of view in these two cartoons using the Comparison/Contrast Chart GO from the Holt website, go.hrw.com. (Comparison-Contrast Chart GO – Transparency 8)
·  Illustrate how checks and balances work by creating a GO to clearly show that system. Include details on the powers and limits of each branch and how they affect the other branches.
·  Analyze a Political Cartoon: Look at the cartoon “Power Bake Off” in Basic Principles of the Constitution Transparencies about the three branches of government. Answer the accompanying questions.
Constitutional Amendments
·  Amendments 1-10, The Bill of Rights and Amendments 11-27
o  Bill of Rights case studies: “You are the Judge” Choose one of the following case studies from the Prentice Hall Constitution Study Guide (enclosed in notebook) and complete by having students choose their opinion before reading that put forth by the Supreme Court.
§  Hazelwood School District v. Kuhlmeier (pp.20-21): Freedom of the press for High School newspaper (1st Amendment)
§  New Jersey v. T.L.O. (pp.36-37): Necessity of warrant by school principal for search and seizure of property. (4th Amendment)
§  Santa Fe Independent School District v. Doe (pp.76-77): Allowance of prayer before football games at public high school in Texas. (1st Amendment)
§  Goss v. Lopez (pp.52-53): Students’ rights to hearing before being suspended for disciplinary violations. (5th and 14th Amendment)
o  Rank amendments 11-27 on how important students believe they are in the running of the government. (Rank Order Chart GO – Transparency 20)
§  Why do some amendments seem to have more importance than others? Should any of these amendments be removed? Why or why not? / Formative/Summative Assessments: Students will complete the following products/other assessments to demonstrate the skills and understandings they have acquired.
·  Societies have rules or laws for our common good. For example, we drive on the right-hand side of the street. The common good achieved is safety. List three laws. Next, write a paragraph answering the question, “What common good is achieved by each law?” (p.7 Holt Constitution Study Guide)
·  Interpret the Preamble: Re-write the Preamble of the U.S. Constitution in your own words. Use your Preamble analysis sheet.
·  Support or Refute: The Constitution reflects the idea that a government derives its’ power from the people. Support with evidence.
·  Draw Conclusions: Some people consider the judicial branch the least democratic of the three branches of the federal government because federal judges are not elected and cannot be easily removed.
o  Do you agree with this statement? Explain your answer with support.
o  How can voters and their elected representatives check the power of the judicial branch?
v  Create an amendment that you would like to see added to the Constitution. Explain why you think your amendment is important, and how you think it will better the country. In addition choose the process that you would like to use to have your amendment ratified. The class will then vote on all amendments, using the specified method.
Quizzes and Topic Test
v  Required
·  Select at least one more assessment of your choice