Download Development of the Constitution

Development of the Constitution
Course
Principles of
GPA
Rationale
Introduces students to foundations of governmental functions and career
opportunities within the United States.
Unit II
The American
Way
(Development
of the
Constitution)
Objectives
The student will be able to:
1. Analyze the principles and ideas that underlie the Declaration of
Independence and the United States Constitution.
2. Explain the importance of a written constitution and how the federal
government serves the purposes set forth in the Preamble to the
United States Constitution.
3. Evaluate constitutional provisions for limiting the role of government
such as republicanism, checks and balances, federalism, separation of
powers, popular sovereignty, and individual rights.
4. Analyze the constitutional processes by which the United States
Constitution can be amended.
Essential
Question
Why was it
necessary to
write a new
constitution to
replace the
Articles of
Confederation?
TEKS
§130.182(c)
(2)(A)(B)(D)(E)
Engage
Show a picture of the signing of the Declaration of Independence.
(http://www.ushistory.org/declaration/trumbull.htm). List the characteristics of
the signers of the document (i.e., wealthy, landowners, Christian – Protestant
except Charles Carroll of Carrollton, Caucasian). Prompt the students to add
to the list from prior knowledge. Ask the students if they believe those
characteristics could have influenced the writing of the Declaration of
Independence, and how. Use the Discussion Rubric for assessment.
Prior Student
Learning
None
Key Points
I. Declaration of Independence
A. The decision to declare a complete break in the political connection
Estimated Time
between the 13 United Colonies and Great Britain
2 to 3 hours
B. Written and agreed to in 1776 after a spirited debate
C. Before this time, no political system had ever been founded on the
belief that
1. The people should rule instead of being ruled
2. Each person is important as an individual, created equal, and
endowed with certain unalienable rights
3. Government should be by the consent of the governed
II. The Constitution of the United States
A. The nation’s fundamental law, the “supreme law of the land”
B. Sets the framework for the government
C. Written in 1787, took effect in 1789; has guided the nation through
more than two centuries of tremendous growth and change
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D. Based on six main principles which explain how the Federal
Government is organized, how the leaders are selected, and
procedures those leaders must follow:
1. Federalism
2. Popular sovereignty
3. Limited government
4. Separation of powers – power is distributed between legislative
(Congress), executive (President), and judicial (court) branches
5. Checks and balances
6. Judicial review
E. Covers all this information in only 7,000 words
F. Organization
1. Preamble – a short introduction stating the purpose of the
Constitution
2. Seven sections called articles
3. Amendments – 27, printed in order of their adoption
G. The framers of the Constitution firmly believed that
1. Governmental power poses a threat to individual liberty
2. The exercise of governmental power must be restrained
3. To divide governmental powers (as Federalism does) is to curb
that power and prevent its abuse
III. Amending the Constitution
A. Formal amendment
1. Proposed by 2/3 vote in each house of Congress and ratified by
3/4 of the state legislatures (26 of the 27 amendments were
adopted by this method)
2. Proposed by 2/3 vote in each house of Congress and ratified by
conventions in 3/4 of the states (the 21st amendment was
adopted by this method)
3. Proposed by a national convention, called by Congress at the
request of 2/3 of the state legislatures and ratified by 3/4 of them
(Congress has never called such a convention)
4. Proposed by a national convention and ratified by conventions
in 3/4 of the states (the Constitution itself was adopted similarly
to this method)
B. Other, informal means
1. Passage of basic legislation by Congress
a) Provisions in the Constitution are not detailed or specific,
necessitating interpretation
b) Congress, by exercising interpretive power, has expanded
the Constitution, i.e.
(1) Establishing federal courts other than the Supreme
Court
(2) Writing laws based on its power to regulate foreign and
interstate commerce
2. Actions taken by the President
a) Declaring war without a declaration from Congress
b) Using executive agreements instead of a treaty which must
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be approved by the Senate
3. Key decisions of the Supreme Court
a) Interpreting and applying the Constitution in cases it hears
b) Established judicial review, not spelled out in the
Constitution
4. Activities of the political parties
a) The Constitution makes no mention of political parties;
many of the framers of the Constitution were opposed to
them because of their divisive effect
b) The major parties from the 1830s have held national
conventions to nominate presidential candidates – this
process was not spelled out in the Constitution
5. Custom and usage
a) Formation of the Cabinet – the heads of the 15 executive
departments who advise the President
b) Succession of the Vice President to the office (not just the
duties) of President when the President dies in office
Activities
1. Show how the arguments and issues 220 years ago are still being argued
today, only under different names, by keeping a political journal during the
course of the class. Each day, each student shall clip out a political issue
of the day from any paper, publication, or website. The student shall write
his or her interpretation of the article and then present it to the class. The
student should identify specific elements of the Constitution and the
Preamble that are connected to the issues and communicate a position on
the issue or argument. Other class members may respond with opposing
views, concerns, or additional observations. Use the Presentation Rubric
for assessment.
Assessments
Development of the Constitution Quiz and Key
Discussion Rubric
Presentation Rubric
Research Rubric
Role Play Rubric
Materials
Development of the Constitution computer-based presentation
Development of the Constitution Key Terms
Resources
9780133656329, Macgruder’s American Government, McClenaghan, W.,
Pearson, Prentice Hall, 2008.
Accommodations for Learning Differences
For reinforcement, role play the Convention by assigning each student as one
of the members of Congress or as one of the important people involved in the
debate. Students must research the individual and be able to speak his or her
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views on the overall document. Use the Research Rubric and the Role Play
Rubric for assessment.
For enrichment, divide the class into two opposing groups for classroom
discussions throughout the lesson plan. Throw out various topics for the next
day’s discussions and see who prepares. This is a great class participation
grade for those who want to do a little extra. There are unlimited topics from
the Constitutional arguments, especially concerning slavery, taxes,
representation, women’s rights, free speech, the Bill of Rights, etc. Use the
Discussion Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.182. Principles of Government and Public Administration (One-Half to
One Credit).
(2) The student understands how constitutional government, as developed in
the United States, has been influenced by people, ideas, and historical
documents. The student is expected to:
(A) analyze the principles and ideas that underlie the Declaration of
Independence and the United States Constitution;
(B) explain the importance of a written constitution and how the federal
government serves the purposes set for in the Preamble to the
United States Constitution;
(D) evaluate constitutional provisions for limiting the role of government
such as republicanism, checks and balances, federalism,
separation of powers, popular sovereignty, and individual rights;
(E) analyze the constitutional processes by which the United States
Constitution can be amended
College and Career Readiness Standards
Social Studies Standards
IV. Analysis, Synthesis, and Evaluation of Information
A. Critical examination of texts, images, and other sources of information
1. Identify and analyze the main idea(s) and point(s)-of-view in
sources.
5. Read narrative texts critically.
6. Read research data critically.
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Development of the Constitution Key Terms
1. Popular sovereignty – political power resides in the people. The people are the only
source for any and all government power. Leaders can govern only with the consent of
the governed
2. Limited government – no government is all-powerful; government may do only those
things that the people have given it the power to do. In other words, government must
obey the law
3. Separation of powers – the legislative, executive, and judicial powers of the government
are separated among three distinct and independent branches of the government
4. Checks and balances – the three branches of government are neither entirely separate
nor completely independent of one another. Each branch is subject to constitutional
checks or restraints by the other branches. For example, Congress can make laws, but
the President may veto (reject) an act of Congress. Congress can override a presidential
veto by a two-thirds vote in each house
5. Judicial review – the power of a court to determine the constitutionality of a
governmental action. The judicial branch, in its interpretation of the law, can declare
executive acts unconstitutional (illegal, null and void)
6. Federalism – division of power between a central government and several regional
governments
7. Ratification – formal approval
8. Convention – a meeting to discuss matters of common concern
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Name:
Date:
Development of the Constitution Quiz
1.
The Declaration of Independence is unique in its political belief that
a. Every person is important as an individual, created equal, with unalienable
rights
b. The people should be ruled by a sovereign ruler
c. Government should be by the consent of the governed
d. Both a and c
2.
The Declaration of Independence
a. Was suggested by Great Britain to give the colonists more autonomy
b. Was agreed to in 1776 without much argument at all
c. Was the result of the decision to declare a complete break in the political
connection between the 13 United Colonies and Great Britain
d. Was based on the basic ideas of most of the known countries of the time
3.
The Constitution of the United States
a. Is the nation’s “supreme law of the land,” and sets the framework for the
government
b. Has been radically changed from the original wording after 200 years of the
country’s growth
c. Is one of the longest documents in recorded history, with 7,000 words in the
preamble alone
d. Was written after George Washington was in office
4.
Popular sovereignty means that
a. Political power resides in the people, and leaders can govern only with the
consent of the governed
b. The King must be voted into office instead of the crown being passed down
from father to son
c. The court can determine the constitutionality of a governmental action
d. The government is above the law
5.
The Constitution of the United States is based on six main principles, among
which are:
a. Federalism, judicial review, limited government
b. Checks and balances, popular sovereignty, separation of powers
c. Both a and b
d. Neither a nor b
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6.
Separation of powers means that the government is separated among three
distinct and independent branches of the government, which are
a. Democrats, Republicans, and Independents
b. Legislative, executive, and judicial
c. President, House, and Senate
d. Early historic, current, and future
7.
The framers of the Constitution firmly believed that
a. Great Britain would support its decision to split politically
b. The exercise of governmental power must be restrained to prevent its abuse
c. The words of the Constitution would be updated every 50 to 100 years as the
nation grew
d. Political parties were the answer to limiting government power and keeping
the nation united
8.
Which is true about Amendments to the Constitution?
a. There are hundreds of them, too numerous to name and difficult to keep track
of
b. There are formal and informal processes to ratify an Amendment
c. They must be proposed by a national convention called by Congress
d. None of the above
9.
Federalism is
a. The preferred government of most free countries, except the U.S.
b. Only in existence in communist countries
c. The division of power among a central government and several regional
governments
d. Thought to have been created by Great Britain and hated by the framers of
the Constitution
10.
Checks and balances means
a. If you keep money in your account, you can keep writing checks
b. If one country builds an atomic bomb, other countries can build an atomic
bomb
c. Most of the branches of government can see what other branches are doing,
but they cannot do anything to stop it
d. Each of the three branches of government is subject to constitutional
restraints by the other branches
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Development of the Constitution Quiz Key
1. D
2. C
3. A
4. A
5. C
6. B
7. B
8. B
9. C
10. D
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects
to create a professional presentation
(transition and graphics) or appropriate
visual aid used
 Title slide, table of contents, bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the
entire audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are
dynamic and audible
Audience Interaction
 Presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
10
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Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
11
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Name:____________________________________
Date:_____________________________
Role Play Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comments:
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