Government Lesson 1.doc - Weeblygovernmentelcajon.weebly.com/.../20545202/2013_gove… · ·...
111
The Charter School of San Diego Audeo Charter School Mirus Secondary School Government Lesson Guide Spring 2013
Transcript of Government Lesson 1.doc - Weeblygovernmentelcajon.weebly.com/.../20545202/2013_gove… · ·...
The Charter School of San Diego
Audeo Charter School Mirus Secondary School
Government
Lesson Guide
Spring 2013
2
Attention Students:
Please read this before beginning this course
There is an on-line textbook used with this course.
The on-line textbook is located at
www.ushistory.org/gov/ and you will be using the
chapters and sections within the on-line text book.
There are PowerPoints used throughout this
course. Please see your teacher for the
PowerPoints.
There is a PowerPoint entitled “Government
Websites” that has all the video links for easy
access.
All handouts within this lesson guide are available
in the Consumable Packet. Please use the
Consumable Packet to complete the handouts and
turn them in with your lessons.
3
Lesson 1: Introduction to Government- Purposes and Types
Part 1:
Read Chapter 1, Sections a-d of the online textbook entitled The Nature of
Government, and view the PowerPoint entitled Introduction to
Government. Then answer the following questions:
1. According to the reading, in what ideal is the American political system
rooted?
2. What is the meaning of the term sovereignty?
3. Explain the Social Contract Theory and Natural Rights Theory.
4. What are the purposes of government? Include at least five in your
answer.
5. For each purpose of government that you listed above give one example
of how this purpose is utilized by the government of the U.S. today.
6. What are examples of types of government that are considered “rule by
man” and “rule by law?” Provide the name of the type of government and an
example of a country that is governed by each type.
7. What is the difference between a direct democracy and a representative
democracy?
8. In theory, the government of the United States gets its authority from the
consent of the people. What evidence can you identify to show that people
actually do consent to be governed by the United States government?
4
Lesson 1: Introduction to Government- Purposes and Types
Continued
Part 2:
Complete Worksheet in Consumable Packet After reviewing the information about types of government and economic
systems, categorize the following countries with a government system, type
of government and economic system from the list below that most closely
identifies with the country.
Brazil, Canada, China, Cuba, Great Britain,
India, Mexico, Russia, South Africa, United States
Categories of Governments and Economies
Government System Type of Government Economic System
Unitary Autocracy Capitalism
Federal Oligarchy Socialism
Confederacy Democracy Communism
Example:
Mexico- Federal, Democracy - Capitalism (mixed market)
Part 3:
Ronald Reagan’s & Barack Obama’s Inaugural Addresses:
From the online textbook Section 1a select the link on the left side of the
page for Ronald Reagan’s First Inaugural Address. This link directs you to a
new page, The Avalon Project. Select the first inaugural address for Ronald
Reagan(1981) for a transcript of his speech, and visit
http://www.breitbart.com/Big-Government/2013/01/21/Transcript-Barack-
Obamas-2013-Inauguration-Speech for a transcript of Barack Obama’s
second inaugural address(2013). Read the two speeches and answer the
questions that follow. See your teacher for a printed version of the speeches
located in the Government Reading Guide.
You can also listen to these speeches by using following the links: Reagan’s first inaugural address:
http://www.youtube.com/watch?v=hpPt7xGx4Xo
Obama’s second inaugural address:
http://www.youtube.com/watch?v=agKFUAf74bA
http://www.breitbart.com/Big-Government/2013/01/21/Transcript-Barack-Obamas-2013-Inauguration-Speech
5
Lesson 1: Introduction to Government- Purposes and Types
Continued
Part 3 Continued: Then answer the following questions:
1. What document do both presidents mention at the beginning of their
speeches? Why do you think this is important?
2. At the time of their inaugurations, the nation faced different challenges.
What are the challenges described by each president in their speeches?
Name at least three for each president.
3. Based on the knowledge you learned about the purposes of government,
what does each president mention as being the purpose of government? Use
specific quotes from their speeches. They may be similar to the purposes you
have read about, or they may be specific for the individual president.
4. Both presidents describe our nation as being a republic. What does this
mean? Why is it important that they both mentioned this?
5. Cite specific examples from each president’s speech that discuss the need
of teamwork in the government and American public. Find at least three
examples for each speech.
6. How does Obama describe the American people?
7. How does Reagan describe a Hero?
8. What does each president say about the economy, international affairs and
future preservation?
9. What are the goals and/or objectives laid out in their speeches for each
president’s term of office? List at least three of each.
10. Both presidents continually use the terms freedom, equality, liberty and
peace. Choose one of these terms that you feel is the most important, and
write at least three paragraphs analyzing the ideal. Use quotes from one or
both of the speeches from the presidents
6
Lesson 1: Introduction to Government- Purposes and Types
Continued
Part 4:
Complete Worksheet in Consumable Packet
Complete the Introduction to Government Crossword Puzzle that is located
in the Consumable Packet using terms from this lesson.
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT
12.1.1, 12.3.1, 12.3.4, 12.9.1
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
1, 2, 4, 6, 7, 9
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Student
7
Lesson 2: Democracy and Political Philosophers
Part 1:
Read the following information about Democracy and complete the
activities throughout the reading and after.
Roots of Democracy
Introduction:
Democracy means rule by the people. In the United States we have a
democracy, but where did it come from? There are lots of civilizations and
great thinkers that influenced our Founding Fathers as they developed
American democracy. One of these, Ancient Greece, was a very important
civilization that existed from around 2200 BCE to 130 BCE. In this lesson,
you will study five principles of American democracy and find out where
these ideas came from. You will also learn about different people and groups
who had an influence on the United States’ form of government.
Answer the following questions:
1. What is democracy?
2. As you read the next section, find the meaning of the following five
principles of American democracy:
consent of the governed
representative government
rule of law
individual rights
checks and balances
Consent of the Governed:
Consent means to give permission for something. Consent of the governed
means that the citizens of a country give their permission for the government
to operate. This is a key feature of government in a democracy, where
citizens have the right to vote.
In the United States, our Declaration of Independence says that governments
should get their power from the consent of the governed. This idea can be
traced back to 510 BCE, when parts of Greece became democratic.
8
Lesson 2: Democracy and Political Philosophers
Continued
In Athens, Greece, democracy required participation of the people. It came
with certain responsibilities, much like our democracy today.
The Greeks established the Assembly, a body of citizens that made decisions
and voted on issues that affected everyone. All citizens could participate.
Decisions made in the Assembly had to be approved by another group of
citizens called the Council. By participations in government, all these
citizens were giving their permission, or consent, for the government to
operate.
Representative Government:
In a representative government, the citizens elect representatives that make
decisions for the people and are responsible to the people. In the United
States, we elect the people who represent us in Congress and we elect our
President. Even many judges are elected (but not our U.S. Supreme Court
Justices).
The beginnings of representative government could be seen in the ancient
Roman Empire. This civilization lasted from about 500 BCE to 476 CE. By
about 150 CE, the Roman Empire was at its height and stretched almost 2.5
million square miles! Rome was originally ruled by kings, but eventually it
changed into a form of democracy. It was not a true representative
democracy, because not all of its important officials were elected. However,
citizens were allowed to vote for some of their representatives, and if these
representatives did not please the people, they could be voted out and
replaced!
Rule of Law:
Rule of law means that no person is above the law—not even government
officials. In the United States, nobody is above the law. This concept can
trace its beginnings to a document called the Magna Carta.
What’s so great about the Magna Carta? For thousands of years, laws had
applied to the people but not to kings or governments. Then, in 1215, the
English wrote the Magna Carta and included a very important section: The
King was no longer allowed to do whatever he wanted. Instead, the King had
to follow the “law of the land” when dealing with his subjects.
9
Lesson 2: Democracy and Political Philosophers
Continued
The Magna Carta had a great deal of influence on the United States
Constitution and on other constitutions and charters around the world. It was
one of the first formal documents that made a king subject to the law. The
Magna Carta set the stage for the idea that even governments should be
accountable to the law.
Individual Rights:
A right is a claim or privilege to something. Individual rights are things
every person has a claim or privilege to have for themselves. Even though
our United States democracy operates by majority rule, we consider
individual rights to be very important. In fact, our Founding Fathers were
very concerned that the majority might take advantage of the minority. In
order to protect all individuals, they created the Bill of Rights and attached it
to the end of the Constitution. The Bill of Rights lays out the rights of all
citizens in the United States.
Individual rights is a concept that comes from many different thinkers in
many different cultures. John Locke was an English philosopher. In 689 CE,
he published a book about the natural rights held by every human being.
Locke’s ideas about natural rights helped to form the way we think about
individual rights today.
Checks and Balances:
Checks and balances are limits that keep the government’s power under
control.
The United States has two systems of checks and balances: our three
branches of government and our federal system. The United States
government is divided into three branches: the Executive (President), the
Legislative (Congress), and the Judicial (courts). The first person to describe
this kind of system in detail was a French thinker named Montesquieu. In
1748, Montesquieu wrote that power must be divided in government to
prevent one part from becoming too powerful. Our Founding Fathers were
influenced by Montesquieu when they designed our government.
10
Lesson 2: Democracy and Political Philosophers
Continued
The Founding Fathers also created a federal system that divides power
between the states and the national government. Each state has its own
constitution and makes its own laws. However, each state must follow the
United States Constitution and all the national laws. The U.S. was not the
first to do this. Around 1100 CE, the Iroquois—a group of Native American
tribes—also formed an alliance to work together toward a common goal.
3. Complete the Worksheet in the Consumable Packet
Go back through the reading and list every person or group who
influenced our Founding Fathers. Then, use the information you
underlined to complete the timeline in the Consumable Packet.
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT
12.1.1, 12.3.1, 12.3.4, 12.9.1 CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
1, 2, 4 CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 1
11
Lesson 2: Democracy and Political Philosophers
Continued: This Handout is in the Consumable Packet
510 BCE 150 CE 1100 CE 1689 CE
1215 CE
1748 CE
Match the examples with the five features of American democracy.
_______ 11. When the President of the United States wants to create a
law he must go to Congress with the idea.
_______ 12. People elect representatives on both the state and national
level to speak for them in government.
_______ 13. By electing officials in or voting them out, people give
their approval to the government.
_______ 14. The people are the source of all government authority.
_______ 15. Our Bill of Rights protects the rights of all U.S. citizens.
_______ 16. The national government and states’ governments have
divided up certain responsibilities of government.
_______ 17. The President of the United States must follow the
Constitution and the laws of the country.
_______ 18. The law protects all people, even those in the minority.
_______ 19. Citizens vote for President every four years.
_______ 20. Thomas Paine said that “in America, law is king.”
500 BCE 500 CE 1000 CE 1500 CE 0 2000 CE
4. Parts of __________ became democratic.
5. The height of the ___________ Empire
6. The foundation of the ___________
7. The ________ is written in England.
8.__________ publishes a work on natural rights.
9. _________ wrote that power must be divided.
10. In your opinion, which features do you think are the most important for a democracy? Rank them from 1(most) to 5(least). Write 2 paragraphs explaining your choices. _____Consent of the Governed _____Checks and Balances _____Individual Rights _____Representative Government _____Rule of Law
A. Consent of the Governed B. Checks and Balances C. Individual Rights D. Rule of Law E. Representative Government
12
Lesson 3- Declaration of Independence and Influences
Part 1:
Read Chapter 2, Sections a-b of the online textbook entitled Foundations
of American Government, view the PowerPoint entitled History &
Declaration. Then and complete the following activities.
After reviewing the PowerPoint put the following events in order with their
corresponding dates: King George III comes to power and tightens British
control
First Continental Congress
English gain control of lands east of Mississippi
(Treaty of Paris)
Stamp Act Congress meets in New York
Common Sense Written Parliament passes Coercive
Acts(Intolerable Acts)
Declaration of Independence signed Boston Tea Party
Stamp Act Passed by Parliament Second Continental Congress
Parliament passes strict trade laws Jamestown, VA is founded
French & Indian War “Shot heard ‘round the World”
Part 2:
Watch the following video and answer the questions below:
http://www.youtube.com/watch?v=yb7MI8NQLoo.
1. The speakers in the video describe The Declaration of Independence as a
revolutionary document. In what ways do they describe it as revolutionary?
2. Tom Brokaw describes how powerful The Declaration is to read, what
else does he describe as significant to the writing of this document?
3. Colin Powell describes The Declaration of Independence as a “28 count
indictment.” What does he mean by this?
4. Richard Slotken describes the Continental Congress meeting in
Philadelphia. What are the two sides of the debate that took place during the
meeting?
5. What does Newt Gingrich say is the main difference between America
and all other countries of the world?
13
Lesson 3- Declaration of Independence and Influences
Continued
Part 3:
Read The Declaration of Independence on the following pages. As you
read the document, complete all the “Questions to Consider” # 1-24. Pay
close attention to the vocabulary in the middle column and the meaning it
has within the text.
You can also view the following video to listen to NFL players reading the
opening and closing of the document:
http://www.youtube.com/watch?v=m5XhUWLxasg.
14
Lesson 3- Declaration of Independence and Influences
Continued
Text Under Discussion Vocabulary Questions to Consider IN CONGRESS, JULY 4, 1776
The unanimous Declaration of the thirteen
united States of America
When in the Course of human events it becomes
necessary for one people to dissolve the political
bands which have connected them with another
and to assume among the powers of the earth, the
separate and equal station to which the Laws of
Nature and of Nature's God entitle them, a decent
respect to the opinions of mankind requires that
they should declare the causes which impel them
to the separation.
We hold these truths to be self-evident, that all
men are created equal, that they are endowed by
their Creator with certain unalienable Rights, that
among these are Life, Liberty and the pursuit of
Happiness. — That to secure these rights,
Governments are instituted among Men, deriving
their just powers from the consent of the
governed, — That whenever any Form of
Government becomes destructive of these ends, it
is the Right of the People to alter or to abolish it,
and to institute new Government, laying its
foundation on such principles and organizing its
powers in such form, as to them shall seem most
likely to effect their Safety and Happiness.
Prudence, indeed, will dictate that Governments
long established should not be changed for light
and transient causes; and accordingly all
experience hath shown that mankind are more
disposed to suffer, while evils are sufferable than
to right themselves by abolishing the forms to
which they are accustomed. But when a long train
of abuses and usurpations, pursuing invariably the
same Object evinces a design to reduce them
under absolute Despotism, it is their right, it is
their duty, to throw off such Government, and to
provide new Guards for their future security. —
Such has been the patient sufferance of these
Colonies; and such is now the necessity which
constrains them to alter their former Systems of
Government. The history of the present King of
Great Britain is a history of repeated injuries and
usurpations, all having in direct object the
establishment of an absolute Tyranny over these
unanimous dissolve self-evident unalienable deriving usurpations evinces despotism tyranny
1. What can you infer about this
reading just from the opening “the
Unanimous Declaration of the
thirteen united States of America?”
What is this going to be about, and
how did people feel about it?
2. What is meant by the term
dissolve as used in this document?
3. What is the purpose of the first
paragraph of the text? Why was it
included, and what is it trying to
say?
4. Why does Jefferson describe
truths as self-evident and rights as
unalienable?
5. Quote of interest: “…to secure
these rights, Governments are
instituted among Men, deriving
their just powers from the consent
of the governed...” What does this
mean?
6. As the passage continues, what
specifically does the writing say
about this quote of interest from
question 5? What do they say to
do if the people have not given
their consent to the government?
7. Have the colonists just woken
up one morning and decided “We
should rebel against the
British…we don’t like what
they’re doing?” What evidence
suggests your answer? Provide a
specific quotation from the
document.
8. Notice throughout the document
that there are many words that are
capitalized that would not
normally be because they are not
15
States. To prove this, let Facts be submitted to a
candid world.
proper nouns or the beginning of
sentences. Why did Jefferson use
this in his writing style?
Text Under Discussion Vocabulary Questions to Consider
He has refused his Assent to Laws, the most
wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of
immediate and pressing importance, unless
suspended in their operation till his Assent should
be obtained; and when so suspended, he has
utterly neglected to attend to them.
He has refused to pass other Laws for the
accommodation of large districts of people, unless
those people would relinquish the right of
Representation in the Legislature, a right
inestimable to them and formidable to tyrants
only.
He has called together legislative bodies at places
unusual, uncomfortable, and distant from the
depository of their Public Records, for the sole
purpose of fatiguing them into compliance with
his measures.
He has dissolved Representative Houses
repeatedly, for opposing with manly firmness his
invasions on the rights of the people.
He has refused for a long time, after such
dissolutions, to cause others to be elected,
whereby the Legislative Powers, incapable of
Annihilation, have returned to the People at large
for their exercise; the State remaining in the mean
time exposed to all the dangers of invasion from
without, and convulsions within.
He has endeavored to prevent the population of
these States; for that purpose obstructing the Laws
for Naturalization of Foreigners; refusing to pass
others to encourage their migrations hither, and
raising the conditions of new Appropriations of
Lands.
He has obstructed the Administration of Justice by
refusing his Assent to Laws for establishing
Judiciary Powers.
He has made Judges dependent on his Will alone
for the tenure of their offices, and the amount and
payment of their salaries.
He has erected a multitude of New Offices, and
sent hither swarms of Officers to harass our
people and eat out their substance.
He has kept among us, in times of peace, Standing
Armies without the Consent of our legislatures.
He has affected to render the Military independent
of and superior to the Civil Power.
assent
relinquish
fatiguing
dissolutions
obstructed
9. This section of The Declaration
is a list of specific grievances set
forth by the founders. Pay
particularly close attention to the
verbs and adjectives used, in
addition to the vocabulary terms.
Why do you think these words
were chosen?
10. List seven action words that
Jefferson used in this section of the
text to describe the violations by
the king.
11. List seven descriptive words
(adjectives) that Jefferson uses to
clearly explain the grievances.
12. Choose five of the grievances
and translate them into your own
words.
13. What impact do words like
“forbidden”, “refused”, “tyrant”,
“imposing”, and “depriving”
(amongst the others) have on the
overall tone of the document?
16
He has combined with others to subject us to a
jurisdiction foreign to our constitution, and
unacknowledged by our laws; giving his Assent to
their Acts of pretended Legislation:
For quartering large bodies of armed troops
among us:
For protecting them, by a mock Trial from
punishment for any Murders which they should
commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the
world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefit of
Trial by Jury:
For transporting us beyond Seas to be tried for
pretended offences:
For abolishing the free System of English Laws in
a neighboring Province, establishing therein an
Arbitrary government, and enlarging its
Boundaries so as to render it at once an example
and fit instrument for introducing the same
absolute rule into these Colonies
For taking away our Charters, abolishing our most
valuable Laws and altering fundamentally the
Forms of our Governments:
For suspending our own Legislatures, and
declaring themselves invested with power to
legislate for us in all cases whatsoever.
He has abdicated Government here, by declaring
us out of his Protection and waging War against
us.
He has plundered our seas, ravaged our coasts,
burnt our towns, and destroyed the lives of our
people.
He is at this time transporting large Armies of
foreign Mercenaries to complete the works of
death, desolation, and tyranny, already begun with
circumstances of Cruelty & Perfidy scarcely
paralleled in the most barbarous ages, and totally
unworthy the Head of a civilized nation.
He has constrained our fellow Citizens taken
Captive on the high Seas to bear Arms against
their Country, to become the executioners of their
friends and Brethren, or to fall themselves by their
Hands.
He has excited domestic insurrections amongst us,
and has endeavored to bring on the inhabitants of
our frontiers, the merciless Indian Savages whose
known rule of warfare, is an undistinguished
destruction of all ages, sexes and conditions.
arbitrary
abdicated
14. What seems to be the common
theme running through the
grievances listed in the document?
What evidence supports your
claim?
17
Text Under Discussion Vocabulary Questions to Consider In every stage of these Oppressions We have
Petitioned for Redress in the most humble terms:
Our repeated Petitions have been answered only by
repeated injury. A Prince whose character is thus
marked by every act which may define a Tyrant, is
unfit to be the ruler of a free people.
Nor have We been wanting in attentions to our
Brittish brethren. We have warned them from time
to time of attempts by their legislature to extend an
unwarrantable jurisdiction over us. We have
reminded them of the circumstances of our
emigration and settlement here. We have appealed
to their native justice and magnanimity, and we
have conjured them by the ties of our common
kindred to disavow these usurpations, which, would
inevitably interrupt our connections and
correspondence. They too have been deaf to the
voice of justice and of consanguinity. We must,
therefore, acquiesce in the necessity, which
denounces our Separation, and hold them, as we
hold the rest of mankind, Enemies in War, in Peace
Friends.
We, therefore, the Representatives of the united
States of America, in General Congress,
Assembled, appealing to the Supreme Judge of the
world for the rectitude of our intentions, do, in the
Name, and by Authority of the good People of
these Colonies, solemnly publish and declare, That
these United Colonies are, and of Right ought to be
Free and Independent States; that they are
Absolved from all Allegiance to the British Crown,
and that all political connection between them and
the State of Great Britain, is and ought to be totally
dissolved; and that as Free and Independent States,
they have full Power to levy War, conclude Peace,
contract Alliances, establish Commerce, and to do
all other Acts and Things which Independent States
may of right do. And for the support of this
Declaration, with a firm reliance on the protection
of divine Providence, we mutually pledge to each
other our Lives, our Fortunes and our sacred
Honor.
oppressions
disavow
15. This is the last section of The
Declaration of Independence. What
is the purpose of this section?
16. What does Jefferson list as
attempts have been made to manage
these grievances?
17. At the very end of this
document, the signers make a final
statement about why they are
writing. What is this statement?
18. The Declaration states, "...we
mutually pledge to each other our
Lives, our Fortunes and our sacred
Honor.” What do you think this
means?
18
Lesson 3- Declaration of Independence and Influences
Continued
19. Who wrote The Declaration of Independence?
20. What events did the founding fathers experience that they felt were
important enough to declare independence from Great Britain?
21. What were the major ideas of Declaration of Independence (you should
discuss four ideas)? Please quote the document.
22. The Declaration of Independence is broken down into three major parts.
What are these components?
23. In its historical moment, the Declaration of Independence was a radical
and treasonous document. Which parts could still be considered treasonous?
24. At the signing of The Declaration, Benjamin Franklin stated “We must
all hang together, or assuredly we shall all hang separately.” What did he
mean by this?
Part 4: Summary: The Declaration of Independence was written by Thomas
Jefferson and signed by representatives from all 13 colonies on July 4, 1776.
In the document, the leaders outlined their reasons for declaring
independence from England. Historians have disagreed as to whether the
colonial leaders were motivated by selfish or ideological reasons.
Directions: Examples of two different historical interpretations are given
below. Read the interpretations and consider with which you agree with
while reading the document. As you read, think about why the Founders
wrote the Declaration of Independence. Complete the Writing Prompt
once you have read the historical interpretations.
-Bernard Bailyn (1967):
The Declaration of Independence represents the colonists’ deepest fears and beliefs. They
believed they saw a conspiracy to crush liberty in America. They saw evidence of this
conspiracy in the Stamp Act and in the Coercive Acts. They also believed that America
was destined to play a special role in history, that America would become “the
foundation of a great and mighty empire, the largest the world ever saw to be founded on
such principles of liberty and freedom, both civil and religious.” The colonists believed
19
that England was trying to enslave them and that they should protect themselves.
-Howard Zinn (1980):
It seemed clear to the upper-class colonists that something needed to be done to persuade
the lower class to join the revolutionary cause. The solution was to find language
inspiring to all classes, specific enough in its listing of grievances to fill people with
anger against the British, vague enough to avoid class conflict, and stirring enough to
build patriotic feelings. Everything the Declaration of Independence was about – popular
control over governments, the right of rebellion and revolution, fury at political tyranny,
economic burdens, and military attacks – was well suited to unite large numbers of
colonists and persuade even those who had grievances against one another to turn
against England. Some Americans were clearly omitted from those united by the
Declaration of Independence: Indians, black slaves, and women.
Writing Prompt: Why did the Founders write The Declaration of Independence?
Write three paragraphs to answer the question. Include at least five
grievances from the document to support your answer. It should be clear
whether you agree with Bailyn, Zinn, neither, or both.
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT 12.1.1, 12.1.2, 12.1.3
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 1, 2, 3, 4, 5, 6, 7
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 1a, 1c, 1e, 4, 9, 10
20
Lesson 4- Influential People and Documents
Part 1:
View the PowerPoint entitled Political Philosophers and Contributing
Documents and complete the following activities:
The idea of independence and the foundations of the American government
system stemmed from hundreds of years of philosophers. Fill in the chart
with information on the contributing philosophers.
Complete the Worksheet in the Consumable Packet:
Political
Philosopher
Impacting
Written
Work
Location/
Time
Period
Contribution to or idea about
development of government
Ancient Greece &
Rome
Plato
Aristotle
Europe
Thomas Hobbes
John Locke
Charles-Louis
Montesquieu
Jean Jacques Rousseau
Thomas Paine
Alexis de Tocqueville
Answer the following questions:
1. Revisit the PowerPoint describing Thomas Hobbes and Rousseau. What is
the difference in their versions of the social contract?
2. What key concept did Montesquieu write about that is an integral part of
the U.S. government system today?
3. What was Alexis de Tocqueville’s impact on democracy?
21
Lesson 4- Influential People and Documents
Continued
4. Tocqueville writes that about how public opinion drives democracy. After
reviewing the principles of democracy from previous lessons, how does
Tocqueville’s writing support these principles?
Part 2:
Revisit the PowerPoint entitled Political Philosophers and Contributing
Documents and complete the following activities:
Read the following background of The Magna Carta:
The Document and Its Legacy Written in Latin, the Magna Carta (or Great Charter) was effectively the first written
constitution in European history. It was written by a group of 13th-century barons to
protect their rights and property against a tyrannical king. Of its 63 clauses, many
concerned the various property rights of barons and other powerful citizens, suggesting
the limited intentions of the framers. The benefits of the charter were for centuries
reserved for only the elite classes, while the majority of English citizens still lacked a
voice in government...[The document] also had dramatic implications for future legal
systems in Britain and America.
In 1776, rebellious American colonists looked to the Magna Carta as a model for their
demands of liberty from the English crown. The colonists believed they were entitled to
the same rights as Englishmen, rights guaranteed in The Magna Carta. Its legacy is
especially evident in the Bill of Rights and the U.S. Constitution, and nowhere more so
than in the Fifth Amendment ("Nor shall any persons be deprived of life, liberty or
property without due process of law"), which echoes Clause 39. Many state constitutions
also include ideas and phrases that can be traced directly to the historic document.
There are two principles expressed in Magna Carta that resonate to this day. They are as
follows:
"No freeman shall be taken, imprisoned, disseised, outlawed, banished, or in any way
destroyed, nor will We proceed against or prosecute him, except by the lawful judgment
of his peers and by the law of the land."
"To no one will We sell, to no one will We deny or delay, right or justice."
22
Lesson 4- Influential People and Documents
Continued
Answer the following questions:
1. Name two important details about the Magna Carta.
2. Who was The Magna Carta written to protect? In what way did the
document protect this group of people?
3. In what respects did Magna Carta provide the justification for American
independence from Great Britain?
4. The idea of limited government, first established by the Magna Carta, is
an important principle of American government. Why must government be
limited?
5. There are two direct quotes from The Magna Carta above. What two
protections do these excerpts define?
The Petition of Rights 1628
Sir Edward Coke sent a request for a Petition of Rights to King Charles I, stating some of
the following:
“Some of your Majesty’s subjects have been put to death by some commissioners,
because they were not following laws. Some grievous offenders have escaped
punishments due to them. We ask, your Majesty, that no man hereafter have to make or
give any gift, loan, tax, or any like charge. Your Majesty’s subjects should abide by these
rules and be destroyed or put to death if they do not allow them. We humbly pray of your
most excellent Majesty that these be the rights and liberties, according to the laws and
statutes of this realm.”
Some direct quotes that relate to the message of the Petition of Rights include the
following:
“No man shall be forejudged of life and limb.”
“It is declared and enacted that no freeman may be taken or imprisoned or deceased of
his freehold or liberties.”
“By means where of your people have been divers, they are required to lend certain sums
of money unto your majesty, with thou consent of thy majesty.”
6. What was the purpose of The Petition of Rights?
23
Lesson 4- Influential People and Documents
Continued
7. How did the ideas in this document influence The Declaration of
Independence?
"All men have certain natural rights: the right to life, liberty and property. The
purpose of the government is to protect these rights. If it fails to do so the people may set
up a new government."
—John Locke, Natural Rights of Man
8. How does this excerpt from John Locke relate to The Declaration of
Independence?
9. Read The Mayflower Compact below and do research to explain what
this document was, why it was created and how it shows the connection
between “social contracts” and the idea that government should be based
on consent.
"We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord
King James, by the Grace of God, of Great Britain, France, and Ireland, King, Defender
of the Faith, &c. Having undertaken for the Glory of God, and Advancement of the
Christian Faith, and the Honour of our King and Country, a Voyage to plant the first
Colony in the northern Parts of Virginia; Do by these Presents, solemnly and mutually, in
the Presence of God and one another, covenant and combine ourselves together into a
civil Body Politick, for our better Ordering and Preservation, and Furtherance of the
Ends aforesaid: And by Virtue hereof do enact, constitute, and frame, such just and equal
Laws, Ordinances, Acts, Constitutions, and Officers, from time to time, as shall be
thought most meet and convenient for the general Good of the Colony; unto which we
promise all due Submission and Obedience. IN WITNESS whereof we have hereunto
subscribed our names at Cape-Cod the eleventh of November, in the Reign of our
Sovereign Lord King James, of England, France, and Ireland, the eighteenth, and of
Scotland the fifty-fourth, Anno Domini; 1620."
24
Lesson 4- Influential People and Documents
Continued
Part 3:
Writing Prompt:
After reading and researching the about the political philosophers and
guiding documents, write a five paragraph essay to address the following
prompt:
To what extent (how much) did the founding fathers of the United States use
the ideals of the Enlightenment philosophers? Use specific examples and
direct quotes from the sources to support your thesis.
You should complete an outline, rough draft and final draft. Turn in your
outline and rough draft to review with your teacher before completing a final
draft. Your essay should be double spaced and written using 12 point, Times
New Roman font.
Use the rubric on the next page to help guide you through the grading
requirements for your essay.
Lesson
4:W
ritingA
ssignment
Rubric
1*iin
r&
JIll
\iili&
iii
kL
iiucrrr
in
C1itiiJi/iiti0fl
piiiiciiiaiioii.so
tliCessas
isexre.ptional Is
easyto
read
‘\alnplLs
iI.
filLL
iIe
L ILSd
iii
ndw
planat ions
ai
iSfl
th1hi
ishoss
s.fiJI
Ills.ol
CS
iliic
siiiii
tth
tliitIiiilS
pi)stltoli
IIlLlndL
*01
niors.liC
LL
0s
01
CS
s.lciicctic
t.O
sitiStiL
s..
C\diitilIeS.
1011-li ICC
\Ci
icitk
s.’
thaiiip
xlIl
tltepO
sitiotistate
IliCti
i
IttluH. tits
5int
supportat
pio’ided
In1
IuiIs
loli
alO
idL
I
thatliid
kL
itI c1iO
liahIS‘ass
ii
lollu
the
anthoIi din
oltIiiiiuiii
/\ iiIliirnsakes
—2errors
in
Iililtittiat
orsL1Iin
iIthat
distractthe
readerIritti
theeoiitent
.\Litllr
iiiakes1-2
errlr
iii
apitaI
i/anon
orpiltietL
iation.hii
thecsay
isSLili
eassto
read.
liiclitdes2
iCC
CS
1ci
den
ee
(lid.
tatis:ie
.esaiiiples.
ieiil-IitI
e\1
Wlie
iidd
thatsupport
inc
positioiiO
atenieui
Afew
otthe
supportdetails
orart
snentsare
notin
ane.xpeetcfl
orlog:icai
order,distractina
thereader
md
makirto
theeii\
sC
ifla
tOts.’
s.’Ititiisliid,
‘I heu
,ithir
pO
sitililiis
restateds\iih
t1
theclo
sin
gparagrapH
.hut
totitem
heheginnina.
Author
iiak
es3-4
errorsin
gralnniiiror
spcllmo
thatdtstract
thereader
fromIte
coiileit
\uth
rn
iikes’a
co
error—
.fl
eapitah
i/lititim
idor
piutlctLiaiiin
hit
catchthc
reader\s
aitent i inand
interruptthe
Ilosi
Iis
.o.
1or
fr’-
1iceec
At,itltor
makes
tTh
’c.’tha.n
4errors
IIifltfiIlIiar
iS
rut
eipiit
1oa
atliS
punewation
thatcatch
t.herea..dcrhs
attentionand
interruptthe
flow.
.\11(11
Ri
0
.1-
\Is
e‘titu
0iii-.
lietheJ’.
-.iitetieni
name-.
dietopic
01’tu
e-n
andsuPine-.
dieniain
pin
ts
1he
Ii-.L’nsL
’i.
Al!
ui
heerid
cuce
andexaniples
arcI
sd
useuih
Ias
p1s
ss
fitr
Isant
and\pI
n’tio
ns
‘sir
tht
sIoss
hossIs
picr
ofids. n
ca
isot
ath
anti
H’
p)s
ltiolt
0hiis.IJe
sid
tk
s.
ot
ci
detiLLii,is.i”
iiI’,
e\iin*Is.is.ail—
Ittcerrs.
iiL
l’s.‘
Iiit
nppi
tdie
positiii
net’lie
netin
tlm
ates.the
is.,iL
’iL
oilL
en
iIi
ie
s.iii
‘ninentm
dIi,
P‘0
iId
itIc
mt
Iluniei
uiu
cn
ppt
iiiii
ia
msdsuppor
lier
siI
din
mIm
iI
hitn
1ksit
as
aI
tilleRtin
tilutliso
tlie’uth
oi
StOuin
iiti’I
-\Icets
‘stand.nds2
\pp
roaL
li’n’
Staiidaids.
IIf
Ihethesis
siatenicnmn
atu
Ls
theIliettiesis
s.tate
1is.n
tutlnues
sin
ei
.iIt
0a
topicI
thees—
aro
fthe
illU
fipm
tohe
s.Itss. tis—Ls.i
u,
ruI)
0
doe-.not
name
tietopis.
ci
c‘i
s.
\losi
otth
sidenec
anA
t1
ast
one
IIt
pL
LL
Sol
s4
iI
Is
tie’iItS
I
mi
Is.i
iI
si
andIi
is
“-1Isis
his
tlhs
Iw
hi
t
idences.
11(15
di
Iii
N(Ji
relevantA
N:!
Ni
IRare
rtotexplained.
lhs.Ii
ItIi
fl
iii
ILii
iiiI
IlLs.onsl
10111iL
LH
.iiil
Is.Ilie
anthior\sposition
isrestated
othin
thefirst
toii
sente
nces
of
theclosing
paragraph.
nis.Ieidi
Ilsundet
Imdi
itlis.
liter(
sillii
I11
tii
tatenirn
t
othe
pat
iii
aLttern
nIs
ins
III0
ppI
iiph
Ainlm
otia
iknil
cito
rm
ldiflh
ltlitfi
Is.II1i
thadi
nat
lhis’ftddettoni
thes.
siie
iii
,uI*
it,ii/li
IsIt
1tumicitiut
Oil
tinol
itsup
lot
di
ul’ru
ad
ulitS
ttsa
Itifi
tt
xpn
iss.0
1O0
11015
juStnd
25
Lesson 4- Influential People and Documents
Continued
You may use the outline to guide you through the writing process.
I. Intro
a. Background information
b. Background information
c. Thesis II. Argument 1
a. Topic sentence
b. Document quote excerpt & explanation
c. Outside fact
d. Pull back to thesis III. Argument 2
a. Topic Sentence
b. Document excerpt & explanation
c. Outside fact
d. Pull back to thesis IV. Argument 3
a. Topic sentence
b. Document quote excerpt & explanation
c. Outside fact
d. Pull back to thesis V. Conclusion
a. Rephrase thesis
b. General statements
c. General statements
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT 12.1.1, 12.1.2
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 1, 2, 3, 4, 6, 9
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 1a, 1b, 1d, 1e, 4, 5, 7, 9, 10
26
Lesson 5- Articles of Confederation & Constitutional Convention
Part 1:
Read Chapter 2, Sections b-d of the online textbook and then view the
PowerPoint entitled Articles of Confederation and the Constitutional
Convention and answer the following questions:
1. Immediately after The Revolutionary War, how were the colonies
governed?
2. What was the document that was signed in 1781 called that governed the
entire country during this time? What was the purpose of this document?
3. Which government body (state or federal) held the power based on the
structure originally created by the founders?
4. What achievements were made under The Articles of Confederation?
5. Describe two financial problems that could not be resolved under The
Articles of Confederation.
6. Explain the events that led to holding the Constitutional Convention. Why
was this a necessary step to take during the time?
Part 2:
Complete the following activities and take a half to a full page of notes
over the information on each video.
Visit the following website and read about the debate between the
Federalists and Anti-Federalists:
http://library.thinkquest.org/11572/creation/framing/feds.html
Watch the following two videos to further your understanding of the debate
of ratification of The Constitution.
http://www.youtube.com/watch?v=YAmZdp1cH0g
http://education-portal.com/academy/lesson/the-ratification-of-the-
constitution-and-the-new-us-government.html
27
Lesson 5- Articles of Confederation & Constitutional Convention
Continue
Part 2 Continued:
Use the information from the website and the PowerPoint entitled Articles
of Confederation and the Constitutional Convention and complete the
following activity:
Writing:
Using the information on the opposing viewpoints of the Federalists and
Anti-federalists, write four paragraphs comparing and contrasting the two
groups. You can use the PowerPoint, online textbook, the provided website
and also perform additional research. Review the rubric on the next page of
the lesson guide to help guide you through the grading criteria. Your
response should address the following questions:
a. Who were the Federalists? Who were the Anti-Federalists?
b. What types of people made up the two groups? Specific leaders?
c. What did each of the two groups favor and oppose?
d. What were the concessions made by each of the groups?
e. What agreements did they come to in the end?
Part 3:
Watch the video on The Federalist Papers at
http://www.youtube.com/watch?v=UxtbSt0HCNA and complete the
questions and activities that follow:
1. The speaker in the video states that The Federalist Papers started as a
propaganda campaign. What is a propaganda campaign?
2. Why was The Constitution written in 1787?
3. What are the problems listed about The Articles of Confederation?
4. What were the concerns about the new Constitution?
5. Who wrote the first essay in a newspaper that started a battle in the
newspapers? Why did he write it?
6. Who were the three authors who responded?
Lesson
5la
rt2:
Lout-
Pat-ag
raph
Response
for
Fed
eralistsan
dA
nti—F
ederalists
CA
TE
GO
RY
4-
Above
Stan
dard
s
Adheren
ceto
Task
-Ihoroughly
answers
allparts
ofth
eprom
ptC
ompares
andco
ntrasts
federalistsand
anti--federalists
clearlyU
sesspecific
examples
toshow
comparison
Focus
orT
hesisT
hesisis
clearlyevident
Statem
ent
with
andincludes
botha
topicS
upport
andopinion
Thoughtfully
supportsthe
thesisand
main
ideasw
ithLspecific
detailsand
ex.ampies
Organization
andT
henlorm
ationis
brokenS
tructu
redow
ninto
whole
to- whole,
similarities-to
differences,or
point-by-pointstructure.
Follows
aconsistent
orderw
henshow
ingthe
comparison
- The
information
isbroken
down
intow
hole--to-whole,
similarities-
to-differences,or
point--by-pointstru
cture,
butsom
einform
ationis
inthe
wrong
section.-S
ome
detailsdo
notfollow
alogical
orderand
itis
distracting
1-
Below
Stan
dard
sS
core
theprom
pt--D
oesnot
clearlyhave
comparison
and/orcon
ras
--N
oidentifiable
thesis.--Fails
tosu
pp
ort
ide•asith
detailsan
d/o
rexam
ples.
-M
anydetails
arenot
ina
logicalor
expectni
ordorT
hereis
littleevinencr
tha:
the
writing
isorganizec
toth
ereader.
English
Language
Conventions
-Contains
few,
ifany,
errorsin
spellingor
gramm
ar.S
entencestructure
isvaried;
studentuses
:p•recise,descriptive
language.
-M
aycontain
some
errorsin
spellingor
gramm
ar,but
theseerrors
donot
interferew
iththe
reader’sunderstanding
ofth
eessay
Sentence
structu
reis
varied;student
usesdescriptive
language.
-M
aycontain
severalspelling
or
gramm
aticalerrors
that
may
interferew
ithth
ereader’s
understandingof
theessay.
—S
entencestructure
isuniform
;stu
den
tuses
basic,predictable
language.
May
containsenior-s
errorsin
spellingor
gramm
irth
atinterfere
with
thereader’s
understandingof
theessay.
--P
rovidesno
sentencevariety
anduses
limited
vocabulary.
3-
Meets
Stan
dard
s
-A
nswers
allparts
ofth
eprom
pt-
Com
paresand
con
trastsclearly,
butth
esupporting
information
isnot
detailed
2-
Appro
achin
gS
tand
ards
-A
nswers
oolysom
eparts
ofth
e-A
nswers
onlyone
of
prompt
-C
ompares
andco
ntrasts
clearly,but
supportinginform
ationis
incomplete
Thesis
isp
resent
and-T
hesislacks
eithertopic
orincludes
botha
topicand
opinion.opinion.
-,M
aysupport
thethesis
andm
ain-S
upportsthe
thesisand
main
ideasw
ithlim
ited,if
anydetail
ideasw
ithdetails
andan
d/o
rexam
ples.exam
ples
--T
heinform
ationis
brokendow
ninto
whole-to-w
hole,sim
ilarities-to-differences,or
point-by-pointstru
cture.
-D
oesnot
followa
con
sistent
orderw
henshow
ingth
eco
mn
28
Lesson 5- Articles of Confederation & Constitutional Convention
Continue
Part 3 Continued:
7. How many essays are in the complete set of essays? Which author wrote
the majority of them?
8. List the essays that the video states are the most important. Give a
description about the topic the essay discusses. (There should be five in your
answer.)
9. There are two essays that are mentioned as bad? Which two essays are
these and what are the topics of each? How were those problems settled
later?
10. Why were The Federalist Papers written?
Read the following quotes and answer the questions below each. "Mr. President: I confess that there are several parts of this Constitution I do not at
present approve, but I am not sure I will never approve them; for having lived long I have
experienced many instances of being obliged by better information, or fuller
consideration, to change opinions even on important subjects, which I once thought right,
but found to be otherwise...On the whole, Sir, I cannot help expressing a wish that every
member of the Convention who may still have objections to it, would with me, on this
occasion doubt a little of his own infallibility, and to make manifest our unanimity, put
his name to this instrument." -Benjamin Franklin
11. Who is “Mr. President”?
12. What is Benjamin Franklin saying about the Constitution?
13. What prediction can you make about the ratification process based on
Franklin’s quote?
“A consolidation of this extensive constitution under one government (under the
Constitution of 1787) cannot succeed, without a sacrifice of your liberties.”
14. Is the author of this quote a Federalist or Anti-Federalist?
29
Lesson 5- Articles of Confederation & Constitutional Convention
Continue
Part 3 Continued:
15. What is the author referring to in this quote? Do you agree or disagree
with this quote?
“A bill of rights is what the people are entitled to against every government on earth,
general or particular, and what no just government should refuse or rest on inference.”
16. Is the author of this quote a Federalist or Anti-Federalist?
17. What is the author trying to say about the Bill of Rights?
18. What does the author mean by a “just government”?
Part 4:
Many of the ideas in the Federalist/Anti-Federalist debates seem to some
quite relevant today. Some would say it all boils down to a question of the
benefits of a strong central government versus states’ rights or the rights of
states to make their own decisions. Others would say it is a question of more
government controls versus an individual’s personal right to make his or her
own decision as to what is best for him or her.
After studying both sides of the debates for and against ratification,
answer the following questions:
1. How do you feel? Based on all that you have researched, would you
consider yourself a Federalist or Anti-Federalist and why?
2. If the 1787 Constitution were presented today for ratification, would it be
ratified? Why or why not?
3. What issues are still relevant today as in 1787? What issues are different?
4. Find two current events articles that are written about the same issues as
those debated during the ratification of the constitution. Print each article
and write a brief description comparing it to the issue during ratification.
30
Lesson 5- Articles of Confederation & Constitutional Convention
Continue
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT
12.1.3, 12.1.4, 12.1.5
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
1, 2, 4, 6, 7, 8, 9, 10
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
2b, 5, 8, 10
31
Lesson 6 -Structure of Constitution
Part 1:
View the PowerPoint entitled The Constitution and answer the following
questions:
1. What date was The Constitution signed?
2. Who is The Father of the Constitution?
3. What are the three parts of The Constitution?
4. List and describe the six principles of The Constitution.
5. What is a Preamble?
6. List each of the seven articles of The Constitution with a brief description
of the subject of each article.
Read Chapter 2, Section c and Chapter 3, Sections a-c of the online
textbook and answer the following questions:
7. How did the framers use the idea of Separation of Powers?
8. How are Checks and Balances used in The Constitution?
9. What are three different topics that the reading suggests are the same or
different in states because of Federalism?
10. What are the main advantages of a Federal system of government?
11. What are the three types of power that The Constitution gives to the
national government? Provide a brief description of each power.
12. Some powers are set aside for the states. What are these powers called?
What is an example of states utilizing one of these powers?
13. What does the term Full Faith and Credit mean?
32
Lesson 6 -Structure of Constitution
Continued
14. After reading Chapter 2, Sections b-c, describe at least four events in
U.S. history where federalism was utilized?
Part 2:
Define the following terms using a dictionary or online dictionary. Use
each term in a sentence that shows you understand the meaning of the
term.
liberty
union
tranquility
welfare
posterity
ordain
Read the Preamble to The Constitution below. Rewrite each line using
your own words.
We the people of the United States,
in order to form a more perfect union,
establish justice,
insure domestic tranquility,
provide for the common defense,
promote the general welfare,
and secure the blessings of liberty
to ourselves and our posterity,
do ordain and establish this Constitution
for the United States of America.
After summarizing the Preamble in your own words, revisit the
information from Lesson 2 about democratic values. What specific phrases
in the Preamble align with the core democratic values of consent of the
governed, representative government, rule of law, individual rights and
checks and balances?
33
Lesson 6 -Structure of Constitution
Continued
Part 3:
Outlining The Constitution
Complete Worksheet in Consumable Packet
Read the US Constitution that is located at the end of this lesson guide or
on the internet and complete worksheet entitled Outlining the Constitution
located in the Consumable Packet.
Section of
The
Constitution
Explain the Main Subject, Structure or Power Addressed in the Article
Preamble
Article I
Article II
Article III
Article IV
Article V
Article VI
Article VII
34
Lesson 6 -Structure of Constitution
Continued
Part 4:
Outlining the Constitution’s Six Big Ideas
Revisit the PowerPoint entitled The Constitution and review the six big
ideas of The Constitution.
Visit http://www.archives.gov/exhibits/charters/constitution.html and select
the “read transcript” tab to read and analyze the text of The Constitution.
You can print the document if it is easier for you to read. Visit each section
of The Constitution to identify specific examples of the six big ideas in
action.
Examine the text to identify two examples of the assigned big idea in action.
Fill in the quote from the Constitution and its location. Rephrase the quotes
that you use to show that you understand their meanings. There will be
multiple correct answers for each big idea.
Complete the Worksheet in the Consumable Packet:
Article Section Clause Quote Rephrase in your own
words
Popular
Sovereignty
Federalism
Separation
of Powers
Checks and
Balances
35
Judicial
Review
Limited
Government
Part 5:
View the PowerPoint entitled The Constitution and answer the following
questions:
1. Article V of the Constitution establishes ways to change the document or
add amendments. Describe the two ways the document can me amended.
2. How many times has the Constitution been amended?
3. When were the first amendments (Bill of Rights) passed?
4. Review all 27 Amendments to the Constitution. Choose the five that you
feel are the most important in your life and explain why you think they are
the most significant.
5. Do you think there are any additional amendments that should be added?
If so, what would they be?
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT
12.1.3, 12.1.5, 12.1.6, 12.4.1, 12.4.2, 12.7.1
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
1, 2, 5, 10
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
4, 6
36
Lesson 7: An Introduction to the Legislative Branch
Watch the following video from Discovery Education: http://player.discoveryeducation.com/views/hh_httpView.cfm?guidAssetId=fcbf0bdd-
ca19-4e3f-b5fe-052410a375d6 and take a half page of notes on the information
presented.
Part 1:
Read Chapter 6, Sections a-c of the online textbook entitled Congress: The
People’s Branch?, view The Legislative Branch PowerPoint and answer
the following questions in complete sentences:
1. What section of the U.S. constitution gives Congress its power?
2. What type of legislature does the U.S. have? What does that mean?
3. Name the requirements to be a member of the House of Representatives.
4. When does gridlock occur in Congress?
5. Name the requirements to be a Senator.
6. Who is the president of the Senate?
7. List three key important constitutional differences between the House of
Representatives and Senate.
8. Where does the majority of the work on bills take place? What is its
purpose?
9. List the four different types of committees and what the focus of each
committee is.
10. Who are your two Senators? Use the Senate website to find the answer.
http://www.senate.gov/general/contact_information/senators_cfm.cfm
11. Who is your representative in the House of Representatives? Use the
House of Representatives website to find your answer.
http://www.house.gov/representatives/find/
37
Lesson 7: An Introduction to the Legislative Branch
Continued
12. Explain what is meant by the term partisanship and explain why
partisanship is bad or good in Congress.
Part 2:
Return to your online textbook. Go to Chapter 6, Section a and scroll
down to the Article I section of the U.S. Constitution.
Complete the Worksheet in the Consumable Packet
Enumerated Legislative Powers Activity. Using the Social Studies
Reading Quest Opinion-Proof chart in the Consumable Packet pick two
powers of Congress granted by Section I of the U.S. Constitution that you
feel are most important to your everyday life.
On the left hand side, under Opinion, list the two powers that are most
important in your opinion. On the right hand side under Proof, give at least
three reasons why you feel this way for each power selected. Explain how
the power directly affects your everyday life.
Once you have completed the chart, answer the following question in
paragraph form (a minimum of 5 sentences):
Which power granted to Congress by the U.S. Constitution do you feel is the
most powerful? Why?
STANDARDS FOR GOVERNMENT 12.4.1, 12.7.1
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12 Students 1, 2, 5, 7
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12 Students 1a, 4, 9, 1
38
Lesson 8: The Legislative Branch- How a Bill Becomes A Law
Part 1:
Read Chapter 6, Section e of the online textbook entitled Congress: The
People’s Branch: How a Bill becomes a Law and answer the following
questions in complete sentences:
1. What is the primary purpose of constitutional provisions?
2. What three stages have to happen in order for a bill to become a law?
3. How long does a bill have to become a law?
4. What are the odds that a bill will become a law?
5. What are some criticisms of the current legislative process?
Part 2:
“I’m Just a Bill” • Visit the website:
http://www.postdiluvian.org/~gilly/Schoolhouse_Rock/HTML/history/bill.ht
ml
• Read over the lyrics of the “I’m Just a Bill” song from School House Rock.
• Visit the website:
http://www.schooltube.com/video/89a42a6866404f4baab7/Im-Just-a-Bill
• Watch the video.
• Using your knowledge from the online textbook, PowerPoint and the song,
make a list of the correct steps, in order, of a bill becoming a law.
Part 3: Current Legislation in Congress For this part of your lesson, you will be researching bills that are currently
being debated on the floor of Congress.
Visit the following website: http://thomas.loc.gov.
In the first search box labeled Search Bill Summary and Status, enter a key
word for current legislation you are interested in knowing more about. Some
key word ideas could be Immigration, Women, Housing, Online, Banking,
Budget, Taxes, Welfare, Education, Reform, Guns and Farming.
39
Lesson 8: The Legislative Branch- How a Bill Becomes A Law
Continued
Part 3 Continued:
Read through one of the bills that catches your eye. To read the bill, you will
need to click on the blue link that says H.R. or S. with a number after it. HR
is for bills in the House of Representatives, S is for bills in the Senate. Once
you open the link, click on the boxes that say All Information and Text of
Legislation and read through the bill.
After you have read through the proposed bill, answer the following
questions in complete sentences:
1. Who would this bill help? Would it hurt anyone?
2. What would happen if this bill became a law?
3. What would change if this bill became a law?
4. Do you support this bill or oppose it? Why?
5. Write a letter to your Representative expressing your opinion on the bill.
Use the business letter format on the following page to write your letter. All
letters must be typed. Letters will be mailed to your representative. Your
representative’s mailing address is available at http://clerk.house.gov.
40
Basic Business Letter Example#1
Your Name
Your Address
Your City, State Zip Code
Your Phone Number
Your Email Address
Date
Representative/Senator’s Name
Title
Address
City, State Zip Code
Dear Senator/Representative ___________:
First Paragraph: Begin your letter by stating the specific bill that you are writing to
them about. Explain why you are doing research on it and how you feel they should vote
on this proposed legislation.
Middle Paragraphs: Briefly discuss your opinions about the proposed legislation and
why you feel that way about it. Tell them how this legislation will directly impact your
day to day life it is/is not passed and why that would upset you or make your quality of
life better.
Final Paragraph: Wrap up your letter. Restate the way you feel about the proposed
legislation. Remind them that you will soon be of voting age or are of voting age (if you
are over 18) and that you would like to see your Congressional representative value the
opinions of all of their constituents that they represent. Thank them for their time.
Sincerely,
Handwritten Signature
Typed Full Name
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT 12.4.1, 12.4.3
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 2, 5, 7
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 2a, 2d, 2e, 4, 7, 9, 10
41
Lesson 9: An Introduction to the Executive Branch
Watch the following video about the Executive Branch https://www.youtube.com/watch?v=AtGE3UNZvR0 and take a half page of
notes on the information presented.
Part 1:
Read Chapter 7, Sections a-e of the online textbook entitled The
Presidency: The Leadership Branch?, view The Executive Branch
PowerPoint and answer the following questions in complete sentences:
1. Why is it said that the Presidency was created in the image of George
Washington?
2. Name three qualities that we, as Americans, seek in our president.
3. What part of the constitution gives the President his or her power?
4. List the Constitutional qualifications for the Office of the President.
5. What are five of the eight powers of the President?
6. What is the 22nd
Amendment?
7. Who votes for the President? What part of the Constitution establishes
this?
8. Make a chain showing the succession of the presidency in the event of
untimely death (for the first four people).
9. What is the first official duty of the President?
10. Who are the current Secretary of State, Secretary of the Treasury,
Secretary of War and the Attorney General?
11. Of the common leadership qualities that a president possesses, which
two do you think are the most important to have? Why?
42
Lesson 9: An Introduction to the Executive Branch
Continued
Part 2: Presidential Bios
Read the presidential bios on the following pages for Presidents Washington,
Lincoln, F.D. Roosevelt, Kennedy, Clinton, G.W. Bush and Obama. As you
read, take notes on the following information:
• When elected and how long served
• Significant events that occurred during each presidency
• Important policy that was passed during each presidency
Once you have finished the reading and note taking, write a five paragraph
essay addressing the following prompt:
Using the significant events and important policy as your criteria, rank these
seven presidents from worst to greatest according to their impact on our
modern day society. Use specific information from the bios.
Use the rubric on the next page as you write you essay in order to meet all of
the grading criteria.
(ON
Irli:X[f\
OF
(T
I\
IO
R(A
’\IZ&
IiO\
(O
vI:N
TIO
NS
PIR
StA
SIV
10(1
SA
RF
A
41)1\S
J(R
II
HU
1 IIINK
I%(
am
itip
im,i.m
•ts
ucd
iieo
tialnie
•Iic
iat
ienec•
maid
!runimar
csipitaiitmiii
•eiie
.timils
iaIm
.i•
•L
ieI
eJ
dci.
•lid
isihO
0lt
iitr.il•
flltkidiiiOi0fl
eIi\Ll\
w‘°°
pellm
c.nkne
•h
trucLtirc
dition
md
I1
110
tIiLIIl
idIi
pit
or
pimp.
)i
si impls
iip
IrIsthe
•hod
elketi
Isdes
elopsthe
•ids
nIlo
sst
rIots15
5the
is0ut
II
opmions
CC
ir5
•ptootis
tdmis
LIident
eii
ssod
poP
md
sippolled
lUS
hflitmeiit
tilLn
iLO
il5.5
iirim
.i
opinIonsIi
IIet
iii
tpp
iop
tiite
•conslitsion
ILtise
lin
iliies•
ttLetiS
Lts
Intlip
stesi
insssetthe
Sip
.I
SOL
O
•IC
CU
tIlp
Siid
nthe
wine
idUb
1011Ii o
ii.0
miio
eiiis
ici
iiijlli
Iii
ijill
•ii
ill
10101
4.4
44
4
a.s.otid
.app.roach•
generallyclear
a.ndhocused
ona
•reader
cantollow
sequence•
goodgram
mar,
elipitaliz.ation.,•
electively
Statesa
thesis•
Prestdcnts
are
aw
ellilcectoped
idclsc.entom
lthem
e•
introductionstates
thethem
eplinctuation.
spel Iing.and
•supports
arsiuments
WI 1P
evidencemmd
OSPLIP
WorS
t,
‘‘i
Iisaisim
iraphingI
Iii
IIi
aI-i
III
ILl
1ili
hu
nt
iip
Piii
aii
Im
endt
ht
iii
nlii
ntiu
iiliilb
tllLiii.
mn
thuIs
iin
tI
isI
LiU
ltiIt
0i
Iiii
p1i
illat
liiisit
nI
lUst
i1111Ill
idis
howhi
inp
um
Iipli
10ii
itIL
puarap
lia
inn
sip
Itss
iiI
so555.1
heIL
WII
Ohs
SU
MI
Iin
tn
itapproprlim
te.’;re.ade.r
might
mak..e
•te
xt
useit
10su
pport
roost
tele.sis0
IOC
Sa
ranmse
itstr.a
teg
ies
topersu
odc•
33
33
•d
cioiils
•cuti,i
1In
iei’.
,hciiih
itst
•se
oill
ormm
siiui/sutinnuts
hea
crisird
mit
blockitic
allilim
i.•
011101tlIei
•
dviit
551hiipps
01tush
elil
butii
triLtu
01L
IIu
ji
ip
.•
0111Ills
11III
1115Si
IllI1IL
5IL
l.
itippiop
UIts
suppoitittu
i iptedhut
mis
b5•
intiodnetionboth
otm
el usionstisO
ushi1
ta
u,u
nie
nts
at
dm. t
piedhorns
in
it IsIi
•opinii
nslit
ksip
posttoo
limits
itso
5.0
crit
sois
nothi
p.doped
es0
15
instp
oti
aI uP
10iiitie
lpill
01in
ml
lbsus
iiit
hiitte
mp
tdl
pm
itI
isL
ntn
sni
ituntsn
tsii
mik
iito
Iito
ititiji
aI Ililild
iiL
uicO
l.1
11
11.115
•st
iii
ui1
iiiIltlu
ttidem
‘12
22
5
aisa
ssanenot
ei.e.ar•
tacksa
centralthem
e•
unorganizeddifficult
‘totIllo
wa
numerous
errorsm
akethe
•thesis
missinsi
orunclear
aPres istents
arenot
aide
mII
itcannel
1•
Iisupport
am
isb5.
nitsin
intioduilio
nssrm
tt,m.
duhlieultii
reada
uum
entsii
1101lo
issI
m.
riotI
lI
iIi
Iuii
it
illp
illI
IiIs
iilii
Iit
lbI
lit’I
iiI
Ik
•Ii
Iit
Ii
iiiI
tiCttieliliu
iuit
Cl_
SI.
.5.,
5
IiII
IIIiii
II
uiln
nt
•I
IiI
I1
1
idiii
lip)
I5
43
George Washington On April 30, 1789, George Washington, standing on the balcony of Federal Hall on Wall
Street in New York, took his oath of office as the first President of the United States. "As the
first of every thing, in our situation will serve to establish a Precedent," he wrote James
Madison, "it is devoutly wished on my part, that these precedents may be fixed on true
principles."
Born in 1732 into a Virginia planter family, he learned the morals, manners, and body of
knowledge requisite for an 18th century Virginia gentleman.
He pursued two intertwined interests: military arts and western expansion. At 16 he helped
survey Shenandoah lands for Thomas, Lord Fairfax. Commissioned a lieutenant colonel in
1754, he fought the first skirmishes of what grew into the French and Indian War. The next
year, as an aide to Gen. Edward Braddock, he escaped injury although four bullets ripped his
coat and two horses were shot from under him.
From 1759 to the outbreak of the American Revolution, Washington managed his lands
around Mount Vernon and served in the Virginia House of Burgesses. Married to a widow,
Martha Dandridge Custis, he devoted himself to a busy and happy life. But like his fellow
planters, Washington felt himself exploited by British merchants and hampered by British
regulations. As the quarrel with the mother country grew acute, he moderately but firmly
voiced his resistance to the restrictions.
When the Second Continental Congress assembled in Philadelphia in May 1775,
Washington, one of the Virginia delegates, was elected Commander in Chief of the
Continental Army. On July 3, 1775, at Cambridge, Massachusetts, he took command of his
ill-trained troops and embarked upon a war that was to last six grueling years.
He realized early that the best strategy was to harass the British. He reported to Congress,
"we should on all Occasions avoid a general Action, or put anything to the Risque, unless
compelled by a necessity, into which we ought never to be drawn." Ensuing battles saw him
fall back slowly, then strike unexpectedly. Finally in 1781 with the aid of French allies--he
forced the surrender of Cornwallis at Yorktown.
Washington longed to retire to his fields at Mount Vernon. But he soon realized that the
Nation under its Articles of Confederation was not functioning well, so he became a prime
mover in the steps leading to the Constitutional Convention at Philadelphia in 1787. When
the new Constitution was ratified, the Electoral College unanimously elected Washington
President
He did not infringe upon the policy making powers that he felt the Constitution gave
Congress. But the determination of foreign policy became preponderantly a Presidential
concern. When the French Revolution led to a major war between France and England,
Washington refused to accept entirely the recommendations of either his Secretary of State
Thomas Jefferson, who was pro-French, or his Secretary of the Treasury Alexander
Hamilton, who was pro-British. Rather, he insisted upon a neutral course until the United
States could grow stronger.
To his disappointment, two parties were developing by the end of his first term. Wearied of
politics, feeling old, he retired at the end of his second. In his Farewell Address, he urged his
countrymen to forswear excessive party spirit and geographical distinctions. In foreign
affairs, he warned against long-term alliances.
Washington enjoyed less than three years of retirement at Mount Vernon, for he died of a
throat infection December 14, 1799. For months the Nation mourned him.
44
Abraham Lincoln Lincoln warned the South in his Inaugural Address: "In your hands, my dissatisfied fellow
countrymen, and not in mine, is the momentous issue of civil war. The government will not
assail you.... You have no oath registered in Heaven to destroy the government, while I shall
have the most solemn one to preserve, protect and defend it."
Lincoln thought secession illegal, and was willing to use force to defend Federal law and the
Union. When Confederate batteries fired on Fort Sumter and forced its surrender, he called
on the states for 75,000 volunteers. Four more slave states joined the Confederacy but four
remained within the Union. The Civil War had begun. The son of a Kentucky frontiersman,
Lincoln had to struggle for a living and for learning. Five months before receiving his party's
nomination for President, he sketched his life:
"I was born Feb. 12, 1809, in Hardin County, Kentucky. My parents were both born in
Virginia, of undistinguished families--second families, perhaps I should say. My mother, who
died in my tenth year, was of a family of the name of Hanks.... My father ... removed from
Kentucky to ... Indiana, in my eighth year.... It was a wild region, with many bears and other
wild animals still in the woods. There I grew up.... Of course when I came of age I did not
know much. Still somehow, I could read, write, and cipher ... but that was all."
Lincoln made extraordinary efforts to attain knowledge while working on a farm, splitting
rails for fences, and keeping store at New Salem, Illinois. He was a captain in the Black
Hawk War, spent eight years in the Illinois legislature, and rode the circuit of courts for many
years. His law partner said of him, "His ambition was a little engine that knew no rest."
He married Mary Todd, and they had four boys, only one of whom lived to maturity. In 1858
Lincoln ran against Stephen A. Douglas for Senator. He lost the election, but in debating with
Douglas he gained a national reputation that won him the Republican nomination for
President in 1860.
As President, he built the Republican Party into a strong national organization. Further, he
rallied most of the northern Democrats to the Union cause. On January 1, 1863, he issued the
Emancipation Proclamation that declared forever free those slaves within the Confederacy.
Lincoln never let the world forget that the Civil War involved an even larger issue. This he
stated most movingly in dedicating the military cemetery at Gettysburg: "that we here highly
resolve that these dead shall not have died in vain--that this nation, under God, shall have a
new birth of freedom--and that government of the people, by the people, for the people, shall
not perish from the earth."
Lincoln won re-election in 1864, as Union military triumphs heralded an end to the war. In
his planning for peace, the President was flexible and generous, encouraging Southerners to
lay down their arms and join speedily in reunion.
The spirit that guided him was clearly that of his Second Inaugural Address, now inscribed
on one wall of the Lincoln Memorial in Washington, D. C.: "With malice toward none; with
charity for all; with firmness in the right, as God gives us to see the right, let us strive on to
finish the work we are in; to bind up the nation's wounds.... "
On Good Friday, April 14, 1865, Lincoln was assassinated at Ford's Theatre in Washington
by John Wilkes Booth, an actor, who somehow thought he was helping the South. The
opposite was the result, for with Lincoln's death, the possibility of peace with magnanimity
died.
45
Franklin D. Roosevelt Assuming the Presidency at the depth of the Great Depression, Franklin D. Roosevelt helped
the American people regain faith in themselves. He brought hope as he promised prompt,
vigorous action, and asserted in his Inaugural Address, "the only thing we have to fear is fear
itself."
Born in 1882 at Hyde Park, New York-now a national historic site-he attended Harvard
University and Columbia Law School. On St. Patrick's Day, 1905, he married Eleanor
Roosevelt.
Following the example of his fifth cousin, President Theodore Roosevelt, whom he greatly
admired, Franklin D. Roosevelt entered public service through politics, but as a Democrat.
He won election to the New York Senate in 1910. President Wilson appointed him Assistant
Secretary of the Navy, and he was the Democratic nominee for Vice President in 1920.
In the summer of 1921, when he was 39, disaster hit-he was stricken with poliomyelitis.
Demonstrating indomitable courage, he fought to regain the use of his legs, particularly
through swimming. At the 1924 Democratic Convention he dramatically appeared on
crutches to nominate Alfred E. Smith as "the Happy Warrior." In 1928 Roosevelt became
Governor of New York.
He was elected President in November 1932, to the first of four terms. By March there were
13,000,000 unemployed, and almost every bank was closed. In his first "hundred days," he
proposed, and Congress enacted, a sweeping program to bring recovery to business and
agriculture, relief to the unemployed and to those in danger of losing farms and homes, and
reform, especially through the establishment of the Tennessee Valley Authority.
By 1935 the Nation had achieved some measure of recovery, but businessmen and bankers
were turning more and more against Roosevelt's New Deal program. They feared his
experiments, were appalled because he had taken the Nation off the gold standard and
allowed deficits in the budget, and disliked the concessions to labor. Roosevelt responded
with a new program of reform: Social Security, heavier taxes on the wealthy, new controls
over banks and public utilities, and an enormous work relief program for the unemployed.
In 1936 he was re-elected by a top-heavy margin. Feeling he was armed with a popular
mandate, he sought legislation to enlarge the Supreme Court, which had been invalidating
key New Deal measures. Roosevelt lost the Supreme Court battle, but a revolution in
constitutional law took place. Thereafter the Government could legally regulate the economy.
Roosevelt had pledged the United States to the "good neighbor" policy, transforming the
Monroe Doctrine from a unilateral American manifesto into arrangements for mutual action
against aggressors. He also sought through neutrality legislation to keep the United States out
of the war in Europe, yet at the same time to strengthen nations threatened or attacked. When
France fell and England came under siege in 1940, he began to send Great Britain all possible
aid short of actual military involvement.
When the Japanese attacked Pearl Harbor on December 7, 1941, Roosevelt directed
organization of the Nation's manpower and resources for global war.
Feeling that the future peace of the world would depend upon relations between the United
States and Russia, he devoted much thought to the planning of a United Nations, in which, he
hoped, international difficulties could be settled. As the war drew to a close, Roosevelt's
health deteriorated, and on April 12, 1945, while at Warm Springs, Georgia, he died of a
cerebral hemorrhage.
46
John F. Kennedy On November 22, 1963, when he was hardly past his first thousand days in office, John
Fitzgerald Kennedy was killed by an assassin's bullets as his motorcade wound through
Dallas, Texas. Kennedy was the youngest man elected President; he was the youngest to die.
Of Irish descent, he was born in Brookline, Massachusetts, on May 29, 1917. Graduating
from Harvard in 1940, he entered the Navy. In 1943, when his PT boat was rammed and sunk
by a Japanese destroyer, Kennedy, despite grave injuries, led the survivors through perilous
waters to safety.
Back from the war, he became a Democratic Congressman from the Boston area, advancing
in 1953 to the Senate. He married Jacqueline Bouvier on September 12, 1953. In 1955, while
recuperating from a back operation, he wrote Profiles in Courage, which won the Pulitzer
Prize in history.
In 1956, Kennedy almost gained the Democratic nomination for Vice President, and four
years later was a first-ballot nominee for President. Millions watched his television debates
with the Republican candidate, Richard M. Nixon. Winning by a narrow margin in the
popular vote, Kennedy became the first Roman Catholic President.
His Inaugural Address offered the memorable injunction: "Ask not what your country can do
for you--ask what you can do for your country." As President, he set out to redeem his
campaign pledge to get America moving again. His economic programs launched the country
on its longest sustained expansion since World War II; before his death, he laid plans for a
massive assault on persisting pockets of privation and poverty.
Responding to ever more urgent demands, he took vigorous action in the cause of equal
rights, calling for new civil rights legislation. His vision of America extended to the quality
of the national culture and the central role of the arts in a vital society.
He wished America to resume its old mission as the first nation dedicated to the revolution of
human rights. With the Alliance for Progress and the Peace Corps, he brought American
idealism to the aid of developing nations. But the hard reality of the Communist challenge
remained.
Shortly after his inauguration, Kennedy permitted a band of Cuban exiles, already armed and
trained, to invade their homeland. The attempt to overthrow the regime of Fidel Castro was a
failure. Soon thereafter, the Soviet Union renewed its campaign against West Berlin.
Kennedy replied by reinforcing the Berlin garrison and increasing the Nation's military
strength, including new efforts in outer space. Confronted by this reaction, Moscow, after the
erection of the Berlin Wall, relaxed its pressure in central Europe.
Instead, the Russians now sought to install nuclear missiles in Cuba. When this was
discovered by air reconnaissance in October 1962, Kennedy imposed a quarantine on all
offensive weapons bound for Cuba. While the world trembled on the brink of nuclear war,
the Russians backed down and agreed to take the missiles away. The American response to
the Cuban crisis evidently persuaded Moscow of the futility of nuclear blackmail.
Kennedy now contended that both sides had a vital interest in stopping the spread of nuclear
weapons and slowing the arms race-a contention which led to the test ban treaty of 1963. The
months after the Cuban crisis showed significant progress toward his goal of "a world of law
and free choice, banishing the world of war and coercion." His administration thus saw the
beginning of new hope for both the equal rights of Americans and the peace of the world.
47
William J. Clinton During the administration of William Jefferson Clinton, the U.S. enjoyed more peace and
economic well being than at any time in its history. He was the first Democratic president
since Franklin D. Roosevelt to win a second term. He could point to the lowest
unemployment rate in modern times, the lowest inflation in 30 years, the highest home
ownership in the country's history, dropping crime rates in many places, and reduced welfare
rolls. He proposed the first balanced budget in decades and achieved a budget surplus. As
part of a plan to celebrate the millennium in 2000, Clinton called for a great national
initiative to end racial discrimination.
After the failure in his second year of a huge program of health care reform, Clinton shifted
emphasis, declaring "the era of big government is over." He sought legislation to upgrade
education, to protect jobs of parents who must care for sick children, to restrict handgun
sales, and to strengthen environmental rules.
President Clinton was born William Jefferson Blythe III on August 19, 1946, in Hope,
Arkansas, three months after his father died in a traffic accident. When he was four years old,
his mother wed Roger Clinton, of Hot Springs, Arkansas. In high school, he took the family
name.
He excelled as a student and as a saxophone player and once considered becoming a
professional musician. As a delegate to Boys Nation while in high school, he met President
John Kennedy in the White House Rose Garden. The encounter led him to enter a life of
public service.
Clinton was graduated from Georgetown University and in 1968 won a Rhodes Scholarship
to Oxford University. He received a law degree from Yale University in 1973, and entered
politics in Arkansas.
He was defeated in his campaign for Congress in Arkansas's Third District in 1974. The next
year he married Hillary Rodham, a graduate of Wellesley College and Yale Law School. In
1980, Chelsea, their only child, was born.
Clinton was elected Arkansas Attorney General in 1976, and won the governorship in 1978.
After losing a bid for a second term, he regained the office four years later, and served until
he defeated incumbent George Bush and third party candidate Ross Perot in the 1992
presidential race. Clinton and his running mate, Tennessee's Senator Albert Gore Jr., then 44,
represented a new generation in American political leadership. For the first time in 12 years
both the White House and Congress were held by the same party. But that political edge was
brief; the Republicans won both houses of Congress in 1994.
In 1998, as a result of issues surrounding personal indiscretions with a young woman White
House intern, Clinton was the second U.S. president to be impeached by the House of
Representatives. He was tried in the Senate and found not guilty of the charges brought
against him. He apologized to the nation for his actions and continued to have unprecedented
popular approval ratings for his job as president.
In the world, he successfully dispatched peace keeping forces to war-torn Bosnia and bombed
Iraq when Saddam Hussein stopped United Nations inspections for evidence of nuclear,
chemical, and biological weapons. He became a global proponent for an expanded NATO,
more open international trade, and a worldwide campaign against drug trafficking. He drew
huge crowds when he traveled through South America, Europe, Russia, Africa, and China,
advocating U.S. style freedom.
48
George W. Bush George W. Bush is the 43rd President of the United States. He was sworn into office on
January 20, 2001, re-elected on November 2, 2004, and sworn in for a second term on
January 20, 2005. Prior to his Presidency, President Bush served for 6 years as the 46th
Governor of the State of Texas, where he earned a reputation for bipartisanship and as a
compassionate conservative who shaped public policy based on the principles of limited
government, personal responsibility, strong families, and local control.
President Bush was born on July 6, 1946, in New Haven, Connecticut, and grew up in
Midland and Houston, Texas. He received a bachelor’s degree in history from Yale
University in 1968, and then served as an F-102 fighter pilot in the Texas Air National
Guard. President Bush received a Master of Business Administration from Harvard Business
School in 1975. Following graduation, he moved back to Midland and began a career in the
energy business. After working on his father’s successful 1988 Presidential campaign,
President Bush assembled the group of partners who purchased the Texas Rangers baseball
franchise in 1989. On November 8, 1994, President Bush was elected Governor of Texas. He
became the first Governor in Texas history to be elected to consecutive 4-year terms when he
was re-elected on November 3, 1998.
Since becoming President of the United States in 2001, President Bush has worked with the
Congress to create an ownership society and build a future of security, prosperity, and
opportunity for all Americans. He signed into law tax relief that helps workers keep more of
their hard-earned money, as well as the most comprehensive education reforms in a
generation, the No Child Left Behind Act of 2001. This legislation is ushering in a new era of
accountability, flexibility, local control, and more choices for parents, affirming our Nation’s
fundamental belief in the promise of every child. President Bush has also worked to improve
healthcare and modernize Medicare, providing the first-ever prescription drug benefit for
seniors; increase homeownership, especially among minorities; conserve our environment;
and increase military strength, pay, and benefits. Because President Bush believes the
strength of America lies in the hearts and souls of our citizens, he has supported programs
that encourage individuals to help their neighbors in need.
On the morning of September 11, 2001, terrorists attacked our Nation. Since then, President
Bush has taken unprecedented steps to protect our homeland and create a world free from
terror. He is grateful for the service and sacrifice of our brave men and women in uniform
and their families. The President is confident that by helping build free and prosperous
societies, our Nation and our friends and allies will succeed in making America more secure
and the world more peaceful.
President Bush is married to Laura Welch Bush, a former teacher and librarian, and they have
twin daughters, Barbara and Jenna. The Bush family also includes two dogs, Barney and
Miss Beazley, and a cat, Willie.
49
Barack Obama President Obama was born in Honolulu, Hawaii on August 4th, 1961, to a father from Kenya
and a mother from Kansas. Growing up, he was also raised by his grandfather, who served in
Patton’s army, and his grandmother, who worked her way up from the secretarial pool to
become vice president at a local bank.
After working his way through school with the help of scholarship money and student loans,
President Obama moved to Chicago, where he worked as an organizer to help rebuild
communities devastated by the closure of local steel plants.
He went on to Harvard Law School, where he was elected the first African-American
president of the Harvard Law Review. After graduating, President Obama went on to lead
one of the most successful voter registration drives in state history, and continued his legal
work as a civil rights lawyer and a professor teaching constitutional law at the University of
Chicago.
Barack Obama was first elected to the Illinois State Senate in 1996. During his time in
Springfield, he passed the first major ethics reform in 25 years, cut taxes for working
families, and expanded health care for children and their parents. Elected to the U.S. Senate
in 2004, he reached across the aisle to pass the farthest-reaching lobbyist reform in a
generation, lock up the world’s most dangerous weapons, and bring transparency to
government by tracking federal spending online.
Barack Obama was sworn in as president on January 20th, 2009. He took office in the middle
of the worst economic crisis since the Great Depression, at a time when our economy was
losing 800,000 jobs a month. He acted immediately to get our economy back on track.
Today, the private sector has added back more than 5 million jobs. There’s more work to do,
but we’re on the right track.
In his first term, the President passed the landmark Affordable Care Act, helping to put
quality health care within reach for more Americans. He ended the war in Iraq and is working
to responsibly end the war in Afghanistan, passed historic Wall Street reform to make sure
taxpayers never again have to bail out big banks, and cut taxes for every American worker—
putting $3,600 back in the pockets of the typical family. He’s fought for equal rights and a
woman’s right to make her own health decisions. And he’s made a college education more
affordable for millions of students and their families.
The President believes an economy built to last starts with a strong and growing middle
class—that’s why he has a plan to create jobs and restore economic security to working
families. He’s been driven by the basic values that make our country great: America prospers
when we’re all in it together, when hard work pays off and responsibility is rewarded, and
when everyone—from Main Street to Wall Street—does their fair share and plays by the
same rules. Obama was reelected to a second term in November 2012.
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT 12.4.4
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 2, 5, 7
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 2e, 4, 7, 9, 10
50
Lesson 10: An Introduction to the Judicial Branch
Watch the following video of an overview of the judicial branch:
https://www.youtube.com/watch?v=vIAGONT7eME and take a half page
of notes on the information.
Part 1:
Read Chapter 9, Sections a-e of the online textbook entitled The Judicial
Branch, view The Judicial Branch PowerPoint and answer the following
questions in complete sentences:
1. What Article of the U.S. Constitution grants the Supreme Court its
powers?
2. What was the implied power in Article III that changed “everything” for
the Judicial Branch?
3. What is a writ?
4. Some of the language used in the Constitution and judicial opinions can
be challenging to understand (specifically John Marshall’s opinion on
Marbury v. Madison in section 9a).
Using a dictionary or www.dictionary.com, define the following terms:
a. Unconstitutional
b. Repugnant
c. Disgruntled
d. Paramount
e. Consequently
f. Emphatically
g. Conform
Once you have defined the terms, pick three of the words and find a
synonym for each (use a thesaurus). Then use the new word in an original
sentence to show your understanding of the term’s meaning.
5. What powers does Congress have in regards to the courts?
6. Who nominates justices to the Supreme Court? Who confirms them?
7. What are the only ways a Justice can be removed from the court?
51
Lesson 10: An Introduction to the Judicial Branch
Continued
Part 1 Continued:
8. How many total Justices are there? Who is the current Chief Justice?
9. Roughly how many petitions are received by the courts each year? About
how many cases are actually heard?
10. What is the federal court system’s most important power?
Part 2:
In the online textbook, you have read about the Supreme Court case of
Marbury v. Madison. Do you truly understand what happened in this case
and why it is significant?
Warm up Activity: Complete the following activities:
Imagine you have been elected the new Mayor of San Diego. The outgoing
mayor gave jobs to several of his political friends but the paperwork has not
made it to the personnel office yet.
1. Should you:
a: Honor the jobs promised by the old mayor?, or
b: Cancel the jobs since they are not “officially” in the system yet?
2. What are the possible negatives to denying these people their jobs? What
are the possible positives to allowing them to take these jobs?
3. Would it make a difference if the perspective employees had worked
against you in the mayoral elections?
Summary of Marbury v. Madison:
Thomas Jefferson, a member of the Republican Party, won the election of
1800. Before Jefferson took office, John Adams, the outgoing President who was a
Federalist, quickly appointed 58 members of his own party to fill government jobs
created by Congress. He did this because he wanted people from his political party in
office.
It was the responsibility of Adams' Secretary of State, John Marshall, to finish
the paperwork and give it to each of the newly appointed officials. Although Marshall
52
signed and sealed all of the papers, he failed to deliver 17 of them to the appointees.
Marshall thought his successor would finish the job. But when Jefferson became
President, he told his new Secretary of State, James Madison, not to deliver some of the
papers. Those individuals couldn't take office until they actually had their papers in hand.
Adams had appointed William Marbury to be justice of the peace of the District
of Columbia. Marbury was one of the last-minute appointees who did not receive his
papers. He sued Jefferson's Secretary of State, James Madison, and asked the Supreme
Court of the United States to issue a court order requiring that Madison deliver his
papers.
Marbury argued that he was entitled to the job and that the Judiciary Act of 1789
gave the Supreme Court of the United States original jurisdiction to issue a writ of
mandamus, which is the type of court order he needed. When the case came before the
Court, John Marshall — the person who had failed to deliver the commission in the first
place — was the new Chief Justice. The Court had to decide whether Marbury was
entitled to his job, and if so, whether the Judiciary Act of 1789 gave the Court the
authority it needed to force the Secretary of State to appoint Marbury to his position
William Marbury had been appointed a Justice of the Peace of the District of
Columbia by President John Adams under the Judiciary Act of 1800. Marbury was an
ardent Federalist, active in Maryland politics and aligned with John Adam's wing of the
party. He supported an effort to change the way the Electoral College electors were
selected in Maryland; a change that might have defeated Thomas Jefferson and put John
Adams back in the White House for another four years. It is entirely understandable that
Jefferson and Madison were united against him and that they would not have delivered
the commission even if ordered to by the Supreme Court.
The Court unanimously decided not to require Madison to deliver the
commission to Marbury. Chief Justice Marshall understood the danger that this case
posed to the power of the Supreme Court. Because Madison was President Jefferson’s
secretary of state and Jefferson was head of the Democratic Party while Chief Justice
Marshall and Marbury were Federalists, President Jefferson was almost certain to direct
Madison to refuse to deliver the commission to Marbury. If the Court required Madison
to deliver the commission and Madison refused, the Court had no power to force him to
comply, and, therefore the Court would look weak. If the Court did not act, it would look
like the justices made their decision out of the fear that Madison would not obey their
decision.
The justices struck a middle ground between these alternatives in their opinion,
written by Chief Justice Marshall. The Court ruled that Marbury was entitled to his
commission, but that according to the Constitution, the Court did not have the authority
to require Madison to deliver the commission to Marbury in this case.They found that the
Judiciary Act of 1789 conflicted with the Constitution because it gave the Supreme Court
more authority than it was given under the Constitution. The dispute centered around the
difference between the Supreme Court’s original jurisdiction and its appellate
jurisdiction. If the Court has original jurisdiction over a case, it means that the case can
go directly to the Supreme Court and the justices are the first ones to decide the case. If
the Court has appellate jurisdiction, however, the case must first be argued and decided
by judges in the lower courts. Only then can it be appealed to the Supreme Court, where
53
the justices decide whether the rulings of the lower courts were correct. Marbury brought
his lawsuit under the Court’s original jurisdiction, but the justices ruled that it would be
an improper exercise of the Court’s original jurisdiction to issue the writ of mandamus in
this case.
The Judiciary Act of 1789 authorized the Supreme Court to “issue writs of
mandamus … to persons holding office under the authority of the United States.” A writ
of mandamus is a command by a superior court to a public official or lower court to
perform a special duty. The Court said this law attempted to give the Court the authority
to issue a writ of mandamus, an exercise of its original jurisdiction, to Secretary of State
Madison. However, Article III, section 2, clause 2 of the Constitution, as the Court read
it, authorizes the Supreme Court to exercise original jurisdiction only in cases involving
“ambassadors, other public ministers and consuls, and those [cases] in which a state shall
be a party. In all other cases, the Supreme Court shall have appellate jurisdiction.” The
dispute between Marbury and Madison did not involve ambassadors, public ministers,
consuls, or states. Therefore, according to the Constitution, the Supreme Court did not
have the authority to exercise its original jurisdiction in this case. Thus the Judiciary Act
of 1789 and the Constitution were in conflict with each other.
Declaring the Constitution “superior, paramount law,” the Supreme Court ruled
that when ordinary laws conflict with the Constitution, they must be struck down.
Furthermore, it is the job of judges, including the justices of the Supreme Court, to
interpret laws and determine when they conflict with the Constitution. According to the
Court, the Constitution gives the judicial branch the power to strike down laws passed by
Congress, the legislative branch. This is the principle of judicial review. Thus, it has
been recognized since this decision that it is “emphatically the province and duty of the
judicial department to say what the law is.”
Through this decision, Chief Justice Marshall established the judicial branch as
an equal partner with the executive and legislative branches within the developing system
of government. By refusing to require Madison and Jefferson to deliver the commission
to Marbury, he did not give Madison the opportunity to disobey the Court, making it look
weak. And, by declaring the Court’s power through the principle of judicial review, he
made it clear that the justices did not make their decision out of fear. Instead, he
announced that the Constitution is the supreme law of the land, and established the
Supreme Court as the final authority for interpreting it.
After reading the case summary for Marbury v. Madison, answer the
following questions in complete sentences:
4. Keeping in mind his role in the original appointments, who was Chief
Justice Marshall likely to side with, Marbury or Madison? Provide a quote
from the text that makes you think this?
54
Lesson 10: An Introduction to the Judicial Branch
Continued
Part 2 Continued:
5. If the Court decided that Marbury was entitled to his job, how could it be
sure that the executive branch would deliver it? Does the Court have the
power to force compliance? What would happen if the Court issued the writ,
but the executive branch refused to comply?
6. According to Article 3, Section 2 of the Constitution, in what types of
cases does the Supreme Court of the United States have original
jurisdiction? Does the Congress have the authority to change the Court's
jurisdiction? Provide a quote from the constitution that answers this
question.
7. Explain the principle of Judicial Review in your own words.
Part 3: Visit http://www.streetlaw.org/en/landmark/home. One-by-one, select each
of the following cases from the lower right-hand corner:
• Dred Scott v. Sanford (1857)
• Plessy v. Ferguson (1896)
• Brown v. Board of Education (1954)
• Miranda v. Arizona (1966)
• Roe v. Wade (1973)
• US v. Nixon (1974)
When on the homepage for each case, click on the Overview, Background,
and Decision tabs. Read all of the information on each tab. Once you have
read the information in all three tabs, click on the Background tab again and
click on the number two tab (the one with two dots) under Background
Summary and Questions to Consider.
Read each case one by one and then answer the questions at the bottom of
the page from the Background Summary and Questions to Consider tab on
your paper. Make sure to label each case and number your question
responses.
55
Lesson 10: An Introduction to the Judicial Branch
Continued
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT: 12.4.5, 12.4.6, 12.5.3, 12.5.4, 12.7.7
CCLS 11-12th Students: 4c, 4d, 6
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students: 2, 4, 5, 6, 7
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students: 4, 6, 7, 8, 9, 10
56
Lesson 11: The Bill of Rights
Part 1:
Read Chapter 2, Section d of the online textbook entitled Foundations of
American Government: The Bill of Rights and answer the following
questions in complete sentences:
1. What are the Bill of Rights also known as?
2. What did people feel the Bill of Rights guaranteed?
3. Those who supported the constitution became known as _________.
Those who opposed its ratification were called ___________.
4. What did the Federalists support?
5. What did the anti-Federalists favor and believe?
6. Name one of the leading figures in creating the Bill of Rights. Why did he
oppose the constitution in its original state?
7. What two amendments were not ratified by the states?
8. What year was the Bill of Rights ratified?
9. Together with the Declaration of Independence and the Constitution, what
did the Bill of Right help do?
Part 2: I Have Rights?! Activity
Complete the Worksheet in the Consumable Packet: Read and complete the I Have Rights?! Activities that are in the
Consumable Packet.
57
Lesson 11: The Bill of Rights
Continued
Part 3:
Make a list of the rights that are guaranteed by the First Amendment and the
Fourteenth Amendment. Choose three of these rights, research the changing
of interpretation over time and write one paragraph about each. For instance,
the freedom of speech is a right that is hotly debated. What should you be
able to say and about whom? The courts have decided on this issue on
several occasions. How has the interpretation of the right changed over time
and for what reason?
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT: 12.1.6, 12.2.1, 12.2.5, 12.5.1
CCLS 11-12th Students: 4d, 6
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students: 1, 2, 4, 5, 7
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students: 1a, 4, 7, 9, 10
58
Lesson 12: Immigration and Citizenship in the U.S.
Part 1:
Go to the United States Citizenship and Immigration Services website at http://www.uscis.gov/portal/site/uscis/menuitem.acfc8bb2d633f506e34f4a10526e0aa0/?v
gnextoid=807c7f64aef2b210VgnVCM100000082ca60aRCRD&vgnextchannel=c242df6
bdd42a210VgnVCM100000b92ca60aRCRD and watch the video: A Promise of
Freedom: An Introduction to U.S. History and Civics for Immigrants.
Next, read Chapter 10, Section d of the online textbook entitled Civil
Liberties and Civil Rights: Citizenship Rights, view the Citizenship
PowerPoint and answer the following questions in complete sentences:
1. What is a resident alien? A non-resident alien?
2. What must an “alien” in the United States do?
3. What state in the U.S. has the highest number of immigrants?
4. What did the 14th Amendment of the U.S. Constitution do to citizenship?
5. Summarize in your own words the following concepts:
a. Native Born Citizens
i. Jus Soli
ii. Jus Sanguinis
b. Citizens by Naturalization
6. What did the Child Citizenship Act of 2000 enact?
7. Name the three ways in which a person can lose his or her citizenship.
8. What are the rights of aliens? Include all five in your answer.
9. Are aliens allowed to vote?
10. Why was the Immigration Act of 1996 considered controversial?
59
Lesson 12: Immigration and Citizenship in the U.S.
Continued
Part 2: The New Americans
What do you think about people who come to the U.S. from other counties?
For this part of your assignment, you will be discovering more about your
position on U.S. Immigration.
The National Immigration Forum reports that 30 percent of native-born
Americans are strongly anti-immigrant. Another 40 percent characterize
themselves as "on the fence," unsure whether immigrants constitute a
positive or negative presence in America.
Americans offer varied positive and negative perspectives regarding
immigrants. There are points of view, for example, regarding immigrants'
impact on the U.S. labor force and issues around terrorism and immigration.
Gathering information on pro and con arguments can be helpful if making
conclusions regarding immigrants' roles in the United States.
Next to the following 10 statements, choose an opinion and write it down
on your paper. Your opinion options are: strongly agree, agree somewhat,
disagree somewhat or strongly disagree for each statement.
a. There are too many immigrants coming to the United States.
b. The U.S. government should put more Immigration and
Naturalization Service Border Patrol Agents on the border with
Mexico.
c. Illegal immigrants take away jobs from U.S. citizens.
d. U.S. immigration policy has been fair to all groups entering the
U.S.
e. If a country is having economic problems, the U.S. should allow
its residents to come here for a better life.
f. Immigration has helped the United States.
g. Having a variety of cultures and languages in America benefits
everyone.
h. Most immigrants come to the U.S. just to get on welfare.
i. Everyone who comes to the U.S. should be required to learn
English.
j. If a country is having political problems, the U.S. should allow
persecuted citizens from this country to seek asylum here.
60
Lesson 12: Immigration and Citizenship in the U.S.
Continued
Part 2 Continued:
Once you have chosen a position for each statement, visit the following
website: http://www.pbs.org/independentlens/newamericans/quiz.html
Take the online quiz. Be sure to read the explanation of each answer after
submitting. Once you have completed the quiz, read the question “Were
you as informed as you thought you were?”, and reflect on how many of
your answers were incorrect (chances are, you will get quite a few wrong).
Write about the following:
1. Why do you feel the way you do about immigration?
2. On the opinions listed above, pick two that you listed as Strongly Agree
or Disagree. Explain why you feel that way.
3. Why do you think that you got so many answers wrong on the quiz? Were
your ideas about immigration completely accurate or did you not realize
many facts about immigration?
Once you have finished reflecting, you will answer the following questions
in complete sentences:
1. Do you think the naturalization process should be easier or harder?
Defend your opinion.
2. If you could add more requirements to the process, what would they
be?
3. Should there be another path to citizenship? If yes, describe what it
would look like. If no, defend why you think the current method for
Naturalization is a good one.
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT: 12.2.6, 12.10
CCLS 11-12th Students: 4d, 6
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students: 1, 2, 4, 5, 7
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students: 1a, 2e, 4, 6, 7, 9, 10
61
Lesson 13: U.S. Public Policy
Part 1:
Read the first page of Chapter 11 of the online textbook entitled Policy
Making: Political Interactions, view the PowerPoint entitled U.S. Public
Policy and answer the following questions:
1. What is Public Policy? Who can create it?
2. What are the steps of creating Public Policy? Give a brief description of
each step.
3. Who has the biggest role in setting the agenda? At all times our society
faces problems. How does the government choose which problems to focus
on solving?
4. Name three ways that a policy can be adopted or put into action.
5. How are policies implemented or carried out?
6. What are the six areas of public policy?
Part 2:
Read Chapter 11, Sections a-b of the online textbook entitled Foreign
Policy and Defense Policy, view the PowerPoint entitled U.S. Public Policy
and answer the following questions:
1. Explain the terms isolationism and containment. How do these two ideas
of foreign policy compare with the level of foreign relations our country has
today?
2. What are the goals of foreign policy?
3. Name five groups that help shape foreign policy and the role each plays.
4. What three people or groups create and implement the defense
department?
62
Lesson 13: U.S. Public Policy
Continued
Part 2 Continued:
5. What were the threats to national security as stated by the Defense
Department in 1993? Since that time:
a. Which threats are no longer as prominent?
b. Which have grown in importance?
c. Which are still at the same level?
d. Are there any threats that you think should be added to the list?
Executive Order Activity: Read the following information about executive orders and complete the activity that
follows.
An executive order is a presidential policy directive that implements or interprets a
federal statute, a constitutional provision, or a treaty.
The president's power to issue executive orders comes from Congress and the U.S.
Constitution.
Executive orders do not require congressional approval. Thus, the president can use them
to set policy while avoiding public debate and opposition. Presidents have used executive
orders to direct a range of activities, including putting Japanese-Americans in internment
camps during World War II; discharging civilian government employees who had been
disloyal, following World War II; enlarging national forests; prohibiting racial
discrimination in housing; pardoning Vietnam War draft evaders; giving federal workers
the right to bargain collectively; keeping the federal workplace drug free; and sending
U.S. troops to Bosnia.
Historically, executive orders related to routine administrative matters and to the internal
operations of federal agencies, such as amending civil service rules and overseeing the
administration of public lands. More recently, presidents have used executive orders to
carry out legislative policies and programs. As a result, the executive order has become a
critical and sometimes controversial tool in presidential policy making. For example,
President John F. Kennedy used an executive order to eliminate racial discrimination in
federally funded housing.
President Lyndon B. Johnson acted through an executive order to prohibit discrimination
in government contractors' hiring practices; President Richard M. Nixon used an
executive order to set a ninety-day freeze on all prices, rents, wages, and salaries in
reaction to rising inflation and unemployment.
63
Most executive orders have the force and effect of law. They impose sanctions, determine
legal rights, limit agency discretion, and require immediate compliance. Federal courts
uphold such orders to be the equivalent of federal statutes.
Executive orders are not expressly granted to the president in the constitution, but several
interpretations of the U.S. Constitution have been cited to support the issuance of
executive orders. Among the citations in the constitution are:
Vestiture Clause, which states, "The executive Power shall be vested in a
President of the United States of America" (art. II, § 1, cl. 1);
Take Care Clause, which states that the president "shall take Care that the
Laws be faithfully executed" (art. II, § 3);
Commander in Chief Clause, which states that the president "shall be
Commander in Chief of the Army and Navy of the United States, and of
the Militia of the several States, when called into the actual Service of the
United States" (art. II, § 2, cl. 1).
Executive orders have been used to influence issues in hundreds of areas. Most concern
foreign relations and national security. Governors can also issue executive orders in their
state. Many involve War-related and emergency activities such as:
In September 1939, President Franklin D. Roosevelt regulated the enforcement
of the neutrality of the United States "in the war then being fought
between Germany and France; Poland; and the United Kingdom, India,
Australia, and New Zealand"(WWII) (Exec. Order No. 8,233, 4 Fed. Reg.
3,822).
By February 1942, the United States had joined World War II, and Roosevelt
ordered the confinement of Japanese-Americans to internment camps
following the bombing of Pearl Harbor in January 1941 (Exec. Order No.
9,066, 7 Fed. Reg. 1,407).
In March 1947, following the war, President Harry S. Truman established
loyalty review boards to fire civilian government employees who had
been disloyal during the war (Exec. Order No. 9835, 3 C.F.R. 627 (1943–
1948).
In January 1977, following the Vietnam War, President Jimmy Carter directed
the U.S. attorney general to cease investigating and indicting Vietnam
War draft evaders (Exec. Order No. 11,967, 42 Fed. Reg. 4,393).
In December 1995, President Bill Clinton ordered the U.S. reserve armed
forces into active duty to augment the active armed forces' operations in
and around the former Yugoslavia (Bosnia) (Exec. Order No. 12,982, 60
Fed. Reg. 63,895).
Following the September 11th Terrorist Attacks on the United States,
President George W. Bush used his authority to issue a number of
executive orders.
64
Lesson 13: U.S. Public Policy
Continued
Following his declaration of a national emergency on September 14,
2001, he called members of the armed forces' Ready Reserve to
active duty (Exec. Order No. 13,223, 66 Fed. Reg. 48201).
President Bush also created the Homeland Security Department by
executive order, before Congress authorized this cabinet-level
department (Exec. Order No. 12,228, 66 Fed.Reg. 51812).
*Information obtained from thefreedictionary.com
1. What is an executive order? Who issues an executive order?
2. On what occasions (for what reasons) are executive orders issued?
3. List three presidents from the reading and explain an executive order that
they issued.
4. Some well-known, possibly controversial, presidential executive orders
issued throughout history took place during the Cuban Missile Crisis, the
passage of Great Society legislation, the War Powers Act (Extended to
Japanese relocation), the Gulf War, Bosnia and the September 11th attacks.
Research the executive orders surrounding these seven events. Give a brief
description of the order, why it was issued and if there was controversy
surrounding the order.
Part 3:
Read Chapter 11, Sections c of the online textbook entitled Economic
Policy, view the PowerPoint entitled U.S. Public Policy and answer the
following questions:
1. What is the laissez-faire policy?
2. What is Keynesian economics? And when did it start?
3. How is the U.S. economic policy structured today?
4. What is monetary policy? What is inflation and deflation?
65
Lesson 13: U.S. Public Policy
Continued
5. What is the “Fed”?
6. What is Fiscal Policy?
7. Why do we pay taxes? What are our taxes used for?
8. According to the revenue pie chart in the PowerPoint, from where does
the federal government receive the majority of its revenue?
9. According to the spending pie chart in the PowerPoint, in what area does
the federal government spend the most money? What is the second highest
area of spending?
Part 4:
Read Chapter 11, Section d of the online textbook entitled Social and
Regulatory Policy, view the PowerPoint entitled U.S. Public Policy and
answer the following questions:
1. In what ways does the government support and regulate businesses?
2. In what ways does the government support and regulate labor?
3. Name six ways that the government implements social policy.
4. What is meant by regulatory policy and why is it important?
66
Lesson 13: U.S. Public Policy
Continued
Research Activity:
Answer the following questions: What is the amount the government spends
annually on welfare? Food stamps? Unemployment? Compare this with
the amount spent on education, where is more money spent?
Providing welfare social services is a hotly debated issue in American
politics today. In 2012, close to 27% of the budget was spent on welfare
which is nearly $800 Billion. This is compared to only 3% spent on
education. Visit the following website to understand the numbers better:
http://www.statisticbrain.com/welfare-statistics/.
Investigate the issue of welfare at the federal and state government levels.
Print four news articles from credible sources that discuss welfare or welfare
reform. The articles should show opposing sides of the welfare debate.
Summarize each article in a paragraph – four paragraphs total.
What are the biggest issues surrounding welfare and the need for reform?
What are the hotly discussed issues in welfare? Below are five questions that
are commonly discussed with the issues surrounding welfare. Find five
additional questions that are prominent in the debate. How do you feel about
each of these questions and the additional ones you find?
1. Who should be eligible to receive welfare benefits?
2. Is it the responsibility of a civil society to provide welfare services?
3. What responsibility should recipients have within the system if any?
4. Should there be a limit to the amount of welfare an individual receives?
5. Should recipients of welfare benefits be tested for drugs?
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT
12.3.1, 12.7.2, 12.7.5, 12.7.8
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
2, 6, 8, 9
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
1a, 7, 8, 9
67
Lesson 14: State Government
Part 1:
Complete Worksheets in Consumable Packet
Complete The Great State Activity worksheets in the Consumable Packet.
Then answer the following questions using information from the reading
and viewing the PowerPoint entitled State Government.
1. What are the four purposes served by state constitutions?
2. Access the State Constitution of California at the following website
http://www.leginfo.ca.gov/const-toc.html. Examine the different sections
then answer the following questions:
a. How many sections (articles) are there?
b. Select the hyperlink for Article 1: Declaration of Rights. How
are the articles divided into smaller parts?
c. Read Article 1: Section 1. Summarize this using your own
words. If you do not know the meaning of some of the words you
may need to look them up in a dictionary.
d. Do the same for sections the following sections 2(a), 13, 17, 29 of
Article 1.
3. What is the process to amend a state constitution?
4. What are the three branches of state government?
5. What are seven of the powers or responsibilities of a governor?
6. Name three executive officers and their roles in the executive branch.
7. What does the judicial branch do?
8. Fill in the chart with the names of our federal and state leaders. If you do
not know who these people are, you may use the internet to research their
names.
United States Name California Name
President Governor
Vice President Lieutenant Gov.
68
Lesson 14: State Government
Continued
Part 1Continued:
9. Find three recent news articles about the governor of California. For each
article describe what roles the governor is playing and what responsibilities
of the state that he is carrying out. For example, he may be playing the role
of the leader of our state, and he may be fulfilling the responsibility of
planning a budget or granting a pardon. Be sure to print each article and turn
it in with your lesson.
Part 2:
Complete Worksheets in Consumable Packet
Complete the On the Level Activities in the Consumable Packet to further
your understanding of the different levels of government.
Part 3:
Use the PowerPoint entitled State Government to answer the following
questions.
1. What are the top three categories where state governments spend money?
List them from greatest to least.
2. Go to the California Department of Education website and examine the
budget tables at http://www.cde.ca.gov/fg/fr/eb/cefedbudget.asp. Find chart
1 and list the four sources of funding for California schools.
3. At the same website as above, find Table 1. What is the total amount that
is projected for funding for education in California for the 2012- 2013
school year? Keep in mind that this number is in millions.
4. The governor’s proposed budget for 2012-2013 identified a $9.2 billion
deficit. Many ideas have been proposed to cut cost at schools, such as
cutting 15 days of school, so a traditional school year would go from being
175 days to 160.
69
Lesson 14: State Government
Continued
Part 3Continued:
Think of three ways that your school, The Charter School of San Diego,
Audeo Charter School, or Mirus Charter School, could save money, as a
whole.
5. How does the state regulate public health?
6. What services does public welfare provide?
7. Name five sources of revenue for the state.
8. What is a mandate?
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT 12.7.1, 12.7.2, 12.7.3, 12.7.6, 12.7.7
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 1, 2, 4, 6
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 4, 9
70
Lesson 15: Political Parties, Elections and Voting
Part 1:
Visit the following website: http://www.studentnewsdaily.com/conservative-vs-liberal-beliefs/ and
complete the activities below.
1. Liberal is defined as:
2. Conservative is defined as:
71
Lesson 15: Political Parties, Elections and Voting
Continued
Part 1 Continued:
Complete Worksheet in Consumable Packet
3. Read about each of the issues that follow. Complete the chart in the
Consumable Packet. Place an X below either liberal or conservative,
depending on where more of your beliefs lie for each issue. Then ask a
friend or family member his or her opinion. Use a Y to record his or her
responses.
Issue Liberal Conservative
Abortion
Affirmative Action
Death Penalty
Economy
Embryonic Stem Cell
Research
Energy
Global Warming
Gun Control
Healthcare
Homeland Security
Immigration
Private Property
Same Sex Marriage
Social Security
Taxes
War on Terror/Terrorism
Welfare
4. Analyze your responses. On which side did most of your responses lie?
What about your family member or friend’s? Did you mostly agree or
disagree? What are the reasons for your similarities and/or differences?
Address the response to these questions in a one paragraph response.
72
Lesson 15: Political Parties, Elections and Voting
Continued
Part 1 Continued:
5. Take a political party quiz at the following website:
http://www.pbs.org/newshour/vote2012/quiz/
Generally those who are more conservative tend to vote Republican and
those that are liberal tend to vote Democratic. Who ran as the Republican
candidate in the election of 2012? Who ran as the Democrat? Who won?
Who would you have voted for? Why?
6. Read the Republican and Democratic Platforms from the 2012 election.
Republican: http://www.gop.com/2012-republican-platform_home/
Democratic: http://www.democrats.org/democratic-national-platform
Complete a Venn Diagram comparing and contrasting the main ideas from
each party. Some ideas would be “reform Wall Street”, “end the war in Iraq”
or “build a strong military.”
7. Read Chapter 5, Section a from the online textbook at
http://www.ushistory.org/gov/5a.asp and learn what it means to be an
independent voter. Would you ever consider yourself an independent voter?
Why or why not?
8. Also read the information about political parties in the same section of the
online textbook. What are the four roles of political parties?
9. What is a two party system? What are three reasons for the two-party
system?
73
Lesson 15: Political Parties, Elections and Voting
Continued
Part 2:
Visit the Library of Congress website at
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/p
resentations/elections/home.html
Click on each section and read the information to answer the following
questions:
Party System
1. What are the two most powerful parties in the United States? Name four
other parties and research what they stand for.
2. Did our Founding Fathers support a party system? Support your answer.
Candidates
1. What are the three qualifications to run for President?
2. Who was the first president of the United States?
3. Go forward to the third page of the candidates section. How do
candidates convince voters to vote for them?
4. Examine the campaign posters from the website. Look at the two for
Millard Fillmore and James Buchanan on the left side of the page. Then
view the campaign posters at the following website:
http://abcnews.go.com/Politics/OTUS/slideshow/presidential-campaign-
posters-run-gamut-bold-bizarre-16602309.
Name three techniques the artists of the posters use to help the candidate. Do
you think that any of the posters would negatively impact that candidate’s
chances for election in today’s world?
74
Lesson 15: Political Parties, Elections and Voting
Continued
Now do a search to look at the campaign posters used in the 2012 election
by Barack Obama or Mitt Romney. Choose at least one from today and
print it out. Compare a poster from the past to a poster from the most recent
election. Write a paragraph comparing and contrasting the two posters. Be
sure to print the posters about which you are writing.
Voters
1. Who was allowed to vote at first in the United States?
2. What were some of the ways African Americans were kept from voting?
3. What was the suffrage movement?
4. What are the qualifications to vote today?
5. Look at the poster “Somebody paid the price for your right to vote.” Who
is on this poster? What is it trying to say?
The Election Process
1. Explain the election process. Who elects the president?
2. What are the two different types of elections? Explain them. You can
visit Chapter 5, Section b of the online textbook at
http://www.ushistory.org/gov/5b.asp to help you answer the question.
3. Visit the following website
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/p
resentations/elections/elecprocess3.html and examine the pictures from
three different primaries in the past. What similarities do you see among
these pictures? What is the purpose of primary elections?
75
Lesson 15: Political Parties, Elections and Voting
Continued
4. Examine the pictures taken around the country during the last election at
the following website:
http://www.boston.com/bigpicture/2012/11/election_day_in_america.html.
Choose three different pictures and create new captions for them. Create a
word document with these three pictures and the captions. Print this
document to turn in with your lesson.
Complete Worksheet in Consumable Packet
Complete the map of the U.S. that is in the Consumable Packet. Fill out the
map with the number of electoral votes for each state and color the states red
or blue according to the way the state voted during the last election. Visit the
following website to help with this activity: http://www.politico.com/2012-
election/map/#/President/2012/.
76
77
Lesson 15: Political Parties, Elections and Voting
Continued
Part 3: Research a recent presidential election. Choose an election year and two
candidates of your choice. Research the election year and make a list of
multiple topics related to events that were going on and issues that were
important at the time. What were the issues that made it into the election
dialog? Do any of those issues still seem to be issues today? If so, which
ones? What was the outcome of the election?
Write a five paragraph essay about the election, the issues and the outcome.
Use the Rubric to ensure your essay meets the grading requirements.
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT: 12.6.1,
12.6.2, 12.6.3, 12.6.4, 12.6.6
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students:
1, 6
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students: 2b, 2c, 2d, 2e, 4, 9
(.\l
l((
)RY
()roan/ati
mln
lrmatio
nis
\er
roani’e,l\\ith
\\ell—con
simete
dp
ragrap
hs
andsnbhe
dines.Ink
rnmtion
c learlrehites
tothe
main
topicIt
mcludes
severalsupporting
detailsand/or
examples.
No
gramm
atical.spelling
orpunctuation
errors,A
Itopicsare
addressedand
allquestions
ans
credw
ithat
least2
sentencesabout
each
All
parau
raph
inchide
jut rodncto
rsentence.
explanationsor
details.and
concludingsent en
cc.
organited
ithell—
constrLictedparagraphs.
Information
clcarl\melates
tothe
ma
intopic.
Itprovides
1—2
supportingdetai Is
and/orexam
ples.A
lmost
nogram
matical,
spellingor
punctuationerrorsA
lltopics
areaddressed
andm
ostquestions
aii sv
eredw
ithat
least2
sentencesabout
each.
\1ost
paragraphsinclude
intro
ducio
rsentence,
explanationsor
details,and
concludingsentence.
cn
stmeted.
Int/rm
atunc Iearl\
relatesto
them
aintopic.
No
detailsand/or
examples
aregiven,
Afiw
gramm
aticalspelling,
orpunctuation
errors.A
lltopics
areaddressed,
andm
ostquestio
ns
answered
ithsentence
abouteach
I heiiikw
iiiationappeal’s
bedi sorga
iii,eJ.
Inlorm
aln
hasittle
ornothing
todo
with
them
aintopic.
Many
gramm
at:ic.ai.spelling,
orpun.ctuatton
em
rs.
One
orm
oreitopics
were
notaddressed,
tnlIIt\
otIntot n
iton
Lesson
15:W
riting
Assignm
entR
ubric3
2Inform
ationis
Inkimniation
is
oi’gai iiied.b
iii
pi’agraph
sa me
notel
—
Am
ounto
fInform
ation
niL
lill1
(tilIsli
1iL
tkl
P11L
I1Ii5
nelu
dd
P11l,j
iphni..‘t
LILInILrelated
inOm
matioii
butas
notclear
amidcrc
tpical I
notsentences
evenot
constructedelI.
t\pical R
related\
ithmthe
pn’agm’aphm
s.
78
Lesson 16: The Mass Media
Part 1:
Read the following article by reporter Edward Murrow and complete the
activities in the right column and below the article. Pay close attention to
the underlined vocabulary and infer the meaning of each term as it
pertains to the text of the article.
79
Text Under Discussion Answer the Following
Questions
Edward R. Murrow joined the Columbia Broadcasting
System (CBS) in 1935, and served as a reporter, news
analyst, and television producer. Television technology
was developed in the 1920’s, but did not become a popular
source of information and entertainment until the 1950s.
The excerpt below is taken from a speech given by
Murrow in 1959, in which he discusses television’s mission
in politics. In a free society, politics essentially involve the resolution of
conflict. It is part of television’s duty to define, illuminate
and illustrate the nature of the conflict - to supply the voter
with the raw material upon which informed opinion may be
based…The true function of television in politics is to operate
a market place in which ideas may compete on an equal
footing. It is true that the voter may elect to purchase the
second-rate, shopworn or shoddy idea. He may mistake a
mobile countenance for an agile mind. He may vote for
Profile rather than for Principle. An unruly lock of hair may
be more effective than a disciplined mind. There is no way to
guarantee that television will prevent the voter from being as
wrong as he has been so often in the past. Television offers
no guarantee that demagogues can be kept from political
power. It merely provides them with wider and more
intimate, more immediate circulation. I would suggest that
the evidence so far indicates that television can retard or
accelerate a trend in public opinion, but it cannot reverse it.
The hope so fondly held by enthusiasts a few years ago, the
hope that television would make certain that the voter would
sort out the phony from the statesman, is not proved. I would
doubt that under today’s system of communication a Lincoln
or a Jefferson could be nominated or elected. According to all
reports, Jefferson had a most abrasive voice, and did not
suffer fools gladly…Mr. Lincoln did not move gracefully,
was not a handsome man, had a wife who was not political
asset, and he was a solitary man…On the other hand, it is
conceivable that Woodrow Wilson might have won his fight
for the League of Nations, and thereby changed world history,
had he been able to use the tools of television and radio…
It may be that television magnifies all of the facets of
personality, the defects along with the merits…A man’s
weaknesses may be brought to light, which is all to the good.
But that is not all that happens, because a public leader in the
age of television must be popular as well as sincere. He must
have a quality not considered essential in the past, that is,
simplicity. A politician to be popular must not be too
complicated…
1. What can you infer about this
reading just from the first two
sentences? What is the author’s tone?
2. Paraphrase what Murrow says about
the true function of television in
politics.
3. Put the following two sentences into
your own words: “He may mistake a
mobile countenance for an agile mind.
He may vote for Profile rather than for
Principle.”
4. What does Murrow say that
television can and cannot do?
5. Do you agree with Murrow that
Lincoln probably would not have been
elected President if there had been
television at the time? Why or why
not?
6. In summation, what does Murrow
say that a politician must do to get
elected in this day and age? Why?
80
Lesson 16: The Mass Media
Continued
7. According to Murrow, what is the duty of television in politics?
8. How much influence do you think television has in politics today? Do
you think this influence has a positive or a negative effect on the political
process?
Part 2:
Read Chapter 5, sections d-e of the online textbook entitled The Media and
The Internet in Politics, view the PowerPoint entitled Mass Media and
answer the following questions:
1. What is meant by the term “mass media”?
Read the following quote: “An informed public depends upon accurate and effective reporting by the news media.
No individual can obtain for himself the information needed for the intelligent discharge
of his political responsibilities. For most citizens the prospect of personal familiarity
with newsworthy events is hopelessly unrealistic. In seeking out the news the press
therefore acts as an agent of the public at large. It is the means by which the people
receive that free flow of information and ideas essential to intelligent self-government.”
-Supreme Court Justice Lewis F. Powell, 1974
2. What point do you think Justice Powell was trying to make? Do you
agree? Why or why not?
3. What was the most common way that people obtained news in the early
years of the United States (1700’s and 1800’s)?
4. Where do most people get their news today?
5. What is “social media”? Which social media sites do you use?
6. Who owns the media in the U.S.? What would be different if the media
was owned by the government?
7. Follow the link to the Journalists Code of Ethics in the PowerPoint or at
http://www.spj.org/ethicscode.asp. Read the preamble. What is the duty of
a journalist?
81
Lesson 16: The Mass Media
Continued
Part 2 Continued:
8. Read the next four sections from the Journalists Code of Ethics, “Seek
Truth and Report It,” “Minimize Harm,” “Act Independently” and “Be
Accountable.” Choose one item from each and explain why this is important
for journalists to adhere to.
9. What is checkbook journalism? Give an example.
10. Choose a national news program to watch for 30 minutes. This could be
the Today Show, Good Morning America, the Nightly News or any other
national new program. Keep a list of what news stories are featured and give
a short summary. Also note whether you think the story was made to inform,
entertain, or both. Do you think that the Journalists’ Code of Ethics were
followed? Explain why or why not. For example, let’s say there was a
shooting of a young man at a mall and his family is being interviewed. The
following from the code of ethics should be noticed:
Did the journalists in the news program...?
-Show compassion for those who may be affected adversely by news
coverage.
-Use special sensitivity when dealing with children and inexperienced
sources or subjects.
-Be sensitive when seeking or using interviews or photographs of those
affected by tragedy or grief.
-Recognize that gathering and reporting information may cause harm or
discomfort. Pursuit of the news is not a license for arrogance.
-Recognize that private people have a greater right to control
information about themselves than do public officials and others who
seek power, influence or attention. Only an overriding public need can
justify intrusion into anyone’s privacy.
Part 3:
View the PowerPoint entitled Mass Media and answer the following
questions:
1. Why do the media and government need each other?
2. How does the president use the media?
82
Lesson 16: The Mass Media
Continued
Part 3 Continued:
3. Watch President Obama’s press conference on Hurricane Sandy by
following selecting the following link:
http://www.youtube.com/watch?v=Wew3NR9NLk8 What was the purpose
of this press conference?
4. Define the following terms and give an example of each: news release,
news briefing, leak, media event, front-runner, spot advertising,
backgrounders, and horse-race coverage
5. Explain government and media’s “mutually beneficial relationship.”
6. What does it mean that a candidate must be “telegenic?” Do you agree?
7. How did candidates advertise before television? When did television
campaigning begin?
83
Lesson 16: The Mass Media
Continued
Part 3 Continued:
Complete the Worksheet in the Consumable Packet
8. Visit the website called The Living Room Candidate by following the link
in the PowerPoint or at http://www.livingroomcandidate.org/. Choose an
election year other than the most recent year and watch three advertisements
from each of the candidates. Write a sentence and draw a small sketch that
illustrates each of the campaign commercials. How effective do you think
the television advertisements are? Do you think that television
advertisements sway the way people vote today?
9. Visit the following link
http://www.nytimes.com/2008/11/10/business/media/10carr.html?_r=0 to
read the NY Times article entitled “How Obama Tapped Into Social
Networks’ Power” to find out how Barack Obama used the media to get
elected in the 2008 election. List all the ways he used and still uses media.
10. How do candidates raise money to pay for advertising campaigns?
11. Follow the links below to read about the court ruling in the case of
Citizens United v. Federal Election Commission.
“Justices, 5-4, Reject Corporate Spending Limit”:
http://www.nytimes.com/2010/01/22/us/politics/22scotus.html?pagewanted=
all.
In one paragraph, explain your understanding of this ruling.
84
Lesson 16: The Mass Media
Continued
Next, visit this link: http://www.theatlanticwire.com/politics/2012/11/most-
expensive-election-history-numbers/58745/ to read an article titled “The
Most Expensive Election in History by the Numbers.”
In a second paragraph list the total amount of money that was spent in the
most recent election by each of the candidates and explain how this court
ruling effected the election of 2012.
12. How much did the Obama campaign and the Romney campaign spend
on online ads? Do you think the fact that Obama spent more had any effect
on the election? In what way?
13. What is the public agenda? List ten examples of issues in our public
agenda today.
14. How does the media play a role in setting the public agenda?
15. What right does the First Amendment protect?
16. Why does government regulate the media?
17. What are three ways the media is protected? List and explain.
18. What is libel?
19. Who regulates the media?
20. What is the equal time doctrine? What is the fairness doctrine?
21. How does the government control information about national security?
22. Why might the need for national security conflict with the First
Amendment protections given to the media?
23. Should the government have the right to limit information during times
of war? Why or why not? State your opinion in one paragraph. Choose one
side of this argument. Provide examples and specific evidence to support
your opinion.
85
Lesson 16: The Mass Media
Continued
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT
12.8.1, 12.8.2, 12.8.3 CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
1, 2, 3, 4, 6 CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 1a, 4,9
86
Lesson 17: Interest Groups and Public Opinion
Part 1:
Read Chapter 5, section c of the online textbook entitled Interest Groups,
view the PowerPoint entitled Interest Groups and Public Opinion and
answer the following questions:
1. What is an interest group?
2. How can interest groups affect elections?
3. What is the purpose of an interest group?
4. How do leaders in interest groups communicate with their members?
5. What are the three types of interest groups? Give an example of each.
6. There are links to four different interest groups in the power point; The
Humane Society of the United States, People for the Ethical Treatment of
Animals, Greenpeace and the National Rifle Association. Visit each interest
group’s website and explore to see what these interest groups are about.
Choose two and compare them in the chart below.
Complete the Worksheet in the Consumable Packet
Name of Organization
Main Goal/Purpose
How can you help/join
this group?
How do they
communicate with their
members?
87
Lesson 17: Interest Groups and Public Opinion
Continued
Part 1 Continued:
7. If you had to pick one of these interest groups to join which one would
you join? Why? Do you belong to any other interest groups?
8. Create a promotional brochure for an interest group that you would like to
see formed to address some interest or concern you have or complete a
brochure for an interest group that already exists that you would like to join.
Include a description of the concern or interest, goals of the group, the kinds
of people likely to be members of the group and the methods your group
would use to attain its goals.
Part 2:
Read Chapter 5, section c of the online textbook entitled Interest Groups,
view the PowerPoint entitled Interest Groups and Public Opinion and
answer the following questions:
1. What is lobbying? What is a lobbyist?
2. Name four different types of work that lobbyists do.
3. How do lobbyists communicate their positions on issues to leaders in
government? What is the main goal of a lobbyist?
4. What is a Political Action Committee (PAC)? What is their main goal?
5. How did the Citizens’ United v. Federal Election Commission ruling
affect PACs?
6. Where do PACs get their funding from?
7. How do PAC’s influence government?
9. Write a job description for a professional lobbyist job. What personality
qualities would be important? Include the skills and experience required for
the position and the list of duties the position will involve.
88
Lesson 17: Interest Groups and Public Opinion
Continued
Part 3:
Read Chapter 4, Sections a-d of the online textbook entitled American
Political Attitudes and Participation, view the PowerPoint entitled Interest
Groups and Public Opinion and answer the following questions:
1. What is voter apathy?
2. What are some reasons for voter apathy?
3. What factors or social characteristics shape political attitude and opinion?
4. How do people in the government get information about what the average
person thinks about certain issues?
5. What is public opinion?
6. Do you think a popular movie could affect a person’s political beliefs?
Why or why not?
7. What is political culture? What are some common beliefs of American
public culture?
8. Examine the political cartoon found on the PowerPoint.
a. What is happening in the cartoon?
b. According to the cartoonist, why don’t some people vote?
c. How does the cartoonist exaggerate campaign advertising?
d. Should Americans rely on television advertisements to gather
information on the candidates? Why or why not?
e. What point is the cartoonist trying to make? Explain in a
paragraph of 5-7 sentences.
9. In what ways can citizens participate in government?
10. Explain the reasons for declining voter turnout in the U.S.
89
Lesson 17: Interest Groups and Public Opinion
Continued
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT
12.3.1, 12.3.2, 12.6.6, 12.7.5, 12.8.3
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
1, 4, 6
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
4, 9
90
Lesson 18- Political Systems Around the World
Part 1:
Read Chapter 13, Sections a-c of the online textbook entitled Comparing
Political and Economic Systems and answer the following questions:
1. What are the purposes of political systems?
2. What are the purposes of economic systems?
3. What are some differences between different democratic governments?
4. What is an authoritarian government?
5. What are some examples of authoritarian governments?
6. What are the differences between capitalism, communism and socialism?
7. Who was Karl Marx and what famous written works did he write?
7. What is the meaning of globalization?
8. Name six ways globalization impacts your life on a daily basis.
Part 2: Visit the following website: http://teachergenius.teachtci.com/case-studies-
in-tyranny/ to read about the case studies of tyrannies and view the
PowerPoint entitled Governments Around the World.
1. What is the difference between legitimate and illegitimate power?
2. What is a tyranny?
3. From the reading choose two of the countries (Italy, Japan, Haiti, Nigeria
and Cambodia). Explain the conditions that gave rise to a tyrannical
government in each of the countries.
91
Lesson 18- Political Systems Around the World
Continued
Part 3:
Visit the following website that contains notable quotations from Karl
Marx’s The communist Manifesto: http://www.notable-
quotes.com/m/marx_karl.html.
1. Summarize five of the quotations in your own words.
2. How would these ideas give rise to communism around the world?
Watch the following video:
http://teachertube.com/viewVideo.php?video_id=92691&title=Communism
_Socialism_Captialism
3. What was the original shared desired goal of communism and socialism?
4. When and why did modern communist and socialist political movements
occur?
5. What new class of people did the growth of economies under the
emerging free market systems in Europe produce?
6. What class of people was hurt because of the growth of capitalism?
7. Why did Karl Marx condemn capitalism?
8. Who did he believe were exploited under the system and why?
9. Explain communism as described in the video.
10. Why did Marx’s predictions of the revolts of workers against European
governments not come true in Europe?
11. Where did communists find their opportunity for revolution?
92
Lesson 18- Political Systems Around the World
Continued
Watch the following video:
http://www.youtube.com/watch?v=9kW_L_Nbm38.
12. Explain how conditions in Russia, Italy and Germany contributed to the
rise of communist and fascist governments.
Part 4: Research the four individuals below and explain the role they played in
helping to overthrow the communist governments in Czechoslovakia,
Hungary and Poland. You should write at least a paragraph about each one.
Alexander Solzhenitsyn
Pope John Paul II
Lech Walesa
Vaclav Havel
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT
12.9.1, 12.9.4, 12.9.5, 12.9.7
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
1, 3, 4, 7, 9
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 4, 7, 9
93
Lesson 19- Emerging Democracies
Part 1:
Review the information about Democracy from Lesson 2. Then complete
the following activities by conducting research:
1. What does democracy mean? What are some of the components of
democracy?
2. How many democratic countries are there in the world today? Is there
any disagreement or controversy about these numbers? Why?
3. One of the most common aspects of the definition of democracy is “free
and fair elections.” What does this mean? Can you list an example of a
country that has recently held free and fair elections? One that has not?
4. What general trend are experts seeing in countries around the world – a
strengthening of democracy or a weakening of democracy? Why? Predict
what you think will happen in the future – will current trends continue, or
will there be a shift? Explain the rationale for your prediction.
5. Do you think that the United States or other democratic countries should
encourage democracy around the world? Do the U.S. and other countries
have the right to forcefully remove authoritarian leaders they believe are
harming their citizens, or should countries have the right to rule their people
as they see fit?
94
Lesson 19- Emerging Democracies
Continued
Part 2:
Research the following emerging democracies: Nigeria, South Africa, Iraq,
Haiti, Nicaragua, El Salvador, Cambodia, Madagascar, Mozambique, Bosnia
and Macedonia. What area of the world are these countries?
Choose one country from the above list. What country is it located on and
what are the surrounding geographical features?
Write a research paper that addresses the following questions:
-Historically, how has the country been governed?
-What is the major struggle for the people of this country?
-What factors have contributed to the struggling conditions of the
country? (poor weather conditions, war, unstable government)
-What evidence shows that Democracy is working in the country?
-If any, what evidence shows that Democracy is not working?
- What organizations or assistance would help the country become a
thriving Democracy?
Create an outline of your essay and a rough draft. After reviewing these with
your teacher complete a final draft. All rough draft and final draft essay
should be typed, double spaced and 12 point Times New Roman Font. Be
sure to cite your sources correctly.
Use the rubric enclosed on the next page to guide you through the grading
requirements.
HISTORY-SOCIAL SCIENCE CONTENT STANDARDS FOR GOVERNMENT
12.9.8
CCRS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students
1, 3, 4
CCWS FOR LITERACY IN HISTORY/SOCIAL STUDIES 11-12th Students 2a, 2b, 2c, 2d, 2e, 4, 5, 7, 8, 9, 10
CO
MPL
EX
flYO
FC
ON
TE
NT
OR
GA
NIZ
AT
ION
CO
NV
EN
TIO
NS
REV
ISION
S
DE
AS/C
Rm
CA
LT
HlN
KN
G
.cro
ci
aprsw
o•
focused00
centralth
eme
•krgicai
sequercc.e•
troo
dg
ramm
ac,cap
itsization
,•
Sentences
arem
ccreon
hada cad
in
•t
SI
I0
no
tro&C
tcorff
Ct
ac
tt(
a‘)
Oct
aSt
Ia
S•
1U
tlU
tthc
tlilC
tCt
CC
tSC.
S
at
01
SC
Ift
•°
oof
ta
cdc
waec
•inform
atisi
aacl5cchtc
todcc
•body
effcatcvsy
developsthE
•cti
thes.is.
•conclusion
effectivelyfinadzes
•A
derrors
inconventicnns
haveba,en
theth
eme
corrected
44
•ideas
flowiro
ns
oaragraohIcc
nara
gra
ne
4
I—*
lw—
—•C
Ect(
cscfo
so
wc
SC•ouc
15
15
5it
I)—
IS
tC
CC
t0
1t€
dcc
ft‘lS
(rt
tas
•good
analysisof
ccsearched•
gooddetails.
sUpport
centrai.th
eme
•thesis
isclear
andarguable
•erro
rsten
dto
be
sofew
arcdso
miooc
orparag
raphs
efft
itsos
•rom
plataS
illparts
ofth
eiknm
ant•
bodydays
lopth
eth
eme
that
iiCvare
note
vcodreabla
•w
ritshas
cddsd
cio
astc
dat
•inform
ationrelates
toth:e
main
topic•
conclusionfinalizes
theth
eme
exp.lanations
•rsform
atu
aw
ellcc
ecrrf
adand
asa
flowfr
mparagrapi
tocrr
rrnrsin
coosincas
have
h
3O
pSC
ICt
Cm
aci3
3
•.0
’.,,ct
cvorro
•scotca
1 oncC
a’
nt
cot•
overa
l,olg
ani/a
tson
may
he
•erro
rsd
o‘e
lD
0C
Cm
ein
g,
nt
ace•
a’,stIa’sst,
.5-
ce-noonC
n0
00
yo
rineffective
frertuenteons-sc
toO
sC
lst’asct“g
•as
an
•oni
hcU.iac
5’-’—
o•
supportis
attemp
tedbut
may
beto
o•
thesisis
somew
hatc:iea
ran
dor
parag
raphs,
Ii-Ias
n01
cog..
,,.
limited
orgeneral
arguablethe-
work
•S
ome
analysisof
research-ed
items
•.attem
ptsall
partsof
assignment
•introduction,
body,or
•w
riterhas
-addeddetails
or:expisiriasi.ons
•inform
ationrelates
tothe
top-ic
butconclusion
may
notbe
•som
eerrors
irsconventions
havebeen
iccksdetail
developedanna
ted2
22
•ten
sc. ‘S
ara’sred
22
•.S
’S
aS
001U
c’
•CC
55a
dOSS
toe
ts’e’lc
e•
un
org
an
ized
,difficult
toblo
w•
num
ero
us
ars
make
tea
gg
•‘n
:ttsocst
In0s’..5’-
•ni
ma
accedes:
•as
sU
nS
et
•tn
esls
aw
eaK
or
mssng
difb
cu
!tto
ceac
•,,
.
..
..,
,..,,
.,.
...---
.•
thec:e
verity
of
erro
rsdior,ks
them
.eanlog
•so
analy
sis
01ca
sses raised
•does
not•crcnm
pleteall
pacts
of
•m
ay
bem
isslccgin
trod
uctio
n,
item
s.1
assignment
1body
orconclusion
11
95
Lesson 20: End of Course Exam
Ask your teacher for the End of Course Exam and complete all sections.
96
The US Constitution
Document A
Amendment I
Congress shall make no law respecting an establishment of religion, or prohibiting the
free exercise thereof; or abridging the freedom of speech, or of the press; or the right of
the people peaceably to assemble, and to petition the Government for a redress of
grievances.
Amendment II
A well-regulated Militia, being necessary to the security of a free State, the right of the
people to keep and bear Arms, shall not be infringed.
Amendment III
No Soldier shall, in time of peace be quartered in any house, without the consent of the
Owner, nor in time of war, but in a manner to be prescribed by law.
Amendment IV
The right of the people to be secure in their persons, houses, papers, and effects,
against unreasonable searches and seizures, shall not be violated, and no Warrants shall
issue, but upon probable cause, supported by Oath or affirmation, and particularly
describing the place to be searched, and the persons or things to be seized.
Amendment V
No person shall be held to answer for a capital, or otherwise infamous crime, unless on
a presentment or indictment of a Grand Jury, except in cases arising in the land or naval
forces, or in the Militia, when in actual service in time of War or public danger; nor shall
any person be subject for the same offence to be twice put in jeopardy of life or limb; nor
shall be compelled in any criminal case to be a witness against himself, nor be deprived
of life, liberty, or property, without due process of law; nor shall private property be
taken for public use, without just compensation.
Amendment VI
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public
trial, by an impartial jury of the State and district wherein the crime shall have been
committed, which district shall have been previously ascertained by law, and to be
informed of the nature and cause of the accusation; to be confronted with the witnesses
against him; to have compulsory process for obtaining witnesses in his favor, and to have
the Assistance of Counsel for his defence.
Amendment VII
97
In Suits at common law, where the value in controversy shall exceed twenty dollars,
the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise
re-examined in any Court of the United States, than according to the rules of the common
law.
Amendment VIII
Excessive bail shall not be required, nor excessive fines imposed, nor cruel and
unusual punishments inflicted.
Amendment IX
The enumeration in the Constitution, of certain rights, shall not be construed to deny or
disparage others retained by the people.
Amendment X
The powers not delegated to the United States by the Constitution, nor prohibited by it
to the States, are reserved to the States respectively, or to the people.
Document B
When in the Course of human events, it becomes necessary for one people to dissolve the
political bands which have connected them with another, and to assume among the
powers of the earth, the separate and equal station to which the Laws of Nature and of
Nature's God entitle them, a decent respect to the opinions of mankind requires that they
should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are
endowed by their Creator with certain unalienable Rights, that among these are Life,
Liberty and the pursuit of Happiness.--That to secure these rights, Governments are
instituted among Men, deriving their just powers from the consent of the governed, --
That whenever any Form of Government becomes destructive of these ends, it is the
Right of the People to alter or to abolish it, and to institute new Government, laying its
foundation on such principles and organizing its powers in such form, as to them shall
seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that
Governments long established should not be changed for light and transient causes; and
accordingly all experience hath shewn, that mankind are more disposed to suffer, while
evils are sufferable, than to right themselves by abolishing the forms to which they are
accustomed. But when a long train of abuses and usurpations, pursuing invariably the
same Object evinces a design to reduce them under absolute Despotism, it is their right, it
is their duty, to throw off such Government, and to provide new Guards for their future
security.--Such has been the patient sufferance of these Colonies; and such is now the
necessity which constrains them to alter their former Systems of Government. The
history of the present King of Great Britain is a history of repeated injuries and
98
usurpations, all having in direct object the establishment of an absolute Tyranny over
these States. To prove this, let Facts be submitted to a candid world.
Document C
Article I
Section 1
All legislative Powers herein granted shall be vested in a Congress of the United States,
which shall consist of a Senate and House of Representatives.
Section 2
1: The House of Representatives shall be composed of Members chosen every second
Year by the People of the several States, and the Electors in each State shall have the
Qualifications requisite for Electors of the most numerous Branch of the State
Legislature.
2: No Person shall be a Representative who shall not have attained to the Age of twenty
five Years, and been seven Years a Citizen of the United States, and who shall not, when
elected, be an Inhabitant of that State in which he shall be chosen.
3: Representatives and direct Taxes shall be apportioned among the several States which
may be included within this Union, according to their respective Numbers, which shall be
determined by adding to the whole Number of free Persons, including those bound to
Service for a Term of Years, and excluding Indians not taxed, three fifths of all other
Persons.2 The actual Enumeration shall be made within three Years after the first
Meeting of the Congress of the United States, and within every subsequent Term of ten
Years, in such Manner as they shall by Law direct. The Number of Representatives shall
not exceed one for every thirty Thousand, but each State shall have at Least one
Representative; and until such enumeration shall be made, the State of New Hampshire
shall be entitled to chuse three, Massachusetts eight, Rhode-Island and Providence
Plantations one, Connecticut five, New-York six, New Jersey four, Pennsylvania eight,
Delaware one, Maryland six, Virginia ten, North Carolina five, South Carolina five, and
Georgia three.
4: When vacancies happen in the Representation from any State, the Executive Authority
thereof shall issue Writs of Election to fill such Vacancies.
5: The House of Representatives shall chuse their Speaker and other Officers; and shall
have the sole Power of Impeachment.
Section 3
1: The Senate of the United States shall be composed of two Senators from each State,
chosen by the Legislature thereof,3 for six Years; and each Senator shall have one Vote.
2: Immediately after they shall be assembled in Consequence of the first Election, they
shall be divided as equally as may be into three Classes. The Seats of the Senators of the
99
first Class shall be vacated at the Expiration of the second Year, of the second Class at
the Expiration of the fourth Year, and of the third Class at the Expiration of the sixth
Year, so that one third may be chosen every second Year; and if Vacancies happen by
Resignation, or otherwise, during the Recess of the Legislature of any State, the
Executive thereof may make temporary Appointments until the next Meeting of the
Legislature, which shall then fill such Vacancies.4
3: No Person shall be a Senator who shall not have attained to the Age of thirty Years,
and been nine Years a Citizen of the United States, and who shall not, when elected, be
an Inhabitant of that State for which he shall be chosen.
4: The Vice President of the United States shall be President of the Senate, but shall have
no Vote, unless they be equally divided.
5: The Senate shall chuse their other Officers, and also a President pro tempore, in the
Absence of the Vice President, or when he shall exercise the Office of President of the
United States.
6: The Senate shall have the sole Power to try all Impeachments. When sitting for that
Purpose, they shall be on Oath or Affirmation. When the President of the United States is
tried, the Chief Justice shall preside: And no Person shall be convicted without the
Concurrence of two thirds of the Members present.
7: Judgment in Cases of impeachment shall not extend further than to removal from
Office, and disqualification to hold and enjoy any Office of honor, Trust or Profit under
the United States: but the Party convicted shall nevertheless be liable and subject to
Indictment, Trial, Judgment and Punishment, according to Law.
Section 4
1: The Times, Places and Manner of holding Elections for Senators and Representatives,
shall be prescribed in each State by the Legislature thereof; but the Congress may at any
time by Law make or alter such Regulations, except as to the Places of chusing Senators.
2: The Congress shall assemble at least once in every Year, and such Meeting shall be on
the first Monday in December,5 unless they shall by Law appoint a different Day.
Section 5
1: Each House shall be the Judge of the Elections, Returns and Qualifications of its own
Members, and a Majority of each shall constitute a Quorum to do Business; but a smaller
Number may adjourn from day to day, and may be authorized to compel the Attendance
of absent Members, in such Manner, and under such Penalties as each House may
provide.
2: Each House may determine the Rules of its Proceedings, punish its Members for
disorderly Behaviour, and, with the Concurrence of two thirds, expel a Member.
3: Each House shall keep a Journal of its Proceedings, and from time to time publish the
same, excepting such Parts as may in their Judgment require Secrecy; and the Yeas and
100
Nays of the Members of either House on any question shall, at the Desire of one fifth of
those Present, be entered on the Journal.
4: Neither House, during the Session of Congress, shall, without the Consent of the
other, adjourn for more than three days, nor to any other Place than that in which the two
Houses shall be sitting.
Section 6
1: The Senators and Representatives shall receive a Compensation for their Services, to
be ascertained by Law, and paid out of the Treasury of the United States.6 They shall in
all Cases, except Treason, Felony and Breach of the Peace, be privileged from Arrest
during their Attendance at the Session of their respective Houses, and in going to and
returning from the same; and for any Speech or Debate in either House, they shall not be
questioned in any other Place.
2: No Senator or Representative shall, during the Time for which he was elected, be
appointed to any civil Office under the Authority of the United States, which shall have
been created, or the Emoluments whereof shall have been encreased during such time;
and no Person holding any Office under the United States, shall be a Member of either
House during his Continuance in Office.
Section 7
1: All Bills for raising Revenue shall originate in the House of Representatives; but the
Senate may propose or concur with Amendments as on other Bills.
2: Every Bill which shall have passed the House of Representatives and the Senate, shall,
before it become a Law, be presented to the President of the United States; If he approve
he shall sign it, but if not he shall return it, with his Objections to that House in which it
shall have originated, who shall enter the Objections at large on their Journal, and
proceed to reconsider it. If after such Reconsideration two thirds of that House shall
agree to pass the Bill, it shall be sent, together with the Objections, to the other House, by
which it shall likewise be reconsidered, and if approved by two thirds of that House, it
shall become a Law. But in all such Cases the Votes of both Houses shall be determined
by yeas and Nays, and the Names of the Persons voting for and against the Bill shall be
entered on the Journal of each House respectively. If any Bill shall not be returned by the
President within ten Days (Sundays excepted) after it shall have been presented to him,
the Same shall be a Law, in like Manner as if he had signed it, unless the Congress by
their Adjournment prevent its Return, in which Case it shall not be a Law.
3: Every Order, Resolution, or Vote to which the Concurrence of the Senate and House
of Representatives may be necessary (except on a question of Adjournment) shall be
presented to the President of the United States; and before the Same shall take Effect,
shall be approved by him, or being disapproved by him, shall be repassed by two thirds of
the Senate and House of Representatives, according to the Rules and Limitations
prescribed in the Case of a Bill.
101
Section 8
1: The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises,
to pay the Debts and provide for the common Defence and general Welfare of the United
States; but all Duties, Imposts and Excises shall be uniform throughout the United States;
2: To borrow Money on the credit of the United States;
3: To regulate Commerce with foreign Nations, and among the several States, and with
the Indian Tribes;
4: To establish an uniform Rule of Naturalization, and uniform Laws on the subject of
Bankruptcies throughout the United States;
5: To coin Money, regulate the Value thereof, and of foreign Coin, and fix the Standard
of Weights and Measures;
6: To provide for the Punishment of counterfeiting the Securities and current Coin of the
United States;
7: To establish Post Offices and post Roads;
8: To promote the Progress of Science and useful Arts, by securing for limited Times to
Authors and Inventors the exclusive Right to their respective Writings and Discoveries;
9: To constitute Tribunals inferior to the supreme Court;
10: To define and punish Piracies and Felonies committed on the high Seas, and
Offences against the Law of Nations;
11: To declare War, grant Letters of Marque and Reprisal, and make Rules concerning
Captures on Land and Water;
12: To raise and support Armies, but no Appropriation of Money to that Use shall be for
a longer Term than two Years;
13: To provide and maintain a Navy;
14: To make Rules for the Government and Regulation of the land and naval Forces;
15: To provide for calling forth the Militia to execute the Laws of the Union, suppress
Insurrections and repel Invasions;
16: To provide for organizing, arming, and disciplining, the Militia, and for governing
such Part of them as may be employed in the Service of the United States, reserving to
the States respectively, the Appointment of the Officers, and the Authority of training the
Militia according to the discipline prescribed by Congress;
102
17: To exercise exclusive Legislation in all Cases whatsoever, over such District (not
exceeding ten Miles square) as may, by Cession of particular States, and the Acceptance
of Congress, become the Seat of the Government of the United States, and to exercise
like Authority over all Places purchased by the Consent of the Legislature of the State in
which the Same shall be, for the Erection of Forts, Magazines, Arsenals, dock-Yards, and
other needful Buildings;--And
18: To make all Laws which shall be necessary and proper for carrying into Execution
the foregoing Powers, and all other Powers vested by this Constitution in the Government
of the United States, or in any Department or Officer thereof.
Section 9
1: The Migration or Importation of such Persons as any of the States now existing shall
think proper to admit, shall not be prohibited by the Congress prior to the Year one
thousand eight hundred and eight, but a Tax or duty may be imposed on such
Importation, not exceeding ten dollars for each Person.
2: The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in
Cases of Rebellion or Invasion the public Safety may require it.
3: No Bill of Attainder or ex post facto Law shall be passed.
4: No Capitation, or other direct, Tax shall be laid, unless in Proportion to the Census or
Enumeration herein before directed to be taken.7
5: No Tax or Duty shall be laid on Articles exported from any State.
6: No Preference shall be given by any Regulation of Commerce or Revenue to the Ports
of one State over those of another: nor shall Vessels bound to, or from, one State, be
obliged to enter, clear, or pay Duties in another.
7: No Money shall be drawn from the Treasury, but in Consequence of Appropriations
made by Law; and a regular Statement and Account of the Receipts and Expenditures of
all public Money shall be published from time to time.
8: No Title of Nobility shall be granted by the United States: And no Person holding any
Office of Profit or Trust under them, shall, without the Consent of the Congress, accept of
any present, Emolument, Office, or Title, of any kind whatever, from any King, Prince,
or foreign State.
Section 10
1: No State shall enter into any Treaty, Alliance, or Confederation; grant Letters of
Marque and Reprisal; coin Money; emit Bills of Credit; make any Thing but gold and
silver Coin a Tender in Payment of Debts; pass any Bill of Attainder, ex post facto Law,
or Law impairing the Obligation of Contracts, or grant any Title of Nobility.
2: No State shall, without the Consent of the Congress, lay any Imposts or Duties on
Imports or Exports, except what may be absolutely necessary for executing it's inspection
103
Laws: and the net Produce of all Duties and Imposts, laid by any State on Imports or
Exports, shall be for the Use of the Treasury of the United States; and all such Laws shall
be subject to the Revision and Control of the Congress.
3: No State shall, without the Consent of Congress, lay any Duty of Tonnage, keep
Troops, or Ships of War in time of Peace, enter into any Agreement or Compact with
another State, or with a foreign Power, or engage in War, unless actually invaded, or in
such imminent Danger as will not admit of delay.
Article II
Section 1
1: The executive Power shall be vested in a President of the United States of America.
He shall hold his Office during the Term of four Years, and, together with the Vice
President, chosen for the same Term, be elected, as follows
2: Each State shall appoint, in such Manner as the Legislature thereof may direct, a
Number of Electors, equal to the whole Number of Senators and Representatives to
which the State may be entitled in the Congress: but no Senator or Representative, or
Person holding an Office of Trust or Profit under the United States, shall be appointed an
Elector.
3: The Electors shall meet in their respective States, and vote by Ballot for two Persons,
of whom one at least shall not be an Inhabitant of the same State with themselves. And
they shall make a List of all the Persons voted for, and of the Number of Votes for each;
which List they shall sign and certify, and transmit sealed to the Seat of the Government
of the United States, directed to the President of the Senate. The President of the Senate
shall, in the Presence of the Senate and House of Representatives, open all the
Certificates, and the Votes shall then be counted. The Person having the greatest Number
of Votes shall be the President, if such Number be a Majority of the whole Number of
Electors appointed; and if there be more than one who have such Majority, and have an
equal Number of Votes, then the House of Representatives shall immediately chuse by
Ballot one of them for President; and if no Person have a Majority, then from the five
highest on the List the said House shall in like Manner chuse the President. But in
chusing the President, the Votes shall be taken by States, the Representation from each
State having one Vote; A quorum for this Purpose shall consist of a Member or Members
from two thirds of the States, and a Majority of all the States shall be necessary to a
Choice. In every Case, after the Choice of the President, the Person having the greatest
Number of Votes of the Electors shall be the Vice President. But if there should remain
two or more who have equal Votes, the Senate shall chuse from them by Ballot the Vice
President.8
4: The Congress may determine the Time of chusing the Electors, and the Day on which
they shall give their Votes; which Day shall be the same throughout the United States.
5: No Person except a natural born Citizen, or a Citizen of the United States, at the time
of the Adoption of this Constitution, shall be eligible to the Office of President; neither
104
shall any Person be eligible to that Office who shall not have attained to the Age of thirty
five Years, and been fourteen Years a Resident within the United States.
6: In Case of the Removal of the President from Office, or of his Death, Resignation, or
Inability to discharge the Powers and Duties of the said Office,9 the Same shall devolve
on the Vice President, and the Congress may by Law provide for the Case of Removal,
Death, Resignation or Inability, both of the President and Vice President, declaring what
Officer shall then act as President, and such Officer shall act accordingly, until the
Disability be removed, or a President shall be elected.
7: The President shall, at stated Times, receive for his Services, a Compensation, which
shall neither be encreased nor diminished during the Period for which he shall have been
elected, and he shall not receive within that Period any other Emolument from the United
States, or any of them.
8: Before he enter on the Execution of his Office, he shall take the following Oath or
Affirmation:--“I do solemnly swear (or affirm) that I will faithfully execute the Office of
President of the United States, and will to the best of my Ability, preserve, protect and
defend the Constitution of the United States.”
Section 2
1: The President shall be Commander in Chief of the Army and Navy of the United
States, and of the Militia of the several States, when called into the actual Service of the
United States; he may require the Opinion, in writing, of the principal Officer in each of
the executive Departments, upon any Subject relating to the Duties of their respective
Offices, and he shall have Power to grant Reprieves and Pardons for Offences against the
United States, except in Cases of Impeachment.
2: He shall have Power, by and with the Advice and Consent of the Senate, to make
Treaties, provided two thirds of the Senators present concur; and he shall nominate, and
by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other
public Ministers and Consuls, Judges of the supreme Court, and all other Officers of the
United States, whose Appointments are not herein otherwise provided for, and which
shall be established by Law: but the Congress may by Law vest the Appointment of such
inferior Officers, as they think proper, in the President alone, in the Courts of Law, or in
the Heads of Departments.
3: The President shall have Power to fill up all Vacancies that may happen during the
Recess of the Senate, by granting Commissions which shall expire at the End of their
next Session.
Section 3
He shall from time to time give to the Congress Information of the State of the Union,
and recommend to their Consideration such Measures as he shall judge necessary and
expedient; he may, on extraordinary Occasions, convene both Houses, or either of them,
and in Case of Disagreement between them, with Respect to the Time of Adjournment,
he may adjourn them to such Time as he shall think proper; he shall receive Ambassadors
105
and other public Ministers; he shall take Care that the Laws be faithfully executed, and
shall Commission all the Officers of the United States.
Section 4
The President, Vice President and all civil Officers of the United States, shall be removed
from Office on Impeachment for, and Conviction of, Treason, Bribery, or other high
Crimes and Misdemeanors.
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.
Section 2
1: 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;10 --between Citizens of different States, -
-between Citizens of the same State claiming Lands under Grants of different States, and
between a State, or the Citizens thereof, and foreign States, Citizens or Subjects.
2: 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.
3: 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 directed.
Section 3
1: Treason against the United States, shall consist only in levying War against them, or
in adhering to their Enemies, giving them Aid and Comfort. No Person shall be
convicted of Treason unless on the Testimony of two Witnesses to the same overt Act, or
on Confession in open Court.
106
2: The Congress shall have Power to declare the Punishment of Treason, but no
Attainder of Treason shall work Corruption of Blood, or Forfeiture except during the Life
of the Person attainted.
