Lesson: The United States Constitution
Time: 3:45 hours
Unit 1
Week: 7 Dates: February 26-March 2
Objectives:
Students will learn how the Constitution embodies the principles and values of American democracy.
Students will learn the 10 Bill of Rights and connect those rights with the freedoms that are guaranteed them as American citizens.
Standards:
How does the government established by the Constitution embody the purposes, values, and principles of American democracy?
Students know the structure and function of . . . national government and how citizen
involvement shapes public policy how constitutions and the rule of law may limit government
Materials: Constitution, cards, cube, pens for chalk talk, S.C. case, power game materials, B of R lecture, B of R activity/handout
M/T February 26/27 (1.5 hours)
1. Opportunity Quiz (10 minutes)
2. Directions: Using a copy of the Constitution, answer the following questions. Do NOT read the document—just look at it (15 minutes).
a. How many separate sections (called articles) does the Constitution have?
b. How many pages is the Constitution? Is it longer or shorter than you expected?
c. How does the length compare to EHS’s student handbook?
d. The first article is about the legislative branch, the second article is about the executive branch, and the third article deals with the judicial branch. Without reading the articles themselves, what can you infer about how the Founders viewed these three branches of government?
e. What can you tell about the Constitution based on the way it is organized?
f. How many people signed the Constitution?
g. Is this number higher or lower than you expected?
h. What do you notice about the makeup of the list of signers?
3. Stand up and discuss the answers with at least two people on the other side of the room (10 minutes).
4. Form groups based on the Constitution card that you received (30 minutes).
a. Locate your quotation in the Constitution and then carefully read and explain your
section(s) of the Constitution, filling out the correct
section in Handout D.
b. Get in new groups and fill in the remainder of the handout.
5. The Cube. Roll the cube-find a quote that represents or reflects the constitutional principle of the cube (10 minutes).
6. Chalk Talk-write something you have learned about the Constitution. Examples would include the preamble/purposes, the articles and what are contained therein, specific provisions, etc. 10 points for participating positively. Each student should make at least three entries.
W/Th February 28/1 (1.5 hours)
1. Supreme Court Case (10 minutes)
2. The Power Game -- Checks and Balances in the Constitution: (35 minutes)
3. Reflections: reflect on the importance of the balance of powers in the constitution and in
their own lives-family, an after school job, an extracurricular activity that they are involved in. Two paragraphs of reflection should be developed, one for the constitution and one for a personal aspect of their life. 10 points (15 minutes)
4. Lecture on the Bill of Rights (20 minutes)
F March 2nd-5th period only
1. Review (5-10 minutes)
2. Debate: Universal Health Care or an issue of the class’s choice
Comments: *If you miss a day of class and you are excused you may make it up. You have two class days to turn in any missed work. It is your responsibility to see me about any work that is missed because of an absence.
If you are missing a syllabus or worksheet of some kind check the class blog at:
http://ditzenberger.blogspot.com/index.html
Or email me at Ditzenberger@gmail.com
Saturday, February 24, 2007
Tuesday, February 20, 2007
Syllabus Week 6
Lesson: The United States Constitution
Time: 3:00 hours
Unit 1
Week: 6 Dates: February 20-23
Objectives:
1. Students will develop an understanding of the problems of the Articles of Confederation and how the Constitution solved those problems.
2. Students will understand how debate and compromise were a part of the process of forming the U.S. Constitution.
3. Students will understand how the preamble introduces the purpose of the Constitution and specifically how the authors sought to establish a government that fulfilled the purpose.
Standards:
How does the government established by the Constitution embody the purposes, values, and principles of American democracy?
Students should be able to explain the central ideas of American constitutional government and their history. To achieve this standard, students should be able to describe major historical events that led to the creation of limited government in the United States, e.g., Magna Carta . . . Articles of Confederation (1781), state Constitutions and charters, United States Constitution (1787), Bill of Rights (1791) in the United States.
Materials: “Shadow” Lecture, activity chart, copy of the Constitution, copy of an outline of the Constitution, S.C. Case, quiz
T/W February 20/21 (1.5 hours)
1. Supreme Court Case-10 minutes
2. Lecture: “Shadow Without Substance” 20 minutes
3. Group Activity-Weaknesses of the Articles 10 minutes
4. Survey for Prom (10 minutes)
5. Compromises Lecture/Debrief activity-Compromises (30 minutes)
6. Homework: write two para. The 1st will summarize the final five compromises from your notes (beginning w/Connecticut Compromise). The second will evaluate which states, if any, benefited from the compromises. Take a position and support it. The 2nd para must take a position and support that position with sound reasons. Homework is due Th/F.
1st Para-own words (2 pts), ideas and results of compromise are clearly written (10 pts), conventions (3 pts)
2nd Para-clear and logical reasons-10 (pts), clear opening and closing sentence (5 pts), conventions (3 pts)
Th/F February 22/23 (1.5 hours)
1. Reflection-In about a paragraph, why are debate and compromise important when making group decisions? Provide an example from your own experience (your own personal history) (10 minutes)
2. brief 10 question quiz over T/W content (15 minutes)
3. Two examples of the preamble in the body of the Constitution-research and report (25 minutes)
4. Historical examples-group activity on board (20 minutes)
5. Write a letter to a friend from another country or a foreign exchange student who lives in a country that does not have a constitution. In the letter give one piece of internal evidence from the Constitution and one external evidence (from U.S. history) regarding whether the goals of the preamble have been fulfilled. (20 minutes). What is not done in class will be due M/T as homework.
Comments: *If you miss a day of class and you are excused you may make it up. You have two class days to turn in any missed work. It is your responsibility to see me about any work that is missed because of an absence.
If you are missing a syllabus or worksheet of some kind check the class blog at:
http://ditzenberger.blogspot.com/index.html
· Or email me at Ditzenberger@gmail.com
Time: 3:00 hours
Unit 1
Week: 6 Dates: February 20-23
Objectives:
1. Students will develop an understanding of the problems of the Articles of Confederation and how the Constitution solved those problems.
2. Students will understand how debate and compromise were a part of the process of forming the U.S. Constitution.
3. Students will understand how the preamble introduces the purpose of the Constitution and specifically how the authors sought to establish a government that fulfilled the purpose.
Standards:
How does the government established by the Constitution embody the purposes, values, and principles of American democracy?
Students should be able to explain the central ideas of American constitutional government and their history. To achieve this standard, students should be able to describe major historical events that led to the creation of limited government in the United States, e.g., Magna Carta . . . Articles of Confederation (1781), state Constitutions and charters, United States Constitution (1787), Bill of Rights (1791) in the United States.
Materials: “Shadow” Lecture, activity chart, copy of the Constitution, copy of an outline of the Constitution, S.C. Case, quiz
T/W February 20/21 (1.5 hours)
1. Supreme Court Case-10 minutes
2. Lecture: “Shadow Without Substance” 20 minutes
3. Group Activity-Weaknesses of the Articles 10 minutes
4. Survey for Prom (10 minutes)
5. Compromises Lecture/Debrief activity-Compromises (30 minutes)
6. Homework: write two para. The 1st will summarize the final five compromises from your notes (beginning w/Connecticut Compromise). The second will evaluate which states, if any, benefited from the compromises. Take a position and support it. The 2nd para must take a position and support that position with sound reasons. Homework is due Th/F.
1st Para-own words (2 pts), ideas and results of compromise are clearly written (10 pts), conventions (3 pts)
2nd Para-clear and logical reasons-10 (pts), clear opening and closing sentence (5 pts), conventions (3 pts)
Th/F February 22/23 (1.5 hours)
1. Reflection-In about a paragraph, why are debate and compromise important when making group decisions? Provide an example from your own experience (your own personal history) (10 minutes)
2. brief 10 question quiz over T/W content (15 minutes)
3. Two examples of the preamble in the body of the Constitution-research and report (25 minutes)
4. Historical examples-group activity on board (20 minutes)
5. Write a letter to a friend from another country or a foreign exchange student who lives in a country that does not have a constitution. In the letter give one piece of internal evidence from the Constitution and one external evidence (from U.S. history) regarding whether the goals of the preamble have been fulfilled. (20 minutes). What is not done in class will be due M/T as homework.
Comments: *If you miss a day of class and you are excused you may make it up. You have two class days to turn in any missed work. It is your responsibility to see me about any work that is missed because of an absence.
If you are missing a syllabus or worksheet of some kind check the class blog at:
http://ditzenberger.blogspot.com/index.html
· Or email me at Ditzenberger@gmail.com
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