Center for Civic Education 5145 Douglas Fir Road Calabasas, CA 91302-1440 818.591.9321 www.civiced.org Page 2 We the People –The Citizen & The Constitution Education This supplement contains excerptsfromtheCenter forCivicEducation’s This supplementcontains Civic Education’s programs oftheCenterforCivic Education,pleasevisitwww.civiced.org. CA, USA ©2005CenterforCivicEducation, Calabasas, electronic ormechanical, or byanyinformationstorageand retrievalsystem,withoutpermission inwritingfromtheCenterfor fgvrmn hudb.Theybelieved of governmentshouldbe. who wroteourConstitution rights andresponsibilitiesthatwehave today. Knowing ourpastwillhelpusunderstandthe government andhowitissupposedtowork. Constitution anditshistorytounderstandour We studythe more than215yearsago. was writteninPhiladelphia1787, It country. created asaplanforthe important inthehistoryoftheseideas. highlights thepeople Italso developed. Constitution andhowtheywere It explainsthemostimportantideasof our Thisbookisahistoryofideas. events ofthepast. Lesson 5 How can weorganize governmenttoprevent Howcan theabuseofpower? Lesson 5 What isconstitutionalgovernment? Lesson 4 What government? isrepublican Lesson 3 Why doweneedgovernment? Lesson 2 What likeinthe1770s? were theBritishcoloniesinAmerica Lesson 1 nti ok youwill discoverwhatthepeople In thisbook, The ConstitutionoftheUnitedStateswas and people Most historybookstellthestoryof WHAT WERETHEFOUNDERS’BASICIDEASABOUTGOVERNMENT? ONE UNIT and authorizedbyCongressunder the I NTRODUCTION We thePeople:The Citizen&the Constitution TABLE CONTENTS OF and eventsthatwere new governmentofour thought thepurposes Education forDemocracyAct, which is a text. Allrightsreserved. Nopartofthissupplement maybereproducedortransmitted inanyformorbymeans, We thePeople:The Citizen&theConstitution and howyoucaninfluenceyourgovernment. more abouthowour Itwillalsohelp of government. understanding oftheConstitutionandoursystem has stayed thesame. You willalsolearnaboutways has changed andhowthesechanges written in have happenedtothe powers ofgovernment. why theythoughtitwas necessarytolimitthe You willalsolearn promote thecommongood. Theyalsobelievedgovern property. and liberty, government shouldprotectourlives, This supplementwillhelpyoudevelopagood You willlearnaboutsome ofthethingsthat 77 You willstudyways inwhich it 1787. part of the No Child Left Left Child part oftheNo government affectsyourlife Constitution sinceitwas the Constitution you understand Civic Education. ISBN 0-89 CivicEducation. ISBN Behind Act.Behind To learn more about the materials and ment should text, a program funded by the U.S. Depart text, aprogramfundedbytheU.S. came about. . This materialhasbeenexcerptedfromthe Centerfor 818-173-9 PAGE 13 PAGE 10 8 PAGE 6 PAGE 4 PAGE ment of We the People –The Citizen & The Constitution Page 3 olitical philosophy is the also help you discover and Ideas about Ideas In the spring and summer of 1787, Americans also knew about government The men who wrote the Constitution Government? fifty-five men met in Philadelphia. These men knew a great deal about government. They wrote our Constitution. They and Americans gained their many other knowledge by reading and discussing books about history and political philosophy. P study of basic ideas of government. from their own experience. of the Many been men who met in Philadelphia had American colonies when leaders in the they were ruled by Great Britain. Many were leaders in the new state governments American Revolution. formed after the used their knowledge and experience to create the best kind of government they could. An understanding of their knowledge and experience will give you some insight into why they created the today. of government we have kind It will appreciate the most important ideas in our Constitution. What Were the Were What Founders’ Basic Founders’

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unit ONE from different regions of Africa. Slavery was permitted in all the colonies, North and South. Although the practice officially ended around 1799 in the What were the British colonies Northern colonies, it actually continued until the end of the Civil in America like in the 1770s? War in 1865. How was life on a small farm People living in the American colonies in the 1770s were in many ways quite different different from life on a large plantation? from the people living in Europe. The colonists had brought British laws and customs to The Citizen & The Constitution The Citizen & America. But they were developing their own way of life as well. How were the people living When you finish this lesson, you should be able to explain how the average person in the in the colonies different LESSON from one another? PURPOSE American colonies lived in the 1770s. You should also be able to explain how life in the colonies influenced people’s ideas about good government. Most colonists were descended 1 from British or Irish settlers. Therefore, most people in the We the People – the People We colonies spoke English. Some What did it mean to the Where did the British provide for themselves in order to colonists did not come from colonists to be a subject colonists settle? survive. English-speaking countries, of King George III? The people became self- however. Settlers came from The British colonies in America sufficient. Self-sufficient means France, Germany,the occupied a large area of land. The that people had to provide for their Netherlands, Spain, Sweden and Learning about how the people colonies stretched twelve hundred own needs. Not only did the other countries. All brought with lived in the British colonies can miles along the coast of the colonists grow their own food, but them their own customs and ideas help us to understand why they Atlantic Ocean and ran two they also wove cloth to make their about government and rights. developed their ideas about hundred miles inland. Between own clothing. They made their The colonists also held government. When we talk about the settled area and the own medicines, built their own different religious beliefs. There government we mean the people Mississippi River lay a vast, forested country.Few Europeans homes and barns, and made their were many different groups of and institutions with authority to had explored beyond the area of furniture and tools. Colonists took Protestants; there also were make and enforce the laws, and settlement. The nations of Europe the surplus produce from their Catholics and Jews. Compared to TERMS TO manage disputes about laws. were small in area compared to farms and traded it for goods they most European nations of the UNDERSTAND People living in the 1770s in the America. Great Britain was only could not make. time, the population of the colonies British colonies held certain beliefs slightly larger than the colony of Although families worked was diverse. about good government that still New York. Founders independently,they traded among affect our lives today. Although the land was government expansive, there were few people their neighbors and helped each What evidence still exists of living on it. In 1790, the other. Neighbors got together to different people’s contributions indentured servant How did American Indians population of the colonies was build houses and barns. People to the United States? live before the Europeans self-sufficient almost 4 million compared with rarely traveled more than fifty came? more than 280 million people miles from their homes. living in the United States today. IDEAS FOR subject The Europeans were A farm family frequently included a hired laborer or an DISCUSSION newcomers to North America. How did people in the Hundreds of different groups of indentured servant. Indentured Native American people had colonies earn a living? servants were men and women How did this colonial inhabited the continent for Boston, New York, and who sold their labor in exchange farmer compare life in for the cost of the trip from Europe Why study the British thousands of years. Along the Philadelphia were the largest America? cities in the colonies. Each had a to the colonies. Farm families often colonies in North America? eastern seacoast, where the In the 1700s a French colonist British colonists settled, the native population of more than 25,000 relied on the labor of slaves, We begin our study of the U.S. who settled in New York wrote a Indian people lived in well- people. Most people in cities or especially in the South. Constitution by looking back in book that contained a series of organized tribes. They are known towns earned their living by The typical colonial family in letters from a fictional history.The period is the 1770s. By as the Eastern Woodland tribes. working in professions, trades, the 1770s worked hard and had Pennsylvania farmer to his friend that time, there had been They lived by fishing, hunting, crafts, or small factories. the highest standard of living in in Great Britain. J. Hector St. European colonies established in gathering wild plants, and tending Most colonists did not live in the world. The land was fertile and John was the pen name that Jean North America for more than 150 small crops of corn. cities. They lived in small crops grew well. As a result, the de Crèvecoeur used for his book. years. Some nations that had set The eastern tribes maintained communities or villages or on colonists had diets rich in protein The letters describe Crèvecoeur’s up colonies in America included views about life in America. Some loose political ties among farms. Ninety percent of the and tended to be healthier than France, Great Britain, the sections of these letters follow. themselves. In some cases, entire colonists were farmers. A typical people in Europe. Netherlands, and Spain. Our Read them and discuss the tribes formed leagues so that they farm was between 90 and 160 The colonists were also better study will focus on the British questions at the end. could come together to discuss acres. Farm size varied from the educated than most Europeans. In colonies. It was these thirteen common problems. The best small 30-acre plot of the poorest fact, a greater percentage of people Behold, Sir,a humble colonies that became the United known league was the Iroquois New England farmers to giant in the colonies were able to read American Planter…addressing States of America. you from the farther side of the League. The Iroquois League was Southern plantations with and write than in any European By the 1770s, the British Atlantic…. made up of five tribes that lived in thousands of acres. Not all nation. The most popular colonies along the eastern coast of what today is the state of New colonists were independent publications, other than the Bible, North America were well [The English traveler to York. farmers. Some were hired laborers were newspapers. Four times as established. The British colonists many newspapers were published America] is arrived on a new or craftspeople working on the continent; a modern were subjects of Great Britain. in the colonies than in France. What was life like for larger farms. society…different from what he Being a subject in this case American Indians along Outside the cities and small While most colonists lived had hitherto seen. It is not means being under the rule of a the Eastern coast of communities, people in the fairly well, this was not true of composed, as in Europe, of great monarch. In 1770, King George III North America? colonies might live as far as ten everyone. One-fifth of the lords who possess everything was the ruler of Great Britain. miles from their nearest neighbor. population was held in slavery. and of a herd of people who Our nation did not yet exist. As a result, they had to develop The slaves were people who were have nothing. Here are no brought as laborers to the colonies aristocratical families, no courts,

Page 4 Page the knowledge and skills to We the People –The Citizen & The Constitution Page 5 stories about very different than life in England at that time. Read Sun-Sentinel countries around the world. Based on those stories, how America now does our life in compare with life in other countries? How do the America rights we enjoy in compare with the rights in those countries? white men were allowed to own land and vote. Find newspaper in today’s articles about minorities and women. Is there evidence equal rights that they have and freedoms? Do you believe that minorities and attained women have equality in our modern Write an essay society? explaining why or why not. Use facts from the and other articles sources to support your claim. 5. America was Life in colonial 6.America only In colonial ACTIVITIES the Internet. Find the following groups: • and adolescents children • indentured servants • Native Americans • people held in slavery • women America are generally divided into three regions, the New England Colonies, the Middle Colonies, and the Southern Colonies. Learn more about what life was region.like in each Write a brief summary for your class. United States, mark the British, French, Spanish and colonies with different colors. What states are these colonies now? colonists were self-sufficient, able to grow their own food, make cloths, build homes, and thus sustain themselves. They were also well educated. Look at the ads in the help wanted newspaper. What kind of work do people do today? What educational levels are required for various types of Are people as self- work? as they sufficient today were in colonial times? How does life differ? information about what life in the like for one of colonies was What does this picture tell youWhat about the right to vote in colonial America? 1. Go to your library or search 2. The British colonies in 3. On an outline map of the 4. the In the late 1700’s were the Founders REVIEW LESSON statement mean? minds and hearts of the John Adams, one of our John Adams, lives in the British colonies of the 1770s different from those of people living in Europe? ideas existed in the British colonies in the 1770s? race and wealth make to people in colonial society? value? that “revolution was in the Concord.” What does this What Concord.” In the years before the years before In the people before Lexington and people before Lexington nation’s Founders, once said Throughout this text, refer we 1. were people’s In what ways 2. What diversity of people and 3. What difference did gender, 4. What rights did the colonists 5. Who were the Founders? political leaders of the colonies. political leaders of the own They had developed their be the ideas about what might best kind of government. These their own ideas were formed from studies of experiences and their governments of the past. The free the led the fight to Founders American colonies from British rule. helped to The Founders create the state governments, and their ideas influenced the writing of the Constitution. Some of the names that you might Founders’ and John recognize include Abigail Adams, Benjamin Franklin, Henry,Thomas Patrick Jefferson,Warren, Mercy Otis and George Washington. to a group of people as the to a group of people as Founders. The American Revolution,American the colonists to any were very sensitive the British attempts by to limit their rights. government After the Revolution, Americans with protecting were concerned had just fought for. the rights they Who were the Founders? Since most colonists were self- As subjects of Great Britain, The colonies were not divided The colonies wealthy The difference between What rights did the colonists value? sufficient, they valued their freedom highly.The people in the colonies thought that their society superior to the corrupt was societies of Europe. Colonists considered themselves to be virtuous, hard-working, simple people. the colonists enjoyed the rights in the British included constitution. Many colonial governments also protected the rights of the colonists. For example, Body the Massachusetts the of Liberties of 1641 included right to trial by jury,free elections, and the right of free men to own property.The state of guaranteed freedom Pennsylvania of belief or conscience. Whose opportunities were limited? Not all people shared the same opportunities to gain wealth or to become leaders. Usually,only adult white males who owned property could vote. In most colonies, a person had to own fifty acres of land to be qualified to vote. easily But land was available. Therefore, more people in the colonies had the right to vote than in any other country of that time. Native Americans, blacks, white men without property,and women were typically not allowed to vote or hold office. were usually Women not allowed to own property. Under the law,married couples were considered one person and the husband controlled the property. into a few rich people and a large into a few rich people as in most of mass of poor Europe. In the colonies, there was and no titled nobility. no royalty less and poor people was society.Aimportant in colonial wealthy poor person could become by using knowledge, skills, and opportunities. many cases, In a the not part of man who was could be elected to a wealthy class government position. Why were class differences were class Why in the not important colonies? of our …. The united , smoke, views not [poverty] . [humility] [fair] [most humble] [Here we are] right to own property buy and sell goods to anyone or she chooses cause they are wealthy or from a certain family background or group background by the silken bands of mild by the silken government, the all respecting laws, without dreading their power,because they are equitable and indigence no kings…. the and rich The so far removed poor are not as they are in other from each Europe. Some few towns excepted, of the are all tillers we earth…. [Here the traveler] the hostile castle, and the haughty mansion, contrasted and with the clay-built hut miserable cabin, cattle where each and men help to keep other warm, in and dwell meanness meanest Britain react to Crèvecoeur’s America comparisons of life in and life in Europe? Explain. •limit an individual’s right to •limit an individual’s people certain rights be •give log-houses is a dry and habitation. comfortable are the Lawyer or merchant fairest titles our towns afford…. have no princes,We whom for we toil, starve, and bleed: we are the most perfect society now existing in the world. Here man is free; as he ought to be…. England or Can a wretch…call any other kingdom his country? A country that had no bread for him, whose fields procured him no harvest, who met with nothing but the frowns of the rich, the severity of the laws, with jails and punishments; of who owned not a single foot the extensive surface of the planet? No! urged by a variety of motives here they came. Everything has tended to regenerate them; new laws, a new mode of living, social a new they were system.…Formerly not numbered in any civil lists of their country, except in those of the poor; here they rank as citizens. liked about life in the colonies? experiences, Crèvecoeur’s explain why he would or would that laws not favor individual the •guarantee each 4. How might people in Great 1. it that Crèvecoeur What was 2. What rights did he enjoy? 3. Given what you know of Page 6 We the People –The Citizen & The Constitution were basedonLocke’s philosophy. Founders’ ideasaboutgovernment Manyofthe American colonies. widely readanddiscussedinthe Locke’s book was natural rights. Locke explainedhisideas about Government book called Locke publisheda 1632 to1704. Helivedfrom English philosopher. John Locke was awell-known of theFounders was John Locke. writings influencedthethinking and withotherpeople. exchanged ideaswitheach other The Founders discussedand and listenedtosermonsinchurch. readnewspapers, studied books, They history andphilosophy. Founders? Locke influencethe How didtheideasofJohn UNDERSTAND TERMS TO state ofnature state social contract government purpose of natural rights consent One philosopherwhose The Founders werestudentsof PURPOSE Two Treatisesof 2 n18.Inthatbook in 1689. LESSON these: some importantquestionslike Locke was abletoanswer nature, all. governments orlaws existedat nature asaconditioninwhich no Locke simplysaw astateof people livedinthewilderness. did notmeannecessarilythat have today. the kindofgovernmentthatwe philosophy alsoareimportantto ideas ofthenaturalrights The write theirstateconstitutions. used mostofthesameideasto Founders the Revolutionary War, Afterwinning the colonies. opposed toBritishruleinthe explain why Americans were Declaration ofIndependenceto Locke wereusedinthe The ideasof these questions. debated John Locke’s answersto in a might belikeifpeoplewereliving ideas byimaginingwhatlife through reasoningwecan about natural rights? What wereLocke’s ideas Founders believedthatthepeopleneedagovernmentandhowcreategovernments. You shouldalsobeabletoexplainwhythe to bethenaturalrightsofhumanbeings. this lessonyouwilllearnabouttheideaofnaturalrights. In introduces youtosomeofthebasicideasthatweregreatimportanceFounders. Thislesson purpose ofgovernmentshouldbeandwhatkindisbest. government? Why doweneed Whatkindsofgovernment • Whatkindsofgovernment • Howdopeoplewhorun • Whatshouldbethemain • Whatishumannature?For • What didJohnLocke mean John Locke believedthat purpose ofgovernment? good ofothers? or dotheytendtocareforthe interested intheirownwelfare areallpeoplemainly example, should peopleresist? obey? should peoplesupportand govern? government gettherightto By imagininglifeinastateof The Founders discussedand John Locke arrivedathis E state ofnature hnyufiihti esn youshouldbeabletoexplainwhattheFounders believed When youfinishthislesson, Theseideasestablishwhatthe Our formofgovernmentisbasedonasetideas. by astateofnature? yti,Locke Bythis, . the followingrights: of natureallpeopleseektohave would have inastateofnature. determine whatrightspeople take away theserights. and thatnoonehastherightto withcertainbasicrights Creator” people are “endowed bytheir Itsays that and ofNature’s God.” speaks of “the Laws ofNature forexample, Independence, TheDeclaration of made byGod. which were the laws ofnature, ourrightsarebasedon Instead, and propertyarenotmanmade. liberty, such rightsasthosetolife, beings. just becausetheyarehuman andproperty liberty, rights tolife, means thatallpeoplehave the This part ofthelaw ofnature. .Locke believedthatmost 1. of nature? might happeninastate What didJohnLocke say natural rights andpropertyare liberty, life, • • • Locke reasonedthatinastate What weresomeofJohn Liberty Life Property The Founders believedthat Locke saidthattherightsto people arereasonable and to gaineconomicbenefits. want thefreedomtowork and People orland. tools, houses, such asfood, to survive, the thingsthatarenecessary lives. possible fromthreatstotheir People want tobeassafe please. decisions andtoliveasthey to beablemaketheirown People want free aspossible. Locke’s ideasabout People want tosurvive. . natural rights? People want tobeas . . People want toown Theserightsarea . .Locke believedthatinastate 4. Locke believedthatinastate 3. Locke believedthatinastate 2. consent. governed have togivetheir Thepeopletobe else. the righttogovernanyone only oneway thatpeopleget thereis According toLocke, to governanyoneelse. you wouldnothave theright and the righttogovernyou, noonewouldhave of nature, until peoplecreatethem. governments donotexist According toLocke, agreed toformgovernments. Thisiswhypeople property. or liberty, protect life, governments orlaws to thereareno a stateofnature, In People wouldfeelinsecure. or propertywouldbesafe. liberty, noone’s life, of nature, strong. joining togetheragainstthe try toprotecttheirrightsby weakerpeoplewould Instead, hard toprotecttheirrights. skilled wouldfinditvery People whoareweakerorless own strengthandskill. natural rightsbyusingtheir peopleprotecttheir of nature, weaker orlessskilled. skilled abusethosewhoare who arestrongerormore Sometimespeople and good. humans arenotsoreasonable Afew their self-interest. people arealsodrivenby But they have adutytodoso. conscience tellsthemthat rights ofothersbecausetheir Mostpeoplerespectthe good. people. from theconsent ofthe legitimate government comes thepowerof other words, In legitimate government. thereisno government, consent tocreatea people have notgiventheir Ifthe something totakeplace. approve ofsomethingorallow Consent means to contract they shouldresist. support andobeywhatkind government thepeopleshould questions aboutwhatkindof will alsolearntoexamine You have studiedinthislesson. included alltheideasthatyou You willseehow the Founders the Declaration ofIndependence. nature. effectively protectinastateof that theindividualcannot is toprotectthosenaturalrights kind ofagreementa Locke calledthis and enforcelaws. government thepowertomake government andgivethat create andliveundera individual toagreewithothers state ofnatureisforeach way tosolvethis probleminthe Locke saidthatthebest another. them andliveatpeacewithone rights sothateveryonecouldenjoy protect each person’s natural great problemwas tofindaway to the natural rightsphilosophers, them feelinsecure. andthatwouldmake however, rights wouldnotbeprotected, Their anything theywant todo. peoplemightfeel freetodo nature, Inastateof could beprotected. worried abouthowthoserights they certain naturalrightsexisted, form asocialcontract? Why dopeopleagreeto the main AccordingtoLocke, will notobey. state ofnaturewheresomepeople and propertyareprotected. liberty, knowing thattheirrightstolife, Everyone gainsthesecurityof laws createdbythegovernment. placed uponherorhimbythe person consentstoobeythelimits Each provided byagovernment. receives thesecuritythatcanbe everyone Inreturn, nature. or hewants todoinastateof absolute righttodoanythingshe everyone promisestogiveupthe Inasocialcontract something. something youmustgiveup property beprotected? property might one’slife, liberty, or Without government, how naltrlso,youwillstudy In alaterlesson, For John Locke andother Although peopleagreedthat Is thebetteralternativetoa toget As inallcontracts, . purpose ofgovernment social We the People –The Citizen & The Constitution Page 7 editorials, and even the comics, for to search examples of the “natural rights” to life, liberty, and property. are the most Which important rights to you? and rank Create a chart your most important rights from highest priority to lowest. to see including including Sun-Sentinel how they are written. Then write an editorial that tells how the rights to life, liberty, and property apply to you and your family. Share your editorial with the class. were no laws and no were no laws government. Share the story with your class. Does this story support ideas? If so, Locke’s ones. which Sun-Sentinel news articles, advertisements, 4. Read editorials in the 5.Use the entire . Sun-Sentinel Lord of the Flies Colony, we unto which promise all due submission and obedience.… in the Then draw an editorial Then draw cartoon that illustrates what life might be like in a state of nature. Use your cartoon to illustrate why we need government. LESSON REVIEW by William Golding.William by It is a novel about what hap pened when a group of young boys found themselves in a situation where there It is now your turn to be a philosopher It is now your discuss the your partner or group With 3.Read 2. Study editorial cartoons 1. rights? What are natural rights? How do people get their natural 2. Explain. What might life be like for people living in a state of nature? 3. Where does government get its right to govern, according to the natural rights philosophy? 4. What is a social contract? 5. Locke? What is the main purpose of government according John 7. What are some things the people could do to protect their lives, liberty,or property? What might life be like in a state of nature? a state of in be like might life What Locke.like John First, that you imagine are students in your school and all the of nature.living in a state have You to and other resources plenty of food and to live well.maintain life But there is or are no laws no government and there to follow.Thererules that you have is no do and no one to one to tell you what to protect you. your rights in a following questions about state of nature.to share Be prepared class.your ideas with your Finally, those of John compare your ideas with ideas about natural rights?” “What were Locke’s after you read the section Locke 1. in a state of nature? What might be some advantages and disadvantages of living 2. What rights, if any,might of nature? in a state you expect to have 3.Why? try to do? What might people who are stronger and smarter than others 4.Why? try to do? What might people who are weaker or less skilled than others 5. What might life be like for everyone living in a state of nature? 6.Why? a right to govern anyone else? you have Would the right to govern you? anyone have Would Northern Parts of Northern Parts Virginia, do by these and presents solemnly in the mutually presence of God and of one another, Covenant and Combine ourselves together into a Civil Body Politic, our for better ordering and preservation and furtherance of the ends aforesaid; and by virtue hereof, to enact, constitute, and frame just and equal such Laws, Ordinances, Acts, Constitutions, and Offices, from time to time, as shall be thought most meet and the convenient for general good of the signed the ACTIVITIES Having undertaken, the glory of God, for and advancement of the Christian Faith and Honour of our King and Country, a the to plant Voyage Colony in the First Most people would agree that there are certain rights all people are certain rights would agree that there Most people with a partner or in a group of three students.Work Together learned about the so- cial contract. Most passengers aboard the Mayflower Mayflower Compact in Mayflower 1620, before the ship landed in Plymouth. Read the Mayflower Compact below. Write a explaining brief essay how the Mayflower Compact is an example of a social contract. Why do you think that it is important that all people should have Why do you think that these rights? listed in the order of their importance. Arrange the rights you list in this order. Explain why you ranked the rights on your IDEAS FOR DISCUSSION IDEAS 1. people in our nation should have. List five rights that you think all 2. important? rights on your list seem to be the most of the Which 3. are protected? What might you do in order to ensure that these rights should have. example, For everyone has the probably agree that you and murderers.protected from robbers right to be also probably You be protected. right to vote should a person’s agree that Most people in these the belief that everyone should have the United States share rights. that follow.Beanswer the questions with prepared to share your ideas the class. What rights do you think all people should have? people should do you think all What rights 1. In this lesson you Page 8 We the People –The Citizen & The Constitution ideas oftheFounders. republic that therewas a own nationbegan, Romans? about governmentfromthe What didtheFounders learn Italy. locatedinwhattoday is Rome, capital oftheRomanRepublicwas The from509BCto27BC. years, which lastednearly500 Republic, the Founders was theRoman sake ofthecommongood. forthe government forthepeople, representatives managethe These who electrepresentatives. which powerisheldbythepeople a countrythathasgovernmentin UNDERSTAND TERMS TO republican government republican republic representative representative factions direct democracy delegate common good civic virtue aristocrats Two thousandyearsbeforeour The governmentthatfascinated democracy PURPOSE 3 greatly influencedthe LESSON A republic is government ofRomea sharedthepowertogovern. class, government republican government: benefits theFounders saw in Thesearesomeofthe enjoyed. that theancientRomanshad have someofthesamebenefits They thoughtthattheywould they couldcreateforthemselves. was thebestformofgovernment republican formofgovernment aristocrats government inwhich the government isatypeof common peopleandthe boththe Roman Republic, Inthe themselves withoutaking. Roman peoplegoverned the that duringtheRepublic, TheFounders learned Republic. and governmentoftheRoman themselves wroteaboutthepeople historians andtheRomans oenet h omngo,andcivicvirtue. thecommongood, government, about thekindofgovernmenttheybelievedtobebest. You willlearnhowtheseideasshapedtheFounders’ancient RomanRepublic. thinking ThesewereideastheFounders learnedfromstudyingthegovernmentof virtue. government? What isrepublican republican government? Founders seein What advantagesdidthe citizensandtheirrep- • citizens • citizenshave the • What didtheFounders good community asawhole. which isgoodforthe meansthat fare, good, The term their owninterests. mote the operatively topro- resentatives workco- serve theirinterests represent themandto leaders theyelectto entrust theirpowerto power togovern The Founders calledthe The Founders thoughta The Founders readwhat government fromthe When youfinishthislessonshouldbeabletoexplaintheideasofrepublican andcivic thecommongood, This lessonintroducestheideasofrepublicangovernment, Roman Republic? rather than learn about or commonwel- orwealthyupper , delegate Republican . common common or republican • • • • responsibility todoso. becomes their The representatives tire community. laws thatservetheen- representatives make The son oronegroup. the interestsofoneper- not makelaws toserve Representatives should the commongood. government istoserve purpose ofrepublican Themain for others. elected toactandspeak vote themoutof officeand the peoplecan and fairlaws, tives donotmake good Iftherepresenta- laws. making goodandfair sponsible formaking their representativesre- resentative and betterbecause can makelaws faster Representatives lem. learn abouteveryprob- do nothave thetimeto Butmostpeople well. derstand everyproblem youhave toun- laws, make goodandfair people are responsibletothe common good elected toservethe Representatives are representatives. taken totheir the actionstheywant nicate theirideasand people have tocommu- The represent them. have todecidewhowill Thepeoplestill ment. up theirvoiceingovern- the peopledonotgive their representatives, By delegatingpowerto in theirgovernment The peoplehaveasay more efficient tives makethelawsis Having representa- Thepeoplehold . is aperson . . To To A rep- it . government? republican disadvantages of What werethe the possibledisadvantages: Thesearesomeof disadvantages. Roman Republichadafew government aspracticedinthe Founders saw thatrepublican The might workinthecolonies. whether republicangovernment Republican government • People inalargeand • The people inarepublic • government inalargeand What arethe advantages select newleaderstorepresent them. The Founders worriedabout work forthecommongood. ratherthan people asawhole, against othergroupsorthe interest groupsmightwork Such or interestgroups. oois ontheotherhand, colonies, The the commongood. and careforeach otherand thepeopleknow communities, Insmall communities. works bestinsmall naturally divideinto diverse republicwould ways oflife. different religiousbeliefsand thepeoplehadmany however, Inthecolonies, ways oflife. or moralbeliefs, wealth, be verydifferentintheir Thepeoplecannot of diversity. There cannotbeahighdegree have tobeverymuch alike. occupied alargeterritory. diverse society? of arepublican factions , ersnaiedmcay Ina representative democracy. government isnowcalleda Thiskindof the peopleasawhole. received itsrighttogovernfrom democracy inthesensethatit Such agovernment was a group. by asmallnumberorfavored number ofthepeopleratherthan should beelectedbyalarge that membersofgovernment Madisonsaid elected bythepeople. administered byrepresentatives Laws wouldbemadeand republican formofgovernment. America couldandshouldhave a representative democracy following ways: republican governmentinthe between adirectdemocracyand to therealityof American life. the ideaofrepublicangovernment Madisonadapted our Constitution. such animportantroleincreating becauseheplayed Constitution” often callhim “the Father ofthe We most importantFounders. republican government? adapt theideaof How didtheFounders ideas inthenextlesson. You willstudythese or faction. abuse ofpowerbyanyoneperson way thatmighthelptoavoid the could organizegovernmentina administer laws fortheircountry. people choose leaderstomakeand large anddiversesociety? Ina • good bedeterminedina Ina • Madison definedthedifference James Madisonwas oneofthe How canthecommon Madison believedthat Madison alsobelievedthatyou needed forthegoodofall. to makethedecisionsthatare it becomesdifficultforpeople As communitiesgrowlarger, in smallcommunities. Direct democracyworksbest create thelaws theyneed. Thepeople government. the peoplethemselvescontrol larger area. administer amuch those ingovernmentto makes itpossiblefor This government. the laws andrun representatives make ernment direct democracy republican gov- , the people’s the , the , We the People –The Citizen & The Constitution Page 9 about elected promote? Why? our leaders should concern the common good in your community.Share the with your class. articles Sun-Sentinel or officials enacting laws acting on behalf of citizens. Are these elected officials local, state, or national representatives? Discuss the limits those elected based have officials may on what level of government they represent. The ideas and values of the The ideas and was thought it The Founders American By the time of the After the Revolution, the government do yougovernment think What ideals of republican What 5. in the articles Find of the people. of the were promoted Roman Republic colonies American the throughout that people read. in the stories designed to Public buildings buildings of ancient resemble the people of the Rome also reminded Roman ideas and values of the Republic. and promote important to teach civic virtue among citizens. They Republic believed that the Roman because its had failed in the end virtue.citizens lost their civic They interests had promoted their own common at the expense of the good. Revolution, had the Founders come to believe strongly in the ideals of republican government. They thought that Great Britain these ideals. violating was They the British government claimed of serving selfish guilty was interests at the expense of the common good. It had violated those rights that good government to protect. supposed was were able to establish Founders their own government. They tried to make sure this government would not violate their rights. An essential step, they thought, was to create a constitutional government. will learn what a You constitution and constitutional government are in the next lesson. the public good? Why or why not? Why issues of your local news- paper. that articles Find People living in the American living in the People Madison also realized that as Madison also fame and admiration can fame and admiration lead him or her to pursue This is the way to make good This is the way men of you, your soul and save from pain and woe. As for those boys and girls that mind not their books, and love and school,not church but play as tell tales,with such tell lies, curse, swear, steal, and they will come to some bad end, and must be whipped till they mend their ways. Tell no tales;Tell call no ill names; you must not lie, nor swear, nor cheat, nor steal. not with bad boys;Play use no ill words at play,spend your time well, live in peace, and shun all strife. Do you agree with the view that a statesman’s desire for that a statesman’s desire Lesson 15: 4. Look through different How did the colonists teach the values of republican government? colonies were taught the value of civic virtue and other values of republican government in many ways. taught these values Parents to their children. taught Teachers them in school. Clergy taught them in sermons and writings. Leading citizens of the country were expected to set good examples. The values of republican government were a part of the customs and traditions contribute to the general to the contribute prosperity. their own interests people pursue act against the they sometimes the common good.interests of He civic virtue alone could knew that not be relied upon. Madison a government that would wanted is,fit human nature as it not as one might wish it to be. , a popular Civic virtue school text of the late 1700s. school What values do the lessons a poster or stress? Draw about the values taught in colonial communities. The excerpts below are from the Speller BlueBack cartoon illustrating one of \the lessons. The Founders thought that The Founders Madison understood the The Founders thought that The Founders I will not walk with bad men; I will not walk not be cast off with that I may them. I will love the law,and keep it. with the just,I will walk and do good. Be a good child; mind your book; and strive to love your school learn. 3. In this lesson you learned Lesson 6: Lesson 12: meant that both citizens and their meant that both citizens set aside leaders were willing to and their private interests the common personal concerns for good. to important civic virtue was well. make a government work in Citizens need to participate the their government to promote common good. importance of civic virtue to good government. In this way,he was like the other Founders. Madison view of also accepted Locke’s human nature. He believed that people are prompted to act by their self-interest. He thought that the pursuit of self-interest could in further the common its own way good. example, For a statesman’s desire for fame and admiration from others could lead him or her to practice civic virtue. The common good could be served by individuals pursuing their economic self-interest. would Each Why is civic virtue necessary is civic virtue Why government for republican to work well? government was republican Rome only because of possible in virtue of the high degree of civic the Roman citizens. ACTIVITIES often referred to George “our as Washington Cincinnatus.” stories and Find works of art that illustrate the as Washington life of George a model of civic virtue. Share what you learned with your class. Washington, buildings in D.C., and state capitols across the country look like Greek or Roman buildings. of photographs Find government buildings. Compare them with or photographs of drawings ancient Greek or Roman buildings. Explain how this style in our architectural country symbolizes the influences of ancient Greece and Rome on the Founders. represented in this story? What represented in this story? are the self-interests repre- you sented in the story? Do taken by agree with the actions Why or why not? Cincinnatus? a leader in our nation who you think has civic virtue. Give rea- sons for your opinion based on life. the person’s to want you might not which put the common good above your own interests. disagree people might which about what is best for the common good. What should be done when there are such disagreements? Why? you think you should put the common good above your own interests. and his life as a farmer and a farmer and life as a and his citizen. to his home, By returning showed that he Cincinnatus a good citizen of valued being than he valued fame Rome more power.and personal He respected the government of Rome. He did to to use his popularity not want from the take power away by the representatives elected citizens. 1. as What is the common good 2. know or Describe a person you 3. Explain some situations where 4. Explain some situations in 5. some situations in Explain 1.Americans His fellow 2. Many government REVIEW LESSON LESSON government? What are the government? advantages and disadvantages of republican government? term “common good”? between direct democracy and representative democracy? it important that citizens and their representatives have civic virtue? republican government promoted in the colonies? Why were these values promoted? IDEAS FOR DISCUSSION IDEAS In the year 460 BC, Rome was You might want to work with a to work with might want You Examine the ideas of “common ideas of Examine the 1. What is republican 2. What is the meaning of the 3. What is the difference 4.Why is What is civic virtue? 5. How were the values of in great danger.An army from the burning and plundering east was the countryside. The enemy surrounded the defending Roman army on all sides. The leaders of the government of Rome decided to ask Cincinnatus, a skilled military leader, to help them during this crisis. The government leaders sent messengers asking Cincinnatus to serve as dictator of the country for as long as the crisis might last. Cincinnatus was a hard working farmer with only four acres of land. When the messengers found him, he was quietly plowing the fields. Because he loved his country,he left his plow to go to Rome to lead the army.In a battle that lasted two days, his army defeated the the country.Inenemy and saved gratitude, the people of Rome honored and praised Cincinnatus. over, But when the crisis was Cincinnatus did not try to remain as dictator of his country.He did continued power. not want Instead, he returned to his home Cincinnatus: A Model of Civic Vitue Why should citizens Why should the common promote good? partner or in groups of three.partner or in groups of A group spokesperson for each to the should explain its answers rest of the class. good” and “self-interest” in the story about Cincinnatus. Then that respond to the questions follow it. What is a higher law? In a constitutional government, the constitution must effectively limit the use of power. The constitution is a higher law.A higher law is a set of laws that What is constitutional establish and limit the power of government. All the people, including government leaders, government? must obey the higher law of the land. The people running the government must do what the This lesson introduces the ideas of a constitution and constitutional constitution says. The constitution describes ways to ensure that

The Citizen & The Constitution The Citizen & government. It also introduces the idea that a constitution is a higher law. people in government obey the When you finish this lesson, you should be able to explain the ideas of a limits on their power. LESSON constitution, constitutional government, and higher law. You should also be In a constitutional able to explain some of the important differences between constitutional government, the constitution has PURPOSE the following five important 4 governments and autocratic or dictatorial governments. characteristics: 1. It lists the basic rights of

We the People – the People We citizens to life, liberty,and property. writing at all. Many societies in QUESTIONS ABOUT Constitution. For example, the 2. It establishes the history had constitutions based CITIZENS courts cannot force a person to responsibility of on unwritten customs and • Who is a citizen? be a witness against himself. government to protect traditions. • Are citizens supposed to The courts cannot deny the those rights. You can learn about a have control over their accused the right to an 3. It places limits on how the government and its citizens by government? If so, how is attorney. people in government studying a nation’s this control supposed to In some nations, the power of may use their powers. constitution. Here are some of work? government is not limited. It is Some examples of how the • What rights and possible for the constitution of our Constitution limits questions a constitution responsibilities, if any,are a nation to provide for the the powers of government usually answers: the citizens supposed to unlimited use of power. In are other cases, the constitution of have? • Citizens’ rights. People in QUESTIONS ABOUT a nation might say that the government cannot TERMS TO GOVERNMENT What is a constitutional power of government should be unfairly deprive a person UNDERSTAND • What are the purposes of government? limited. But, it might neglect to of the right to freedom of government? say how those limits are to be speech. Having a constitution does enforced. • What is the organization • How resources are not mean that a nation has a Suppose the constitution of a autocratic or of government? What distributed. People in parts does it have? What constitutional government. nation does not limit the dictatorial A constitutional government government cannot take a does each part do? powers of its government. On person’s property without government • How is government means that there are limits on the other hand, suppose it the powers of the person or paying the person a fair price constitution supposed to go about limits the power, but those for it. group running government. limits are not enforced. In doing its business? For • How conflicts are handled. constitutional example, how does the The word “limits,” as used here, either case, the government is means things that government People in government must government government make its laws? not a constitutional give all persons accused of a • How are people selected may not do or actions that it government. We call may not take. crime a fair trial. higher law to serve in government? government of unlimited 4. It establishes the principle Our Constitution limits the power an autocratic or of a private domain.A limits power of government. The dictatorial government. limits are written into the private domain is that monarchy part of a person’s life that is not the business of private domain government. 5. It can only be changed with the widespread consent of citizens and according to certain set What is a constitution? procedures. A constitution is a legal framework for government. A constitution tells how a government is organized and run. Every nation has a constitution. Both good and bad governments have What role does a constitutions. Constitution play in Most constitutions are in a constitutional writing. The United States and Russia are two examples of government? countries with written constitutions. Some constitutions contain both written and unwritten parts. The British constitution is the best-known example of this kind of constitution because it is based on both written laws and unwritten customs. It also is possible to have a What are the advantages of constitutional government? constitution that is not in Page 10 Page We the People –The Citizen & The Constitution Page 11 As you were able to “This brother of yours “This brother As the guards escorted PREPARING observe in the story, there that set were no laws reasonable limits on the power of the king. But, the king had a council of advisers, as in some other cities of ancient Greece. The Creon. his own attacking was country,” replied. Creon require no such “The gods evil doers.loyalty to It is my and duty to produce order peace in this land. If I do not act, citizens of the me weak. Thebes will think The public order, the state itself will be in jeopardy. It of the state that is the laws hold this city together. If go law those who break the unpunished, we will be a city.lawless Even the innocent will suffer. You your thrown away have future happiness, Antigone,” Creon said. make it “You impossible for me to avoid putting you to death. Guards, take this woman her away!” and lock Antigone from the garden, she turned to Creon and said, further violate “You the rights of the people by passing sentence upon me without a fair and public hearing.” “Obey the law if you “Obey the law Later that day, a guard me,“Tell did you not “I knew the law,” far, the limits, exceeding do what the king when you has forbidden?” Ismene Antigone.asked of “I do not our wish to dishonor brother, no I have but king.strength to defy the If law,we defy Creon’s we will against find ourselves alone king and the powers of the we we will perish! Since law,must obey Creon’s we for can ask the gods forgiveness,” Ismene said. must, will not urge Ismene.I you further to join me,” Antigone replied. suddenly burst into the garden where Creon was resting. The guard brought the news that Polyneices had been buried. Creon orders to find angrily gave the guilty person. The guard Antigone in returned with custody. know that there is a law forbidding what you did? Why did you disobey it?” Creon asked. are my “You niece, how can this be?” Antigone answered. “If I had allowed my brother to lie unburied, that would disturbed me deeply. have is not part of law Your eternal justice. I disobeyed your law. not sorry for I am what I did,” Antigone said to “Are you not going too “Are Other citizens supported Antigone believed that Antigone decided to bury the body of her brother. “I will never be false to my brother,” she said. Antigone attempted to convince Ismene to help her. to this belief, souls unburied to wander were doomed eternity. alone throughout of people This group law that Creon’s complained rights without violated their doing so. a good reason for Creon. They believed that justified was law Creon’s because the city had and suffered from rebels lawbreakers. the was It duty to decide what king’s who to do with people violated the law. They felt that the fate of Polyneices could serve as an example to those who did not respect the king. of the laws the gods were of the laws more important than the ruler. of any laws So The citizens of Thebes The citizens of The people of Thebes of The people debated the wisdom of law.Creon’s On one side, many people were opposed to it. These people believed the duty of the living it was to bury the dead. According property was destroyed. was property Finally, and Polyneices other. killed each Eteocles elected Creon immediately next king.to be their Creon to was decreed that Eteocles funeral for receive a hero’s defending the city. But to rot on the was Polyneices battlefield. Any person who tried to bury Polyneices would be put to death. “These are my laws!” Creon declared. by these “Only can our city be safe laws and prosper. Only by can obedience to these laws and ruin.” war civil we avoid is a monarchy The citizens of Thebes The citizens of Thebes left Polyneices Thebes was an Thebes was Read “The Tragedy Read “The of In the drama, Antigone PARTICIPATING IN A CLASSACTIVITY PARTICIPATING had chosen Eteocles,had chosen the younger brother, to be their king. believed Polyneices older it that since he was his right to rule the was land. The two brothers quarreled and Eteocles from banished Polyneices the city. and gathered a large army to fight his brother for the throne. a long and It was bitter civil war; many people died and much important city in ancient Greece. Antigone lived there with her sister, Ismene, her two brothers, Polyneices and Eteocles, and their Creon. uncle THE TRAGEDY OF ANTIGONE decided on punishments for people who violated his laws. The story raises questions about limits on the power of government. Antigone.” The story has and been summarized from a Greek play adapted by written in 442 BC Sophocles. disobeys her uncle, Creon, Thebes.the ruler of The a Thebes was government of monarchy. A form of government in form of government political power is held which as a by a single ruler such king or queen. The king ruled the city; he made and and he enforced the laws How would you solve How would of power? this issue Page 12 We the People –The Citizen & The Constitution from thecouncil. prepare toanswerquestions Each groupalsoshould as theideasinstory. learned inthelessonaswell usewhatyou presentations, presentations. will listentothe who Council of Advisers, Thesixthgroupisthe king. limiting thepowerof explains itsideasabout make apresentationthat groups shouldprepareto Five ofthe six groups. give theking. to ifany, recommendations, decide what conduct ahearingandthen Council of Advisers will The recommendations. study theissueandtomake to permitthecouncil imagine thatCreonagreed Further, power oftheking. investigate theunlimited Council of Advisers to Antigone hasaskedthe might dotosolvethem. advise thekingonwhathe investigate problemsandto role ofthecouncilwas to the King king shouldremainasis. you believethepowerof to explainthereasonswhy besure your presentation, During Creon inthestory. on whatyoureadabout Base your arguments king. limits onthepowerof arguments againstany Present specific reasons the powerof the king. arguments against limiting In preparingyour Your class willworkin Let usimaginethat Citizens Who Support Citizens Who Creon Prepare . Prepare . president. your grouptobethe Selectamemberof hearing. each groupduringthe prepare questionstoask Then the roleofeach group. Reread thestoryandstudy why youholdthisopinion. Present specificreasons Ismene’s pointofview. arguments thatrepresent of theking. why yousupporttheactions PRESENTING Antigone council’s questions. should helpanswer the Every member ofthegroup questions ofthegroup. council membersmay ask position tothecouncil. presentation toexplainits minutes tomakeaformal meeting. explain thepurposeof the sessiontoorderand Council of Advisers willcall Antigone’s pointofview. reasons whyyousupport Presentspecific king. limiting thepowerof arguments thatfavor recommend toCreon. would likethecouncilto the king’s powerthatyou propose specificlimitson During yourpresentation, Antigone inthestory. on whatyoureadabout Baseyourarguments king. limiting thepowerof arguments infavor of Council of Advisers Ismene Support Citizens Who Antigone After each presentation, Each grouphasfour The presidentofthe Prepare . Prepare . Prepare . . .Identifytwoareas of 4. Whatarethe 3. Explainthedifferences 2. Whatisaconstitution? 1. these areas. should notintrudein you thinkgovernment Explainwhy not interfere. think governmentshould private lifeinwhich you law”? a constitutionas “higher characteristics thatdefine government. autocratic ordictatorial government andan between aconstitutional studying itsconstitution? a nation’s governmentby What canyoulearnabout LESSON REVIEW decision withtheclass. council willthenshareits The make totheking. to ifany, recommendations, meet todecidewhat Council of Advisers will Whatwerethestrongest • with theclass. and sharetheirconclusions evaluation questionsbelow should answerthe Each student the decision. as awholeshouldevaluate made itsdecisiontheclass EVALUATING .Revieweditorial cartoons 3. Readtheplay 2. Inthehistoryofworld, 1. fe h ern,the After thehearing, After thecouncilhas government. and adictatorial constitutional government difference betweena board thatillustratesthe for yourclass bulletin draw aneditorialcartoon Then how theyaredone. in the with yourclass. your findingsandshareit Write ashortreporton resistance toNazirule. World War IItoinspire was rewrittenduring Research howtheplay of thepeople. violated thenaturalrights give examplesofhowit these governmentsand Conduct research ononeof the limitsontheirpower. governments thatignored there have been ACTIVITIES Sun-Sentinel Antigone to see . .Inthe 4. Whatdidyoulearn • Whatwerethestrongest • from thearticles selected. youcaninfer them, orlack of of thecitizens, rights andresponsibilities On theposterlist government onaposter. limited orunlimited articles abouteither Paste the government. that have unlimited government andcountries that have alimited stories aboutcountries of thisactivity? government asaresult constitutional about theimportanceof weakest? arguments werethe the king? Which of limitingthepower arguments madeinfavor were theweakest? arguments king? Which limiting thepower arguments madeagainst Sun-Sentinel find We the People – How can we organize government to prevent the abuse of power? The Citizen & The Constitution Constitutional governments are designed to protect the people from abuses of government power. In this lesson you learn how people might organize government to make the abuse of power less likely. When you finish this lesson, you should be able to explain the ideas of separation of powers and checks and balances; know the Founders’ reasons for LESSON creating a system that limits governmental power; and list some powers of the three PURPOSE5 branches of government.

IDEAS FOR DISCUSSION Why did the Founders fear the abuse of power? The Founders knew that throughout history many governments had used their power unfairly.This is why they created the system of limits on power described in TERMS TO this lesson. To understand their thinking, UNDERSTAND read the quotations below. Then, with a bill partner, discuss the questions that follow. checks and balances 1. What does each quotation mean? executive branch judicial branch 2. What view of human nature did legislative branch Alexander Hamilton, Benjamin separation of powers Franklin, and George Mason share? 3. Do you agree or disagree with these views of human nature? Why or why not? How might people organize a government to prevent the abuse 4. If you do agree with these views of human of power? Constitutional governments nature, how would you organize our are organized in such a way government to protect your rights? that one person or group cannot get enough power to dominate the government. Two Why did the Founders believe that all common ways to do this are governments need limits on their • Separate the powers power? of government. Divide the powers of government among different branches, or ALEXANDER HAMILTON BENJAMIN FRANKLIN GEORGE MASON parts. Doing so would prevent any one person or “Give all power to the many, “ There are two passions which “From the nature of man, group from having all the they will oppress the few. have a Powerful influence on we may be sure that those power. Give all power to the few, the affairs of men. These are who have power in their they will oppress the many.” ambition and avarice [greed]; hands…will always, when • Balance the powers the love of power and the they can…increase it.” among the branches love of money.” of government. Divide the powers of government in such a way that no one branch controls the other Page 13 branches. Give each branch methods to check the use of Page 14 We the People –The Citizen & The Constitution powers work? How doesseparationof the followingthreebranches: divide ourgovernmentinto powers called Thisis given toeach branch. someofthepoweris Instead, not giventoanyonebranch. The powerofgovernmentis different groupsorbranches. are oftendividedintothree governments showsthatthey of powers differentfrom the • branches. power bytheother the balanceofpowers? How isthe separation A studyofconstitutional laws has thepowertomake separation of legislative branch o xml,we For example, . are checked becausesome the powers special powers, of governmenthasitsown Althougheach branch others. completely dominatethe so much powerthatitcan Noonebranch has balanced. branches ofgovernmentare powers ofthedifferent balances work? checks andbalances How doesasystemof the • the • The phrase and enforcementoflaws. application, meaning, conflicts aboutthe the powertomanage out andenforcelaws has thepowertocarry judicial branch executive branch means thatthe Why arethepowers ofgovernment separated andbalanced? checks and has omk as For example: to makelaws. control thepowerofCongress branches ways tocheck and executive andjudicial Constitution givesthe house. law proposedbytheother other byrefusingtopassa can check thepowerof Each house and theSenate. House ofRepresentatives the between twohouses, power ofCongressisdivided The power tomakelaws. Ithasthe legislative branch. isthe Congress Constitution, other branches. powers aresharedwiththe •A nadto,our In addition, According toour sign itbeforecan thepresidentmust bill, When Congresspassesa bill is aproposedlaw. lesson inafuture and balancesinalater about thesystemofchecks or.You willlearnmore Court. Supreme president andU.S. check thepowersof h .S SupremeCourt S. U. The • There aresimilarways to hrfr,invalid. therefore, Constitution and, violation ofthe declare alaw tobein TheCourtcan Congress. can check thepowerof of bothhouses. by atwo-thirdsmajority again andpassesthebill unless Congressvotes cannot becomealaw thebill this happens, If to refusesignabill. president hastheright The become law. well thoughtoutone. itwillbea make adecision, government doesfinally more likelythatwhen these complicationsmakeit Many peoplethinkthat considered anadvantage. thisisoften strange, Although itmightseem things donemay taketime. getting complicated ways, are organizedin constitutional governments Because power islimited. ensure thatgovernment checks andbalanceshelps separation ofpowersand supplement. government hasthefinal say aboutwhetheralaw This systemof is constitutional? Which branch of We the People –The Citizen & The Constitution Page 15 stories where in which the two the in which Page 15: Activity 1: LA.A.1.4 LA.A.2.4 LA.B.1.4 LA.B.2.4 LA.C.3.4 SS.C.1.4 SS.C.2.4 Activity 2: LA.A.1.4 LA.A.2.4 SS.C.1.4 VA.A.1.4 Activity 3: LA.A.1.4 LA.A.2.4 LA.A.1.4 LA.B.2.4 SS.C.1.4 Activity 4: LA.A.1.4 LA.A.2.4 LA.B.2.4 Entire Tab: SS.C.1.4 Sun-Sentinel the executive or judicial branches of the executive or judicial branches to government are using their power carry out, enforce, or deliberate enacted by Congress.a law Which cabinet office of the executive branch is or what level of the judicial branch Write a summary taking the action? of what occurred and how the involved. was branch Sun-Sentinel the U.S.houses of Congress are their powers.exercising Select an is disagreement there issue in which and the House of between the Senate Representatives. Venn a Draw house’s each diagram that illustrates position on the issue. the Show differ within places the two bodies where they and show their own circle portion of agree in the overlapping the diagram. 3. from the of articles Collect a series 4. Find Page 12: Activity 1: LA.A.1.4 LA.A.2.4 SS.C.1.4 SS.A.3.4 LA.B.2.4 Activity 2: LA.A.1.4 LA.A.2.4 SS.A.3.4 LA.B.1.4 LA.B.2.4 LA.C.3. Activity 3: LA.A.1.4 LA.C.2.4 SS.A.3.4 SS.C.1.4 VA.A.1.4 VA.B.1.4 Activity 4: LA.A.1.4 LA.A.2.4 LA.B.2.4 SS.A.3.4 VA.A.1.4 VA.B.1.4 or news Share your charts Share your charts one for in your state one for in your Sun-Sentinel U.S. Constitution. Then, examine state. of your the constitution that illustrate Create two charts and the process of checks balances, one for the U.S. government and government. with the class. illustrate that magazine articles our system of separation of and balances. powers and checks to create a Use the articles bulletin board for your classroom. ACTIVITIES Page 9: Activity 1: LA.A.1.4 LA.A.2.4 LA.C.3.4 VA.C.1.4 SS.A.4.4 Activity 2: LA.A.1.4 VA.C.1.4 SS.A.4.4 SS.A.2.4 LA.C.2.4 LA.C.3.4 Activity 3: LA.A.1.4 LA.A.2.4 SS.A.4.4 VA.A.1.4 VA.B.1.4 Activity 4: LA.A.1.4 LA.A.2.4 LA.C.3.4 Activity 5: LA.A.1.4 LA.B.2.4 SS.C.1.4 1. I,Articles Read II, the and III of 2. Find balances Political Cartoon: LA.A.1.4 LA.C.2.4 Page 7: Activity 1: LA.A.1.4 LA.A.2.4 LA.B.1.4 LA.B.2.4 SS.A.4.4 Activity 2: LA.A.1.4 LA.C.2.4 VA.C.1.4 VA.B.1.4 Activity 3: LA.A.1.4 LA.A.2.4 LA.C.3.4 Activity 4: LA.A.1.4 LA.A.2.4 LA.B.1.4 LA.B.2.4 LA.C.3.4 Activity 5: LA.A.1.4 LA.A.2.4 LA.B.2.4 SS.C.1.4 Why might this be an advantage? Why might this LESSONREVIEW government and what power does each hold? what power does each government and work? Give some examples.work? Give some decisions cannot reach that government quickly. a disadvantage? Why might it be of powers work? of powers Activity 6: LA.A.1.4 LA.B.1.4 LA.B.2.4 SS.A.4.4 Activity 5: LA.A.1.4 LA.A.2.4 SS.A.4.4 SS.C.2.4 Activity 4: LA.A.1.4 LA.A.2.4 SS.A.4.4 SS.D.2.4 Activity 3: LA.A.1.4 LA.A.2.4 SS.B.1.4 Activity 2: LA.A.1.4 LA.A.2.4 LA.B.1.4 LA.B.2.4 SS.B.2.4 Activity 1: LA.A.1.4 LA.A.2.4 SS.A.4.4 Page 5: WE THE PEOPLE STANDARDS - SUNSHINE STATE 4. powers means The separation and sharing of 2. of our branches are the three What 3. and a system of checks How does 1. of separation does a system How