We the People Framework for Middle Schools and High Schools

The We the People Text introduces students to the study of constitutional government in the United States. The curriculum is organized around ideas that form part of the common core of civic values and concepts that are fundamental to the understanding of democratic citizenship in the United States. The framework below is simply a suggestion. Instructors can teach all or part of the lessons and they can certainly change the order and time frame to meet their students’ needs.

The text is divided into six units with various lessons to expand upon the theme of each unit. The beginning of each describes the unit’s purpose with a timeline at the bottom of the page. This is followed by six to seven lessons in per unit. Each lesson’s purpose is followed by key Terms and Concepts to Understand. Some of the best practices to use with the key terms are to have students define the terms. The teacher can assess students’ understanding of these terms in quizzes such as multiple-choice, matching, fill-in-the-blank, or using the term or concept correctly in a sentence or statement – to test their knowledge of terms and concepts.

Each unit’s key terms and concepts are followed by the key concepts of the lesson with bolded subheadings interspaced with Critical Thinking Exercises that can be used in cooperative learning activities in the classroom. At the end of each lesson there are a series of What Do You Think? questions. These can be used to assess student understanding by having students prepare essays, write position papers, or engage in classroom debates or discussions. These questions are immediately followed by Reviewing and Using the Lesson questions. This feature can be used as a quiz at the end of each lesson to evaluate whether students have mastered the material covered in the lesson.

Week Activity/Lesson Directions/Suggestions/Resources 1 High School See additional websites for sample lesson plans and resources: Unit One: What are the Philosophical and Historical Foundations of the WTP Instructional guideline.pdf American Political System? Teaching Strategies.htm  Lesson 1: What did the Founding Fathers Think About We The People _ EDSITEment.htm (many additional lessons) Constitutional Government? (pg. 1-10) iCivics- Who Rules  Lesson 3: What Historical Developments Influenced Modern Ideas WTP Lesson 4.pdf of Individual Rights? (pg. 19-26) The Enlightenment  Lesson 4: What Were The British Origins of American WTP Unit lesson and questions Constitutionalism? (pg. 27-34) FLREA Inspiration for a New Nation Middle School There are instructional videos available at: Unit One: What were the Founders’ Basic Ideas about government? http://www.civiced.org/resources/multimedia/featured-videos  Lesson 1: What were the British Colonies in America like in the 1770s? (pg. 1-12) Note: To access additional lessons from the Florida Law Related Education Association (FLREA), teachers will have to request a password and wait 24-48 for authorization. Once authorization  Lesson 2: Why do we need government? (pg. 13- 20) is granted, teachers will receive information via email.  Lesson 3: What is republican government? (pg. 21-30) Note: To access the answer keys for iCivics lessons, teachers will have to go to iCivics.com and create an account. Week Activity/Lesson Directions/Suggestions/Resources 1 2 High School The American Revolution Unit One: What are the Philosophical and Historical Foundations of the Enlightenment Ideas American Political System? FLREA Enlighten Me Lesson  Lesson 5: What Basic Ideas about the Rights and Constitutional FLREA Enlighten Me powerpoint Government Did Colonial Americans Hold? (pg. 35-42)  Lesson 7: What Basic Ideas about Government and Rights Did the https://www.superteachertools.net/jeopardyx/answerkey.php? State Constitutions Include? (pg. 49-56) game=1409241026 Middle School Unit One: What were the Founders’ Basic Ideas about government?  Lesson 4: What is constitutional government? (pg. 31-40)  Lesson 5: How can we organize government to prevent the abuse of power? (pg. 41-45)

3 High School Basic ideas of Government handout (WTP teachers’ edition D1) Unit Two: How Did The Framers Create The Constitution? Creating the constitution  Lesson 8: What Were The Articles of Confederation, and Why Did Checks and balances Some of the Founders Want to Change Them? (pg. 57- 66) Branches of government  Lesson 11: What Questions Did the Framers Consider in Designing Branches of government Handout (to be used with Branches of government the Three Branches of the National Government? (pg. 79- 86) powerpoint) Middle School Branches of government powerpoint (to be used with Branches of Unit Two: What shaped the Founders’ thinking about government? government handout  Lesson 8: What Basic ideas about government are in the FLREA Foundations of Government- What is a Constitution powerpoint Declaration of Independence? (pg. 67-74)  Lesson 10: How did the states govern themselves after the Revolution? (pg. 83- 92) 4 High School Federalism Graphic Organizer Unit Two: How Did The Framers Create The Constitution?  Lesson 12: How Did the Delegates Distribute Powers Between National and State Governments? (pg. 87- 92)  Lesson 14: What Was the Federalist Position in the Debate about Ratification? (pg. 99- 104) Middle School Unit Two: What shaped the Founders’ thinking about government?  Lesson 11: How did the Articles of Confederation organize the first national government? (pg. 93 – 102) Week Activity/Lesson Directions/Suggestions/Resources 5 High School Judicial Review Marbury v. Madison DBQ

2 Unit Three: How Has The Constitution Been Changed to Further The Flow chart Political Parties Ideals Contained in The Declaration of Independence? Political Parties timeline  Lesson 15: How Have Amendments and Judicial Review Changed the Constitution? (pg. 107- 112)  Lesson 17: How Did The Civil War Test and Transform the American Constitutional System? (pg. 119-124) Middle School Unit Three: What happened at the Philadelphia Convention?  Lesson 13: How did the Framers resolve the conflict about representation in Congress? (pg. 113- 120)  Lesson 14: How did the Framers resolve the conflict between the Northern and Southern states? (pg. 121- 128)

6 High School ABA Lesson Plan for 14 th Amendment Unit Three: How Has The Constitution Been Changed to Further The ABA Handout For 14 th Amendment Ideals Contained in The Declaration of Independence? Affirmative Action Lesson Plan  Lesson 18: How Has the Due Process Clause of the Fourteenth Brown v. Board power point Amendment Changed the Constitution? (pg. 125- 130) Segregation Power Point  Lesson 20: How Has the Right to Vote Been Expanded since the Voting Rights timeline Adoption of the Constitution? (pg. 137- 142) FLREA Making Amends 3.5 lesson Middle School FLREA Making Amends 3.5 powerpoint Unit Three: What happened at the Philadelphia Convention? Checks and balances  Lesson 15: How did the Framers resolve the conflict about the powers of the legislative branch? (pg. 129- 136)  Lesson 16: How much power should be given to the executive and judicial branch? (pg. 137- 144)

7 *Break up students into groups of six for student led presentations of remaining lessons and state hearing questions for competition. *Go to www.flrea.org to view High School State Hearing Questions Assign One Question Per Group *Student groups will use this week to prepare for the three lessons that they will present and to simultaneously research for their state hearing question.

Students Prepare for Hearing Questions Give each Unit group their set of hearing questions (3 questions total). Although each individual student can write an answer (also called the opening statement), emphasize that they are answering each question as a group. There are two options as to how students can approach them: 3 1) Each group would work on answering one question for the week. By the end of the week (or other designated time) students should have a rough draft finished for question #1. The following week, students would prepare for question #2, with a rough draft at the end of the week again, and the same for the third week. 2) Teacher can pass out handout titled Areas for Research to assist students in beginning their research. • Teacher facilitates preparation each week, giving whatever help necessary. • Rough drafts are continuously re-submitted until all criteria has been met 2) Students can write the answers to each question individually. For example, question #1 can be written by one student, while another student in the group can write question #2, and another for question #3. This may help to speed up the process in general, and keep one person from being the designated as the sole writer; however, what works for one group may not work for another. • Since each of the three questions have several sub-questions within them, it may be better to have the group divide those sub-questions for quicker results. Additionally, this would give the team more ownership over the entire question for each week. Students Prepare for We The People Unit Presentations for the Week  Each group should present their corresponding unit to the entire class with a 10-12 slide power point.  Each group is responsible for creating five multiple choice questions for the assessment that will be administered by the teacher on week 14.  The other students in the class should be taking notes and asking questions. Students who take notes will be allowed to use them for this assessment. Week Activity/Lesson Directions/Suggestions/Resources 8 High School • Teacher facilitates preparation each week, giving whatever help necessary. *Student Groups Present: • Rough drafts are continuously re-submitted until all criteria has been met Unit Four: How Have the Values and Principles Embodied In The Law Studies Lesson 8- Structure of U.S. Government Constitution Shaped American Institutions and Practices?  Lesson 21: (30 minutes) What is the Role of Congress in Law Studies Lesson 9: Federal System American Constitutional Democracy? (pg. 145- 152) Federalism Graphic Organizer  Lesson 23: (30 minutes) What is the Role of the President in the American Constitutional System? (pg. 161- 172) Middle School  Federalism handout (WTP teachers’ edition D3) *Student Groups Present: Unit Four: How was the constitution used to establish our government?  Lesson 17: (30 minutes) How did the Constitution create a federal system of government? (pg. 147- 154)  Lesson 19: (30 minutes) How did congress organize the new government? (pg. 165- 170) *For the remainder of class time student groups work on editing/revising state hearing questions Week Activity/Lesson Directions/Suggestions/Resources 9 High School • Teacher facilitates preparation each week, giving whatever help necessary. *Student Groups Present: • Rough drafts are continuously re-submitted until all criteria has been met 4 Unit Four: How Have the Values and Principles Embodied In The Flow chart Political Parties Constitution Shaped American Institutions and Practices? Political Parties timeline  Lesson 24: (30 minutes) How Are National Laws Administered Judicial Review Marbury v. Madison DBQ in the American Constitutional System? (pg. 173- 178)  Lesson 26: (30 minutes) How Does American Federalism Work? (pg. 185- 192) Middle School *Student Groups Present: Unit Four: How was the constitution used to establish our government?  Lesson 20: (30 minutes) How did political parties develop? (pg. 171- 180)  Lesson 21: (30 minutes) How does the U.S. Supreme Court use the power of judicial review? (pg. 181-186)

*For the remainder of class time student groups work on editing/revising state hearing questions 10 High School • Teacher facilitates preparation each week, giving whatever help necessary. *Student Groups Present: • Rough drafts are continuously re-submitted until all criteria has been met Unit Five: What Rights Does The Bill of Rights Protect? FLREA Bill of Rights 2.4 lesson  Lesson 27: (30 minutes) What Are the Bills of Rights and What Kinds of Rights Does the U.S. Bill of Rights Protect? (pg. 193- FLREA Bill of Rights 2.4 powerpoint 202) Law Studies lesson 6: The Bill of Rights  Lesson 29: (30 minutes) How Does the First Amendment Protect Free Expression? (pg. 211- 218) Middle School Deciding Issues using Constitutional guidelines ((WTP teachers’ edition D6) *Student Groups Present: Unit Five: How does the Constitution protect our basic rights?  Lesson 23: (30 minutes) How does the constitution protect freedom of expression? (pg. 195- 206)  Lesson 24: (30 minutes) How does the constitution protect freedom of religion? (207- 214) *For the remainder of class time student groups work on editing/revising state hearing questions 11 High School • Teacher facilitates preparation each week, giving whatever help necessary. *Student Groups Present: • Rough drafts are continuously re-submitted until all criteria has been met Unit Five: What Rights Does The Bill of Rights Protect? ABA Lesson Plan for 14 th Amendment

5  Lesson 30: (30 minutes ) How Does the Frist Amendment ABA Handout For 14 th Amendment Protect Freedom to Assemble, Petition, and Associate? (pg. 219- 224) Equal Protection Timeline handout (WTP teachers’ edition D9)  Lesson 32: (30 minutes) How Do the Fifth, Sixth, and Eighth Due Process in the Constitution handout (WTP teachers’ edition D10) Amendments Protect Rights within the Judicial System? (pg. 235- 242) Middle School *Student Groups Present: Unit Five: How does the Constitution protect our basic rights?  Lesson 26: (30 minutes) How does the constitution safeguard the right to equal protection under the law? (pg. 225- 232)  Lesson 27: (30 minutes) How does the constitution protect the right to due process of law? (pg. 233- 240)

*For the remainder of class time student groups work on editing/revising state hearing questions

12 High School • Teacher facilitates preparation each week, giving whatever help necessary. *Student Groups Present: • Rough drafts are continuously re-submitted until all criteria has been met Unit Six: What Challenges Might Face American Constitutional iCivics- 4 th branch- You Democracy in the Twenty-First Century?  Lesson 33: (30 minutes) What Does It Mean to Be a Citizen? (pg. 243- 254) *For the remainder of class time student groups work on editing/revising state hearing questions  Lesson 36: (30 minutes) How Have American Political Ideas and American Constitutional System Influenced Other Nations?* (pg. 271- 278) Rights and Responsibilities handouts (WTP teachers’ edition D11) Middle School Ideas for Discussion: Should Citizens Participate in their Government handout *Student Groups Present: (WTP teachers’ edition D12) Unit Six: What are the responsibilities of citizens?  Lesson 29: (30 minutes) What are the rights and responsibilities of citizenship? (pg. 253- 262)  Lesson 30: (30 minutes) How might citizens participate in civic affairs? (pg. 262-274)

Week Activity/Lesson Directions/Suggestions/Resources 13 High School • Teacher facilitates preparation each week, giving whatever help necessary. *Student Groups Present: • Rough drafts are continuously re-submitted until all criteria has been met Unit Six: What Challenges Might Face American Constitutional 6 Democracy in the Twenty-First Century? iCivics Foreign Policy  Lesson 37: (30 minutes) What Key Challenges Does the United States Face in the Future? (pg. 279- 286)  Lesson 39: (30 minutes) What Does Returning to Fundamental Principals Mean? (pg. 295- 305) Middle School Unit Six: What are the responsibilities of citizens?  Lesson 28: (30 minutes) What is the relationship of the United States to other nations in the world? (pg. 243- 252)

*For the remainder of class time student groups work on editing/revising state hearing questions 14 *We The People Unit 1-6 Assessment (30 min) We The People Unit 1-6 Assessment Practice Mock Hearing Simulations (30 min)  Teacher will compile the five questions that each group submitted for their unit into a 30 multiple choice unit test and administer it to the class for 30 minutes.  Teachers can use 50 questions MC test (WTP teachers edition A2) Practice Mock Hearing Simulation  The simulated hearing is a total of 10 min per hearing question, and consists of students reading their opening statement, and then faced with a 6-minute follow-up session. You should begin practicing for this once students have revised their opening statements. Therefore, you would like to have at least three full 10-minute practices, one for each question.  It is recommended that you use as many different people (colleagues, civic leaders, etc.) to help judge the students in the practice simulations. As the teacher, you should develop some follow-up questions yourself, but having others practice judging for/with you will expose your students to varying styles of questioning (by nature, they tend to be used to your style). Outside judges can develop their own as well (recommended). Any unfamiliar faces to them that are judging prepare them.

Week Activity/Lesson Directions/Suggestions/Resources 15 *Practice Mock Hearing Simulations Practice Mock Hearing Simulation  The simulated hearing is a total of 10 min per hearing question, and consists of students reading their opening statement, and then faced with a 6-minute follow-up session. You should begin practicing for this 7 once students have revised their opening statements. Therefore, you would like to have at least three full 10-minute practices, one for each question.  It is recommended that you use as many different people (colleagues, civic leaders, etc.) to help judge the students in the practice simulations. As the teacher, you should develop some follow-up questions yourself, but having others practice judging for/with you will expose your students to varying styles of questioning (by nature, they tend to be used to your style). Outside judges can develop their own as well (recommended). Any unfamiliar faces to them that are judging them will help in their preparation. 16 *Practice Mock Hearing Simulations Practice Mock Hearing Simulation  The simulated hearing is a total of 10 min per hearing question, and consists of students reading their opening statement, and then faced with a 6-minute follow-up session. You should begin practicing for this once students have revised their opening statements. Therefore, you would like to have at least three full 10-minute practices, one for each question.  It is recommended that you use as many different people (colleagues, civic leaders, etc.) to help judge the students in the practice simulations. As the teacher, you should develop some follow-up questions , but having others practice judging for or with you will expose your students to varying styles of questioning (by nature, they tend to be used to your style). Outside judges can develop their own questions as well (this is recommended). Any unfamiliar faces to them that are judging them will help in their preparation. 17 *We The People District Competition Simulation Congressional Hearing At this final stage, you can do this program competitively against other schools in the district, or non- competitively as an in-class hearing or a school-wide hearing (against other teacher’s classes).