Unit 1: Foundaitons Of American Government

Civics Curriculum Designed for Secondary Education—9th Grade Created by Paul D. Kreiter M.Ed. Andrew D. Pass

Table of Contents Unit One: Foundations of American Government p. 5 This first unit contains overarching themes including factors underlying the formation of the United States of America and its system of government. Domestic and foreign influences were catalysts in the foundation of our political system. Unit one identifies important vectors in the beginnings of American culture and society. - Section A: Becoming America p. 6

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 o Four Primary Sources—Underpinnings of the Declaration of Independence p. 6 o Justice in America p. 8 - Section B: Declaring Independence p. 12 o The Need for Government—A Cinematic and Literary Perspective p. 12 o The Need for Laws p. 15 o The Need for Authority p. 17 o Deciphering the Declaration of Independence p. 21 - Section C: Many Voices, One Government p. 23 o Varying Viewpoints—Religion and Loyalists p. 22 o Varying Viewpoints—Rebels and Minorities p. 25 - Section D: The New, American Government p. 27 o Rome vs. Athens—Comparing and Contrasting a Democratic and Republic System of Government p. 27 o Interviews with The Fathers p. 30 o A Republican Government p. 31 Unit Two: The Constitution of the United States p. 33 Unit two focuses on the United States Constitution as the essential document for the founding of the United States of America as a new nation. Several key ideas and documents that influenced the creation of the Constitution are spanned, as well as an in-depth examination of the Articles as they relate to government and citizens rights and responsibilities, and the continuing effect of the Constitution on contemporary issues. - Section A: Causes for The Constitution p. 34 o Early American Influences—Cause and Effects p. 34 o Centralized Power Struggle p. 37 o Government—Federal and Local Constitutional Considerations p. 41 - Section B: Essence of The Constitution p. 43 o Inside the Constitutional Convention p. 43 o Checks and Balances—Separation of Powers p. 45 o The Judicial Branch p. 47 o Honorable Mention—The Supreme Court and The Justices p. 49 o Judicial Review—Marbury v. Madison 1803 p. 50 o The Executive and Legislative Branches p. 55 o How Congress Works p. 57 o Right to Privacy—Fourth Amendment of the Constitution p. 58 Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 2 - Section C: The Constitution Today p. 60 o Causes Then Effects Today p. 60 o The Bill of Rights, As They Matter Today p. 62 Unit Three: Government—At All Levels p. 64 Examined at the core of unit three are the structure and functionality of the United States government at the local, state, and federal levels. The lessons within are designed to challenge students to recognize cross-governmental similarities and differences, and apply such an understanding to events that significantly impact students’ lives. - Section A: Local Government p. 65 o Your Local Government—The Basics p. 65 o Funding and The Local Government p. 68 - Section B: State Government p. 70 o Bills to Laws, Local To State p. 70 o Making a Representative Government Work For You p. 71 o Hurricane Katrina—A Local and State Government Conundrum p. 74 - Section C: Federal Government p. 76 o Right Person, Right Position p. 76 o Democracy, Voting, and the Issues That Matter To You p. 80 o Getting the Vote Out p. 82 - Section D: Government At All Levels p. 84 o The Electoral College—Effective or Defective p. 84 o Raising Money for Government Services p. 85 o Government At All Levels p. 87 Unit Four: Government—A Global Perspective p. 89 The fourth and final unit moves outside of the borders of the United States and considers the impact of the United States system of government on a global scale. The lessons have been designed to engage students with the pertinent issues of world politics, international trade relations, and foreign affairs policies. - Section A: The United Nations p. 90 o The United Nations—Global Governance p. 90 o The United Nations and The Common Good p. 92 o The Symbolic United Nations p. 94 - Section B: Trading, Foreign Affairs, and Security p. 95 Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 3 o United States Government and the North American Free Trade Agreement (NAFTA) p. 95 o The Role of Embassies p. 97 o National Security vs. Your Privacy: The War on Terror and The Constitutionality of the Patriot Act p. 100

Unit One: Foundations of American Government ~

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 4 Unit 1: Section A: Becoming America Four Primary Sources—Underpinnings of the Declaration of Independence

Class Length: 1 Class Meeting

Objectives: Students will be able to: 1. Identify the key ideas in the Preamble to the Declaration of Independence : natural rights, the social contract, the right to revolution, popular sovereignty, and the right of self- determination 2. Explain that other contemporary documents contained similar themes

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 5 Materials: - George Mason and the Virginia Declaration of Rights, June 12, 1776 (cited reference #2) - Declaration of Independence (cited reference #3)

Procedures: Distribute the student worksheet entitled, “Key Definitions” to students and ask them to try and develop definitions for each of the words in groups of two or three. After students have completed this work reconvene the class and invite several students to share their answers with the class. Then display the transparency entitled, “Key Words Defined.”

Ask students to read the first two paragraphs of the Declaration of Independence and write down three ideas that strike them as being most important within the text. After students have completed this work, lead a discussion in which students explain their responses, justifying them from the words of the text.

Either working individually or in small groups, students will receive copies of the Declaration of Independence and the Virginia Declaration of Rights. (Inform students that the Virginia Declaration of Rights was written in June, 1776.) Students will locate evidence and themes found in the Virginia Declaration of Rights as they resonate with the ideas captured in the Declaration of Independence. Students can use the table located on the worksheet entitled “Comparing the Declaration of Independence to the Virginia Declaration of Rights to record this comparison.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 6 Key Definitions

Please define the following words in groups of two or three:

Natural Rights:

Social Contract:

Right to Revolution:

Popular Sovereignty:

Right of Self Determination:

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 7 Key Words Defined

Natural Rights: Rights which persons possess by nature: that is, without the intervention of agreement, or in the absence of political and legal institutions. Natural rights are therefore attributable to individuals without distinction of time or place.

Social Contract: An agreement among the members of an organized society or between the governed and the government defining and limiting the rights and duties of each.

Right to Revolution: Revolution is the over-throw of an established government, but to assert a right of revolution is to imply that such an upheaval is legitimate.

Popular Sovereignty: A political condition in which the people are sovereign, that is, the people exercise the definitive decision-making power.

Right of Self Determination: Determination of one's own fate or course of action without compulsion; free will; Freedom of the people of a given area to determine their own political status; independence.

Answers.com. 2008. Answers Corporation. 18 February 2008 .

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 8 Comparing the Declaration of Independence to the Virginia Declaration of Rights

Please identify five themes from the Declaration of Independence that can also be found in the Virginia Declaration of Rights. Identify the location of the theme in each document, in the appropriate column.

Major Theme Declaration of Independence Virginia Declaration of Rights

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 9 Students will engage the following scenario: - The year is 3007, the concept of American Government is a thing of the past, nearly forgotten by the members of society of your time. You are an expert anthropologist whose unique specialty is early North American society. Recently your team found two documents (the aforementioned texts) indicating some connection to the foundations of North American society. Using your expert anthropological analysis and deciphering skills, you gather data and report your findings to the national authorities. Your report will include: o The name of the documents you find, and their contributors. o Their major themes o How they characterize the people of its time o How the documents indicate a stable or static form of government o The stages of evolution of early American government This lesson was designed with materials adapted from M. Muharrar, R. Miller, M. Burke’s “Four Documents’ Influence on the Declaration of Independence” (2007) (cited reference #5).

References: Ashbrook Center for Public Affairs (2006). Instructions from the town of malden, massachusetts, for a declaration of independence. Ashland University: Revolutionary. Retrieved November 7th, 2007 from http://teachingamericanhistory.org/library/index.asp?documentprint=238 Colonial Williamsburg Foundation (2007). Virginia declaration of rights Retrieved November 7th, 2007 from http://www.history.org/Almanack/life/politics/varights.cfm Kindig, T. (1995). The declaration of independence: When in the course of human events…. U.S. History.org: We Hold These Truths. Retrieved October 17th, 2007 from http://www.ushistory.org/ Declaration / Massachusetts Historical Society (2000). Slave petition to the governor, council, and house of representatives of the province of Massachusetts. The Founder’s Constitution, 14(9). University of Chicago Press. Retrieved November 7th, 2007 from http://press-pubs.uchicago.edu/founders/documents/v1ch14s9.html Muharrar, M., Miller, R., Burke, M. (2007). Four documents’ influence on the declaration of independence. National Endowment for the Humanities: EDSITEment. Retrieved November 7th, 2007 from http://edsitement.neh.gov/lesson_images/lesson723/Chart_723.pdf Roland, J. (2002). Two treaties of civil government (1690). Liberty Library. Retrieved

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 10 from http://www.Constitution.org/jl/2ndtreat

Unit 1: Section A: Becoming America Justice in America

Class Length: 2-4 class meetings

Objectives: Students will be able to: 1. Compose a one-page response explaining their understanding of “justice.” 2. Use and analyze primary sources for evidence of intent and purpose. 3. Apply their understanding of justice to various hypothetical situations. 4. Apply the concept of “justice” to early American dissatisfaction to British rule.

Materials: - Image of “Lady Justice” (cited reference #1) - The Pledge of Allegiance (cited reference #2) - The Bill of Rights – Sixth Amendment (cited reference #4) - Excerpts from The Declaration of Independence (cited reference #5) - The Preamble to the Constitution (cited reference #6) - Quotes on Justice (cited reference 9) - Overhead projector

Procedures: Students are given a list of quotes about “justice.” Ask students to respond to the following prompt in a quick write: “What does it mean for a society to be just?” After students have completed this work, facilitate a guided discussion.

Use this discussion to generate a list of ideas on the board. Then help students determine whether their ideas math with the ideals of justice established by the founders of the U.S. government.

Divide students into five groups. Then distribute one excerpt from a primary document, referenced below, to each group. In addition, distribute accompanying questions to each group.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 11 In groups students will discuss the meaning of “justice” as it is intended in the document, and answer the accompanying questions on a separate piece of paper.

Questions about Justice From Primary Sources

The Declaration of Independence: 1. What main complaints and issues did the Colonists have against Great Britain’s King George? 2. How did King George obstruct justice? 3. Compare and contrast the phrases “Administration of Justice,” “native justice,” “the voice of justice” 4. What sort of “justice” were Colonists most interested in?

The Virginia Declaration of Rights: 1. What is important in order to have a “free government”? 2. Are “justice” and “the preservation of liberty” the same thing? Why or why not? 3. What did the Virginians mean by “justice”? 4. Do all people deserve the right to have “justice”? Why/why not?

The Preamble to the Constitution: 1. What did the writers of the Preamble mean by “establish justice”? 2. Think about the order of the wording in the preamble. Why do you think that “establish justice” comes before “insure domestic tranquility, provide for the common defense, promote general welfare, and secure the Blessings of Liberty”? 3. How does justice play a role in the following phrases: “forming a more perfect union” or “insuring domestic tranquility”? 4. How specific were the writers of the Preamble being in their description of “justice”? Why do you think they chose to be this specific? 5. How does the Preamble influence your definition of “justice”?

The Pledge of Allegiance: 1. Think about why you said The Pledge of Allegiance everyday in elementary school? Why do schools do this? 2. What does it mean to provide justice for all?

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 12 3. Should we all be treated the same or judged on our unique situations? Support your answers with thoughtful reasoning. 4. Is “justice” a concrete or abstract term? Why?

The Bill of Rights – Sixth Amendment (discussion can include the Fourth, Fifth, Sixth, Seventh, and Eighth Amendments and the kinds of rights the Founding Fathers wanted to protect): 1. What were the main goals of the Founding Fathers’ idea of a system of justice? 2. What rights did the Founding Fathers want to protect?

After students have completed this group work, ask each group to present their answers to the class. Facilitate a discussion on the meaning of justice, according to these primary sources.

Now ask students to imagine that they were living in the British in the 1770s. Was their community just? Why/why not? Do students think that it’s possible that different people had different perspectives on this question? Why/why not?

Students will imagine they are one of the founding fathers sleeping in his bed. Consider reading the following script: “You have a vivid dream influenced by the primary source documents about independence from Britain. You wake up in the middle of the night from your dream and record it in your journal. Write the record of your dream. Consider the following: - Was your dream a nightmare or pleasant? - Of the documents noted, which influenced your dream the most? How? - What other people were in your dream, and how did you interact with them? If you were alone, analyze how that symbolizes your mindset about independence.

Students will now take the role of dream interpreter. Students will place their dream records in a bag, and pick at random a dream (not their own) to analyze and pinpoint pertinent themes. Students will share their interpretation of the dream they chose with the writer.

Through this activity, students critique each other’s work. Dream interpreters should determine whether or not the dreamer correctly understood the primary source document to which he/she refers.

References: (2007). Image of lady justice. Neustra Voice: La Mera Verdad. Targeted Communications. Retrieved October 24th, 2007 from http://nuestravoice.com/?m=200703

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 13 Dalka, M., Streufert, D. Ed. (2005). The pledge of allegiance. Retrieved October 24th, 2007 from http://www.usflag.org/ Halsall, P. Ed. (1998). William penn (1644-1718): Some fruits of solitude in reflections and maxims, 1682. Internet Modern History Sourcebook, Fordham University. Retrieved October 24th, 2007 from http://www.fordham.edu/halsall/mod/1682penn-solitude.html Keefer, S. (2006). The significance of the bill of rights: How ten amendments solidified our nation. The Official Site of the Bill of Rights. Retrieved October 24th, 2007 from http://www.billofrights.com/ Kindig, T. (1995). The Declaration of Independence: When in the course of human events…. U.S. History.org: We Hold These Truths. Retrieved October 17th, 2007 from http://www.ushistory.org/ Declaration / Mount, S. Ed. (2007). The preamble. The U.S. Constitution Online. Retrieved October 17th, 2007 from http://www.us Constitution .net/xconst_preamble.html Murphy, G. (1996). Virginia Declaration of rights. The Avalon Project at Yale Law School. Retrieved October 24th, 2007 from http://www.yale.edu/lawweb/avalon/virginia.htm National Constitution Center (2007). Justice in america. Explore the Constitution: Educational Resources. Retrieved October 24th, 2007 from http://www.Constitutioncenter.org/education/ForEducators/LessonPlans/Preamble/5486.shtm l ThinkExist.com (2006). Justice quotes. ThinkExist.com: You Think, therefore You Exist. Retrieved Novemember 2nd, 2007 from http://www.thinkexist.com/English/Topic/x/Topic_258_1.htm

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 14 Unit 1: Section B: Declaring Independence The Need for Government—A Cinematic and Literary Perspective

Class Length: 2-4 Class Meetings

Objectives: Students will be able to: 1. Relate the philosophy of politics and government. 2. Critically analyze the different forms and services of government. 3. Imagine and describe a statue of nature, and identify its advantages and disadvantages.

Materials: - Movie clips from Cast Away (2000)(cited reference #1) - Excerpt from Mark Twain’s Roughing It (cited reference #2) - Copies of texts from Henry David Thoreau’s Walden (cited reference #3) - William Golding’s The Lord of the Flies (cited reference #4) - Art supplies - Poster board - TV and DVD/VHS player

Procedures: Students will begin the class with a quick write: - Think of all the rules you follow every day. Think about all the people who enforce these rules. Are there too many rules? Too many enforcers? What would happen if there were no rules and no people in authority? Think about emergency situations, crimes, important tasks that need to get done. How would things get resolved? How would it be determined who is in charge? How would you get what you need and protect your rights? Your family’s rights?

After students have completed these quick writes ask them to form groups of three or four. Within these groups students should read their entries to one another. In groups students should consider whether or not they would like to live in this kind of society. Challenge them to explain their rationales.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 15 Now ask students if they’ve ever read any literature or seen any movies about lawless societies. Make a list of these titles.

Inform students that in this lesson they will have the opportunity to consider several well known literary texts that describe lawless societies. In groups of two or three, ask students to complete the questions on the worksheet entitled, “Literary Texts and Lawlessness”.

Literary Texts and Lawlessness

Roughing It

The devil seems to have again broken loose in our town. Pistols and guns explode and knives gleam in our streets as in early times. When there has been a long season of quiet, people are slow to wet their hands in blood; but once blood is spilled, cutting and shooting come easy.

Night before last Jack Williams was assassinated, and yesterday forenoon we had more bloody work, growing out of the killing of Williams, and on the same street in which he met his death. It appears that Tom Reeder, a friend of Williams, and George Gumbert were talking, at the meat market of the latter, about the killing of Williams the previous night, when Reeder said it was a most cowardly act to shoot a man in such a way, giving him "no show." [After some more arguing,] Gumbert drew a knife and stabbed Reeder, cutting him in two places in the back.

Reeder [was] taken into the office of Dr. Owens, where his wounds were properly dressed. [Being] considerably under the influence of liquor, Reeder did not feel his wounds as he otherwise would, and he got up and went into the street.

He went to the meat market and renewed his quarrel with Gumbert, threatening his life. After these threats Gumbert went off and procured a double-barreled shot gun. [He came back, and shot Reeder twice. The doctors examined him and said it was almost impossible for him to recover.]

At the time that this occurred, there were a great many persons on the street in the vicinity, and a number of them called out to Gumbert when they saw him raise his gun, to "hold on," and "don't shoot!"

After the shooting, the street was instantly crowded with inhabitants of that part of the town, some appearing much excited and laughing; declaring that it looked like the "good old times of

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 16 '60."...It was whispered around that it was not all over yet; five or six more were to be killed before night.

1. What problems arose in the town because there was no effective authority?

2. How might authority be used to resolve these problems?

William Golding’s The Lord of the Flies, and watch a clip of Cast Away (2000): Scenes of the stranded man trying to break coconuts and make fire. Students will analyze these passages and answer the following questions: 1. How is “nature” described in the texts and movie clip?

2. What are the advantages and disadvantages of being in a state of nature?

Students will be asked to describe their ideal world. Consider the following: 1. What rules would you make/break 2. Who would lead? 3. How would tasks/jobs be distributed? 3. Where would food come from? 4. Relations with countries abroad? 5. Name for society? 6. Documents of laws or rules?

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 17 Students will draft, organize, and present their ideal society to the class, with illustrations, charts, and other visual aides.

Students will compare and contrast each other’s ideal societies with the society the American Colonists wished for and built in the face of an oppressing British rule, critically connecting Locke’s ideas of natural rights in their description.

References: Broyles Jr., W., Zemeckis, R. Dir. (2000) Cast away. DreamWorks SKG Productions. Queck, J. (2007). Quotes: Lord of the flies. Generation Terrorists. Retrieved October 20th, 2007 from http://www.generationterrorists.com/quotes/lord_of_the_flies.shtml Resources. 2008. Center for Civic Education. 26 February 2008 .

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 18 Unit 1: Section B: Declaring Independence The Need for Laws

Objectives: Students will be able to: 1. Determine what role authority plays in society/government. 2. Critically analyze past events and ideas and apply them to their lives today. 3. Develop inquisitive, critical, and appropriate interviewing skills

Materials: - Jars of Jelly and Peanut Butter (enough for all students) - Boxes of Wheat Thins or small crackers (enough for students) - Plastic knives

Teacher will pose a question to the class: - How many laws do you follow a day?

After quality discuss is generated and concluded, the teacher will have students describe how they would make a Peanut Butter and Jelly sandwich on a piece of paper, with step by step instructions.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 19 After students have finished their final drafts of their PB&J instructions, the teacher will set up a table with crackers, jars of PB&J, and plastic knives. The teacher will explain that there are many laws or rules often forgotten, and challenge the students to follow their own instructions and create their PB&J sandwiches. Students will take turns at the table with the supplies, have their instructions read to them, and attempt to make their sandwiches.

Students will notice how many rules or laws of creating a PP&J sandwich they take for granted, miss, or fail to define (e.g. Using your dominant hand, surround the lid of the jelly jar with the inside of your thumb and index, middle, and ring fingers, creating a cusp or “C” (or backwards “C” depending on which hand you are using) around the lid. Your other hand should grasp the base of the jar. Slowly turn the lip counter-clockwise until lid loosens and is removed from the jar. Place lid on the table and release the jar. Grasp plastic knife with dominant-hand, holding the base of the knife in you’re the palm and the serrated side exposed, preparing the knife for dipping and scooping motions.)

Students will become frustrated, amused, and interested in how many steps, rules, laws it takes to follow to do something as simple as make a sandwich.

After all students have tested their own writing and instructions, students will make complete sandwiches to bring to their desk, clean up any messes, and discuss the following activity in a general discussion as they finish their snacks. Students should consider William Golding’s, Henry David Thoreau, Mark Twain’s, and William Broyles’ (writer of the film Cast Away (2000)) ideas of natural laws and lawless societies (Teacher should refer to previous lesson, The Need For Government—A Cinematic and Literary Perspective).

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 20 Unit 1: Section B: Declaring Independence The Need for Authority

Objectives: Students will be able to: 1. Critically analyze past events and ideas and apply them to their lives today. 2. Identify how a government resolves complicated societal problems. 3. Read and discuss the Declaration of Independence and the Declaration of Sentiments . 4. Determine how the rights of the colonists and women were being violated. 5. Create their own personal rights and how their rights are neglected or violated.

Materials: - Information on Natural laws and rights (cited reference #1) - Copies of the Declaration of Independence (cited reference #2) - Copies of the Declaration of Sentiments (cited reference #3) - John Locke’s Two Treaties of Civil Government (1690) (cited reference #4)

Procedures: Students will consider the following phrase and questions: “No Taxation without Representation.” - Why should the government even have the right to tax citizens?

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 21 - What does the word “representation” mean? - What does it mean for a government to actually “govern?” - What does it mean for a government to have legitimate authority?

Students will read the American Declaration of Independence and discuss the events that led to the Declaration.

The teacher will introduce pertinent information and terms: o Natural Rights: a.k.a. basic rights, basic elements that respect the lives of individuals (freedom, liberty, property, happiness) o Philosopher: a scholar who pursues the ideas of knowledge o Government: a system run by representatives that organizes a society, creates laws, and serves the needs of a society/nation o Absolute Power: taking away basic rights o State of nature: a lawless state o Consent: given permission, an acknowledged understanding o Social compact or Social contract: following certain laws and ideas in exchange for protection.

Students will answer journal prompt with a one-page written response: - Think of a right you believe all people should have. For example, you probably believe that everybody has the right not to be attacked, not have their things stolen, and have equal access to oxygen. The media would argue that such rights are basic rights to all citizens. Explain how you think your basic rights can be protected.

The teacher will engage the students in a guided discuss of natural rights as they were defined and discussed by the Founding Fathers. Teaching can refer to Natural Law and Natural Rights by James A. Donald.

Teacher will distribute text, John Locke’s Two Treaties of Civil Government (1690) and his philosophies on natural laws.

Students will be divided into groups, take the role of philosopher, and consider the following: - Imagine there were no rules in your life, in your classroom, in your home. 1. What advantages and disadvantages do you see from such a lawless state? 2. What sort of rights would people have? What might happen to people’s

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 22 rights? 3. What changes in society would you see? How would that change your present, everyday, law-full life? Students should consider the Peanut Butter and Jelly exercise from Lesson: The Need for Laws.

Students will compare their answers with their background knowledge on lawless societies and natural law (Teacher should refer to previous lessons, The Need for Government—A Cinematic and Literary Perspective and The Need for Laws, John Locke text, and compare the major themes of Locke’s Two Treaties. Students will answer the following questions: 1. What is the purpose of government according to the natural rights philosophers? 2. According to the natural rights philosophers, where does government get the right to govern? 3. Define social compact. Explain its strengths and weaknesses in forming a government. 4. Why were the American colonists so concerned with rights? 5. What are essential rights all people should have?

Review the Declaration of Independence with students, and have them identify the specific arguments for independence. Students will match the Declaration’s key points with John Locke’s the main arguments.

Students will place themselves in the shoes of King George III and write a response to the Declaration of Independence. Students will consider: 1. How serious is the tone of the Declaration? 2. How should the King react to Colonists? 2. The distance between the Great Britain and the American colonies. 3. The power of the King’s army and the strength of the Colonists. 4. Citing the key points in the Declaration and critically addressing them.

Have students read the Declaration of Sentiments and discuss the forces that led Elizabeth Cady Stanton to write it.

Review the Declaration of Sentiments with students and respond to the following ideas: 1. How is this document similar to the Declaration of Independence? Create a chart that compares and contrasts the two documents. 2. Why did these women feel their rights were being violated?

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 23 3. Compare the violation of these women’s rights with how the Colonists felt.

Discuss with students ways that their rights are violated, in the same vein as the two Declarations read. 1. Who has sovereignty over their lives? 2. Are they taxed without being represented? 7. Did they know that, before 1971, Americans had to be 21 in order to vote?

Students write a one-page response as to the main reasons why the Colonists wished to detach themselves from British rules. Students will consider the type of society the Founding Father’s imagined.

References: Donald, J.A. (2007). Natural laws and natural rights. James's Liberty File Collection Index. Retrieved November 10th, 2007 from http://jim.com/rights.html Mount, S. Ed. (2007). The declaration of independence. The U.S. Constitution Online. Retrieved October 15th, 2007 from www.Us Constitution .net Pearson Education Inc. (2007). Declaration of sentiments. Women’s History Month. Retrieved October 15th, 2007 from http://www.teachervision.fen.com/womens-history/civil- rights/1536.html Roland, J. (2002). Two treaties of civil government (1690). Liberty Library. Retrieved from http://www. Constitution .org/jl/2ndtreat.htm

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 24 Unit 1: Section B: Declaring Independence Deciphering the Declaration of Independence

Objectives: Students will be able to: 1. Paraphrase and/or translate the language of the Declaration of Independence. 2. Compare, contrast, and connect their understanding of the main arguments of the Declaration of Independence with causes and effects of other significant moments in early American history. 3. Apply their understanding of the Declaration of Independence with today’s circumstances.

Materials - Copy of the Declaration of Independence (cited reference)

Procedures: Students will be dived up into groups and given a copy of the Declaration of Independence.

Each group will be responsible for paraphrasing key phrases and themes of the document into modern English, and present their paraphrased version to the classroom.

Ask students to consider the idea of citizen rights as it relates to the nature of the Civil War: 1. Did the South have the right to secede from the Union? Why/why not? 2. How is this related to the Revolutionary War? 3. Should a state be allowed to break away from the U.S. today? Why/why not?

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 25

Students will write consider and respond to the following scenario: - Hawaii’s state leadership announces that they no longer wish to be associated with the United States. The leaders cite time zone issues, geographic and cultural isolation, and fear of global warming prospects as they matter to Hawaii. They feel they will be better prepared for their state’s future if it did not have to consider national interests. - Put yourself in the shoes of the President of the United States. You have received this memo in your inbox and need to respond. Think about the issues that concerned early Americans and their right to independence and freedom. How would you respond to Hawaii’s leadership?

References: Mount, S. Ed. (2007). The declaration of independence. The U.S. Constitution Online. Retrieved October 17th, 2007 from http://www.usConstitution.net/declar.html

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 26 Unit 1: Section C: Many Voices, One Government Varying Viewpoints—Religion and Loyalists

Objectives: Students will be able to: 1. Critique varying reasons for why individuals chose to rebel or remain loyal 2. Analyze various documents that are rebellious or loyalist in nature. 3. Identify the importance of and use primary documents, illustrating the various perspectives on questions of independence and rebellion. 4. Gain an intimate understanding of the voices of the American Rebellion and Revolution by examining primary texts.

Materials: - Copies of information on Thomas Paine, and Common Sense (cited reference # 1, 4) - Copies of Religion and The Founding of the American Republic and information about the life and career of James Madison (cited reference #2) - Copies of the Religion Freedom Act (cited reference 3)

Students will receive texts from Religion and the Founding of the American Republic (included in cited reference #2) and an excerpt of James Madison’s life and career.

Students will receive text on Founding Father James Madison, and develop a graphic organizer identifying the major events of Madison’s life and career, particularly which actions influenced the development of the government.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 27 Students will answer the following questions based on their analysis of the texts: 1. Consider the Religion Freedom Act (cited reference #2) that James Madison fought hard for. What advantages and disadvantages could come from keeping government and religion separate? 2. Was this consistent with the motivations of the founding fathers vision? With Colonial American’s ideals? 3. The text Religion and the Founding of the American Republic argues that rebellion is justified by God. How does this complicate the relationship between the role of government as defender and Madison’s insistence of the separation of Church and State? 4. What affect does the Religion Freedom Act have on our country today? Consider religious fanatics or radicals that use the name of their supreme power/being (e.g. God, the creator, Allah, cult idols, etc.) for justifying acts of hatred or violence. 5. Explain the reason for the use of religion in the Pledge of Allegiance and on United States currency.

Students will compare and contrast the message of the two texts. Students will write a response to Inglis as if they were Thomas Paine. Students will further argue for Independence, attempting to persuade such loyalists as Inglis.

Teacher will distribute a brief biography of Thomas Paine and Common Sense, and a response to Paine from Charles Inglis’s, "The True Interest of America Impartially Stated.

References: Department of Humanities Computing (2007). Thomas paine: Common sense (1776). From Revolution to Reconstruction. Retrieved October 27th, 2007 from http://odur.let.rug.nl/~usa/D/1776-1800/paine/CM/sensexx.htm Instructorweb (2006). James madison history lesson. Retrieved October 14th, 2007 from http://www.instructorweb.com/lesson/jamesmadison.asp. Library of Congress (2007). Retrieved October 27th, 2007 from http://www.loc.gov/exhibits/religion/rel03.html Library of Congress (2007). About common sense. Retrieved October 29th 2007 from http://www.loc.gov/exhibits/treasures/trm028.html

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 28 Unit 1: Section C: Many Voices, One Government Varying Viewpoints—Rebels and Minorities

Objectives: Students will be able to: 1. Critique varying reasons for why individuals chose to rebel or remain loyal 2. Analyze various documents that are rebellious or loyalist in nature. 3. Identify the importance of and use primary documents, illustrating the various perspectives on questions of independence and rebellion. 4. Gain an intimate understanding of the voices of the American Rebellion and Revolution by examining primary texts.

Materials: - Copies of the Preamble to the U.S. Constitution (cited reference #1) - Copies of Patrick Henry’s Give Me Liberty (cited reference #2) - Copies of James Otis’s Of the Natural Rights of Colonists (cited reference #3)

Procedures: Teacher will distribute the Give me Liberty or Give Me Death speech from Patrick Henry, and James Otis’s Of The Natural Rights of Colonists. Students will consider the following questions: - What is the general motivation of the writer? For what audience is this document written? - What may have influenced the writing of this document? - What rights are being expressed?

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 29 Teacher will distribute a copy of the Preamble to the Constitution. Students will take the side of either a rebel (Henry) or minority (Otis), and argue whether the text of the Preamble supports the other side (rebels advocate for minorities and vise versa). Students will: - Consider what changes they would make in the wording of the Preamble and decipher the true meaning and intentions of the document. - Draft a new Preamble advocating for the appropriate rights of rebels and minorities.

References: Murphy, G. (1996). Constitution of the united states: Preamble. The Avalon Project at Yale Law

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 30 School. Retrieved October 24th, 2007 from http://www.yale.edu/lawweb/avalon/preamble.htm Murphy, G. (1996). Patrick henry. The Avalon Project at Yale Law School. Retrieved October 24th, 2007 from http://www.yale.edu/lawweb/avalon/patrick.htm WGHB (2007). Of the natural rights of colonists. African in America. Retrieved October 24th, 2007 from http://www.pbs.org/wgbh/aia/part2/2h18.html

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 Unit 1: Section D: The New, American Government Rome vs. Athens—Comparing and Contrasting a Democratic and Republic System of Government

Objectives: Students will be able to: 1. Use a graphic organizer to contrast two types of government. 2. Learn and apply cooperative group skills, share leadership roles, and develop teamwork and consensus skills. 3. List and absorb information about two government types. 4. Organize facts in a comparative chart/table (Venn diagram). 5. Develop argumentation presentation skills and display and explain their group's Venn diagram and explain and defend their choices.

Materials: - Information on Athens’s Democracy and Rome’s Republic (cited references 1-3, 5, & 6) - Images and symbols of American, Greek, and Roman culture and politics (cited references 4 & 7) - Poster board - Overhead transparencies - Art and writing supplies - Government textbooks

Procedures: Teacher will demonstrate how to create a Venn diagram and its purpose: - Teacher will draw on the board or on an overhead projector two large circles that over lap each other, leaving a connecting gap of space. - Teacher will explain that each large circle represents a different concept, idea, or topic, and the connecting gap in the middle represents the similarities between the two concepts, ideas, or topics.

Teacher leads discussion about the histories of Athens and Rome governments: Points to considers and discuss:

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 32 - Athens Terms and Topics: o Monarchies o Oligarchies o Tyrannies o Democracies o Differences/Similarities in Athenian Democracy and US Democracy . No vote: Women, slaves, children, foreigners, people outside Athens - Rome Terms and Topics: o Counsuls o Senate o Prefects o Tribunes o Assembly o Power of the Emperor o Conquering lands o Latin roots and their importance today (veto = “I forbid it”)

Students divided into groups, with each member assigned a role: - “Director:” Keeps group on the right track - “Drum Major:” Motivates participation and progress - “The Go To:” In charge of supplies and materials needed to succeed in tasks of three students, contacts teacher for issues unresolved.

Students are assigned to groups, given Encyclopedia Britannica documents and the corresponding pages in their government textbooks, and presented with a group task: To review the articles for facts and organize this information into a Venn diagram, to be displayed and presented in front of the class.

Groups present their charts to the class, explaining and defending their work and reasons for their chosen information the chart with reasons for choices.

Students will receive illustrations of the following symbols of the U.S., and the governments with which it shares its foundations: - Bald Eagle: United States of America - The Owl: Athens - The Fourth Beast: Republic of Rome

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 33 Students will analyze the symbols as they relate to each form of governments ideologies.

Students will entertain the following scenario and activity: - Students will imagine they are employed by the United States Department of the Treasury in the United States Mint Coins and Currency section. The President has recently announced a new coin and bill will be introduced to the economy, commemorating the foundations of American government. - Your task is to design a symbol that infuses the three governments, and draft a token phrase capturing the essence of their image and its meaning. Students will remember every image, word, detail, and design on their new piece of currency will have a meaning and need interpretation.

References: Britannica Concise Encyclopedia (2007). Roman republic and empire. High-Beam Encyclopedia, High-Beam™ Research, Inc. Retrieved October 26th, 2007 from http://www.encyclopedia.com/doc/1B1-377133.html Carr, K. (2007). Ancient greek government. Kidipede—History for Kids. http://www.historyforkids.org/learn/greeks/government/index.htm Carr, K. (2007). Roman government. Kidipede—History for Kids. http://www.historyforkids.org/learn/greeks/government/index.htm Goeldner, D. &S. (2007). Daniel and the revelation. Biblical Artefacts And Studies: Daniel 7. Retrieved November 8th, 2007 from http://biblicalstudies.qldwide.net.au/07_daniel.html International Academy of Pathology (2007). Welcome to athens. International Pathology: Online News Bulletin. Retrieved November 8th, 2007 from http://iaphomepage.org/int107/no107pg1.html Rempel, G. (2007). Rome: From republic to empire. Western New England College Department of History. Retrieved October 26th, 2007 from http://mars.wnec.edu/~grempel/courses/wc1/lectures/11republic Ross, K.L. (2006). The great republic: Presidents and states of the united states of america, and comments on american history. Proceedings of the Friesian School. Retrieved November 8th, 2007 from http://www.friesian.com/presiden.htm

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 34 Unit 1: Section D: The New, American Government

Interviews with The Fathers

Class Length: 1 class meeting

Objectives: Students will be able to: 1. Demonstrate critical thinking skills in developing interview questions. 2. Adhere to the principles of group work. 3. Identify the motivations for a new structure of government of the Founding Fathers.

Materials Needed - Founding Fathers and the Constitution documents (cited reference)

Procedures: The class will be divided into groups of four, each assigned with a different Founding Father: George Washington, Benjamin Franklin, James Madison, or Alexander Hamilton.

Students will be asked to place themselves in the shoes of the media covering the event of the signing of the Constitution in 1787. As journalists and reporters, they have four major interviews to prepare (the different assigned group members). To prepare for their reporting assignments, students will research these men and their careers using their textbooks, the library and/or texts from the Internet.

After their research the students will be required to develop four critical questions regarding the careers and motivations of the four Founding Fathers.

Students will present their questions to each group and the class. Students in each group will play the interviewer, keeping the demeanor of a reporter and journalist integrity, and interviewee, responding to the questions as their Founding Father would have.

References: National Archives and Records Administration (2007). The signers of the constitution. Educators and Students: Teaching With Documents: Observing Constitution Day. Retrieved October 14th, 2007 from http://www.archives.gov/education/lessons/ Constitution -day/signers.html

Unit 1: Section D: The New, American Government

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 35 A Republican Government

Objectives: Students will be able to: 1. Recognize the nature of a republican government and how it applies to the motives of the Founding Fathers of our country. 2. Define civic virtue and the common welfare.

Materials: - Government textbooks

Procedures: Using the class government textbook as a guide, the teacher will introduce pertinent knowledge and key terms:

Terms: o Representatives: people given power to promote the goals of all citizens o Fairness: They believed that laws made by the representatives they elected would be fair. If their representatives did not make fair laws, they could elect others who would. o Common Welfare: The laws would help everyone instead of one person or a few favored people. o Republican Government: the power of government is held by the people o Civic Virtue: Working to help others and promote the common welfare

Student will write a one-page response to journal prompt: o When should you sacrifice your own needs for the good of others?

Students will be broken up into groups and discuss the following questions: o In what sorts of circumstances do you think should think of yourself before thinking of others? o Certain situations make it difficult to discern who is more deserving of a particular service, product, or assistance. Describe a situation where this might happen and such complications can be resolved? o What does your government do to help people? How are some people “left out” in government decisions? How would you do things differently/better than your government to ensure everybody gets what they need/want/deserve?

Students will use their government textbooks throughout the lesson to supplement students’ understanding of the terms introduced. In review of the information shared students will wrote short responses for the following questions o Define a republican government? o Is there such a thing as “common welfare?" o Define "civic virtue." Give examples of the civic virtue you see in your community, in your school?

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 36 o Describe a situation in which your interests might conflict with the common welfare. o Briefly explain these terms: republican government, representative, interests, common welfare, civic virtue.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 37 Unit Two: The Constitution of the United States ~

Unit 2: Section A: Causes for The Constitution

Early American Influences—Causes, and Effects

Objectives: Students will be able to: 1. Describe the role of the English monarch as perceived by the Patriots.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 38 2. Describe how the Patriots envisioned distinguishing the role of the president from that of a monarch.

Materials: - Excerpts from the Magna Carta (1215) (cited reference #1, #5) - Copies of the Journals of the Continental Congress: November 10th, 1775 (cited reference #2) - Information on the Federalist Papers (cited reference #3) - Information on the Articles of Confederation (cited reference #4) - Copies of the Olive Branch Petition (cited reference #6) - Government textbooks

Procedures: Students will receive and read portions of the Magna Carta (1215), and consider the following questions: 1. According to this document, what relationship exists between men and the law? Are there any exceptions to this relationship? 2. How did the Magna Carta provide the justification for American independence from Great Britain?

Have students read the section of the Declaration of Independence from their textbooks that describes colonists’ grievances with British rule. Students will consider: 1. What is the most repeated word? What is this word in reference to? 2. What seems to be the most pressing complaint?

Teacher will distribute the Olive Branch Petition, ask students to respond to the following questions in a quick write. After students have answered these questions, facilitate a discussion around them: 1. What is the tone of this document? 2. What relation do the Colonists have with their Mother country?

Share with the class the Journals of the Continental Congress: November 10, 1775, - What was the theme of this document?

Students will use their prior knowledge on Thomas Paine and his work Common Sense, and answer the following questions (refer to lesson from Unit 1, Section B, Varying Viewpoints—Religion and Loyalists) : 1. What is Paine’s description of British limited monarchy? 2. What sort of balance does he see in the Parliament?

Using their textbooks, students will reference and take notes on Alexander Hamilton's overarching arguments in The Federalists Papers and The Articles of Confederation. Students will answer the following related questions: 1. How did Hamilton distinguish between the role of the English monarch and that of the President of the United States under the Constitution? 2. Students should be able to state some of the colonist's objections to establishing the country's leader in a position similar to that of a monarch, using Paine's description, and both the Federalists and Anti-Federalists arguments.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 39 After analyzing and consider all the texts, students will consider and write a written response to the following: - The United States’ was founded any many ideas, principles, and values borrowed from countries and nations abroad—the United States is commonly referred to as a melting pot, a mixture of many cultural concepts and lifestyles. In the news in the past few months, the government has been revisiting many of the immigration laws. Many politicians and citizens believe foreigners should not have the right to come into this country and take the jobs from United States citizens. Many others believe that the United States is a country where one can “make something of oneself,” and feel the nation is their one chance to build a life of success and happiness. Where do you side on this issue? Should the United States work to restrict the influx of immigrants, or should the nation welcome any and all foreigners? In their responses students should consider: - The influences of our nation’s primary documents - Our nation’s creed and symbols (Life, Liberty, and the Pursuit of Happiness, The Statue of Liberty, etc) - The background of students’ relatives and ancestors

References: Kronstadt, J.A. Dir. (2007). Magna carta. Constitutional Rights Foundation. Retrieved November 10th, 2007 from http://www.crf usa.org/Foundation_docs/Magna_Carta.html Library of Congress (2007). Journals of the continental congress, 1774-1789. American Memory. Retrieved November 6th, 2007 from http://memory.loc.gov/cgi- bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc00344)) Library of Congress (2007). The federalist papers. Historical Documents. Retrieved November 6th, 2007 from http://memory.loc.gov/const/fed/abt_fedpapers.html Murphy, G. (1996). Articles of Confederation. The Avalon Project at Yale Law School. Retrieved October 24th, 2007 from http://www.yale.edu/lawweb/avalon/avalon.htm] National Endowment for the Humanities (2007). Magna carta: Cornerstone to the U.S.. constitution. EdSITEment. Retrieved November 10th, 2007 from http://edsitement.neh.gov/view_lesson_plan.asp?id=737 Roberts, S. Dir. (2007). Olive branch petition. Primary Sources: Workshops in American History. Retrieved November 6th, 2007 from [http://www.learner.org/channel/workshops/primarysources/revolution/docs/olive .html#top]

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 40 Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 41 Unit 2: Section A: Causes for The Constitution

Centralized Power Struggle

Objectives: Students will be able to: 1. Compare and contrast the governing systems of the Articles of Confederation and the Constitution. 2. Critically analyze primary sources to identify historical perspectives. 3. Defend the intentions of the Founding Fathers.

Materials: - Excerpts of the Articles of Confederation (cited reference #6) - Articles of Confederation Worksheet (cited reference #4) - Excerpt from the United States Constitution (cited reference #1) - Founding Father quotations (cited reference #2, 5, 8, 9)

Procedures: Students will be use their textbooks to locate and define key concepts in early American government history: - Anti-Federalist - Confederation - Democracy - Federalist - Liberty - Revolution - Representative - Republic

Students will receive 4 equal sets of index cards with either the name James Madison, George Mason, Alexander Hamilton, or Patrick Henry written on them, and receive information on each (teacher can purchase index cards from any local office/school supplies store).

The teacher will give the class a journal writing prompt: - I, Mr./Mrs. (teacher’s last name) is the king/queen of this class. You, the students, subordinates to the Monarch, revolt and free yourself from Mr./Mrs.(teacher’s last name) rule. You are left to manage the class and various academic requirements, including test preparation for an important upcoming high-stakes exam (state/district assessments, SATs, ACT, LSATs, etc). Questions/Ideas to consider: 1. How will the students organize themselves so that all learning objectives will be met? 2. You must create groups to manage (govern) different parts of the class. Think about all of the different aspects of education: from grades, to

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 42 materials, to choosing subject matter/content, etc. Every student must be included, but not every student will have the same role or authority.

The class will share their responses and discuss interesting thoughts and constructively criticize ideas that need improvements. A list of ideas will be generated and written on the board, followed by a discussion that compares and contrast the gathered ideas. The teacher will transition student responses and generated lists into a focus around freedom and state/federal rule.

Teacher introduces the terms confederation, government, democracy, and republic, and distribute excerpts of the Articles of Confederation. Students will determine whether the states or the federal government had more authority and power.

Guided discussion ensues about the Articles of Confederation and review of Federal vs. State power struggles (Teacher can refer to the referenced cites 3 & 7 for related instructional information). Questions to consider: 1. What are some things the federal government does now which could not have been "expressly delegated to the United States" in the Articles of Confederation because they involve changes over time in society or technology that the framers could not have foreseen? 2. Would it be better for the individual states to have the power, or is it better for the federal government to have them? Why? 3. What is the relationship between state and federal governments in the U.S.? How are they similar? How are they different? Who has more power? 4. Why did the Founding Fathers decide on forming a federal government? 5. What kinds of similar and difference laws do states and federal government make? Why? 6. Describe a conflict that might arise from the divisions of power between state and federal governments.

Distribute and have students complete Articles of Confederation Worksheet

Divide the class into four groups, the George Masons, the James Madisons, the Alexander Hamiltons, and the Patrick Henrys, using the index cards. Students will sit divided in the groups: Federalists (Hamilton/Madison) and Anti-Federalists (Mason/Henry).

Distribute excerpt from the United States Constitution. Students will read the text and identifying the major points and arguments of the document, and compare and contrast with the Articles of Confederation, using a Venn diagram.

Students reenact the Constitution Ratifying Convention. Using various selected quotes, students will role-play the beliefs of the Founding Father they are assigned to and debate over the need to ratify or rewrite the U.S. Constitution. Quotation considerations: - What audience were these quotes written for? - List the main points to this quote. - Rephrase this quote in your own words/in today’s words.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 43 - Explain how the quote reflects your Founding Father’s position on American government.

Representative from each group to share information learned.

Each student will write a one-page summation stating their Founding Father’s belief about forming the new American government, the critical points in support of their argument, and an argument against the opposing Founding Father’s stance. The summation will be laid out in three parts: 1. Introduction: who is speaking and your stance on the U.S. Constitution (ratify or rewrite) 2. Your understanding and opinions of the Articles of Confederation vs. the U.S. Constitution, and why you have and believe in such ideas (consider power roles, authority, state vs.. federal control, etc) 3. Closing Statement: final persuasive reasoning for which document should be the foundational document for America’s new government.

Students will prepare to give an oral presentation regarding their summation for the reenactment of Constitution Ratifying Convention. Each student will be evaluated by the following rubric:

Grading Rubric Grade 0 2 4 6 Articles of Incomplete answers, Complete but vague Good answers, Complete, accurate, and well-written Confederation off topic responses answers. Poor complete sentences. answers that fully answer the question Worksheet grammar and use of Answers could be more asked language in-depth. Venn Diagram Little to no information Answer are filled in but Good answers, all Complete diagram, all sections filled provided for any are off-topic and do not sections of diagram with pertinent and critical information section of the diagram relate to primary used. Some key on topic to specific document documents aspects are missing. Quotation Questions Incomplete or Most answers Answers to questions Well thought out answers with great Worksheet unanswered questions completed, poor are satisfactory. use and analysis of quotations writing mechanics, and Written responses off-topic responses could have been more pulled more direct materials from quotations. Summation Write up Sloppy or incomplete Writing off-topic and Satisfactory write up, Good write up, strong argument, writing. Student does poor mechanics. good mechanics. support and conclusion in support of not follow guidelines Student follows most of Could be more detailed Founding Father. for assignment the guidelines of the in argument as it relates assignment. to Founding Father Oral Presentation Did not participate Participated, but was Satisfactory Strong presentation. Speaker made distracting and off topic presentation. Delivery good eye contact and delivered could be stronger. argument in a powerful manner Final Score 0-1 (F/D) 2-3 (C- - C+) 4-5 (B- - B+) 5-6 (A- - A+)

References: Archives.gov (2007). Constitution of the united states. The National Archives Experiences: Charters of Freedom. Retrieved October 17th, 2007 from http://www.archives.gov/national-archives-experience/charters/charters.html

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 44 Bigler, P. Dir. (2007). Famous and important madison quotes. The James Madison Center: Madison Archives. Retrieved October 17th, 2007 from http://www.jmu.edu/madison/center/main_pages/madison_archives/quotes/great/great quotes.htm Brandsberg-Engelmann, J. Ed et. al. (2007). McCulloch v. maryland (1819): Powers of the federal government. Landmark Cases: Supreme Court. Retrieved November 10th, 2007 from http://www.landmarkcases.org/mcculloch/fedpowers.html Information Institute of Syracuse (2007). A crossroads resources: Articles of confederation worksheet. The Educator’s Reference Desk. Retrieved October 17th, 2007 from http://www.eduref.org/Virtual/Lessons/crossroads/sec4/Unit_4/Unit_IVQ3R2.html Liberty-Tree.ca (2007). George mason quotes. Retrieved October 17th, 2007 from http://quotes.liberty-tree.ca/quotes_by/george+mason Mount, S. Ed. (2007). The articles of confederation. The U.S. Constitution Online. Retrieved October 17th, 2007 from http://www.usconstitution.net/articles.html National Endowment for the Humanities (2007). The federalist debates: Balancing power between state and federal governments. EdSITEment. Retrieved November 10th, 2007 from http://edsitement.neh.gov/view_lesson_plan.asp?id=425 Quoteworld.org (2007). Patrick henry. Retrieved October 17th, 2007 from http://www.quoteworld.org/authors/patrick-henry ThinkExist.com (2004) Alexander hamilton quotes. Retrieved October 17th, 2007 from http://thinkexist.com/quotation/those_who_stand_for_nothing_fall_for_anything/220741. html

Unit 2: Section A: Causes for The Constitution

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 45 Government—Federal and Local Considerations

Objectives: Students will be able to: 1. Recognize the key reason why the Founding Fathers believed America needed a new government. 2. Apply their knowledge of the Founding Fathers and apply it to specific circumstances and role-playing situations.

Materials: - Copies of the Enumerated Powers of Congress, Article 1, Section 8 (cited reference #1) - Copies of the 10th Amendment of the US Constitution (cited reference #2) - Local political articles, magazines, and newspapers

Teacher will distribute copies of the 10th Amendment of the US Constitution, and prompt students to describe how many laws are passed in their local governments regarding their everyday lives.

Teacher should lecture on the concept of federalism, the difficult decisions to consider at the Constitutional Convention in 1787 concerning state government powers vs. national governmental powers. Important teaching points (use online sources for assistance, cited reference #3): - Monarchy vs. democracy - King or president - Centralized vs. federalism - Separation of powers - Printing currency - Conducting elections

Teacher will distribute Enumerated Powers of Congress, Article 1, Section 8 to compare and contrast the roles and responsibilities of national and state governments granted in the Articles of Confederation to those that Congress exercises today. Students will take notes on pertinent information.

Teacher will ask students to take role of local government investigators because a state representative will be visiting to field question about his/her role and how government works on the local/state/national level. Using the Internet, distributed materials (articles, excerpts, magazines, etc), students will critically read, research, and identify the actions their local governments take, and how they play out their governmental duties.

Students will write thoughtful, appropriate, and inquisitive interview questions for the state representative. Teacher will give good and bad examples of interview questions, highlighting - Proper tone

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 46 - Knowing your audience - Proper grammar and sentence construction - Proper level of inquiry and journalistic integrity

State representative will visit class, lecture on role of government and his/her career. Visitor will answer student questions.

For all aspects of this lesson, students will be evaluated on: - How detailed are their notes, and their enthusiastic participation in class discussion on government roles and responsibilities - The in-depth coverage of local governmental news - The appropriateness and inquisitiveness of their interview questions (based on “good’ and “bad” criteria explained by teacher)

References: Robert, M.H. (2001). U.S. constitution: Article 1, section 8, numerated powers of congress. National Conference of State Legislatures: The Forum for America’s Ideas. Trust for Representative Democracy: America's Legislators Back to School Week. Retrieved October 22nd, 2007 from http://www.ncsl.org/public/trust/transparency4-m.htm Thomas, B.R. (2007). United states constitution. The Legal Information Institute (LII), Cornell University Law School. Retrieved October 22nd, 2007 from http://www.law.cornell.edu/ Constitution / Constitution .billofrights.html U.S. Government Printing Office (2007). National versus state government for kids. Ben’s Guide to U.S. Government. Retrieved November 9th, 20007 from http://bensguide.gpo.gov/6-8/government/index.html

Unit 2: Section B: Essence of The Constitution

Inside the Constitutional Convention

Class Length: 1-2 class meetings Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 47 Objectives: Students will be able to: 1. Summarize the role of delegates at the Constitutional Convention. 2. Describe the various ways to resolve conflicts. 3. Apply proper writing, research, and critical thinking skills to interpret sources.

Materials: - Government textbooks

Procedures: Assign the role of a key delegate to each student. Students will research their delegate using the Internet, textbooks, etc, and note and summarize the following information to the class: - Age - Occupation, martial status - Education - Member of the Continental Army - Representative to the Continental Congress - Signer of which of the following: Declaration of Independence, Articles Of Confederation, and the Constitution - Pro/Cons of Constitution - Miscellaneous facts

Class will discuss the following information together.

Class will be divided into categories of states and assign state roles: - Small (Delaware, New Jersey, Maryland, Connecticut) - Mid (Georgia, New York, South Carolina) - Large (Massachusetts, North Carolina, Pennsylvania, Virginia)

Using their textbooks as a guide, the class will research and prepare debate for the following issues: o The Great Compromise o Role of Native Americans o Federalism vs. Pro-State Power o Farming vs. Industry o Slavery/3/5 Compromise

Teacher will explain the relationship between state-size, delegates, and their voice in the Constitutional Convention (useful instructional information retrievable from cite referenced): - The more populous states supported the Virginia Plan, which proposed that representation within the government should be based on the size of a state's population, designed to give states with large populations a proportionately large share of decision-making power.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 48 - Less populous states supported the New Jersey Plan, by which every state, regardless of size, would have the same representation within the government. - Connecticut Compromise (Great Compromise) called for the creation of a Congress, a two-house legislative branch. o House of Representatives: elected according to the states' relative populations o Senate: equal voice to each state no matter what its size.

Each students will present their research and positions as their delegate would have done, and explain how the issues they cover are pertinent to modern society o Examples: dividing land properly (Israel/Palestine), slavery/demeaning human conditions (Sudan, Darfur, Holocaust, etc), Abuses/mistrusts of power (current Bush administration, War on Terror, Patriot Act, Nixon Administration, Watergate, etc)

Students will be evaluated on: o Thoroughness of their report o How close the students’ adhered to their delegates demeanor, opinions, and beliefs o How accurate the students define and debate the major issues discussed at the Constitutional Convention o How well students connect Constitutional issues to today’s world

References: Maisel, L.S. (2004). The constitutional convention. The New Book of Knowledge: Constitution of the United States. Retrieved November 10th, 2007 from http://ap.grolier.com/article?assetid=a2030370- h&templatename=/article/article.html

Checks and Balances—Separation of Powers

Objectives: Students will be able to:

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 49 1. Define the terms separation of powers and checks and balances. 2. List, identify, and label the powers, relationship between, and histories behind the three separate branches of government: judicial, legislative, executive.

Terms: - Checks and balances - Separation of powers - Executive - Judicial - Legislative

Materials - American Government textbook

Procedures: Teacher will display on overhead the titles, function, and illustration of the three branches of US government: executive, judicial, legislative. Students use textbooks to learn these concepts. Teacher will include: - Power is separated into three branches to avoid any abuse of right or responsibilities: legislative, executive, and judicial. It helps prevent any one branch from abusing its power. - This system checks one branch against the others, and provides a balance of power among the structure of the government.

Students will be asked to define a system of checks and balances. Students will create and show a transparency that contains the meaning of separation of powers and the checks and balances system. Information to be included (retrieved from cite referenced): - Legislative powers over the executive branch: Overrides vetoes Impeaches a President - Legislative powers over the judicial branch Approves federal judges Impeaches federal judges - Executive powers over the legislative branch Vetoes acts of Congress Calls Congress into special session - Executive powers over the judicial branch Appoints federal judges - Judicial powers over the legislative branch Declares laws unconstitutional - Judicial powers over the executive branch Declares executive acts unconstitutional

Students will play Pictionary with the information they have just learned. Each phrase lifted from the bag will be related in some way to the system of checks and balances. Divided into teams, the students will draw, using only pictures, representative illustration of their randomly picked phrase.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 50 After several rounds, the students’ will have to arrange the drawings in the order that they make the most sense in terms of the systems of checks and balances. These illustrations will be displayed in the classroom throughout the unit.

References: National Constitution Center (2007). Separation of powers and a system of checks and balances. Explore the Constitution. http://www.constitutioncenter.org/explore/BasicGoverningPrinciples/Separationof PowersandaSystemofChecksandBalances.shtml

The Judicial Branch

Objectives: Students will be able to: 1. Explain the importance of judicial review as it relates to overall functionality of the United States Constitution. 2. Learn how a case moves through the various levels of the court system. 3. Describe the role judges play in the judicial process. Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 51 4. Apply the leadership characteristics to the role of judges 5. Apply their understanding of the judicial system to contemporary cases.

Materials: - Internet

Procedures: Teacher will explain the role of the Judicial Branch in the scheme of the United States government (Teacher will find the necessary instructional assistance from http://www.angelfire.com/az/mgoto2/Government/Unit6/JudicialBranchNotes.doc, http://www.whitehouse.gov/government/judg.html, and/or http://usinfo.state.gov/usa/infousa/politics/judbranc.htm): - Judiciary hears cases that require interpretation of the legislation passed by Congress and signed by the President. - Consists of Supreme Court and the lower federal courts. o Number of Justices in the Supreme Court is determined by Congress . Composed on 1 Chief Justice (nominated by the President and confirmed by the Senate) and 8 Associate Judges o Lower Federal Courts: . District Courts:  These are general trial courts, hearing both civil (family, financial, juvinile, land/property) cases and criminal (misdomeanors or felonies) cases. . Courts of Appeals:  13 Courts of Appeals in the United States  They must hear all appeals from the lower courts. o Appointees to the federal bench serve for life or until they voluntarily resign or retire.

Teacher will explain that a Judge is often seen as the “leader” of the court and judicial system on its various levels. Students will consider the following questions: 1. What sorts of professional and/or personal characteristics must a judge possess? At the Supreme Court level? Lower levels? Is there a difference? What conflicts of interest might these professionals face? 2. What are the goals of a Supreme Court Justice, or another member of the judicial branch? 3. How do current events play a part in leadership challenges for members of the judicial branch? To what degree should the Constitution be influenced by social, cultural or political changes? 4. In what ways does one who defends and/or amends the Constitution advocate for justice? Is there any limit to prevent these people from pursuing justice or protecting the United States Constitution? Should there be? 5. How might social trends or popularity affect decision-making processes at the judicial level? Should social issues have such an affect?

Students will review and contemplate two recent widely public court cases: the 1994 O.J. Simpson murder trial or the recent 2003 Terry Schiavo quality of life case. Students will engage each case from multiple perspectives: Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 52 - As a member of the general public - As a family member and/or friend of the persons involved in the trials (O.J. Simpson brother, friends, individual members of the Goldman and/or Brown families, Terri’s husband and/or parents) - As the judge residing over the case. For information on the Schiavo case students can refer to: http://www.medlawplus.com/library/legal/schiavo.htm. For information on the O.J. Simpson case students can refer to: http://www.courttv.com/casefiles/simpson/.

Students will describe the pressing legal and personal issues each role may have experienced, comparing and contrasting them with one another. Ultimately, when in the role of residing judge, students will determine what information to consider from the other sources.

Students will compose their response for the respective roles to the American Bar Association Journal in the form of a “Letter to the Editor.”

References: Angelfire.com (2007). Unit six: The judicial branch. The federal court system. Mr. Goto’s Lesson Plans Page. Retrieved November 13th, 2007 from http://www.angelfire.com/az/mgoto2/Government/Unit6/JudicialBranchNotes.doc Courtroom Television Network LLC (2007). O.J. simpson murder case. Courtvnews. Retrieved November 13th, 2007 from http://www.courttv.com/casefiles/simpson/ International Information Programs (2007). Judicial branch. Government and Politics. Retrieved November 13th, 2007 from http://usinfo.state.gov/usa/infousa/politics/judbranc.htm MedLawPlus.com (2007). Terri schiavo case: The who, what, where, when, why. How To Legal Articles--Estate Planning and Business Law. Retrieved November 13th, 2007 from http://www.medlawplus.com/library/legal/schiavo.htm WhiteHouse.gov (2007). Judicial branch. Government: Branch. Retrieved November 13th, 2007 from http://www.whitehouse.gov/government/judg.html Unit 2: Section B: Essence of The Constitution

Honorable Mention—The Supreme Court and The Justices

Objectives: Students will be able to: 1. Become familiar with the role of Supreme Court Justices. 2. Identify and discern the differences between, and use primary and secondary sources for researching purposes. 3. Develop their interviewing skills. 4. Engage an elder member of their family/ community in an inquisitive interview.

Materials: - School library

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 53 - Internet

Procedures: Teacher will take the class to the school library and engage the resources (digital and print) available to research the history and function of the Supreme Court.

Students will research, take notes, and prepare a report on a significant/interesting case handled by the Supreme Court. The information they should include: o Who vs. who (plessy v. ferguson)? o What was the issue? o What interesting debates/concerns were discussed? o What was the outcome? o How does the outcome affect the students’ lives (their family, school, town, etc)

After the presentations the students will be given their take-home assignments. They will interview an elder in their family or community, about their understanding, knowledge, and anecdotes of the Supreme Court and the Justices. With the guidance of the teacher, students will develop detailed and engaging interview questions to include: o Opened ended inquiries, ones that do not require a yes or no or one-word answers, but engage the interviewee to respond in detail. o Well-thought out, connected, and raise interesting, but appropriate questions. o Stay on topic (interviewees understanding and stories about the supreme Court and Justices)

The interviews will be conducted over the next few days and evaluated based on the aforementioned criteria.

Judicial Review—Marbury v. Madison 1803

Objectives: Students will be able to: 1. Describe the significance of the Marbury v. Madison court case of 1803 as it relates to the court system today. 2. Read important documents with a critical eye. 3. Define the term judicial review. 4. Critically analyze a political cartoon.

Materials: - Copies of Anti-Federalist 78-79 and The Power of the Judicial Branch: The Federalist Number 78 (cited reference #1) - Copies of Judicial Branch political cartoon (cited reference #3)

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 54 - Copies of the Judiciary Act of 1789 (cited reference #4)

Terms: - Judicial Review - James Madison - William Marbury - John Marshall - John Adams - Thomas Jefferson - Federalist - Anti-federalist - Judiciary Act of 1789

Procedures: Teacher will introduce the following scenario and questions to the class: - The Congress passes a law that says all land-owning citizens must use all of their land or else it will be repossessed by the government. Citizens have 6 months to comply. The president signs this law and asks the military to enforce it. - Questions to Consider: o Do the people any say in this decision? o The United States judicial system is designed to have a variety of courts review the constitutionality of the decisions of the Executive and Legislative Branches, with the final decision resting with the nine appointed judges (8 appointed Justices and 1 Chief Justice). Do you think this is a fair system? Should nine people determine the fate of millions? Why/Why not? o How would our government work without a system of judicial review?

Teacher will briefly explain the Marbury v. Madison case of 1803 to the class (For instructional assistance teacher can refer to http://usinfo.state.gov/usa/infousa/facts/democrac/9.htm for instructional notes): - Famous case that established the concept of judicial review; after Thomas Jefferson was elected President in 1800, following the John Adams administration. - In opposition to the Jefferson administration’s ideals, outgoing Federalist President Adams sought to keep federalist power in the government by appointing several federalist judges for life. These judges were approved by the Senate, all commissioned by then outgoing Secretary of State John Marshall, - All judges except for one were commissioned; the one was William Marbury who was restricted commission by President Jefferson. Marbury brought his grievances to the Supreme Court, demanding the new Secretary of State James Madison commission into judgeship. - The Supreme Court made a 4-0 decision. In his new role of Chief Justice, John Marshall made a ruling that said that Marbury was entitled to his commission. Marshall noted, however, that a law that gave the Supreme Court the power to rule on the case was unconstitutional, thus negating the Supreme Court to give Madison the authority to commission Marbury.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 55 The teacher will distribute The Power of the Judicial Branch: The Federalist Number 78, placing particular focus on the following passages (adapted from http://www.landmarkcases.org/marbury/home.html): - "The judiciary, from the nature of its functions, will always be the least dangerous to the political rights of the Constitution . . . [it] may truly be said to have neither FORCE nor WILL, but merely judgment; and must ultimately depend upon the aid of the executive arm even for the efficacy of its judgments." o Students will write about the author’s meaning of this quotation. - "For there is no liberty, if the power of judging be not separated from the executive and legislative powers." o Students will explain how this quotation relates to the United States’ system of government. o Why do you think judges have permanent tenure? o What attitude does this document convey about the Supreme Court of the United States?

The teacher will distribute the Anti-Federalist 78-79, and have students consider the following questions (adapted from http://www.landmarkcases.org/marbury/home.html): 1. What differences are described between the court systems of Great Britain and the United States? 2. Comparing this document with the “Federalist Number 78,” what are the critical areas on which the authors agree and disagree?

Students will imagine that the Anti-Federalist proposals had been adopted instead of the Federalist ideas. How would the United States de different today? How would the United States be different today if the proposals outlined in the Anti- Federalist had been accepted?

Students will receive text on the Judiciary Act of 1789, (referenced and adapted from http://usinfo.state.gov/usa/infousa/facts/democrac/8.htm) playing particular attention to sections 1 and 13, and the United States Constitution, paying particular attention to Article III. Students will compare and contrast these documents, and consider the following questions: - U.S. Constitution, Article III, Section 1: The judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish. The Judges, both of the supreme and inferior Courts, shall hold their Offices during good Behaviour, and shall, at stated Times, receive for their Services, a Compensation, which shall not be diminished during their Continuance in Office. - U.S. Constitution, Article III, Section 2: The judicial Power shall extend to all Cases, in Law and Equity, arising under this Constitution, the Laws of the United States, and Treaties made, or which shall be made, under their Authority;-to all Cases affecting Ambassadors, other public ministers and Consuls;- to all Cases of admiralty and maritime Jurisdiction;- to Controversies to which the United States shall be a Party;- to Controversies between two or more States;- between a State and Citizens of another State;-between Citizens of different States;- between Citizens of the same

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 56 State claiming Land under Grants of different States, and between a State, or the Citizens thereof, and foreign States, Citizens or Subjects.

In all Cases affecting Ambassadors, other public Ministers and Consuls, and those in which a State shall be Party, the supreme Court shall have original Jurisdiction. In all the other Cases before mentioned, the supreme Court shall have appellate Jurisdiction, both as to Law and Fact, with such Exceptions, and under such Regulations as the Congress shall make.

The Trial of all Crimes, except in Cases of Impeachment, shall be by Jury; and such Trial shall be held in the State where the said Crimes shall have been committed; but when not committed within any State, the Trial shall be at such Place or Places as the Congress may by Law have directed. o Under the Constitution, who has the power to create the court system? o Does the Congress have the authority to change the jurisdiction of the Supreme Court?

- Judiciary Act of 1789, Sec. 1: Be it enacted. That the supreme court of the United States shall consist of a chief justice and five associate justices - Judiciary Act of 1789, Sec. 13: And be it further enacted that the Supreme Court shall have exclusive jurisdiction of all controversies of a civil nature, where a state is a party, except between a state and its citizens; and except also between a state and citizens of other states, or aliens, in which latter case it shall have original but not exclusive jurisdiction. And shall have exclusively all such jurisdiction of suits or proceedings against ambassadors, or other public ministers, or their domestics, or domestic servants, as a court of law can have or exercise consistently with the law of nations; and original, but not exclusive jurisdiction of all suits brought by ambassadors or other public ministers, or in which a consul, or vice-consul, shall be a party. And the trial of issues in fact in the Supreme Court, in all actions at law against citizens of the United States, shall be by jury. The Supreme Court shall also have appellate jurisdiction from the circuit courts and courts of the several states, in the cases herein after specially provided for; and shall have power to issue writs of prohibition to the district courts, when proceeding as courts of admiralty and maritime jurisdiction, and writs of mandamus, in cases warranted by the principle and usages of law, to any courts appointed, or persons holding office, under the authority of the United States. . . . o What powers are granted to the Supreme Court that are not provided in the United States Constitution? o Who should the people side with if an Act of Congress and the United States Constitution contradict or are pitted against one another? o Do you think the Supreme Court should have the power to grant someone authority? How did this relate to William Marbury’s situation?

Teacher will present the students with the following scenario: - The concept of judicial review, as has just been discussed, surfaced as a result of President Adam’s attempt to maintain federalist power in the Executive Branch after his administration had left office. President Andrew Jackson had what is

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 57 referred to as a Kitchen Cabinet, in that he appointed his best friends and allies, able journalists and editors of influential regional newspapers, to Cabinet positions during his administration. The current George W. Bush administration has followed in similar fashion: Secretary of Commerce, Donald Evans, is reported to be President Bush’s best friend (referenced from http://www.infoplease.com/spot/bushcabinet.html). o Should kitchen cabinets be allowed? Why/Why? o How does such a system influence the balance of powers in the U.S. Government? o Describe a time (for a school project, chores at home, at work, etc) where they were forced to work with someone they didn’t like or approve of. Students will consider the advantages and disadvantages of working with people in such a situation. What would you do to ensure your time together was successful? o How does someone attain the right to decide authority (parents, teachers, bosses, etc)? Do you think the process is fair? Relate this process to the one describe via Marbury v. Madison. Would you have determined a different outcome? Why/why not?

Students will receive a political cartoon concerning the role of the federal court system as it relates to the Marbury v. Madison case:

(Cartoon source from http://usinfo.state.gov/journals/itdhr/0405/ijde/decisions.htm)

Students will analyze this cartoon, and determine what relation the Marbury v. Madison case has on today’s court system. - Teacher will note the cartoon explains the court pays close attention to issues of the past and also to the affects on contemporary issues.

References: FindLaw (2007). The power of the judicial branch: The federalist number 78 and the anti- federalist. Marbury v. Madison 1803. Retrieved November 13th, 2007 from http://www.landmarkcases.org/marbury/home.html International Information Programs (2007). Marbury v. Madison. Basic Readings in U.S. Democracy: 1 Cranch 137 (1803). Retrieved November 13th, 2007 from http://usinfo.state.gov/usa/infousa/facts/democrac/9.htm International Information Programs (2007). Political cartoon. Current EJournals: Landmark Decisions. Retrved Novemebr 13th, 2007 from

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 58 http://usinfo.state.gov/journals/itdhr/0405/ijde/decisions.htm International Information Programs (2007). The judiciary act of 1789. Basic Readings in U.S. Democracy: U.S. Statutes at Large 1 (1789): 73. Retrieved November 13th, 2007 from http://usinfo.state.gov/usa/infousa/facts/democrac/9.htm Pearson Education Inc. (2007). Kitchen cabinet. TeacherVision: Family Education. Retrieved November 13th, 2007 from http://www.infoplease.com/ce6/history/A0827835.html Rowan, B. (2007). Cabinet members of george w. bush: The first term. Infoplease. Pearson Education Inc. Retrieved November 13th, 2007 from http://www.infoplease.com/spot/bushcabinet.html

The Executive and Legislative Branches

Objectives: Students will be able to: 1. Examine and find the significance of Article I, Section 7, and Article II, Sections 2 and 3, of the U.S. Constitution; 2. Explain the President’s role in the lawmaking process; and 3. Define the term veto.

Materials Needed - Internet - Overhead Projector - Copies of the U.S. Constitution

Terms: - Separation of powers - Veto: o Presidential o Pocket

Procedures:

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 59 Teacher will distribute copies of the U.S. Constitution to students. They will read Article II, Sections 2 and 3. As a class, list the powers of the President, as stated in the Constitution.

Students will consider the following question: - Does the U.S. Constitution give the President authority to create laws?

Teacher will review that the Constitution states that the President’s role is: - Not making laws, but executing and enforcing laws made by Congress. - Vetoing any law passed by Congress.

Teacher will use an overhead projection device displaying the Legislative Process: (refer to http://www.senate.gov/pagelayout/legislative/d_three_sections_with_teasers/process.htm for this resource). Teacher will discuss the concept of separation of powers: - Executive branch was designed to have the authority to carry out its responsibilities, but its powers were limited to the point that it could not dominate the decision-making process of the other branches of government (legislative, judicial) - Branches share powers, e.g. the Presidential Veto.

Students will read Article I, Section 7, of the U.S. Constitution. Teacher will review how a bill can become a law (refer to http://www.senate.gov/reference/resources/pdf/legprocessflowchart.pdf for instructional assistance): - President of the United States must sign a bill first - President has the power to veto the bill, i.e. send it back to Congress with objections and visions - In order for a bill to become a law, two-thirds of both houses of Congress must override the Presidential veto. - President must respond and return the bill within 10 days or the bill will become a law if Congress is in session; the bill expires if Congress is not in session—this is referred to as a pocket veto.

Students will research past Presidents and their use of the power of veto (students can refer to the House of Representatives website to assist them in this process: http://clerk.house.gov/histHigh/Congressional_History/vetoes.php.)

Students will chose one President and describe his use of the veto. Students will compare their choice with the current President. Student will notice the power of Presidential veto has increased significantly over time.

Teacher will present the following: - The concepts of The System of Checks and Balances and Separation of Powers, as reviewed, are designed to balance out the powers of the United States government. However, it appears that today the Executive Branch of government is shifting the power in its favor. Do you think this is the case? Who do you think

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 60 has the “most power” in the United States government? Use examples to support your answer. Consider how the system works. Consider the U.S. government response to the War on Terror.

References: Mount, S. Ed. (2007). The constitution. The U.S. Constitution Online. Retrieved October 17th, 2007 from http://www.us Constitution .net/xconst_preamble.html Senate.gov (2007). Learning about the legislative process. Legislation & Resources. Retrieved November 13th, 2007 from http://www.senate.gov/pagelayout/legislative/d_three_sections_with_teasers/process. htm Senate.gov (2007). Legislative process: How a senate bill becomes a law. Retrieved November 13th, 2007 from http://www.senate.gov/reference/resources/pdf/legprocessflowchart.pdf U.S. House of Representatives (2007). Presidential vetoes. Office of the Clerk: History. Retrieved November 13th, 2007 from http://clerk.house.gov/histHigh/Congressional_History/vetoes.php

How Congress Works

Objectives: Students will be able to: 1. Define the term bicameral. 2. Describe the role of the U.S. Congress in American government as set forth in the United States Constitution 3. Explain why a Congress was created with a House of Representatives and a Senate, each with different roles.

Materials: - Internet - Overhead Projector

Terms: - Bicameral system

Procedures: Students use the Internet (cite references #1, 2) or their government textbooks to discover how a bicameral legislative branch came about and why Congress was organized in the manner it is. Students will take notes on the history of this system and the process.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 61 Students will divide into groups and work to create a children’s book that explains the history of Congress and the logic behind its organization. Groups will have assigned and/or shared roles: - Illustrators - Data collectors - Editors - Creative Directors The groups must work together to find “simple” and “fun” ways to explain this information, always remembering their audience will be young children.

References: Pohl, T., Liepina, D. (1996). Changes in the federal system. Reform in American History: Resource Page. Retrieved November 13th, 2007 from http://www.salzburgseminar.org/ASC/csacl/progs/reform/federal.htm Solcomhouse.com (2007). The government of the united states. Retrieved November 13th, 2007 from http://www.solcomhouse.com/governmentusa.htm

Right to Privacy—Fourth Amendment of the Constitution

Class Length: 2 Class Meetings

Objectives: Students will be able to: 1. Learn about and apply their understanding of the Fourth Amendment. 2. Define and explain the terms: reasonable search/seizure, sanctity of a man's house, right to privacy. 3. Draft a law, paying close attention appropriate word usage and voice. 4. Learn the value of group work and understand proper leadership and listening skills.

Materials: - Government textbook - Copy of the US Constitution (cited reference #1) - Sample warrant document (cited reference #2)

Procedures: The teacher will start a conversation about what rights the students believe they have as citizens of the USA. They will consider the following: o What do citizen rights have to do with democracy?

The teacher will explain the following story and ask for the students’ reaction: There has been a series of burglaries in your school—many students’ schoolbags have been taken. Johnny is a student who has been known for causing problems in the classroom: he bullies other students, misuses school property, and has been given detention on a Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 62 number of occasion. The school administration have a hunch that Johnny may have been taking the school bags, and get a janitor to pry open and go through his locker. Sure enough the administration finds 3 different bags that are not his own. Johnny is called into the Principal’s office to be reprimanded.

Students will note all pertinent information of the story; who, what, where when, why, how, and details they deem important, any confusion they have. The teacher will guide the conversation to consider the following point: o Johnny’s rights o Johnny’s past offenses o Administrations rights o Administrations actions

Students will then be handed an official warrant document and examine its contents. After reviewing it, with the teacher’s guidance, they will apply the official contents, rights of both the victim and perpetrator, and the over all processes to the class described in at the beginning of the class.

The teacher will then distribute a copy of the Fourth Amendment, and students will note how the Constitution is prepared to handle such cases as read by the teacher. Students will compare and contrast the word choice, voice, and intensions of the Constitution with the warrant, using a Venn diagram (for information on the purpose and demonstration of a Venn diagram, refer to previous lesson from Unit 1, Section D, Rome vs. Athens— Rome vs. Athens—Comparing and Contrasting a Democratic and Republic System of Government)

After analyzing the two documents and applying it to the case discussed, the students, together, will script an overarching law for classroom conduct as it applies to property and privacy. The students may not agree on the contents of this law: some may favor right to privacy, some might favor right to security.

The class will then be divided into two groups based on their opinions, and be guided through a debate on which side’s argument is more worthwhile.

Students will be assigned a persuasive essay debate the necessary use or abuse of US government spying programs on its citizens.

To further bring understanding to the Fourth Amendment and its legal issues, the teacher will invite an attorney, police officer, or other professional who deals with such issues on daily basis. Every student will develop at least one thoughtful and appropriate question for the speaker, to be pre-screened by the teacher.

References: Kibarian, C. (2007). U.S. constitution: Fourth amendment. Find Law for Legal Professionals, Concord Law School. Retrieved October 27th, 2007 from http://caselaw.lp.findlaw.com/data/Constitution/amendment04/ Minow, M. (2003). Features: Sample search warrant procedures for libraries. LLRX.com. Retrieved October 27th, 2007 from http://www.llrx.com/features/draftsearch.htm

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 63 Unit 2: Section C: The Constitution Today

Causes Then, Effects Today

Class length: 1-2 Class Meetings

Objectives: Students will be able to: 1. Identify the key events of the American Revolution, Articles of Confederation, and US Constitution. 2. Outline the cause and effect relationship between the events of the period and the form of government they gave rise to during the Revolutionary, Confederation, and Constitutional periods.

Materials: - Information on the political party systems in the United States (cited reference #1, 5) - Information on Articles of Confederation and the Federal Government (cited references #2, 5) - Display of the Preamble of the United States Constitution (cited reference #2) - Information on the British Parliament (cited reference #3) - Information on the American Revolution (cited reference #3, 4) - Internet

Procedures: The teacher will display the Preamble to the Constitution on an overhead transparency, highlighting six important key phrases: o We the People o A more perfect union o Establish Justice o Insure domestic tranquility o Provide for the common defense o Promote the General Welfare

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 64 Students will be divided up into groups of six, each with one of the phrases as their groups’ theme. Each group will define their key phrase, and assign a representative to write their definition on the board

Each group will then discuss and explain how the period of the US Constitution was different than the periods of the American Revolution and the Articles of Confederation. Students will support their answers by referencing important points from their textbooks.

Each group will then be distributed texts to discuss and a transparency. The groups will come to a decision on the major causes and effects of the themes highlighted in their texts: o Group 1: The American Revolution o Group 2: The Articles of Confederation and Federal Government o Group 3: Weakness of the Articles of Confederation o Group 4: Cause and Effect of the U.S. Constitution o Group 5: The British Parliament o Group 6: Federalists vs. Republicans

After students explain their information to the class, the teacher will fill in any areas of confusion or expand on pertinent information

Individually, the students will consider the following question: o What differences would we see in society if the US Constitution were never drafted and signed? Suppose the Articles of Confederation were the law of the land. Would this make a difference? o Refer to evidence in the text and from your charts to support your answer and reasoning. o Compose your answer as if you were a delegate who was supposed to have singed the Constitution, but due to illness could not make the convention. You have been sick in bed and no nothing about the outcomes, signings, or resolutions proposed, and have no way of knowing what happened behind those closed doors. One of the symptoms of your ailment is the loss of your voice, thus your only means of communication is writing. Draft a letter to the citizens of America. o Your letter will reflect the excitement and uncertainty of the situation, and will be evaluated on the strength of your answer, the support you use, and how well you keep the voice of an 18th Century American.

References: Berg-Anderson, R.E. (2001). A brief history of american ”major” parties and the two- party system in the united states. The Green Papers: History. Retrieved November 8th, 2007 from http://www.wowessays.com/dbase/ad1/avw114.shtml Blaustein, A.P.( 2004). The U.S. constitution: America’s most important export. USINFO.STATE.GOV: International Information Programs. Retrieved November 8th, 2007 from http://usinfo.state.gov/journals/itdhr/0304/ijde/blaustein.htm Harlington Public Schools (2007). Causes: The american revolution. Coakley History

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 65 Website. Retrieved November 9th, 2007 from http://www.harlingen.isd.tenet.edu/coakhist/amrev.html Hooker, R. (1996). The american revolution. Washington State University: World Civilizations Retrieved: An Internet Classroom and Anthology. November 8th, 2007 from http://www.wsu.edu/~dee/AMERICA/REV.HTM Library of Congress (2007). To form a more perfect union. American Memory. Retrieved November 9th, 2007 from http://memory.loc.gov/ammem/collections/continental/intro01.html

Unit 2: Section C: The Constitution Today

The Bill of Rights, As They Matter Today

Objectives: The students will be able to: 1. List the rights guaranteed in the Bill of Rights 2. Apply the rights to their daily lives. 3. Use the newspaper to identify rights currently being protected or questioned by the Bill of Rights.

Materials: - Newspapers - Butcher paper - Copy of the First Ten Amendments (cite referenced)

Procedures: All students will individually list the rights guaranteed by the First Ten Amendments to the Constitution.

The students will be separated into groups of three or four people, each having a piece of butcher paper and draw the category headings: 1. Rights in School 2. Rights at Home 3. Rights in Public.

The students will then list ten rights for each column, matching their list to the corresponding Constitutional Amendment. Groups must work together to come to a consensus, and avoid asking the teacher for clarification of amendment language or intended meaning.

Groups will present their list to the class.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 66 Using newspapers, students will locate current news articles and stories that involve the Bill of Rights. Students will identify how one or more of the amendments are cited and whether the rights are being violated or supported.

Students will decide on the Amendment that is most important to their lives. Depending on their choice, students will create and act out scenarios to demonstrating how their rights can be infringed upon. Scenario examples: - You are with your friends all deciding on what to do for the evening. You have a variety of options: dinner, bowling, a movie, the golf driving range, etc. One student is restricted the right to free speech (Amendment I) and cannot speak during the scene, and therefore his/her opinion is ignored. - You just became the night manager at convenient store in a rough neighbor with a high crime rate—there have been a number of robberies, shootings, and other criminal activity. You want to be able to protect yourself during the late hours of the evening when most of the crime occur, but you cannot purchase or own any weapon (Amendment II). Unfortunately, one evening, your store becomes the target for a robbery.

References: International Information Programs (2007). The bill of rights: Amendments 1-10 of the Constitution. InfoUSA: Documents and Writings. Retrieved November 8th, 2007 from http://usinfo.state.gov/usa/infousa/facts/funddocs/billeng.htm

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 67 Unit Three: Government—At All Levels ~

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 68 Unit 3: Section A: Local Government

Your Local Government—The Basics

Objectives: Students will be able to: 1. Identify the processes involved with and importance of democracy in their lives and community.

Materials: - Copies of Government Awareness Fitness Plan form (referenced in lesson)

Procedures: Teacher will display two quotations on the board: “Whenever the people are well informed, they can be trusted with their government, for whenever things go so far wrong to attract their notice, they can be relied on to set things right.” Thomas Jefferson

“A popular government without proper information or the means of acquiring it is but a prologue to a farce or a tragedy – or perhaps both. Knowledge will forever govern ignorance; and a people who mean to be their own governors must arm themselves with the power which knowledge gives.” James Madison

Students will write a one-page response about the quotes, focusing on the following information: - Do these quotes apply to their lives? How? - Do they make sense? How would you change these quotes to make more sense? - List the activities going on in your own community. - Are you up-to-date on all happenings in your community? How much control do the people of your town have over it? Is democracy being served?

Student will be quizzed on their understanding of the roles, responsibilities, and procedures within their local and state government: 1. List all of your local, state, and federal leaders, bodies of governance and their function. 2. How these often these people are elected? 3. How often do your town’s representatives meet? 4. Are these meetings public or private? Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 69 5. Have you ever seen one, in person, on TV, or the Internet? 6. How do you get record information from a public body? 7. Suppose you wanted to get information about a certain representative’s decision, a pertinent document, or record of a hearing. How long does the public body have to respond to a freedom of information act request? 8. How much does the public body charge for each page of information requested? 9. How many newspapers serve your town? Who owns them? 10. Can you write a letter to the editor of your local paper? What steps to you have to take? 11. How much press does your local government get? What sort of reporting does your local press engage in? 12. How many people are present for public hearings? How many of these people are your age? 13. How many members of the public make comments during these meetings?

The teacher will have students exchange their quizzes with another member of the class and read off the correct or most acceptable answers.

Student should have a number of “incorrect” or “incomplete answers.” Based on their lack of information, they will research (via, Internet, textbooks, etc) the information they did not know.

After researching the “right” answers, teachers will know that the students have identified what they know about the community around them. Develop a Government Awareness Fitness Plan for News, Democracy, and Action for each student. Use the following handout as a guide. Have each student take prolonged, sustained steps toward becoming an active member of their community throughout the semester/school year. Handout:

Government Awareness Fitness Plan (sample form given to each student)

Sources and Description Newspaper Magazine Internet TV Site AM with Breakfast PM during Lunch PM, MID- Day, free time PM, Evening, 1hr pre-sleep, pre/post other reading, TV, or Internet sources

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 70 For homework, students will research a local representative, highlighting his/her career profile and recent work, and how well this representative has reached out to its towns’ citizens. Students can use local libraries, town halls, the Internet, and interviewing subjects to gather this information. Students can also use their government textbooks as a foundation for definitions, important concepts, and background knowledge. Students will present their findings to class the following day. Their research will take many forms, such as gathered surveys of their local public opinion, well-documented notes on the visibility of their local representatives around town or the media, and/or contact their representative or representative’s employees directly.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 71 Unit 3: Section A: Local Government

Funding and the Local Government

Objectives: Students will be able to: 1. Determine how local governments are funded. 2. Explain the advantages and disadvantages of the federal government. 3. Critically read data from tables, charts or graphs and explain the source of the data and what the data represent. 4. Determine whether or not the federal government is serving the purposes for which it was created. 5. Identify benefits and challenges of diversity in American life. 6. Evaluate proposals for reform of the political system. 7. Select criteria to use in evaluating tax policy. 8. Identify what data are needed to answer a particular question or solve a given problem and design and implement strategies to obtain, organize and present those data.

Materials needed: - Internet - Arts supplies - Poster board

Procedures: The teacher will briefly introduce the topic of local government funding and key terms (as defined by treasury.gov): - Sales tax - Property tax - Income tax

Using the board/overhead the teacher will model how the students’ school district raises money for all the services and materials they need. Depending on where the school district is located in the country, the teacher can use information and resources from a variety of Internet sources: (edsource.org, senatesite.com, ed.gov)

Divide students into groups. Each group will research online an assigned city, township, village, or county within the state they live (information can be found at http://www.statelocalgov.net/)

Groups will record where the funding comes from and what portion of each area of funding makes up the entire local government revenue.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 72 On a poster board, each student group will create visual aide explaining how their assigned local government raises revenue (pie chart, flow chart, illustrations, etc). Student groups will present their findings to the class. Students will take notes on all presentations. Teacher will pose the following questions to the students: 1. How does this activity clearly illustrate federalism? 2. What are the advantages/disadvantages of federalism as it pertains to local government funding? 3. Are some methods of fundraising unfair? Are some services/people inherently disadvantaged?

References: EdSource (2003). Revenue limit vs.. basic aid school district funding. Clarifying Complex Education Issues. Retrieved November 11th, 2007 from http://www.edsource.org/sch_fin_basicaidfund.cfm Hillyard, L. (2007). Equalization of school district funding. The Senate Site: The Unofficial Voice of the Utah Senate Majority. Retrieved November 11th, 2007 from http://senatesite.com/blog/2007/09/equalization-of-school-district-funding.html State and Local Government on the Net (2007). State government offices, local us government, city government and federal government. Internet Directory. Retrieved November 10th, 2007 from http://www.statelocalgov.net/ U.S. Department of Education (2007). Funding opportunities. Grants and Contracts. Retrieved November 11th, 2007 fromhttp://www.ed.gov/funding.html U.S. Department of The Treasury (2007). Fact sheets: Taxes. Retrieved November 9th, 2007 from http://www.treasury.gov/education/fact-sheets/taxes/ustax.shtml

Unit 3: Section B: State Government

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 73 Bills To Laws, Local To State

Objectives: Students will be able to: 1. Describe the process in which a bill becomes law in the United States. 2. Develop inquisitive interview questions for political professionals.

Procedures: Students will use their textbooks to learn about the development of a two-house legislative system.

Using their textbooks and accompanying resources, students will note the steps how a bill becomes a law, in a step-by-step process. Students will create a comic strip demonstrating this process.

Students’ initial research and note taking will prepare them for a trip to their local government building, and interviews with a local and state political consultant.

In further preparation, students will research their local and state newspapers, online media sources, and newsletters to determine what are the main issues pressing their town and state. Students will prepare appropriate and on-topic questions for the officials they meet and who will lecture to them on the processes on how a bill becomes a law and the process of business.

References: Glagola, C. (2007) How a bill becomes law. West Virginia Legislature. Retrieved October 13th, 2007 from http://www.legis.state.wv.us/Educational/Bill_Becomes_Law/Bill_Becomes_Law.cf m Michigan.gov (2007). How does a bill become a law? Retrieved October 13th, 2007 from http://www.michigan.gov/som/0,1607,7-192-29701_29704-2836--,00.html Miller, D. (2006). How does a bill become a law? The Social Studies Center. Retrieved October 13th, 2007 from http://www.socialstudieshelp.com/Lesson_14_Notes.htm

Making a Representative Government Work for You

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 74 Class Length: 1-2 Class Meetings

Objectives: Students will be able to: 1. Learn the concept of representative government as it is manifested in local governmental organizations. 2. Evaluate how well the federal government is serving the purposes for which it was created. 3. Identify benefits and challenges of a diverse America. 4. Critically evaluate citizenship, political climate, and government practices.

Materials: - Copies of excerpt from Vermont State Constitution (cited reference #4)\

Procedures: When the students come to class, the teacher will introduce new rules to the students— these rules will be inherently unfair in nature and support mainly the needs of the teacher: - All students will begin with a failing grade and will keep this failing grade until the teacher believes the student deserves a passing grade. - Students will not have work returned to them, just receive a number/letter grade - Teacher is only available to help students on an individual basis on Thursdays from 3-4pm, - Teacher will not give students study guides or hold class review sessions before major exams.

Students will write a letter of complaint regarding the new class rules, incorporating at least three core democratic values in their composition.

Students will react negatively to these new rules and a debate will ensue. The teacher start a discussion about some ways the students could effectively change these rules: - Talk with the teacher - See the principal - Parental involvement - What sort of attitude should students have? o Are they impulsive or have they constructed a calm, well-organized argument?

Teacher will draw parallels to the classroom scenario and government decision-making process, using government textbooks and website www.oycf.org in review of English philosopher and mathematician John Stuart Mill’s ideas of representative government: - Pros/Cons of having one person vs. group decision making process - Definition of representative government - Purpose of government - Common good - Popular sovereignty.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 75 Teacher will discuss with the class the terms common good and popular sovereignty, first in a class-wide brainstorm, and then in lecture format. Teacher can use the following information and sources as references: - Laws are made to protect individual rights and the common good. - Bill of Rights offers protection of individual rights and how rights are limited for the benefit of the common good. - Teach can share this reference with the class: Article 9 of the Constitution of the State of Vermont: o Citizens' rights and duties in the state; bearing arms; taxation. That every member of society hath a right to be protected in the enjoyment of life, liberty, and property, and therefore is bound to contribute the member's proportion towards the expense of that protection, and yield personal service, when necessary, or an equivalent thereto, but no part of any person's property can be justly taken, or applied to public uses, without the person's own consent, or that of the Representative Body, nor can any person who is conscientiously scrupulous of bearing arms, be justly compelled thereto, if such person will pay such equivalent; nor are the people bound by any law but such as they have in like manner assented to, for their common good: and previous to any law being made to raise a tax, the purpose for which it is to be raised ought to appear evident to the Legislature to be of more service to community than the money would be if not collected (retrieved from http://www.usconstitution.net). - Popular Sovereignty means “People are the rulers,” a term coined during the Enlightenment period (retrieved from http://www.ohiohistorycentral.org). - Popular Sovereignty - This principle states that the source of governmental power lies with the people. This belief stems from the idea that government should be for the benefit of its citizens. If the government is not protecting the people, it should be dissolved (retrieved from http://www.americanhistory.about.com).

Questions to consider you might ask and discuss or have the students write about: 1. Why is it important to have representative government? 2. Define the common good, as it relates to government systems. 3. What are citizens’ responsibilities at the local governmental level? What results in inactive citizenship? 4. Imagine you are a famous painter during the Enlightenment, and were observing the moment in which the phrase popular sovereignty was first uttered. Capture the scene in which those great thinkers came to coin the phrase scene in an illustration or a collage. Be critical of: a. What were these people doing at the time? b. What other new ideas and/or innovative concepts may have been conjured up around this moment? c. How does popular sovereignty relate to a representative government?

It is important for students to know that local government is intended to be representative, in the form of: - Voting - Open-to-public meetings - Volunteerism

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 76 - Committees positions - Easy access to officials - Running for office

Students will research the major local issues, via local newspapers, news broadcasts, and surveying public opinion, and prepare questions and comments for local representatives.

References: Heydt, C. (2006). John stuart mills: Overview. The Internet Encyclopedia of Philosophy. Retrieved November 9th, 2007 from http://www.iep.utm.edu/m/milljs.htm#H3 Kelly, M.H. (2007). Overview of united states government and politics. American History. Retrieved November 11th, 2007 from http://americanhistory.about.com/od/governmentandpolitics/a/amgovoverview.htm Li, B. (1999). Representative government and democracy. Perspectives 1(3). Overseas Young Chinese Forum http://www.oycf.org/Perspectives/3_123199/representative_government.htm Mount, S. (2006). Chapter I: A declaration of rights of the inhabitants of the state of vermont. The Constitution of the State of Vermont. Retrieved November 11th, 2007 from http://www.usconstitution.net/vtconst.html Ohio History Society (2007). Popular sovereignty. Ohio History Central, July 1, 2005. Retrieved November 11th, 2007 from http://www.ohiohistorycentral.org/entry.php?rec=2122

Hurricane Katrina- A Local and State Government Conundrum

Objectives:

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 77 Students will be able to: 1. Apply their knowledge of local government funding and services to the aftermath of Hurricane Katrina.

Materials: - Information on Hurricane Katrina (cited references)

Students will entertain the following scenario: - Suppose you were the mayor of Gulf Port or Biloxi, MS, or New Orleans, LA right after the devastation of Hurricane Katrina. Stores have been destroyed. Businesses have left the area. Casinos, a major source of revenue have been severely damaged, tourism has virtually disappeared, and the unemployment rate has sky rocketed. How might you rally your local government need to act to maintain lost revenues due to low or no business taxes, income taxes, and/or federal aid? What changes would you make to ensure productive economic growth?

Students will design a plan to revive the local economy. Using visual aides, logical reasoning, and well-written essays, students will present their ideas to the class. Students can use the following information to assist them in their process: - Government textbooks - Hurricane Katrina Information o U.S. Department of Health and Human Services . http://www.hhs.gov/disasters/emergency/naturaldisasters/hurricane s/katrina/index.html o Directions Magazine: The Worldwide Source for Geospatial Technology . http://www.directionsmag.com/article.php?article_id=2466&trv=1 o Department of Homeland Security . http://www.dhs.gov/xprepresp/programs/gc_1157649340100.shtm o Nola.com-The Times-Picayune . http://www.nola.com/katrina/

References: New Orleans Net LLC (2007). Katrina: The storm we always feared. The Times- Picayune. Retrieved November 11th 2007 from http://www.nola.com/katrina/ U.S. Department of Health and Human Services (2007). Hurricane katrina. Disasters and Emergencies. Retrieved November 11th, 2007 from http://www.hhs.gov/disasters/emergency/naturaldisasters/hurricanes/katrina/index.ht ml U.S. Department of Homeland Security (2007). Hurricane Katrina: What government is doing. Preparedness and Response. Retrieved November 11th, 2007 from http://www.dhs.gov/xprepresp/programs/gc_1157649340100.shtm

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 78 Unit 3: Section C: Federal Government

Right Person, Right Position—The United States Cabinet

Objectives: Students will be able to: 1. Match Cabinet positions with current secretaries. 2. Evaluate the qualifications of each secretary with respect to his/her position.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 79 Materials: - Biographical information on the United States Cabinet (cited reference)

Procedures: Divide the class into small groups of 3 - 4 students. Students will receive information of the positions and function of the Cabinet from http://www.whitehouse.gov/government/cabinet.html. Have each group announce its choice of Cabinet position for each biographical sketch. Group members must justify their choices. After each biographical sketch has been discussed, tell them the correct position and the name of the current secretary.

After discussing each biographical sketch, have the students list common characteristics found in the members of the Cabinet. These qualities should be listed on the chalkboard.

Assign each group 2 or 3 Cabinet posts and have them develop a specific set of qualifications for the head of each department. This activity could be turned in as a graded assignment.

Students will engage the following activity: - The sketches below give some facts about the current members of the Cabinet under President George W. Bush. The persons are not identified by name in the sketches. As you read each sketch, decide what title is best qualified for each sketch.

Cabinet Positions (adopted from education professional Jeanette Jackson, referenced below):

Sec. of State Sec. of Labor Sec. of the Treasury Sec. of Health and Human Services Sec. of Defense Sec. of Housing and Urban Development Attorney General Sec. of Transportation Sec. of the Interior Sec. of Energy Sec. of Agriculture Sec. of Education Sec. of Commerce Sec. of Veterans Affairs

1. ______Age: 52 Former public school teacher Served in Illinois House of Representatives Served in Illinois Senate Served in Congress from Illinois (10 yrs.) National co-chairman for Bush-Quayle Presidential campaign

2. ______Age: 51 Lawyer

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 80 Former Governor of Tennessee (8 yrs.) Legal assistant to Sen. Howard Baker Member of President's Task Force on Federalism Chairman of National Governors Assoc.

3. ______Age: 61 Campaign chairman for Pres. Bush Served in Marines Trustee for Woodrow Wilson International Center for Scholars White House Chief of Staff under Reagan Lawyer Undersecretary for Dept. of Commerce Secretary of Treasury under Reagan From Texas

4. ______Age: 55 Owner of taxi company Illinois State legislator Served in Congress from Illinois (18 yrs.) Chairman of Republican Research Committee Served on House Agriculture Committee

5. ______Age: 64 Independent Texas oil and gas producer Chief Executive officer and chairman Of Mosbacher Energy Co. Chairman of Nat'l Petroleum Council National finance chairman for Bush for President Director New York Life Ins. Co. Co-chairman of Republican National Finance Committee

6. ______Age: 50 Congressman from Wyoming (10 yrs.) Aide to Governor of Wisconsin Deputy Assistant to Pres. Ford Assistant Director of Cost of Living Council Republican leader in House of Representatives

7. ______Age: 65 Served in Illinois legislature Congressman from Illinois (24 yrs.) and under-secretary in Dept. of State Delegate to the U.N. General Assembly

8.______Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 81 Age: 56 Special Asst. to governor of Calif. Congressman from New York (18 yrs.) 14. ______Professional football player (13 yrs.) Age: 53 Public relations officer for bank Lawyer Ran for Republican nomination for Pres.1987Salesman for- 1988 IBM ServedAsst. U.S. on President'sAttorney for Council Illinois onU.S. Physical Attorney Fitness for Illinois and Sports. Chairman of Regional Transportation 9.Authority ______for Illinois Age:Served 64 in U.S. Army U.S.Vice NavalChairman Academy of the graduatePresident's ChairmanCommission of Presidentialon Organized Commission Crime on theIllinois HIV Campaign (AIDS) Epidemic Director for Bush Admiral in U. S. Navy Commander in Chief of U.S. Pacific Fleet Served on advisory boards in education and energy fields

10. ______Age: 61 M.B.A. Harvard University U.S. Senator from New Jersey Chairman and chief executive officer of an investment and securities firm Served in MX missile development options panel Served on Central America Study Commission Chairman of President's Commission on Executive, Legislative, and Judicial Salaries

11. ______Age: 59 Lawyer U.S. Attorney for Pennsylvania Governor of Penn. (8 yrs.) Asst. Atty. General for Dept. of Justice Director of Institute of Politics, JFK School of Government, Harvard Univ.

12. ______Age: 58 Physician Associate Professor of Medicine, Boston Counselor University (6 yrs.) Dean of School of Medicine, Morehouse College (14 yrs.)

13. ______Age: 63 Insurance and real estate businessman Served on President's National Commission on Space Congressman from New Mexico (20 yrs.)

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 82 Corresponding Answer Key: 1. Secretary of Labor 2. Secretary of Education 3. Secretary of State 4. Secretary of Agriculture 5. Secretary of Commerce 6. Secretary of Defense 7. Secretary of Veterans Affairs 8. Secretary of Housing and Urban Development 9. Secretary of Energy 10. Secretary of the Treasury 11. Attorney General 12. Secretary of Health and Human Services 13. Secretary of the Interior 14. Secretary of Transportation

Students will reflect on their choice and the answers, and consider the following question: - From the background information of the candidate given, does it make sense that this person would reside in their set position? Why/Why not?

References: Kurilec, J., Jackson, J. (1998). Who gets the job. Academy Curricular Exchange Columbia Education Center Social Studies. Retrieved November 11th, 2007 from http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst112.html

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 83 Unit 3: Section C: Federal Government

Democracy, Voting, and the Issues That Matter To You

Objectives: Students will be able to: 1. Recognize the importance of voting within a democracy. 2. Suggest ways to increase voter participation. 3. Identify and explain voting trends. 4. Design and present a voter campaign on a pertinent issue.

Materials: - Voter information Internet sources (cites referenced) - Poster board - Art supplies

Procedures: Students will be asked and will answer the following questions: o Have they ever voted? o What sorts of actions are typical in a voting situation? o Allow students to brainstorm voting situations at school, at home in family decisions, at clubs or places of worship, etc. o What are the voter eligibility requirements in the students' own state? o In what ways campaigns maximize voter turnout? o How can the voter process be made easier?

The teacher will present the following task to the students: o Think about the things you care about. Maybe it’s your favorite sports team, your mother’s cooking, your best friend’s latest video game, your disappointment with how many commercials there are on TV, too many pop-ads on the Internet, the amount of homework you get in school, etc. Pick an issue you can really get behind. Using the information from the websites and resources listed above, creating a campaign to get voters in to the booths to vote on your issue. Think about: . Who you are targeting and how? Think about how you can reach people outside of your target populations. . What advertising strategies will you use? Incentives for voters o Students will be evaluated on the professionalism of their campaign, the amount of importance they place on their issue, their reasons for choosing such an issue, and how well they reach their target and at-large audiences.

Resources on campaign and voter information can be found at the following websites: - http://www.fec.gov/ - http://www.lwv.org/AM/Template.cfm?Section=Home

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 84 - http://www.directdemocracy.com/

Students will create and write their campaigns, and present them to the class.

After the presentations, the students will vote on the issue they think hit on all of the critical points required in the assignment. Students will be encouraged not to vote for their ideas, but to consider detailed and varied perspectives of their classmates. Students will also be evaluated on how engaged and on-topic they are during class presentations. The teacher can invite other school administration, faculty, and staff for the campaign presentations and voting procedures.

Each voter will make their choice in a booth, and tallies will be totaled.

References: Federal Election Commission (2007). Administering and enforcing federal campaign finance laws. Retrieved October 19th 2007 from http://www.fec.gov/ Johnson, S., Arnold, R. ((2007). Get-out-the-vote: Voter contract services. NVO: Expert in Ballot Services. Retrieved October 19th, 2007 from http://www.directdemocracy.com/ League of Women Voters (2007). Election administration. Issue Priorities http://www.lwv.org/AM/Template.cfm?Section=Home

Unit 3: Section C: Federal Government

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 85 Getting the Vote Out

Objectives: Students will be able to: 1. Identify the strengths and weaknesses to political campaigns. 2. Create innovative strategies to targeting their demographic.

Materials: - MTV voting information (cite reference #1, 3) - Campaign management strategies information (#2, 4) - Voter turnout statistics (cite reference #2, 4, 5)

Procedures: Teacher will guide class discussion about the effectiveness of recent election campaigns towards various demographics.

Students will analyze the strengths of candidates’ campaigns as they apply to the various demographics, and offer suggestions for improving each candidate.

Teacher will then distribute recent voting statistics about their demographic (18-30) (referenced below). Teacher will highlight poor voter turnout despite creative approaches to reach young voters (MTV’s Rock the Vote, P Diddy’s Vote or Die, etc). Teacher may even show clips of these failed campaigns (visit MTv.com for this information).

In groups of 4 students will analyze these most creative campaigns and design their own innovative take on campaigns. Students will re-structure the failed campaigns.

Students will take the role of campaign manager for the major front-runners in the current presidential campaigns. Students will highlight the candidates major themes and be assigned a target audience (children/ed, senior citizens, troops/war, etc). Students will refocus, reshape, or redirect the candidates’ tactics or motives to best reach their targeted audience.

References: Banks, M. (2004). Cool kids vote, say mtv and p. diddy. The Johns Hopkins News-Letter. Retrieved November 12th, 2007 from http://media.www.jhunewsletter.com/media/storage/paper932/news/2004/10/22/F ocus/Cool-Kids.Vote.Say.Mtv.And.P.Diddy-2244217.shtml Edwards III, G.C. Ed. et.al. (2007). Chapter 8: Campaigns and voting. Government in America, Brief 8th Ed. Pearson Education Inc. Pearson Longman Publishing. Retrieved November 12th, 2007 from http://wps.ablongman.com/long_edwards_gab_8/0,10654,2189850-,00.html MTV.com. (2004). Rock the vote campaign. Retrieved November 13th, 2007 from mtv.com

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 86 Patterson, B. (2004). Reputation management. Campaign Guide Articles. Retrieved November 12th, 2007 from https://www.completegov.com/CampaignGuide.asp Youth Vote Coalition (2006). Tides Center. Retrieved November 11th, 2007 from http://www.youthvote.org/voter/facts.cfm

Unit 3: Section D: Government—At All Levels

The Electoral College—Effective or Defective

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 87 Class Length: 1 Class Meeting

Objectives: Students will be able to: 1. Explain how the Electoral College is designed to work. 2. Debate the effectiveness of the Electoral College as it applies to recent election history.

Materials: - News Hour Electoral College Handout (cite references #1) - Internet - Clip of 2000 President Election (cite references #3)

Procedures: Using the Internet (refer to cite reference #2) and their government textbooks, the students will receive and complete a Handout: on the Electoral College (retrievable from cite reference #1)

Students will identify and discuss the strong and weak points of the Electoral College system.

Using Richard Ray Perez and Joan Sekler’s documentary film, Unprecedented: The 2000 Presidential Election, the teacher will play a video clip of the final moments of the 2000 Presidential Election between George W. Bush and Al Gore. A debate on the effectiveness of the Electoral College will ensue. Students will consider the results of the election, and decide whether the system, as it was designed in the Constitution in the late 1700s, still applies/works today.

References: Maupin, L. (2007). Electoral college handout. News Hour Extra. Retrieved November 8th, 2007 from http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/Vote2004/e lectoral_college_handout.pdf National Atlas of the United States (2007). How the electoral college works. Articles: Government. Retrieved November 8th, 2007 from http://nationalatlas.gov/articles/government/a_electoralC.html Perez, R.R., Sekler, J. (2002). Unprecedented: The 2000 presidential election. Alternavision Films, Los Angeles Independent Media Center.

Raising Money for Government Services

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 88 Objectives Students will be able to: 1. Describe why governments need revenue to provide goods and services. 2. Explain how the federal, state, and local governments garner revenue to pay for expenses, and to which programs spending is applied.

Materials: - Internet - Overhead transparencies

Terms: - Sales tax - Income tax - Property tax

Procedures: Briefly review the term budget.

As a class, generate a list of federal, state, and local expenditures: - Federal (mainly from income tax): o Revenue for defense o Housing and urban development o Social Security o Medicare. - State governments (sales tax, income tax, property tax): o Public utilities o Education o State parks - Local governments (similar to state): o Police and fire departments

Using the class government textbook as a guide, the teacher should discuss how each level of government generates revenue to pay for its expenses.

Have students define sales tax, income tax, and property taxes.

Divide the class into three groups. Assign each group to research the local county, state, or federal budget. Have each group create a list of what they think should be the five most important spending categories for the level of government they have been assigned.

Each group will find the main revenue and expense categories in a recent county, state, or federal budget using the local newspaper or Internet. Each group should compare the actual expense categories with the categories in the list it created. They will present their findings to class on overhead transparencies.

Once all the groups have presented their findings, discuss the similarities and differences among local, state, and federal budgets.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 89 Have each group conduct a survey and find out what members of the local community think are spending priorities for the county, state, or country. Students will consider the following questions: 1. What do spending priorities “say” about a county, state, or the country at large? 2. Think about a time when you took a survey, or if you were handed one today, on a sensitive topic (alcohol/drug exposure, illegal or inappropriate Internet materials, under-age movie screenings, etc). How would you answer questions on sensitive information? Would you answer differently if the survey were anonymous? If you knew what your friends were writing? How accurate do you think surveys are when they reveal information regarding county, state, or national spending priorities? 3. Do you think it is a good idea for the federal government to fund major programs like Social Security or Medicare? Why/Why not?

Government at All Levels

Objectives: Students will be able to: 1. Identify and list government officials to a local, state and national level.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 90 2. Recall and define the various levels, positions within, and important functions of the US Government.

Materials: - US Government textbook

Procedures: - Students will research all of the names of US government positions, the criteria for each position, and different sects within the government, in their textbook, and generate a list, which should include: o President o Vice President o Executive Branch . Explanation of the Election process . How a Presidential veto works o Judiciary Branch . Define the Three levels of US Courts . Chief Justice of the Supreme Court o Legislative Branch o Who makes the laws of states, of country? o Secretary of State o Criteria to become and role of Senators o Speaker of the House of Representatives o Criteria to become members of the United States House of Representatives, and their role o State governors o City Mayors The teacher will discuss the positions and roles of agencies at the federal, state, county, and local levels.

Students will partake in the following activity to evaluate their understanding: Match the circumstance with the appropriate agency: 1. The license plate sticker on your car has expired and needs to be replaced. 2. You have recently moved and need your mail forwarded to your new address 3. Your father has recently given to charity and wants to ensure this will be deducted on his next tax statement 4. There have been a series of burglaries in the neighborhood 5. There have been rumors of an increase of lead in your town’s water supply 6. Your brother is interested in joining the Navy 7. Your school is researching funding opportunities for new textbooks 8. You want to know how to put out an electrical fire 9. You have a summer a job and need your social security number 10. Your sister has turned 18 and wants to register to vote

A. Board of Education B. Post Office C. Internal Revenue Service

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 91 D. Fire Department E. Division of Motor Vehicles F. Environmental Protection Agency G. Social Security Administration H. Commissioner of Voter Registration I. Police Department J. Department of Defense

Answer Key: 1(E), 2(B), 3(C), 4(I), 5(F), 6(J), 7(A), 8(D), 9(G), 10 (H)

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855-3276 92 Unit Four: Government—A Global Perspective ~

Unit 4: Section A: The United Nations

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 93 3276 The United Nations: Global Governance

Objectives: Students will be able to: 1. Explain the function of the United Nations 2. Identify the roles and responsibilities of the Security Council 3. Construct strong persuasive arguments. 4. Identify the complexities of international governance and relations.

Materials: - Information on UN’s role in global relations (cited references)

Procedures: Teacher will distribute texts explaining the United Nation’s role in global relations and the function of the Security Council (globalpolicy.org, un.org). Students will read through the article and take notes.

Teacher will display the following scenario and activity: - At the end of World War II, the five allies from the war--United States, Soviet Union, China, France, and Great Britain—were permanently assigned seats on the Security Council. Each of these nations was granted the power to veto. - Students will be asked to imagine that the United Nations was first developed this year. They will take on the role of members of the U.N. General Assembly and will to vote on which countries deserve to be members of the five-member Security Council: Brazil, China, Egypt, France, Germany, Great Britain, India, Russia, or South Africa.

Every student should do research on one of the following countries: Brazil, China, Egypt, France, Germany, Great Britain, India, Russia, or South Africa. Students should write a persuasive essay on the reasons why their country deserves membership on the Security Council.

Students will present their essays and arguments in a debate forum. Classroom should be set up with podiums and/or a clear area for public speaking. Students will group together based on the country they selected, prepare their arguments, and debate on behalf of their country.

References: Croddy, M. et.al. Ed (2007). America responds to terrorism—The united nations: Fifty years of keeping the peace. Constitutional Rights Foundation. Retrieved November 12th 2007 from http://www.crfusa.org/terror/unitednations.htm Paul, J.A. Exec. Dir. (2007). U.N. security council: How the council works. Global Policy Forum: Monitoring Policy Making at the United States. Retrieved November 12th 2007 from http://www.globalpolicy.org/security/index.htm United Nations (2007). Welcome to the united states. Retrieved November 11th, 2007 from http://www.un.org/English Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 94 3276 Unit 4: Section A: The United Nations

The United Nations and the Common Good

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 95 3276 Objectives: Students will be able to: 1. Apply their previous and new knowledge of common good to the services of the United Nations 2. Critically analyze the United Nations treaties to determine the main theme of the treaty and its relationship to non-governmental organizations.

Procedures: Write the following definitions on the board and have students copy them: - Common Good – Collective work of citizens, promoting the good for all. The government creates laws that are for the good of everyone - Philanthropy – Proactive effort to promote human welfare. - Non-governmental organization (NGO)—Term used by Non American countries to define the nonprofit sector. - Non profit sector – any not for profit or tax exempt organizations, not associated with any government agency or commercial enterprise.

Teacher will discuss why philanthropy helps the common good. Materials to consider: - Kellogg Foundation on Philanthropy and Volunteerism http://www.wkkf.org/default.aspx?tabid=64&CID=2&NID=33&LanguageID=0 - Common Good Ventures http://www.commongoodventures.org/info.php? site_section_id=2&info_id=78

Teacher will discuss the ways commissions and agencies of the United Nations act as an international philanthropist: - UNICEF—http://www.unicef.org/ - Human Rights Commission—http://www.unhchr.ch/html/menu2/2/chr.htm - Connect-World http://www.connect- world.net/Global_Themes/Aid/Aid_Agencies.html

Teacher can collect and distribute information on major, domestic and international philanthropy foundations: - Belinda and Bill Gates Foundation - Red Cross

Using the Internet, students will examine the UN’s treaty sections (http://untreaty.un.org/English/treaty.asp). Each student will pick one treaties the UN is currently endorsing, and summarize its main themes. Students will research an NGO that speaks to the students chosen treaty. Students will draft a brief report on the following: - Clear statement of the issue. - Clear statement of the UN position - UN activity or response - Definition of philanthropy by the NGO

Using their collected research and reports, students will create a method to inform their school about important global health concerns, particular the rate of HIV/AIDS cases in Africa. Student approaches will vary: - Display in school entrance/lobby Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 96 3276 - Announcement at local athletic competition - Fund raising event - PTA/school board forum

References: Connect-World (2007). Aid agencies. Retrieved November 12th, 2007 from http://www.connect-world.net/Global_Themes/Aid/Aid_Agencies.html Galluo, C. Ed. (2007). Unleashing new resources for the common good. Kellogg Foundation on Philanthropy and Volunteerism. Retrieved November 12th, 2007 from http://www.wkkf.org/default.aspx?tabid=64&CID=2&NID=33&LanguageID=0 Office of Legal Affairs of the United Nations (2007). United nations treaty collection. Retrieved November 12th, 2007 from http://untreaty.un.org/English/treaty.asp Office of the High Commissioner for Human Rights (2007). Commission on human rights. Retrieved November 12th, 2007 from http://www.unhchr.ch/html/menu2/2/chr.htm Majeska, K. Pres. (2007). Raising the bar for nonprofit performance. Common Good Ventures. Retrieved November 12th, 2007 from http://www.commongoodventures.org/info.php?site_section_id=2&info_id=78 United Nations International Children’s Emergency Fund (2007). Retrieved November 12th, 2007 from http://www.unicef.org/

Unit 4: Section A: The United Nations

The Symbolic United Nations

Objectives: Students will be able to: 1. Analyze the symbolism of the United Nations logo. 2. Identify the major roles and responsibilities of the United Nations. Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 97 3276 3. Design an UN logo or representative image.

Materials: - Poster board - Art supplies

Teacher will display, via overhead projector, the United Nations Logo (un.org): - Map of the world surrounded by an olive branch wreath. - Blue background color

Students will analyze the logo and describe its message in their own unique way. Students will refer to the details of the design, giving each one, right or wrong, their own interpretation.

After a discussion of students’ thoughts, students will read the appropriate chapter in their textbook about the United Nations. Students will note whether they believe the logo of the UN fully represents its functions and intensions.

Using the information they have gathered and their own opinions, students will redesign the UN logo. Students must remember that each detail they ad to their logo must have a meaning and purpose. Students will thoroughly label each image, color, and idea they incorporate. Students will represent their unique UN logos to the class upon completion.

Unit 4: Section B: Trading, Foreign Affairs, and Security

The United States Government and the North American Free Trade Agreement (NAFTA)

Objectives: Students will be able to: 1. Identify and explain the major arguments for and against the North American Free Trade Agreement.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 98 3276 Materials: - Information on NAFTA (cites referenced)

Procedures: Students will receive text describing the history and pertinent information on the North American Free Trade Act from: - The University of Texas Press: o Chapter 2: The Origins and Importance of NAFTA o Chapter 5: Jobs, Jobs, Jobs: The NAFTA Numbers Game - Canada’s Exportsource.ca: o Section 4.2 - The U.S. Department of Agriculture: o Foreign Agriculture Service

Students will consider the following questions: 1. Is NAFTA having the desired effect on the world economy? 2. What parts of the agreement are positive/negative? 3. What are the some of the potential future effects of NAFTA? - It is December 1993, and NAFTA is soon to become a global concept put into action. Students will take the role as either NAFTA’s advertisement manager or a private company anti-government regulated trade. - For each perspective, students will create a brochure highlighting their organization’s arguments (PRO/CON NAFTA). Students must keep in mind that many different nations, organizations, economists, and politicians have different thoughts about NAFTA’s plausibility. Students need to reach ALL parties interested or on the fence.

References: Exportsource.ca (2004). 4.2: The north american free trade agreement (NAFTA). Exporting to the United States—A Team Canada Inc Publication. Retrieved November 12th, 2007 from http://www.exportsource.ca/gol/exportsource/site.nsf/en/es02636.html Orme Jr., W.A. (1996). Chapter 2: The origins and importance of NAFTA. Understanding NAFTA: Mexico, Free Trade, and the New North America. University of Texas Press. Austin, TX. Retrieved November 11th, 2007 from http://www.utexas.edu/utpress/excerpts/exormunp.html Orme Jr., W.A. (1996). Chapter 5: Jobs, jobs, jobs: The NAFTA numbers game. Understanding NAFTA: Mexico, Free Trade, and the New North America. University of Texas Press. Austin, TX. Retrieved November 11th, 2007 from http://www.utexas.edu/utpress/excerpts/exormunp.html U.S. Department of Agriculture (2007). North American free trade agreement. Foreign Agriculture Service. Retrieved November 12th, 2007 from http://www.fas.usda.gov/itp/Policy/NAFTA/nafta.asp

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 99 3276 Unit 4: Section B: Trading, Foreign Affairs, and Security

The Role of Embassies

Objectives: Students will be able to: 1. Identify the services provided by U.S. embassies abroad. 2. Explain the role U.S. ambassadors and embassies play in carrying out U.S. foreign policy and protecting American interests.

Materials: - Copies of article on U.S. Embassy in Baghdad (cite reference #2) - Articles on recent bombings, U.S. and Iraq (cite reference #2, 3) Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 100 3276 - Information on U.S. and international embassies purposes and missions (cite references #1, 5-8)

Terms: - Post - Mission - Consulate - Ambassador - Country team - Consular officers

Procedures: Teacher will give students background information on recent bombings from http://www.pbs.org : - August 7, 1998 the U.S. embassies in Kenya and Tanzania were bombed, killing 231 people. Four alleged operatives of Osama bin Laden were convicted of planning and executing the bombings. These bombings raised the issue of security at all U.S. embassies. - May 12, 2003, three suicide bombings hit residential housing where many Westerners lived in Riyadh, Saudi Arabia, killing 25 plus the nine attackers and wounding over 200. U.S. and Saudi officials accused al-Qaida of planning the attacks. The U.S. Embassy and consulates in Saudi Arabia were temporarily closed due to threats of more attacks.

Students will consider: 1. Why American embassies and Americans living abroad are sometimes the targets of terrorism? 2. What should the U.S. do to protect its embassies and citizens living and working abroad?

Students will receive an article on the continued U.S. presence in Iraq: “US opens massive embassy in Baghdad - The largest in the world” from http://www.newsahead.com/ Teacher will discuss the proposed relationship between the U.S. and Iraq with your class. Teacher will ask the following questions: 1. What role will the U.S. ambassador and embassy play in the new Iraq? What do they think? Why do they think this? 2. What message does building a large embassy convey about the U.S.’s goals and intensions in Iraq?

Students will use library and Internet resources to research the purpose of U.S. Embassy’s abroad. Students will use the following questions as guidelines for their research: 1. What role do you think U.S. embassies and ambassadors play abroad? What services do you imagine embassies and consulates provide? 2. Define and incorporate the terms post, mission, consulate, ambassador, country team, and consular officers, as they relate to embassies.

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 101 3276 3. What relationship does an embassy have with its host country? Use specific examples showing the positive and negative examples of this relationship. 4. What particular job responsibilities and functions are required of embassy staff? 5. What should the U.S. government do to protect Americans abroad?

Students can us the following Internet resources to help them in their research: Embassies http://www.embassyworld.com/ http://travel.state.gov/links.html http://usembassy.state.gov/

State Department: Protocol for the Modern Diplomat http://www.state.gov/documents/organization/15742.pdf

Diplomacy at Work: A U.S. Embassy http://www.state.gov/r/pa/ei/c6177.htm

Students will add another dimension to their research. Each will select a specific nation and research U.S. diplomatic relations with that country. Students should consider: 1. What are the major issues between these two nations? 2. What roles have the U.S. embassy and ambassador played?

References: EmbassyWorld.com (2007). Embassy & consulate indexes. Directory & Search Engine Of The World's Embassies & Consulates, 1998. Retrieved November 11th, 2007 from http://www.embassyworld.com/ Newsahead.com (2007). US opens massive embassy in Baghdad—The largest in the world. Retrieved Novemebr 12th, 2007 from http://www.newsahead.com/ Public Broadcasting Service (2007). African embassy bombings: An online newshour report. PBS Online. MacNeil/Lehrer Productions. Retrieved November 11th, 2007 from http://www.pbs.org/newshour/bb/africa/embassy_bombing/ Public Broadcasting Service (2003). U.S. raises terror alert level; Embassies in saudi arabia close. PBS Online. MacNeil/Lehrer Productions. Retrieved November 11th, 2007 from http://www.pbs.org/newshour/updates/alert_05-20-03.html U.S. Department of State (2007). Diplomacy at work: A U.S. embassy. Bureau of Public Affairs. Retrieved November 12th, 2007 from http://www.state.gov/r/pa/ei/c6177.htm U.S. Department of State (2007). Tips for traveling abroad. Travel.State.Gov: Bureau of Consular Affairs. Retrieved November 10th, 2007 from http://travel.state.gov/travel/tips/tips_1232.html U.S. Department of State (2007). Websites of u.s. embassies, consulates, and diplomatic missions. Bureau of International Information Programs. Retrieved November 10th, 2007 from http://usembassy.state.gov/ U.S. Department of State (2005). Protocol for the modern diplomat. Transition Center Foreign Service Institute. Retrieved November 11th, 2007 from http://www.state.gov/documents/organization/15742.pdf

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 102 3276 Unit 4: Section B: Trading, Foreign Affairs, and Security

National Security vs. Your Privacy: The War on Terror and the Constitutionality of the Patriot Act

Objectives: Students will be able to: 1. Value different perspectives on a single issue. 2. Interpret and analyze the phrase “Innocent until proven guilty.” 3. Identify the stipulations the Fourth Amendment. 4. Define US security policy and citizens legal rights. 5. Define and analyze the Patriot Act. 6. Explain the relationship between individual freedoms and the needs of society.

Materials: - Copy of the Patriot Act (2003) (cite reference #1) - News article regarding search and seizure (cite reference #2) - Copy of the United States Constitution (cite reference #3) Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 103 3276 Procedures: Teacher will display the Fourth Amendment of the Constitution on an overhead: “The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized”

Teacher will generate a classroom discussion, covering the important points: o What is the general theme of this Amendment? o What information do you think is missing? o How is this Amendment is used today? (List examples, cases, news stories, etc) Teacher will distribute articles, news sources about a case in the news that questions appropriate search and seizure: “Search and Seizure on Iowa's Roads”

Students will critically read the article and decide whether they agree or disagree with the outcome of the story. Students will organize themselves into two groups accordingly, and sit on opposite sides of the room. Each student will be responsible for defending their argument for choosing to side with the Iowa police or the drivers.

Teacher will wrap up discussion, noting the important issues raised, notably the concept civil liberties. A copy of the Patriot Act will be distributed to the class. The class will read and take notes on the document, highlighting critical themes, and noting questions or uncertainties they have. The teacher will survey the class, answering any questions about the language used in or structure of the document.

Students will be asked whether or they believe civil liberties should be sacrificed to protect the country. Students will again be divided into two sides, in favor of or against The Patriot Act. But this time they will be asked to defend the position they disagree with —this will challenge the students to consider the idea of search and seizure with an objective eye, and truly understand the advantages and disadvantages concerning such a controversial issue.

Students will engage in the same debate as they did for the news article.

Students will draft a letter to the president of the United States, supporting or opposing the Patriot Act. o For those who agree with the Act, they may note the strength . The need country sacrifice in order for protection . Strength the language of the Patriot Act. o For those who disagree with the Act, they may note the how it is in violation of the Constitution . Potential to alienate its citizens . how it effects the US’s foreign affairs

Students will be evaluated on: Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 104 3276 o Their enthusiastic participation in class debates (0-5pts) o The extent of critical analysis of the Iowa police issue and the Patriot Act (0- 10pts) o Students use of the stipulations of the Fourth Amendment in their discussion, responses, and drafted letters (0-10pts) o The ability to stand behind facts and remove emotion from considering a complicated issue (0-5pts) o The appropriate voice and acknowledgement of audience in their letter to the President of the United States (0-3pts) . Total 33pts

References: American Civil Liberties Union (2003). USA patriot act. Safe and Free: Restore Our Constitutional Rights. Retrieved October 25th, 2007 from http://www.aclu.org/safefree/resources/17343res20031114.html Conetzkey, C. Ed. (1998). Search and seizure on iowa's roads. Iowa State Daily, Issue date: 10/19/98 Section: Undefined Section. Retrieved October 25th, 2007 from http://media.www.iowastatedaily.com/media/storage/paper818/news/1998/10/19/Und efinedSection/Search.And.Seizure.On.Iowas.Roads-1073894.shtml National Constitution Center (2007). The constitution of the united states. Explore the Constitution. Retrieved October 25th, 2007 from http://www.Constitutioncenter.org/explore/TheU.S.constitution/index.shtml

Andrew Pass Educational Services, LLC. www.pass-ed.com (248) 855- 105 3276