Civics Alive! Foundations and Functions (2023) - Interactive Student Notebook - Units 1-2 by Teachers' Curriculum Institute (TCI)

Foundations and Functions Civics Alive

Interactive Student Notebook

Production Majken MichellePeilinHeatherBullardCharlesLiVella

Printed in the United States of America.

Sarah Osentowski

Ellen Hardy

ISBN 978-1-68468-169-3 1 2 3 4 5 6 7 8 9 10 – DB – 26 25 24 23 22

Marsha Ifurung

by Teachers’ Curriculum Institute. Permission is granted to reproduce student materials for classroom use only.

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National Constitution Center Constitution High School Philadelphia, Pennsylvania

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Taylor High School Houston, Texas

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Acknowledgments

Deidre Jackson

Steve Seely Program Consultant Sharon Pope Houston, Texas

Ken Shears

Nicole Boylan

Nathan Wellborne Taylor High School Houston, Texas

Steve Watts Davidson High School Hilliard, Ohio

Diane Hart

Dr. Patrice McMahon University of Nebraska-Lincoln

Dr. David Childs Northern Kentucky University

Dr. Tari Renner Illinois Wesleyan University

Dr. Jim Gimpel University of Maryland

Scholars

Dr. Paul Barresi

Dr. Tina M. Ellsworth Northwest Missouri State Uni versity

Dr. Beth Theiss-Morse University of Nebraska-Lincoln

Clinton Couse Cedar Valley Community School Edmonds School District Edmonds, Washington Researcher

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Southern New Hampshire Uni versity

Dr. Darla Mallein Emporia State University, Kansas

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Dr. Michael Smith Emporia State University, Kansas

Eric Hemenway Harbor Springs, Michigan

Acknowledgments

Dr. Dave Campbell Notre Dame University, Indiana

Inquiry Project 170

Unit ProcessesPolitical5

Lesson 11: The Bill of Rights and Civil Liberties 173

Inquiry Project 92

Lesson 5: Creating the Constitution 75

Lesson 9: The Executive Branch 143

Inquiry Project 2

Unit 4 The Rights ofResponsibilitiesandCitizens

Lesson 2: Comparing Forms of Government 25

Lesson 4: Moving Toward Independence 59

Unit 3 The Organization and Functions of U.S. Government

Lesson 16: Public Opinion and the Media 251

Lesson 7: Federalism: Local, State, and National Governments 109

Inquiry Project 22

Lesson 6: The United States Constitution 95

Lesson 8: The Legislative Branch 125

Unit Foundations1 of Government

Lesson 10: The Judicial Branch 157

Unit 2 The Origins and Purposes Governmentof

Lesson 14: Parties, Interest Groups, and Public Policy 221

Inquiry Project 218

Lesson 1: Citizenship and the Rule of Law 5

Contents

Lesson 3: The Roots of American Government 45

Lesson 12: Law, Liberty, and Interpretating the U.S. Constitution 189

Lesson 13: Citizen Participation 205

Lesson 15: Political Campaigns and Elections 235

Lesson 20: Understanding Economics 317 Credits 337

Lesson 17: Creating American Foreign Policy 269

Lesson 19: The Geography of North America 301

Inquiry Project 298

Inquiry Project 266

Unit WorldIssuesContemporary6inAffairs

Lesson 18: Global Issues and the United States 283

Unit Geography7 & Economics

UNIT 1

What are the obligations, rights, and responsibilities of a U.S. citizen?

Foundations of Government

Inquiry Project

Lesson 1: Citizenship and the Rule of Law

STEP 2: Using Disciplinary Sources to Build Arguments

Unit 1 Inquiry Project © Teachers’ Curriculum Institute2 UNIT 1

Compelling Question: What do you want to learn more about?

Source Evidence

STEP 1: Developing Questions

Supporting Question 1:

INQUIRY PROJECT: EXPLORING YOUR OWN COMPELLING QUESTION

Compelling Question:

Brainstorm 2–3 supporting questions that will help you explore your compelling question. As you conduct your research, track your evidence below.

Skim the lessons in this unit. Begin to brainstorm a list of questions you have about the topics in this unit. Potential questions: As••• you complete the lesson readings and activities, narrow down your list of questions to one compelling question for the unit.

Supporting Question 3:

Source Evidence Source Evidence

Unit 1 Inquiry Project © Teachers’ Curriculum Institute FOUNDATIONS OF GOVERNMENT 3

Supporting Question 2:

Assess

Brainstorm ways that you could use the information you learned to improve your school, community, or state.

Act

Brainstorm ways that you could get engaged. How can you be a leader to enact change?

On a separate sheet of paper, construct an argument with evidence that addresses your compelling question. Cite at least three pieces of evidence from your re search.

Unit 1 Inquiry Project © Teachers’ Curriculum Institute4 UNIT 1

Think about how you can take your findings out into the real world.

STEP 3: Communicating Conclusions with Evidence

Understand

Brainstorm ways that the information you learned connects to your school, community, or state.

Summative Argument Task

STEP 4: Taking Informed Action

LESSON OPENER LESSON 1

5. The Fourteenth Amendment says that a citizen is . . .

STUDENT LEARNING TARGETS

Lesson Objectives

• Define the rule of law and recognize its influence on the development of legal, political and governmental systems in the United States. (CG.1.11)

1. In a society that operates under the rule of law . . . But in a society that doesn’t operate under the rule of law . . .

• Define the term “citizen,” and explain the constitutional means of becoming a U.S. citizen. (CG.2.1)

Citizenship and the Rule of Law

Read the sentence starters below. Are there any you can already fill out? After completing this lesson, return to this page and complete each sentence to demonstrate your understanding of the Learning Targets.

3. Due process in the U.S. legal system means that . . . and it is important because . . .

4. The rule of law affects governmental officials and institutions in many ways, such as . . . .

2. The rule of law protects citizens from arbitrary and abusive uses of government power by . . .

• Differentiate between obligations and responsibilities of U.S. citizenship, and evaluate their impact on society. (CG.2.2)

8. Naturalized citizens impact society by . . . government by . . . and the political process by . . .

6. A person can become a naturalized citizen by following this process:

11. Citizens can be active in participation in society and government by . . .

LESSON OPENER LESSON 1 © Teachers’ Curriculum Institute6 Lesson 1

9. The difference between obligations (or duties) and responsibilities of citizens is that . . Responsibilities. include many things, such as . . .

7. Permanent residency is when . . . . . and its role in a person becoming a citizen is that . . .

13. If citizens do not fulfill their obligations and responsibilities, then . . .

12. Some real-life situations where citizens fulfill their obligations would include . . .

10. People fulfill the obligations and responsibilities of citizenship because of the “common good,” which means that . . .

5. Due process and the rule of law

2. A citizen and a naturalized citizen

Look back at the lesson vocabulary definitions at the beginning of the lesson. Read the definitions. Use them to explain the difference between:

1. An alien and an immigrant

4. Citizenship and naturalization

3. A resident and a lawful permanent resident

LESSON VOCABULARY

LESSON 1 LESSON OPENER © Teachers’ Curriculum Institute Citizenship and the Rule of Law 7

6. Which category of person mentioned in questions 1 through 3 above must register with the Selective Service System?

ACADEMIC VOCABULARY

law

responsibility undocumented immigrant

common

law

LESSON OPENER LESSON 1 © Teachers’ Curriculum Institute8 Lesson 1

For each of the words listed, draw a simple illustration to convey the meaning of the word. good duty card of blood of soil obligation

green

What are the obligations, rights, and responsibilities of a U.S. citizen?

Citizenship and the Rule of Law

1 LESSONUnit 1

PREVIEW

Who do you consider to be a good citizen in your life? Describe what they are like, what they do, and their role in your community.

Read the descriptions below. Write the term from the word bank that best describes each person’s citizenship or residency status.

Sasha has a U.S. passport. Nadiyah was born in Michigan. Markus was born to American parents in Mateo’sGermany.parents became U.S. citizens when he was nine years old.

Karin was born in Denmark and has lived in Florida for 20 years.

READING NOTES

Section 1

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answer: alien citizen citizenship due process immigrant lawful permanent resident naturalization naturalized citizen resident rule of law Selective Service System

Lesson 1 © Teachers’ Curriculum Institute10 Lesson 1

Word Bank: alien, citizen, naturalized citizen, law of blood, law of soil

• application for naturalization

• requirements for becoming a citizen

• interview with an immigration official

• citizenship ceremony

• rights that new citizens gain Organize the information in an attractive, easy-to read format that would help people understand the naturalization process. Include at least one illustration.

Create a how-to flyer on the next page for becoming a naturalized U.S. citizen. Your flyer must include information on or an explanation of the following:

Section 2

My Citizenship How-to Flyer

Section 3

1. How do the political rights of naturalized U.S. citizens differ from the rights of people who were U.S. citizens since birth?

2. How have campaigns and voting changed since the 1960s to better serve citizens who speak little or no English?

3. How does due process support the rule of law?

This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; . . . shall be the supreme Law of the land; and the Judges in every State shall be bound thereby, anything in the Constitution or Laws of any State to the Contrary notwithstanding.

2. Article VI, Clause 2 of the U.S. Constitution states as follows:

How does this affect the three branches of government on the state and federal levels?

1. In the United States, who is subject to the rule of law?

Section 4

Section 5

1. How do the legal obligations of U.S. citizens differ from those of noncitizens?

4. Identify the principles of the rule of law. Write a sentence and draw a symbol that explains the meaning of each principle.

Rule of Law

2. People that live in the United States are expected to obey the law. In return for obeying the law, what is the government responsible for?

2. Identify three real-life examples of people at your school or in your community acting for the common good.

Section 6

3. What is the difference between legal obligations and civic responsibilities? Provide two examples of each.

1. What is the common good?

Lesson 1 © Teachers’ Curriculum Institute Citizenship and the Rule of Law 17

Part 1: Record some of the reasons citizenship ceremonies can be such special and emotional events.

PROCESSING

Part 2: Imagine you are a good citizen that has been selected to speak at the next citizenship ceremony in your community. Write a congratulatory speech that addresses the naturalization process, the importance of the rule of law, obligations and responsibilities, and supporting the common good.

The Rule of Law and Its Influence on the United States (CG.1.11)

1. Draw a picture of life in a society that operates under the rule of law. Include three things you would see in this society in your drawing and label them.

3. Explain in your own words why due process for accused persons is so important.

2. Draw a picture of life in a society that doesn’t operate under the rule of law. Include three things you would see in this society and label them.

LESSON CLOSER LESSON 1 © Teachers’ Curriculum Institute18 Lesson 1 LESSON CLOSER

LESSON 1 LESSON CLOSER © Teachers’ Curriculum Institute

2. Draw a person along the path to citizenship. Label the steps and show them with a document or object they would need at that point in the process.

Citizens and the Path to Becoming a U.S. Citizen (CG.2.1)

1. Explain why you think each of the three ways of becoming a citizen was established. Why is each one important?

3. What do naturalized citizens contribute to the United States?

Citizenship and the Rule of Law

3. What are some real-life examples of people doing things for the common good in a classroom, a home, or in society in general?

Obligations and Responsibilities of U.S. Citizenship (CG.2.2)

1. Describe ways in which you have witnessed people fulfilling the obligations of citizenship.

2. Describe ways in which you have witnessed people fulfilling the responsibili ties of citizenship.

LESSON CLOSER LESSON 1 © Teachers’ Curriculum Institute20 Lesson 1

The Origins and Purposes of LessonInquiryGovernmentProject2:Comparing

What events led to the colonies declaring independence?

Lesson 5: Creating the Constitution

What ideas influenced the creation of the world’s first modern democratic nation?

What challenges did the United States overcome to create and ratify the Constitution?

Lesson 4: Moving Toward Independence

How should political power be distributed in a society?

Lesson 3: The Roots of American Government

Forms of Government

UNIT 2

Compelling Question: How free are democracies around the world?

2. What supporting questions do you have about this country’s government? Use reliable sources to find answers to your questions. Record your sources.

copies of Handout A: Forms of Government and Handout B: Freedom Around the World. Choose a democratic nation for your report. According to Freedom House, is this country “Free,” “Partly Free,” or “Not Free”?

Unit 2 Inquiry Project © Teachers’ Curriculum Institute22 UNIT 2

Supporting Questions Answers Sources

Although most countries identify as democracies, a 2022 report shows that global freedom is declining. Review the Unit Inquiry Project in the reading to find out 1.more.Get

INQUIRY PROJECT: ASSESSING FREEDOM AROUND THE WORLD

• Show where the country is on a world map.

• Write up your foreign policy recommendation for the country.

• Describe the country’s freedom status and government structure.

4. On a separate sheet of paper, use your report findings to create a poster that clearly communicates your research. Your poster should:

Unit 2 Inquiry Project © Teachers’ Curriculum Institute THE ORIGINS AND PURPOSES OF GOVERNMENT 23

3. Write up a report for this country. Use your research to complete this table.

If it receives aid, how should the money be used?)

FreedomCountry: status: Describe (recommendationForeignfreedomtothatTopstructure:government’sthethreefactorscontributethecountry’sstatus:policy

• Have at least three visuals that support the information provided.

• Mention three factors that contribute to the country’s freedom status.

How much aid should this country receive?

Unit 2 Inquiry Project © Teachers’ Curriculum Institute24 UNIT 2

5. When the posters are displayed, go around the classroom to collect information on each country. Take notes about countries that categorized as “Free,” “Partly Free,” and “Not Free.”

PartlyFree Free

Not Free

6. Come up with a claim that answers the Compelling Question: How free are democracies around the world? What evidence and reasoning support the claim?

• Analyze the advantages of capitalism and the free market in the United States over government-controlled economic systems (e.g., socialism and communism) in regard to economic freedom and raising the standard of living for citizens. (CG.3.15)

1. There are many forms of government that have different philosophies and structures. In a republic . . .

. . .

STUDENT LEARNING TARGETS

In a monarchy

. . .

• Explain the advantages of a federal system of government over other systems in balancing local sovereignty with national unity and protecting against authoritarianism. (CG.3.2)

LESSON OPENER LESSON 2

In a theocracy

Lesson Objectives

. .

In a democracy .

. . .

• Examine the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945. (HE.1.1)

Comparing Forms of Government

In an oligarchy

In an autocracy

• Analyze the advantages of the United States’ constitutional republic over other forms of government in safeguarding liberty, freedom and a representative government. (CG.3.1)

Regarding checks and balances and separation of powers, the United States . . . but totalitarian nations . . .

2. An authoritarian or totalitarian government is very different from the United States’ constitutional republic. The United States applies all of these principles, and authoritarian governments don’t.

Regarding consent of the governed, the United States . . . but authoritarian nations . . .

Regarding due process of law, the United States . . . but totalitarian nations . . .

Regarding individual rights, the United States . . . but totalitarian nations . . .

Regarding democracy, representative government, and republicanism, the United States . . . but authoritarian nations . . .

Regarding federalism and limited government, the United States . . . but authoritarian nations . . .

LESSON OPENER LESSON 2 © Teachers’ Curriculum Institute26 Lesson 2

LESSON 2 LESSON OPENER © Teachers’ Curriculum Institute Comparing Forms of Government 27

Regarding rule of law, the United States . . . but totalitarian nations . . .

A unitary system of government is different from both of these systems be cause . . . and some countries that use this system are . . . The advantages of a federal system are . . .

A confederal system of government is different because . . . and some countries that use this system are . . .

3. A federal system of government is one in which . . . and some countries that use this system are . . .

The disadvantages of communism are that . . .

6. Antisemitism led to and contributed to the Holocaust by . . .

Some nations in the middle include . . . and some nations at the bottom of the economic ladder include . . .

The disadvantages of socialism are that . . .

5. Currently, some nations are more prosperous than others. Some of the most prosperous nations include . . .

LESSON OPENER LESSON 2 © Teachers’ Curriculum Institute28 Lesson 2

4. Although capitalism isn’t perfect, it is a very effective economic system because . . .

LESSON 2 LESSON OPENER © Teachers’ Curriculum Institute Comparing Forms of Government 29

Why These Words Are the Most Important

socialismrepublicparliamentmonarchyeconomymarketeconomycontrolledgovernment-democracycapitalism

Look back at the lesson vocabulary definitions at the beginning of the lesson. Read the definition. For each term, choose the one, two, or three words that are the most necessary to explain the meaning of the word. Then tell why you chose these words.

LESSON VOCABULARY

Most Important Words from Definition

VocabularyTerm

ACADEMIC VOCABULARY

______ 5. oligarchy

______ 4. democracyconstitutional

G. a system of government in which the leader rules with unlim ited power

C. a democratic government based on a written constitution

______ 2. democracypresidential

______ 6. monarchyconstitutional

______ 5. democracydirect

F. a totalitarian system in which businesses remain in private hands but under government control

B. a system of government in which the powers of a monarch are limited by a constitution, either written or unwritten

______ 1. democracyparliamentary

______ 7. fascism

Other Forms of Government

F. a democratic form of government in which elected represen tatives make public decisions on behalf of the citizens

______ 2. autocracy

______ 4. totalitarianism

A. a democratic form of government in which citizens make public decisions directly, either in a popular assembly or through a popular vote

B. a government in which the ruling power is in the hands of a few people

______ 6. dictatorship

______ 3. democracyrepresentative

Forms of Government

______ 3. theocracy

D. a political system in which voters choose a president to lead the government as head of the executive branch

E. a political system in which voters elect lawmakers to represent them in the nation’s parliament; the elected lawmakers choose a prime minister to head the executive branch

LESSON OPENER LESSON 2 © Teachers’ Curriculum Institute30 Lesson 2

Match the term with the definition.

C. an extreme form of authoritarian rule in which the state seeks to control every aspect of its citizens’ lives

E. a system of government in which the state exercises broad control over the lives of its citizens

______ 1. regimeauthoritarian

D. a system of government in which a single person or group exercises supreme power by controlling the military and police

A. a government headed by religious leaders

______ 2. despot B. a sovereign state consisting of a city and its surrounding ter ritory

LESSON 2 LESSON OPENER © Teachers’ Curriculum Institute Comparing Forms of Government 31

______ 5. city-state E. the chief executive in a parliamentary democracy

Democratic Processes

______ 2. processinitiative

A. a form of direct democracy in which citizens vote to approve or reject laws passed by a legislature

______ 1. ministerprime

______ 6. statesingle-party

______ 1. recall election

______ 4. constitution D. a tyrant or ruler with absolute powers

B. an electoral process through which citizens can vote an elected official out of office

A. a nation-state in which only one political party is allowed to rule under the constitution

______ 3. ministry C. an executive branch department, often in a parliamentary system

F. a set of rules that guides how a country, state, or organization works and how government powers and duties are distributed

Other Nouns

C. a form of direct democracy in which citizens propose laws and submit them directly to the voters for approval

______ 3. processreferendum

______ 2. economymixed

______ 3. systemeconomic

E. a way of organizing the production and consumption of goods and services

D. a form of totalitarianism and type of fascism, based in part on the myth of racial superiority; developed in Germany before World War II

______ 3. genocide

B. the systematic killing of a racial, political, or cultural group

LESSON OPENER LESSON 2 © Teachers’ Curriculum Institute32 Lesson 2

______ 1. standard of living

______ 4. productdomesticgross(GDP)

A. the market value of all final goods and services produced within a country during a given period of time

C. the level of wealth and comfort enjoyed by the average per son in a country

A. the systematic, state-sponsored persecution and murder of Jews by the Nazis

______ 6. feudalism

______ 1. antisemitism

Economics

B. an economic and political system of the European Middle Ages in which landowners granted land to tenants in return for military assistance and other services

D. an economic system that combines market forces with ele ments of a government-controlled economy

F. a system of government in which a single political party con trols both the government and the economy; also, the theories developed by Karl Marx regarding the development of an ideal, classless society

The Holocaust

______ 2. Nazism

C. policies, views, and actions that discriminate against Jewish people

______ 4. Holocaust

______ 5. communism

In your opinion, which one of the following people or groups should have the power to make the rules at your school, and why?

2 LESSONUnit 2

Are there any people or groups above that should not make the rules at your school? If so, why not?

Comparing Forms of Government

• teachers

• principal

• student body

PREVIEW

How should political power be distributed in a society?

• student council

• other (specify)

1. Why did people form governments in the ancient world? Provide an example.

400s C.E. Rome falls, and the empire is divided into small areas called

700s C.E. Lords have more land than they can manage on their own.

2. In the ancient world, how and why did monarchies become the most common form of government?

Lesson 2 © Teachers’ Curriculum Institute34 Lesson 2

C.E. Districts have no central government.

1200–1300s C.E. The feudal system declines, and absolute monarchies emerge.

400s–700districts.

3. How did democracy in Athens and the Roman Republic differ from each other?

Social Studies Vocabulary

READING NOTES

Section 1

As you complete the Reading Notes, use these terms in your answers: capitalism democracy government-controlled economy market economy monarchy parliament republic socialism

4. For each event on the timeline, write an explanation of the main feature of government associated with the event.

1. For each revolution against tyranny, identify and describe the type of government that resulted.

3. What is the purpose of a constitution?

The French Revolution

The Glorious Revolution

The American Revolution

2. Name two similarities among communism, fascism, and Nazism. Then describe how their goals and philosophies differed.

Section 2

As you read this section, information in your table for each term listed below.

record

Term Definition Pros Cons

democracypresidentialdemocracyparliamentarydemocracydirectstatesingle-partytheocracydictatorshipmonarchy Section 3

Section 4

As you read this section, record information in your table for each term listed below.

Term Definition Pros Cons unitary system federal systemconfederalsystem

2. Are most economies a market economy or government-controlled economy? Explain your answer.

Section 5

1. As you read this section, record information in your table for each term listed below.

Term Definition Pros Cons market economycontrolledgovernment-economy

Form of Government System of Government + Economic System

Freedom = _________________ + _________________ + _________________ Prosperity = _________________ + _________________ + _________________

PROCESSING

Suppose that you are advising a country that is creating a new constitution. Below are some of the priorities that the country might have when it comes to a government and an economic system.

For each possible priority, identify the combination (form of government + system of government + economic system) you would recommend. Then, write one or two sentences explaining why you think this combination works best for each priority.

1. For each of the following forms of government, draw a picture on the left illustrating a problem or challenge that it has. Then draw a person with a speech bubble on the right explaining to the people how a constitutional republic like the United States’ would solve the problem.

Illustration of Problem Solution direct autocracytheocracyoligarchymonarchydemocracy

LESSON CLOSER LESSON 2 © Teachers’ Curriculum Institute40 Lesson 2 LESSON CLOSER

The Advantages of the United States’ Form of Government (CG.3.1)

LESSON 2 LESSON CLOSER © Teachers’ Curriculum Institute Comparing Forms of Government 41

2. Draw a poster that illustrates or explains eight aspects of life in a totalitarian nation, using the information in the right column of the chart “Principles of a Constitutional Government.” Then indicate on your poster which principle of a constitutional government would prevent that problem from happening.

LESSON CLOSER LESSON 2 © Teachers’ Curriculum Institute42 Lesson 2

For each of the following systems, draw a diagram that shows how the system works. Under the diagram, explain how the federal system addresses a weakness in that system.

2. unitary

The Advantages of a Federal System of Government (CG.3.2)

1. confederal

socialismcommunism

As you did for the question on forms of government, illustrate the problems that the following economic systems have, and draw a person on the right explaining how capitalism would solve the problem.

Illustration of Problem Solution

LESSON 2 LESSON CLOSER © Teachers’ Curriculum Institute Comparing Forms of Government 43

The Advantages of Capitalism and the Free Market (CG.3.15)

For each of the following events, explain the situation and problems that were visible “on the surface.” Then underneath the line, explain the thoughts and emotions that were going on in people’s minds “below the surface.” inmigratedpeopletoEuropeancienttimes.

Jewish

surfacethe Germany lost World War I in 1933.camecharismaticAdolfWorldsufferedGermany’s1918.economygreatlyafterWarI.Hitler,aleader,topowerin

LESSON CLOSER LESSON 2 © Teachers’ Curriculum Institute44 Lesson 2

Relationship Between Anti-Semitism and the Holocaust (HE.1.1)

• Analyze the influences of ancient Greece, ancient Rome and the Judeo-Christian tradition on America’s constitutional republic. (CG.1.1)

1. Ancient Greece influenced America’s constitutional republic by . . .

4. Judeo-Christian ethical ideas influenced America’s constitutional republic by . . .

• Trace the principles underlying America’s founding ideas on law and government. (CG.1.2)

• Analyze how Enlightenment ideas, including Montesquieu’s view of separation of powers and John Locke’s theories related to natural law and Locke’s social contract, influenced the Founding. (CG.1.4)

LESSON OPENER LESSON 3

Lesson Objectives

2. Ancient Rome influenced America’s constitutional republic by . . .

The Roots of American Government

3. The ideas in ancient Greece and ancient Rome’s governments were like the United States’ because . . . and unlike the United States’ because . . .

STUDENT LEARNING TARGETS

9. Montesquieu’s idea about _________________ influenced the Founding Fa thers by . . .

Social contract means . . .

Natural law means . . .

Equality of mankind means . . .

Limited government means . . .

Locke’s ideas about _________________ and _________________ influenced the Founding Fathers by . . .

7. The Enlightenment ideas of separation of powers means . . .

5. Due process of law means . . .

6. Religious liberty is a protected right because . . .

8. The Enlightenment ideas that I just described influenced the Founders’ beliefs about individual liberties and government by . . .

LESSON OPENER LESSON 3 © Teachers’ Curriculum Institute46 Lesson 3

Natural rights means . . .

The rule of law means . . .

Vocabularyterm

Why these words are the most important governmentlimited

LESSON 3 LESSON OPENER © Teachers’ Curriculum Institute The Roots of American Government 47

powersseparationgovernmentrepresentativesovereigntypopularof

natural rights

system, powers, restricted It means that the government doesn’t have all powers; its power is restricted. It’s done in a systematic way.

LESSON VOCABULARY

natural law

Most important words from definition

For each of the words listed, draw a simple illustration to convey the meaning of the word.

ACADEMIC VOCABULARY

monotheism polis social contract

LESSON OPENER LESSON 3 © Teachers’ Curriculum Institute48 Lesson 3

Building Images

Ancient or United States?

A D B E C F

PREVIEW

Building Images

3 LESSON © Teachers’ Curriculum Institute The Roots of American Government 49 Unit 1

The Roots of American Government

What do you notice about the style of the buildings in Washington, D.C.? Draw two things each building has in common.

Examine these photographs of buildings from ancient Greece, ancient Rome, and Washington, D.C. In your notebook, identify each as “ancient” or “United States.”

Ancient or United States?

What ideas gave birth to the world’s first modern democratic nation?

2. How did ancient Judaism influence early colonial thinkers’ ideas on government?

1. What influenced the idea of natural law?

Social Studies Vocabulary

Lesson 3 © Teachers’ Curriculum Institute50 Lesson 3

Section 1

READING NOTES

As you complete the Reading Notes, use these terms in your answers. limited government natural law natural rights popular sovereignty representative government separation of powers

1. Using your own words, explain how a representative government should work.

Section 2

2. Provide two examples of when a representative government has not been fair to all citizens.

Lesson 3 © Teachers’ Curriculum Institute The Roots of American Government 51

3. Name at least three features in the U.S. constitution that were influenced by the Athenian and Roman constitutions. Then, explain each feature’s significance.

1. Explain the social-contract theory developed by English Philosophers Thomas Hobbes and John Locke.

Section 3

2. Analyze the Pledge of Allegiance. Then, describe how it summarizes Hobbes’s and Locke’s social-contract theory.

Lesson 3 © Teachers’ Curriculum Institute52 Lesson 3

“I pledge allegiance to the Flag of the United States of America, and to the Re public for which it stands, one Nation under God, indivisible, with liberty and justice for all.”

Lesson 3 © Teachers’ Curriculum Institute The Roots of American Government 53 Section 4 Summarize each philosopher’s ideas in your own words.

Philosopher Idea

RousseauJean-JacquesMontesquieuBaronJohnHobbesThomasLockeDe

roots

PROCESSING

Lesson 3 © Teachers’ Curriculum Institute54 Lesson 3

11-10-20074thB/WGOV_LM_03-1_v4.epsProof

Colonial Views on Government Enlightenment

French

How did the four of colonial American Revolution? evidence the reading to support your claim.

Use

views on government justify the

English Enlightenment Classical roots Religious roots

from

Ancient Influences on America’s Constitutional Republic (CG.1.1)

2. Complete the T-chart to compare government in ancient Greece to govern ment in the United States.

3. Explain two influences of ancient Rome on U.S. government.

1. Explain two influences of ancient Greece on U.S. government.

Ancient Greece United States Today

Ancient Rome United States Today

4. Complete the T-chart to compare government in ancient Greece to govern ment in the United States.

5 What is justice?

8. Describe the influence of Judeo-Christian ethics in the United States.

6. In your own words, explain what the rule of law means. Give one example.

7. Give two examples of how you can show personal responsibility.

Principles: due process of law, equality of mankind, limited government, natural rights, the rule of law, religious liberty

Principles Underlying American Government (CG.1.2)

2. Choose two different principles. Explain where in the founding documents each principle is found.

3. For the remaining two principles, draw a simple picture that illustrates both principles. Label where each principle is shown in your picture. Write a sen tence explaining it.

1. Choose two of the principles above. Explain how they are related to each other.

The Influence of Enlightenment Ideas (CG.1.4)

1. Describe Locke’s theory of natural law. Give one reason why you agree or dis agree with it.

3. Quote two phrases from the Declaration of Independence that show evidence that Jefferson was influenced by Locke’s theories.

4. Which constitutional principle did the founders get from Montesquieu? Give one example of how this principle works in our government today.

2. Who makes an “agreement” in Locke’s social contract? What does each side agree to?

The English Bill of Rights included many principles, such as . . .

1. The Magna Carta included several important ideas that were later incorporated into the U.S. government, including . . .

The pamphlet Common Sense included the principle of ________________ ________-_______________.

Lesson Objectives

LESSON OPENER LESSON 4

Moving Toward Independence

STUDENT LEARNING TARGETS

The Mayflower Compact included the principles of _____________ ____ ____ _____________ and ________-_______________

2. The British government enacted many policies that made the colonists angry. The Stamp Act caused the colonists to begin saying . . .

• Analyze the ideas and grievances set forth in the Declaration of Independence. (CG.1.6)

The Quartering Act made colonists angry because . . .

• Trace the impact that the Magna Carta, Mayflower Compact, English Bill of Rights and Thomas Paine’s Common Sense had on colonists’ views of government. (CG.1.3)

• Describe how British policies and responses to colonial concerns led to the writing of the Declaration of Independence. (CG.1.5)

5. When the Declaration of Independence talks about natural rights, it means . . .

3. The American colonists’ desire for independence grew from three major disagreements with British policy, and they were . . .

The Townshend Acts caused the colonists to . . . and then, due to British responses, the fateful _____________ ____________ Afteroccurred.theTea Act was passed, colonists . . . The Intolerable Acts, which . . . made the colonists so angry that they finally began taking major action, including . . .

4. The Preamble of the Declaration of Independence mentions three unalienable rights, which are . . .

8. The Declaration of Independence lists several specific colonial grievances such as . . .

6. Social contract means . . .

7. There is a connection between natural rights and the role of government, which is . . .

9. The grievances listed in question 8 violated these natural rights:

The right of resistance to tyrannical government means . . .

Limited government means . . .

Most Important Words from Definition

Why These Words Are the Most Important

governmentself-representationrightsindividualhabeasgrievancecorpus

LESSON VOCABULARY

VocabularyTerm

6. The Intolerable Acts _______________________ the American colonies for the Boston Tea Party and other protests.

9. If something is self-evident , it means anyone can ____________________ it without _________________.

Look back at the academic vocabulary words at the beginning of the lesson. Use the definitions to fill in the blanks.

2. A boycott is a form of ______________________in which people refuse to ________ ____________ .

10. The Stamp Act placed a ______________ on every ___________ ______ _______________ sold in the colonies.

7. In a limited monarchy, the monarch’s _________________ are limited, often by a ____________________________.

8. The Quartering Act required the colonies to provide housing and food for British ___________________.

5. The Declaratory Act was a law that restated that Great Britain had ____________________ over the colonies.

ACADEMIC VOCABULARY

1. To give assent means to give __________________ .

3. The early colonies received their charter, or a written _______________ _____ _______________, from the king.

4. A compact, such as the Mayflower Compact, is a written _____________________ between two or more parties.

12. The Tea Act was another law passed by the British ______________________. It taxed imported British tea in the American colonies.

___________________.

11. Taxation refers to the act of imposing and collecting

_____________.

13. The Townshend Acts were another ________________ of laws passed by the British Parliament in 1767 designed to ___________ and __________________ the American colonies.

15. Unalienable rights are rights that cannot be ______________

14. Tyranny is a word that means ________________ government.

What happened on July 4th, 1776? Why do Americans celebrate each July 4th?

What do you think American colonists wanted from the government that led them to fight for independence?

What events led to the colonies declaring independence?

Moving IndependenceToward

4 LESSONUnit 2

PREVIEW

Section 1

As you complete the Reading Notes, use these terms in your answers. grievance individual rights self-government habeas corpus representation

The English Bill of Rights (1689)

2. How did the Magna Carta help establish the rule of law in England?

3. Name two protections or rights that each document granted to the people. Magna Carta (1215)

Social Studies Vocabulary

1. How did each document contribute to the idea of a limited monarchy in MagnaEngland?Carta (1215)

The Petition of Right (1628)

READING NOTES

The Petition of Right (1628)

The English Bill of Rights (1689)

4. Although American colonists were denied the “rights of Englishmen,” why did they value Britain’s constitutional system?

Section

2. Draw and label a picture to represent the government structure of most colonies in the early 1700s. 2

1. How did the Mayflower Compact support self-government?

• the publication of Common Sense

• the Stamp Act

• the battles at Lexington and Concord

• the Declaration of Independence

Next to each event, write a brief description of each event and an explanation of how it influenced the development of American government.

Section 3

• the Intolerable Acts

Use the arrow to create a timeline that extends from 1763 to 1776. On your timeline, plot the following events with the correct year:

• the end of the French and Indian War

1. The Declaration of Independence states that all people “are endowed . . . with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness . . .”

2. Based on the grievances in the Declaration of Independence, identify three ways in which British rule violated colonists’ unalienable rights.

What are unalienable rights?

PROCESSING

• symbols and images to show why colonists were angry

• two specific grievances against British actions

• annotations that explain your symbols

• at least three lesson or academic vocabulary terms you learned

Draw a protest poster that a colonist might have created. Make sure to include:

For each document, briefly summarize the new ideas or principles of government that were established.

The Magna Carta introduced the idea that . . .

The English Bill of Rights added . . .

The Mayflower Compact . . .

Common Sense said . . .

The Impact of Early Documents on American Government (CG.1.3)

How British Policies and Responses Led to the Declaration of Independence (CG.1.5)

Stamp QuarteringAct Act Declaratory Act

1. For each of the following British acts, summarize in one sentence the effect that it had on the colonists.

2. In the speech bubbles, explain what the British point of view was when they enacted these policies. Then explain what the colonists’ point of view was toward the British policies and actions.

Townshend Acts Tea Act

British perspective

3. Use the words “taxation,” “representation,” and “individual rights” in a sentence to explain why the colonists were angry about British policies.Colonist perspective

b. dissolving representative houses

e. taking away the right to elect judges

1. Place these grievances from the Declaration of Independence along the continuum according to what you think had the biggest effect on the colonists and their eventual demands for independence.

a. quartering troops among us

2. Explain in your own words what the Declaration of Independence said about each of these four concepts: natural rights, limited government, social contract, and right of resistance to tyrannical governments. How did Jefferson connect these ideas together to explain why the colonists were rebelling?

d. depriving the right to trial by jury

c. imposing taxes without consent

The Ideas and Grievances in the Declaration of Independence (CG.1.6) greatest effect least effect

Also, in order to change the Articles . . .

• Explain how the weaknesses of the Articles of Confederation led to the writing of the U.S. Constitution. (CG.1.7)

There were three important structures that we now have in our government that the Articles didn’t include, which are:

STUDENT LEARNING TARGETS

• Compare the viewpoints of the Federalists and the Anti-Federalists regarding ratification of the U.S. Constitution and including a bill of rights. (CG.1.10)

LESSON OPENER LESSON 5

Creating the Constitution

Lesson Objectives

1. There were many weaknesses of the government under the Articles of Confederation. Some of them were that Congress did not have the power to do these three important things:

3. The Anti-Federalists wanted to include a bill of rights in the U.S. Constitution because . . . .

2. When the Constitution was completed, the Federalists (did/did not) want to ratify it because . . . and the Anti-Federalists (did/did not) want to ratify it because . . .

Vocabulary Term Important Words from Definition These Words Are the Most Important

majorityFederalistsconstitutionalismConfederationArticlesAnti-Federalistsofrule

LESSON VOCABULARY

ACADEMIC VOCABULARY

For each of the words listed, draw a simple illustration to convey the meaning of the word. debt ratification unanimous consent

PREVIEW

Suppose you have been tasked with creating an initial constitution for the government of a new country. List three challenges you might face when writing the document. Then list three things you would expect to include in the document.

What challenges did the United States overcome to create and ratify the Constitution?

Creating the Constitution

5 LESSONUnit 2

READING NOTES

As you complete the Reading Notes, use these terms in your answers. Anti-Federalists constitutionalism majority rule Articles of Confederation Federalists

1. What is constitutionalism, and how did lawmakers in the early United States show their commitment to it?

Social Studies Vocabulary

2. What do you think was the greatest weakness of the Articles of Confederation? Explain your answer.

Section 1

2. Why did some states object to Madison’s proposal for the legislature?

Section 2

1. Describe the two-house legislature proposed by James Madison’s Virginia Plan.

2. Why is James Madison called the Father of the Constitution?

Section 3

3. How did the Great Compromise resolve this conflict over the legislature?

1. Why did leaders such as Samuel Adams and Patrick Henry decide not to attend the Constitutional Convention?

For each issue debated at the Constitutional Convention, describe the Northern perspective, the Southern perspective, and the compromise to resolve the disagreement.

Issue PerspectiveNorthern PerspectiveSouthern Compromise

CommerceTaxationLegislatureinRepresentationSlaverythe

Section 4

2. How did the question of how to select the president divide delegates to the Constitutional Convention? How did delegates resolve this disagreement?

1. How did the leadership of the executive branch divide delegates to the Constitutional Convention? How did delegates resolve this disagreement?

I support ratification because . . .

I do not support ratification because . . .

Section 6

Write a one-paragraph letter to the editor of a newspaper from the perspective of a Federalist supporting ratification of the Constitution. Also write a one-paragraph letter to the editor opposing ratification as an Anti-Federalist.

1. When James Madison wrote his proposed amendments to the Constitution, from which documents and sources did he take ideas?

2. How many amendments did Congress accept? How many were ratified to become part of the Bill of Rights?

• three reasons why states should ratify the Constitution

On the next page, create a poster that might have been used to encourage people to support ratification of the Constitution. Use this page to plan your poster. Your poster must have:

• a catchy slogan

• writing that uses correct spelling and grammar

PROCESSING

• an illustration to accompany each reason

• creative touches to make your poster visually appealing, such as a decorative border

1. What were three powers that the Articles of Confederation did not give to Congress?

2. What were three government structures that were not created by the Articles of Confederation?

The First Governing Documents (CG.1.7)

3. Explain the historical context. Why did the framers create a document like the Articles of Confederation, and what caused them to start over with the Constitution?

The Constitution

Government WePeoplethe

Federalist View Anti-Federalist View

1. Summarize what each group believed about the role of government, the Constitution, and the Bill of Rights.

The Bill of Rights

Two Views of Government (CG.1.10)

3. How are these two views still held by average people today?

2. How are each group’s views seen in our Constitution and government today?