Overview and Background: Unit: US Constitution & Amendments

 

Matt Gallagher : Cheney USD 268

Social Studies. : Government : Government

Cheney : Grades 12 - 12 : Aug. - Jun.

 

Title:	US Constitution & Amendments
Topics:	United States Constitution & Amendments
Start Date:	-

Other Designers:

 

Summary: This unit is divided into two smaller units designed to make students familiar with the general framework of our nation's government, and then further explore the interpretation and application of the Constitution. This unit should highlight the difference between the letter of the law and the spirit of the law.

 

Print Materials Needed: US Constitution and Amendments; government textbook (we use McClenaghan, William A. 1992. Magruder's American Government. Needham: Prentice Hall. ISBN #: 0-13-544529-9); current articles dealing with constitutional issues

Resources: access to relevant case law (Marbury v. Madison, McCulloch v. Maryland, etc.)

 

Resource Attachments:
Internet Resource Links: Link 1:http://www.cheney268.com/SS/gallagher/government/govtunits/constitution.htm Link 2:http://www.cheney268.com/SS/gallagher/government/govtunits/amendments.htm Link 3:http://www.cheney268.com/SS/gallagher/government/govtprojects/mock_trial_instructions.htm

 

Notes:

 

Stage 1: Identify Desired Results

 

State:	KS       Benchmarks 1 & 2
Title:	Civics-Government
Standard(s):	Benchmark 1: The student understands the rule of law as it applies to family, school, local, state and national governments. Indicators: The student: 1. evaluates the purpose and function of law. 2. analyzes how the rule of law can be used to restrict the action of private citizens and government officials in order to protect the rights of individuals and to promote the common good (i.e., eminent domain, martial law during disasters, health and safety issues). 3. explains the meaning of the terms civic life, politics, and governments. 4. explains when individual political and economic freedoms can be sacrificed for the public well-being (e.g., eminent domain, martial law during disasters, health and safety issues). Benchmark 2: The student understands the shared ideals and the diversity of American society and political culture. Indicators: The student: 1. recognizes that a nation's values are embodied in its constitution, statutes, and important court cases (i.e., Dred Scott v. Sanford, Plessy v. Ferguson, Brown v. Topeka Board of Education). 2. describes how citizens' responsibilities require subordination of their personal rights and interests for the public good (e.g., justice, fairness, equity). 3. knows core civic values inherent in the founding documents that have been the focus for unity in American society (i.e., free speech, religion, press, assembly, and other basic civil rights). 4. explains the importance of shared political and civic values and beliefs to the maintenance of a government by constitution in a diverse American society (i.e., freedoms and responsibilities within the Bill of Rights, civil rights amendments and other documents related to our government by constitution). 5. identifies and explains the fundamental values and principles of the American constitutional republic as expressed in historical documents, speeches, and events, and ways in which these values and principles can be in conflict. 6. explains the meaning of citizenship in the United States.

Understandings:
user	The Constitution establishes a general framework through which our nation is organized and operates. The Constitution guarantees numerous civil rights and liberties. The intent of the Constitution is determined in the context of the time and culture.

 

Essential Questions:
User	What kind of government was established by our Constitution? How are the rights & liberties of the individual balanced between those of the majority? How is the Constitution interpreted?

 

Knowledge and Skills:

Student will gain a general understanding of the content of the Constitution and Amendments and the case law that has been used to interpret them. Students will learn to draw connection between the Constitution and Amendments and their own rights and liberties.

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary: Students will demonstrate understanding of the Bill of Rights' impact on our lives by describing life without them. The student's job is to role play a suspension of the Bill of Rights and develop the implications of such an action.

 

Task/Prompt: Suspension of the Bill of Rights Type:Performance Task Topics: impact of the Constitution on the lives of its people Summary: Students will demonstrate understanding of the Bill of Rights' impact on our lives by describing life without them. The student's job is to role play a suspension of the Bill of Rights and develop the implications of such an action. Print Materials Needed: Resources: Resource Attachments: Internet Resource Links: Link 1: Link 2: Link 3: Link 4: Link 5: Notes: Student Directions: Your job is to demonstrate understanding of the Bill of Rights' impact on our lives. Due to recent terrorist strikes on American soil, the president has announced the suspension of the Bill of Rights citing reasons of national security. Scenario 1: You are a newspaper reporter assigned to the government beat. Write an article detailing how this recent decision has affected the lives of some of the people in your community. Include an example of both the loss of a civil right and a civil liberty. Scenario 2: You are an attorney hired by an organization to challenge the president's decision in court. Write a legal brief outlining why this is a bad decision using Constitutional reasons and examples of how this has affected the lives of the American people. Include an example of both the loss of a civil right and a civil liberty. Scenario 3: You are a graphic designer hired by an organization to help illustrate the challenge to the president's decision in court. Construct a visual aid that illustrates why this is a bad decision using Constitutional reasons and examples of how this has affected the lives of the American people. Include an example of both the loss of a civil right and a civil liberty.     Rubric(s) Rubric: Suspension of the Bill of Rights Summary: Students will demonstrate understanding of the Bill of Rights' impact on our lives by describing life without them. The student's job is to role play a suspension of the Bill of Rights and develop the implications of such an action. Trait: Project Model Performance Type: Display. Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent     No explanation of the Bill of Rights' impact on our lives. No detail used communicating ideas. Little explanation of the Bill of Rights' impact on our lives. Little detail used communicating ideas. General explanation of the Bill of Rights' impact on our lives. Some detail used communicating ideas. Clear and detailed explanation of the Bill of Rights' impact on our lives. Creative detail used communicating ideas.     Trait: Project Construction Performance Type: Process. Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent     No organization. Excessive spelling or grammatical errors. Lacking organization. Many spelling or grammatical errors. Generally clean and organized. Few spelling or grammatical errors. Very clean and organized. No spelling or grammatical errors.     Trait: Oral Presentation Performance Type: Oral. Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent     Delivery is generally unprepared and distracted. Missing or unacceptable introduction or conclusion. Delivery is hindered by many filler words or nervous gestures. Lacking eye contact or reads notes. Delivery is sometimes unclear or unprepared. Rough or unclear introduction or conclusion. Delivery is somewhat hindered by use of filler words or nervous gestures. Looks at notes often or one part of the audience. Delivery is generally clear and on target. Clear introduction and conclusion. Little use of filler words or nervous gestures. Eye contact is nearly consistent with the audience. Delivery is expressive and concise. Creative use of introduction and conclusion. No use of filler words or nervous gestures. Eye contact is consistent with entire audience.

 

Other assessment evidence to be collected:
Process check
	quizzes over the reading, debate of current issues as they apply to the Constitution, construction of legal briefs and legal opinions, answer questions from assigned reading, unit test

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

Where is the unit going? Students will develop an understanding for the importance of our Constitution and Amendments in the context of their own lives. Hook the student Students will be required to interpret and apply the Constitution by participating in a mock trial. Students will be required to identify specifically which of their own rights and liberties are protected by the Bill of Rights. Equip the student, explore the subject Students will become familiar with the Constitution and Amendments through reading assignments, video dramatizations, discussions, and active application of Constitutional concepts. * Students will participate in a mock trial, serving as either an attorney or an appelate justice. http://www.cheney268.com/SS/gallagher/government/govtprojects/mock_trial_instructions.htm * Working in groups, students will develop a list of examples of rights they enjoy under the consitution. * Stage issue-based discussions/debates in class. Selected topics should be current and something that will relate to student's lives. Students will be given time to align their arguments with the Constitution and case law. * Student will write and propose their own amendment to the class, which will then be voted on. * Working in groups, students will review authentic proposed amendments that have not been ratified. In doing so, students will speculate on the implications each amendment would have and whether it would be a positive or negative addition to the Constitution. Rethink and revise opportunities Students will be required to defend their Constitutional interpretations in front of a jury of their peers, both in the mock trial and in a series of issue-based discussions held in class. Evaluate performance and progress Forms of evaluation: quizzes over the reading, debate of current issues as they apply to the Constitution, construction of legal briefs and legal opinions, answer questions from assigned reading, unit test. Performance Task Students will demonstrate understanding of the Bill of Rights' impact on our lives by describing life without them. The student's job is to role play a suspension of the Bill of Rights and develop the implications of such an action. Student Directions: Your job is to demonstrate understanding of the Bill of Rights' impact on our lives. Due to recent terrorist strikes on American soil, the president has announced the suspension of the Bill of Rights citing reasons of national security. Scenario 1: You are a newspaper reporter assigned to the government beat. Write an article detailing how this recent decision has affected the lives of some of the people in your community. Include an example of both the loss of a civil right and a civil liberty. Scenario 2: You are an attorney hired by an organization to challenge the president's decision in court. Write a legal brief outlining why this is a bad decision using Constitutional reasons and examples of how this has affected the lives of the American people. Include an example of both the loss of a civil right and a civil liberty. Scenario 3: You are a graphic designer hired by an organization to help illustrate the challenge to the president's decision in court. Construct a visual aid that illustrates why this is a bad decision using Constitutional reasons and examples of how this has affected the lives of the American people. Include an example of both the loss of a civil right and a civil liberty.