The Constitution: A More Perfect Union?
US HISTORY GRADES 8-9
Content Area
Social Studies
Grade Level
8-9
Approximate Time Needed: Three weeks
UNIT OVERVIEW
KEY STANDARDS
Students explore constitutional
principles in the USA and in their
lives.
COMMON
ASSIGNMENTS
D2.CIV.3.9-12
D2.CIV.4.9-12
D2.CIV.5.9-12
D2.CIV.7.9-12
D2.CIV.8.9-12
D2.CIV.14.9-12
LDC TEACHING TASK
Task Template IE1 - Informational or Explanatory



Pre-Assessment
After reading informational texts, write an essay in which you define one of the
Project Based
following constitutional principles: consent of the governed (popular sovereignty),
Assessment: Principles rule of law, republic (representative) government, or separation of powers
of the Constitution
(checks and balances) and explain one instance when the U.S. government has
been successful in upholding that principle and one instance in which our
LDC Module (A More
government has failed to uphold that principle based on historical evidence.
Perfect Union?)
Support your discussion with evidence from the text/s.
AUTHORS: Mickey Campbell, Kevin Melloan, Kristy Craven, Iris Isaacs
Teacher Reflection: When we developed the unit, our group decided that one of the assignments would be a
project based learning, instead of a traditional test, worksheet, or quiz. With that particular assignment, we
decided to have the students do a PSA on a Constitutional principle. Many of our students created raps and
video recorded them and they loved it.
The Constitution A More Perfect Union?
Stage 1—Identify Desired Results
Established
Goals/
Standards
DIMENSION 2: APPLYING DISCIPLINARY CONCEPTS AND TOOLS: CIVICS
D2.CIV.3.9-12. ANALYZE THE IMPACT OF CONSTITUTIONS, LAWS, TREATIES, AND INTERNATIONAL
AGREEMENTS ON THE MAINTENANCE OF NATIONAL AND INTERNATIONAL ORDER.
D2.CIV.4.9-12. EXPLAIN HOW THE U.S. CONSTITUTION ESTABLISHES A SYSTEM OF GOVERNMENT
THAT HAS POWERS, RESPONSIBILITIES, AND LIMITS THAT HAVE CHANGED OVER TIME AND THAT ARE
STILL CONTESTED.
D2.CIV.5.9-12. EVALUATE CITIZENS’ AND INSTITUTIONS’ EFFECTIVENESS IN ADDRESSING SOCIAL
AND POLITICAL PROBLEMS AT THE LOCAL, STATE, TRIBAL, NATIONAL, AND/OR INTERNATIONAL
LEVEL.
D2.CIV.7.9-12. APPLY CIVIC VIRTUES AND DEMOCRATIC PRINCIPLES WHEN WORKING WITH
OTHERS.
D2.CIV.8.9-12. EVALUATE SOCIAL AND POLITICAL SYSTEMS IN DIFFERENT CONTEXTS, TIMES, AND
PLACES, THAT PROMOTE CIVIC VIRTUES AND ENACT DEMOCRATIC PRINCIPLES.
D2.CIV.14.9-12. ANALYZE HISTORICAL, CONTEMPORARY, AND EMERGING MEANS OF CHANGING
SOCIETIES, PROMOTING THE COMMON GOOD, AND PROTECTING RIGHTS.
DIMENSION 3: EVALUATING AND USING EVIDENCE
D3.2.9-12. EVALUATE THE CREDIBILITY OF A SOURCE BY EXAMINING HOW EXPERTS VALUE THE
SOURCE.
DIMENSION 4: COMMUNICATING CONCLUSIONS & TAKING INFORMED ACTION
D4.2.9-12. CONSTRUCT EXPLANATIONS USING SOUND REASONING, CORRECT SEQUENCE (LINEAR
OR NONLINEAR), EXAMPLES, AND DETAILS WITH SIGNIFICANT AND PERTINENT INFORMATION AND
DATA, WHILE ACKNOWLEDGING THE STRENGTHS AND WEAKNESSES OF THE EXPLANATION GIVEN ITS
PURPOSE (E.G., CAUSE AND EFFECT, CHRONOLOGICAL, PROCEDURAL, TECHNICAL).
D4.6.9-12. USE DISCIPLINARY AND INTERDISCIPLINARY LENSES TO UNDERSTAND THE
CHARACTERISTICS AND CAUSES OF LOCAL, REGIONAL, AND GLOBAL PROBLEMS; INSTANCES OF
SUCH PROBLEMS IN MULTIPLE CONTEXTS; AND CHALLENGES AND OPPORTUNITIES FACED BY THOSE
TRYING TO ADDRESS THESE PROBLEMS OVER TIME AND PLACE.
SS-08-1.2.2
STUDENTS WILL EXPLAIN THE REASONS WHY THE POWERS OF THE STATE AND NATIONAL/FEDERAL
GOVERNMENTS ARE SOMETIMES SHARED AND SOMETIMES SEPARATE (FEDERALISM) AND GIVE
EXAMPLES OF SHARED AND SEPARATE POWERS.
SS-HS-1.2.2
STUDENTS WILL INTERPRET THE PRINCIPLES OF LIMITED GOVERNMENT (E.G., RULE OF LAW ,
FEDERALISM, CHECKS AND BALANCES, MAJORITY RULE, PROTECTION OF MINORITY RIGHTS,
SEPARATION OF P POWERS) AND EVALUATE HOW THESE PRINCIPLES PROTECT INDIVIDUAL RIGHTS AND
PROMOTE THE "
C COMMON GOOD."
Transfer
Students will be able to independently use their learning to evaluate the success and failure of the US government actions relating to the
constitutional principles.
Meaning
Understandings/Big Ideas
Essential Questions
Students will understand that …
Students will keep considering …


What are the foundational principles of the
Constitution?

What are examples of when the government
has upheld these principles or fallen short?
Fundamental principles of the
Constitution that guide government
actions
Acquisition
Know (Content)
Students will know …

Consent of the governed (popular sovereignty)

Rule of law

Republic (representative) government

Separation of powers (checks and balances)
Do (Skills)
Students will be skilled at …
Discipline Skills

knowledge of the Constitution

defining government related
vocabulary

Literacy Skills
[Should include reference to LDC task type—e.g.,
argumentative, cause-effect, etc.]

analysis of current/historical evidence 

informative/explanatory writing
analysis of informative texts
vocabulary acquisition
Stage 2—Determine Acceptable Evidence
Assessments
Evaluative Criteria
[Key performance tasks, tests, etc., including LDC task]
LDC Informative Rubric
Project Based Assessment
Rubric

Pre-Assessment

Project Based Assessment: Principles of the Constitution

LDC Module (A More Perfect Union?)
Supports/Scaffolding
Special Education students: modified formative and summative assessment;
modified rubric
Low Performing students: scaffolded directions, graphic organizers
A Picture is Worth a Thousand Words
http://www.jamesmadison.gov/lessons/1000_words.pdf
Stage 3—Plan Learning Experiences and Instruction
Unit Texts and
Materials
Assessment
Tasks


The Constitution
Textbook Chapter(s) explaining the Constitution and/or government

Selected articles / current events that examine constitutional principles
[Measurable mile markers of student growth (tasks that will get evaluated)]
Formative pre-assessment(s)

Definition / Match with word bank
Formative mid-assessment(s)

Passages / Principles of Constitution

PBL: Selling a Principle of the Constitution
Summative/unit assessment

Learning Tasks
LDC Module: “A More Perfect Union?” LDC Rubric
The following is an example of a day by day unit for the high school level and another
pacing guide for the middle school level. These pacing guides can be adapted the fit the
need of the teacher, classroom, and/or students.
Example of High School Pacing Guide:
Day/Topic
Standard(s)
Outcome (Students will be able to…)
1: Intro to Course
B-1-a
Describe the Service Learning Project.
Define and apply key terms associated with the
U.S. government.
2: Roles of Gov’t
SS-HS1.1.1
Analyze how governments are created to
establish order, provide security, and
accomplish goals.
·
Roles of
government
3: Forms of Gov’t
SS-HS1.1.1
Differentiate between the organization of
monarchies, democracies, republics, and
dictatorships.
·
·
·
·
4: Events Leading up
to the Declaration of
Independence
SS-HS1.1.2
B-1-e
B-2-f
Explain why the colonists desired
independence and a more limited government.
·
Declaration of
Independence
5: Articles of
Confederation
SS-HS1.1.2
B-1-e
B-2-f
Analyze the strengths and weaknesses of
government under the Articles of
Confederation.
·
Articles of
Confederation
·
Constitution
·
Shays’
Rebellion
6: Constitutional
Convention
B-2-g
B-2-h
Describe the conflicts and compromises that
led to the creation and ratification of the
Constitution.
·
Anti-federalists
·
Federalists
·
Great
Compromise
·
3/5ths
Compromise
·
Virginia Plan
·
New Jersey
Plan
·
Constitutional
Convention
Topics, Terms,
Concepts, Skills
Monarchy
Democracy
Republic
Dictatorship
7: Constitution/ Living
document
B-2-i
B-2-a
B-2-b
B-2-c
Describe the structure of the Constitution and
explain key concepts, including: limited
government, separation of powers, popular
sovereignty, federalism, and checks and
balances.
Explain why the Constitution is considered a
“living document”
·
Limited
government
·
Separation of
powers
·
Popular
sovereignty
·
Checks and
balances
·
Amendments
·
Bill of Rights
·
Article, Section
structure
·
Federalism
Example of Middle School Pacing Guide:
Day / Topic
Objective
1
Students will
be able to
describe the
purpose of
the
constitution
and show
understandin
g of popular
sovereignty.

Students will
be able to
describe the
different
functions of
each branch
of
government.

History Alive,
Chapter 9,
Sections 9.3, 9.4,
9.5

Students will
be able to
explain the
purpose of
the
separation of
powers in the
Constitution.

History Alive,
Chapter 9,
Sections 9.6 & 9.7
Separation of
Powers Video
Separation of
Powers Video
Formative
Assessment


Students will
be able to
define
federalism
and explain
its function in
the United

The
Constitution
Popular
Sovereignty
2
Separation of
Powers
3
Separation of
Powers
4
Federalism
Agenda




History Alive
Chapter 9,
Sections 9.1 & 9.2
Consent of The
Governed Video
Consent of the
Governed Video
Formative
Assessment
History Alive,
Chapter 9,
Section 9.8
Material(s) Needed


History Alive Textbook
Internet access to access video and
supplemental materials
http://www.billofrightsinstitute.org/engage/student
-resources/constitutional-principles-videos/
History Alive Textbook
History Alive Textbook
Internet access to access video and
supplemental materials
http://www.billofrightsinstitute.org/engage/student
-resources/constitutional-principles-videos/

History Alive Textbook
States
government.
Students will
be able to
define and
describe
representativ
e government
and rule of
law.

Students will
be able to
identify and
describe the
principles of
the
Constitution

Constitutional
Scavenger Hunt

Copies of the scavenger hunt
Students will
be able to
explain a
principle of
the
Constitution.

PBL Group
Project

Copies of assignment and rubric
8
PBL Group
Project
Students will
be able to
explain a
principle of
the
Constitution.

PBL Group
Project
Presentations
Days 9-15
Students will
be able to
analyze a
constitutional
principle by
using text
analysis.

LDC Module “A
More Perfect
Union”
5
Representativ
e Government
Rule of Law
6
Principles of
the
Constitution
7
PBL Group
Project
LDC Module



Representative
Government
Video
Video Guide
Rule of Law Video
Video Guide

Internet access to access video and
supplemental materials
http://www.billofrightsinstitute.org/engage/student
-resources/constitutional-principles-videos/
Appendix A: Additional Resources:
Guiding Principles of the Constitution from Teacher’s Curriculum Institute & History Alive
Appendix B: Constitution Scavenger Hunt
Card 1
Article IV, Section 2, Clause 1
Principle of
Principles
Exemplified
Explanation of How These Principles
Are Exemplified
Privileges and immunities. The Citizens of each
State shall be entitled to all privileges and
immunities of Citizens in the Several States.
?
(Hint: 2)
States cannot discriminate against
citizens of other states. This limits the
power of state governments and
guarantees the rights of individuals.
Card 2:
Article II, Section 2, Clause 2
Principle of
Principles
Exemplified
Explanation of How These Principles
Are Exemplified
The Senate checks and balances the
president’s power to make treaties and
appointments to office. He [the president] shall
have Power, by and with the Advice and Consent
of the Senate, to make Treaties, provided two
thirds of the Senators present concur; and he
shall nominate, and by and with the Advice and
Consent of the Senate, shall appoint
Ambassadors, other public Ministers and
Consuls, Judges of the supreme Court, and all
other Officers of the United States.
?
(Hint: 1)
No treaty signed by the president can go
into effect unless two-thirds of the
Senate approves it. This acts as a check
on the president’s power. The
president’s nominees for judges,
ambassadors, and other offices must
also be confirmed by the Senate.
Card 3: Article I, Section 7, Clause 2
Principle of
Principles
Exemplified
Explanation of How These
Principles Are Exemplified
The veto: Every Bill which shall have passed the
House of Representatives and the Senate shall, before
it becomes a Law, be presented to the President of the
United States; If he approves he shall sign it; but if not
he shall return it.
?
(Hint: 1)
The power of Congress to make
laws is checked by the president,
who can approve or veto them.
Card 4
Tenth Amendment:
Principle of
Principles
Exemplified
Explanation of How These
Principles Are Exemplified
Powers reserved to the states. The powers not
delegated to the United States by the Constitution…are
reserved to the States respectively, or to the people
?
(Hint: 2)
Any powers not specifically given
to the federal government or
denied to the states are reserved
for the states and thus the
people.
Card 5
Article I, Section 2, Clause 1
Principle of
Principles
Exemplified
Explanation of How These
Principles Are Exemplified
Direct election of the House of Representatives. The
House of Representatives shall be composed of Members
chosen every second Year by the People of the several
States, and the Electors in each State shall have the
Qualifications requisite for Electors of the most numerous
Branch of the State Legislature.
?
(Hint: 2)
Members of the House of
Representatives are elected by
the people every two years.
The states set the qualifications
for voting.
Card 6
Article I, Section 8, Clause 3
Principle of
Principles
Exemplified
Explanation of How These
Principles Are Exemplified
Interstate Commerce Clause. Congress has the power to
regulate Commerce with foreign Nations, and among the
?
(Hint: 1)
The power to regulate
interstate commerce is given to
several States, and with the Indian tribes.
the federal government. This is
an example of a delegated
power.
Card 7
Preamble
Principle of
Principles
Exemplified
Explanation of How These Principles
Are Exemplified
We the People of the United States, in Order to
form a more perfect Union, establish Justice, insure
domestic Tranquility, provide for the common
defence, promote the general Welfare, and secure
the Blessings of Liberty to ourselves and our
Posterity, do ordain and establish this Constitution
for the United States of America.
?
(Hint: 2)
The opening words of the Constitution
state that the Constitution state that the
Constitution is established by the
people to protect the rights and wellbeing of all citizens. These words also
suggest that the Constitution is the
basis of law.
Card 8
Article VI, Section 2
Principle of
Principles
Exemplified
Explanation of How These Principles
Are Exemplified
Supremacy Clause. The Constitution, and the
Laws of the United States which shall be made in
Pursuance thereof; and all Treaties made, or which
shall be made, under the Authority of the United
States, shall be the Supreme Law of the Land; and
the Judges in every State shall be bound thereby,
any Thing in the Constitution or Laws of any State
to the Contrary notwithstanding.
?
(Hint: 2)
The Supremacy Clause establishes the
Constitution as the highest authority in
the country, to which all leaders must
adhere. It also establishes the authority
of the federal law over state law.
Card 9
Article IV, Section 4
Principle of
Principles
Exemplified
Explanation of How These Principles
Are Exemplified
Republican form of government and protection
against invasion.
The United States shall guarantee to every State in
this Union a Republican Form of Government, and
shall protect each of them against Invasion; and on
Application of the Legislature, or of the Executive
?
(Hint: 3)
This provision guarantees
representative government for the
states, as well as federal protection
from invasion. Implied within that
guarantee are the protection of rights
and liberties and rule by the people.
(when the Legislature cannot be convened),
against domestic violence.
Card 10
Article III, Section 1
Principle of
Principles
Exemplified
Explanation of How These Principles
Are Exemplified
Supreme Court, lower courts, judges serve for
life or good behavior. 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 Behavior, and
shall, at stated Times, receive for their Services a
Compensation, which shall not be diminished
during their Continuance in Office.
?
(Hint: 2)
Supreme Court justices hold their
terms for life (subject to good
behavior). Their pay cannot be reduced
while they serve. This creates a
judiciary less likely to be influenced by
the other branches of government—an
additional check.
Card 1 Clue: One of the PRIVILEGES offered in this room is the opportunity to perform in front of a live
audience. Unfortunately, you are not IMMUNE to their criticism of your performance.
Card 2 Clue: If the SENATE were to take a mid-day break, they would likely go here to curb their hunger.
Card 3 Clue: You are only allowed a certain window of time for schedule changes. After that, the people in this
office will likely VETO your request.
Card 4 Clue: You can go to this place to read about the POWERS RESERVED TO THE STATES. Or you can
read about anything, really.
Card 5 Clue: If you want to be DIRECTLY involved in a hands-on project, this (always crowded) classroom
would be the best place to go.
Card 6 Clue: Congress might have the power to REGULATE COMMERCE, but the teacher in this room
regulates your Government grade!
Card 7 Clue: We all know that the PREAMBLE begins with, “We the people of the United States, in Order to
form a more perfect Union…”. I chose to form a sometimes-perfect union with this guy.
Card 8 Clue: The SUPREMACY CLAUSE proves that the federal law dominates any other law. If you want to
dominate in the sport I coach, you should go here.
Card 9 Clue: The REPUBLICAN FORM OF GOVERNMENT PROTECTS US FROM INVASION, just like this
guy protects this school from invasion.
Card 10 Clue: The SUPREME COURT JUSTICES SERVE FOR LIFE OR GOOD BEHAVIOR. If your behavior
is less than ideal, you’ll probably be sent here.
Appendix C: Group Assignment on Principle of the Constitution
Principles of the Constitution Group Project
Create a poster that defines and
explains one principle of the
constitution. Your poster should
include the principle, a definition in
your own words, and it’s role in the
government.
Create a video that defines and
explains one principle of the
constitution. Your poster should
include the principle, a definition
in your own words, and it’s role in
the government.
Write a poem or rap that defines
and explains one principle of the
constitution. Your poster should
include the principle, a definition
in your own words, and it’s role in
the government.
Write a speech that defines and
explains one principle of the
constitution. Your poster should
include the principle, a definition in
your own words, and it’s role in the
government and why it’s
important.
Create a comic strip that defines
and explains one principle of the
constitution. Your poster should
include the principle, a definition
in your own words, and it’s role in
the government.
Draw a political cartoon that
defines and explains one principle
of the constitution. Your poster
should include the principle, a
definition in your own words, and
it’s role in the government.
Points Rubric
Component
Points
All students participate in the project throughout the class period.
_____ / 5 points
Identify Constitutional Principle
_____ / 10 points
Define Constitutional Principle
_____ / 15 points
Explains Role of Constitutional Principle
_____ / 20 points
Total
_____ / 50 points