School District of Palm Beach County
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Introduction
Use and implementation of the activities contained in the winter packet are optional and
voluntary. Activities were selected based on traditionally difficult areas of student skill
mastery while at the same time providing worthwhile practice with civics. Topics were
chosen based on Next Generation Sunshine State Standards benchmarks tested on the
Florida End-Of-Course assessment.
Purpose of the Winter Packet
The activities in the winter packet were selected to allow students to experience some
fun with civics over the winter break while simultaneously supporting practice with skills
they will need to demonstrate on assessments near the end of the school year. This
method of home-school academic connection serves to maintain acquired skills while
students are enjoying their winter break.
Activities in this packet are identified by Next Generation Sunshine State Standards
specifically targeted to grade level expectations for the students. Each activity has been
selected due to its high level of engagement and interest. Background information is
included for each activity in order to provide students with a supportive platform to
complete the contents of the packet.
Suggestions for Implementation




Project-based research
Essay development/Writing prompt
Topic review
Make-up Assignments
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Secondary Social Studies
Lesson Topic 1: John Locke and Social Contract
Benchmark(s):
SS.7.C.1.1: Recognize how Enlightenment ideas including Montesquieu’s view of
separation of powers and John Locke’s theories related to natural law and how Locke’s
social contract influenced the Founding Fathers.
Background: These activities will allow the student to understand some of the basic
theories of John Locke including limited government, unalienable rights, equal rights,
and authority from consent of the governed. Students will apply their interpretations of
specific quotes from Locke to contemporary paintings by Norman Rockwell, The
Problem We All Live With, by Dave Cutler, Flag with Male Symbol, and to a photograph
from the 1989 revolt in Tiananmen Square.
Procedure:
1. Students should read the short biography on John Locke and answer the
questions which follow the biography in complete sentences. Students can read
more about John Locke at:
http://plato.stanford.edu/entries/locke/
http://7-12educators.about.com/blalocke.htm
http://www.econlib.org/library/Enc/bios/Locke.html
2. Students should study the painting The Problem We All Live With by Norman
Rockwell and answer the questions on that handout in complete sentences.
3. Students should move to the next painting, Flag With Male Symbol, study the
painting, and answer the questions on that handout in complete sentences.
4. The final picture in the series is a photograph. Students should study the
photograph and consider how it relates to the concept of limited government.
5. Finally, students will complete the Study Guide: A Key to John Locke which
includes excerpts of John Locke’s ideas from Second Treatise on Government.
Students will read each excerpt and decide how strongly they agree with the
statement on a scale of 1-5.
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John Locke Biography
John Locke
John Locke was born in England on August 29, 1632. Locke's father was an
attorney who collected taxes from seaport towns. He wanted his son to become a
minister, but Locke rejected this and studied medicine. Locke entered Oxford University
in England and was influenced by John Owen, Dean of Christ Church College. It was
Owen who first introduced Locke to the idea of religious freedom and the idea that
people should not be punished for having different views of religion. Locke believed that
all sides had the right to be heard. Moreover, he felt that all conflicts could be solved if
the two could settle their differences by seeking a middle ground and compromise.
John Locke wrote two treatises of government in 1690. In these treatises he said
that the government should be like a contract or agreement between the people and the
ruler. The ruler is given the power to govern the country as long as he doesn't abuse his
position. In brief, Locke argued that sovereignty did not reside in the state but with the
people, and that the state is supreme, but only if it is bound by civil and what he called
"natural" law. If the ruler didn't keep the contract, the people could overthrow the
government. Locke also believed that the people were entitled to natural rights such as
life, liberty and the protection of their property. Many of Locke's political ideas, such as
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School District of Palm Beach County
Secondary Social Studies
those relating to natural rights, property rights, the duty of the government to protect these
rights, and the rule of the majority, were later embodied in the U.S. Constitution.
See: http://www.biography.com/people/john-locke-9384544
Questions:
1. What are three of John Locke’s beliefs about government?
2. What U.S. document(s) are based on the ideas of Locke?
3. How can Locke’s influence be seen in this document?
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The Problem We All Live With
by Norman Rockwell
“The state of nature has a law of nature to govern it, which treats everyone
equally…[B]eing equal and independent, no one ought to harm another in
his life, health, or possessions.”
-John Locke
Unalienable rights are rights that cannot be taken away from anyone, for example
freedom of speech.
Equal rights are the belief that all persons, regardless of sex, race, ethnicity, age, etc.,
have the same rights as everyone else.
Questions to consider:

What is happening in this painting?

Which principles of democracy are illustrated by this painting?
(equality, natural rights, liberty, unalienable rights)
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Flag with Male Symbol
By Dave Cutler
“The old [traditions] are apt to lead men into mistakes, as this [idea] of
[fatherly] power’s probably has done, which seems so [eager] to place the
power of parents over their children wholly in the father, as if the mother
has no share in it. Whereas if we consult reason or [the Bible], we shall
find she has an equal title.”
-John Locke
Unalienable rights are rights that cannot be taken away from anyone, for example
freedom of speech.
Equal rights are the belief that all persons, regardless of sex, race, ethnicity, age, etc.,
have the same rights as everyone else.
Questions to Consider:

What is happening in this painting?

How does this painting relate to the concept of unalienable rights? Equal rights?
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June 1989 – Tiananmen Square
Photographer: Unknown
“Whensoever…the [government]shall…put into the hands of any other an
absolute power over the lives, liberty, and estates of the people, by this
breach of trust they forfeit the power [of] the people…who have a right to
resume their original liberty, and by the establishment of the new
[government] provide for their own safety and security.”
-John Locke
A limited government is a government that does not have absolute authority.
Consent of the governed is the political theory that governments gain their authority
from their people. A government is not legitimate if the people do not give their consent.
Question to consider:

What is happening in the picture and how does it relate to the topic of limited
government?
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Study Guide: A Key to John Locke
Please read the following excerpts taken from John Locke’s Second Treatise on
Government and then re-write them in your own words. Finally, circle the number on a
scale of 1 to 5 corresponding with how much you agree or disagree with Mr. Locke’s
quote.
1. “The state of nature has a law of nature to govern it, which treats everyone
equally. …[B]eing equal and independent, no one ought to harm another in his
life, health or possessions”.
1
2
disagree
3
4
neutral
5
agree
2. “We have reason to conclude that all peaceful beginnings of government have
been laid in the consent of the people.”
1
2
3
disagree
4
neutral
5
agree
3. “The old [traditions] are apt to lead men into mistakes, as this [idea] of [fatherly]
power’s probably has done, which seems so [eager] to place the power of
parents over their children wholly in the father, as if the mother has no share in it.
Whereas if we consult reason or [the Bible], we shall find she has an equal title.”
1
2
disagree
3
4
neutral
5
agree
4. “Whensoever...the [government] shall…put into the hands of any other an
absolute power over the lives, liberties, and estates of the people, by this breach
of trust they forfeit the power [of] the people…who have a right to resume their
original liberty, and by the establishment of the new [government] provide for
their own safety and security.”
1
disagree
2
3
4
neutral
Middle School Civics Winter Packet 2015-2016
5
agree
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Lesson Topic 2: The Bill of Rights
Benchmark(s):
SS.7.C.2.4: Evaluate rights contained in the Bill of Rights and other amendments to the
Constitution.
Background: In this activity, students will be introduced to the Bill of Rights. Students
will be asked to illustrate those rights in order to demonstrate an understanding of the
ways in which our Constitution protects the citizens of the United States. Students will
also be able to determine how the Constution affects the daily life of Americans.
Procedure:
1) Students should look at the handout, Actions of Citizens, and answer the
questions which follow in complete sentences.
2) Students should locate the handout, the Bill of Rights, and the Umbrella
Worksheet. Using the Bill of Rights, record the rights protected by the
amendments listed in the umbrella in the Umbrella Worksheet.
3) Students will next study the photos on pages 6 of 15 to 11 of 15 and answer the
questions which follow in complete sentences.
4) Finally, students will review imaginary news headlines in the Bill of Rights in the
News to determine which of the amendments reviewed in this activity is at issue.
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Directions: Study the photograph below and answer the questions which follow in
complete sentences.
Actions of Citizens
1) Describe this picture. What is happening?
2) Can anybody in these pictures get in trouble for what they are doing?
3) Why would people participate in this activity?
4) What is important about the actions of these citizens?
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The Bill of Rights
Amendments 1-10 of the United States Constitution
Amendment 1. Guarantees freedom of religion, practice of religion, freedom of
speech, freedom to peaceably assemble and the freedom to petition the
government.
Amendment 2. Guarantees the rights of citizens to bear arms.
Amendment 3. No soldiers may be stationed in any house without the consent of
the owner.
Amendment 4. Citizens are protected from unwarranted search and seizure.
Amendment 5. No person can be held for a crime without evidence produced by a
grand jury. A citizen cannot be tried for the same crime twice. A citizen does not
have to testify against himself in a court of law. Citizens are guaranteed due
process of the law. Private property cannot be taken without just compensation.
Amendment 6. Citizens are guaranteed a speedy, public trial by an impartial jury.
Citizens also have the right to be told of the charges against them, to be confronted
by witnesses and to have legal counsel in his/her defense.
Amendment 7. Citizens are guaranteed a trial by jury.
Amendment 8. Excessive bails shall not be required, nor excessive fines imposed,
nor cruel or unusual punishments inflicted.
Amendment 9. The enumeration of certain rights shall not be construed to deny or
disparage others retained by the people.
Amendment 10. Powers not delegated to the United States by the Constitution, nor
prohibited by it to the states, are reserved to the states respectively, or to the people.
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Umbrella Worksheet
Directions: Fill in each piece of the umbrella with words that describe how each of the
following amendments protects the rights of American citizens.
5th Amendment
1st Amendment
a.
8th Amendment
b.
c.
d.
4th Amendment
e.
List some ways in which the Bill of Rights is like an umbrella:
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First Amendment
Religion
First Amendment: An amendment to the Constitution of the United States
guaranteeing the right of free expression; includes freedom of assembly, freedom of the
press, freedom of religion, and freedom of speech.
“Congress shall make no law respecting an establishment of religion, or prohibiting the
free exercise thereof …”
— The First Amendment to the U.S. Constitution
Questions:
1. What is freedom of religion?
2. Why is freedom of religion important?
Source: http://photographs-byjoe.blogspot.com/2010/08/get-me-to-church-on-timeeven-though.html
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First Amendment
Freedom of Speech and of the Press
First Amendment: An amendment to the Constitution of the United States
guaranteeing the right of free expression; includes freedom of assembly, freedom of
the press, freedom of religion, freedom of speech and freedom to petition, or
question, the government.
“Congress shall make no law abridging the freedom of speech, or of the press;”
— The First Amendment to the U.S. Constitution
Questions:
1. What does freedom of speech mean to you?
2. Can people in this country say whatever they want? Are there any limits on
freedom of speech?
3. How are freedom of speech and freedom of the press similar?
Source:
http://chipsifraternity.wordpress.com/2012/01/17/i-have-a-dream/
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First Amendment
Assembly and Petition
First Amendment: An amendment to the Constitution of the United States
guaranteeing the right of free expression; includes freedom of assembly, freedom of
the press, freedom of religion, freedom of speech and freedom to petition, or question,
the government.
“Congress shall make no law abridging… the right of the people peaceably to assemble,
and to petition the Government...”
— The First Amendment to the U.S. Constitution
Questions:
1. From looking at this picture, what do you think the right to assemble
means? Why is this important?
2. From looking at this picture, what do you think the right to petition
means? Is it important?
3. Why are the freedoms to assemble and petition important?
Source:
http://www.freedomworks.org/tags/912-taxpayer-march-on-washington
Fourth Amendment
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Unreasonable Searches and Seizure
The Fourth Amendment to the United States Constitution, which is part of the Bill of Rights,
guards against unreasonable searches and seizures.
“The right of the people to be secure in their persons, houses, papers, and
effects, against unreasonable searches and seizures, shall not be violated…”
-Fourth Amendment to the U.S. Constitution
Questions:
1. What is happening in this picture?
2. When should the police be able to search a person’s
house? When should the police NOT be able to search a
person’s house?
Source:
http://schlissellaw.wordpress.com/2009/01/28/when-can-the-police-pat-youdown/
3.
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The Fifth Amendment
Rights of the Accused
The Fifth Amendment to the United States Constitution protects the rights of people who have
been accused of committing a crime.
“No person shall be…deprived of life, liberty, or property, without due process of law”
-Fifth Amendment to the U.S. Constitution
Questions:
1. What is going on in the picture?
2. Why should we care about the rights of people who
are accused of committing a crime?
3. If you were accused of a crime, would you want a one
judge to decide your case or nine people on a jury?
Why?
Source: http://blog.lib.umn.edu/cspg/electionacademy/2012/08/twelve_ineligible_voters_jury.php
Source:
http://hcworldnews.com/midterm/jbrader/300-002OCT14.html
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Eighth Amendment
Cruel and Unusual Punishment
The Eighth Amendment to the United States Constitution, which is part of the Bill of Rights,
protects against excessive bail or fines, as well as against cruel and unusual punishment.
“Excessive bail shall not be required, nor excessive fines imposed, nor cruel and
unusual punishments inflicted.”
-Eighth Amendment to the U.S. Constitution
Questions:
1. Describe what you see in this picture.
2. How does this amendment protect people?
Source:
Source:
http://www.fresnobee.com/2013/01/17/3137215/murder-suspect-fatally-attacked.html
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In the News
Read each of the imaginary news headlines below. Identify which of the amendments
(First, Fourth, Fifth, Eighth) relates to each headline. Write the number of the
amendment in the box and name the right involved. The first one has been completed
for you.
Amendment Number and Right
Newspaper Headline
Eighth Amendment – excessive
fine
Police issue $5,000 parking
ticket.
New law requires church
attendance every Sunday.
Woman released after being
charged twice for theft.
Citizens upset by midnight raids.
Newspaper shut down for printing
story about mayor.
Man sues city after being held
without trial.
Death penalty not warranted for
food thief.
Protestors removed by force from
City Park.
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Lesson Topic 3: The Preamble
Benchmark(s):
SS.7.C.1.6: Interpret the intentions of the Preamble of the Constitution.
Background: This activity uses the Preamble to introduce students to the purpose of
government as outlined by the framers of the Constitution in the Preamble.
Procedure:
1. Students will use the handout, Decoding the Preamble Puzzle, to examine the
license plate artwork to translate the actual words of the Preamble individually
and will list the six function of the U.S. government.
2. Next students will locate, What Does Government Do? The Preamble of the
Constitution. Students will list examples of each of the six functions of
government as outlined in the Preamble.
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Decoding the Preamble Puzzle
~ Preamble by Mike Wilkins
Directions:
The picture above is an artistic version of the Preamble to the U.S. Constitution. Look carefully
and then translate this picture to determine the actual words of the Preamble.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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The Preamble outlines six (6) functions of the U.S. government created by the Constitution.
What are they?
1.
2.
3.
4.
5.
6.
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What Does Government Do?
The Preamble to the Constitution
“We the People of the United States, in Order to…
Form a more perfect union
examples:
Establish justice
examples:
Insure domestic tranquility
examples:
Provide for the common defense
examples:
Promote the general welfare
examples:
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Secure the blessings of liberty to
ourselves and our posterity
Secondary Social Studies
examples:
…do ordain and establish this Constitution for the United States of America.”
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STATE PREAMBLES
Directions: Examine each of the following state preambles and compare them to the
United States Preamble. Consider the preambles’ similarities, differences, and
historical context. Complete the prompts following each preamble description.
New York: 1801
We the People of the State of New York, grateful to Almighty God for our Freedom, in
order to secure its blessings, do establish this Constitution.

What are some similarities between this preamble and the United States
Preamble?

What are some differences between this preamble and the United States
Preamble?

What impact do you think the origin year of this state’s preamble had?
Illinois: 1818
We, the People of the State of Illinois-grateful to Almighty God for the civil, political and
religious liberty which He has permitted us to enjoy and seeking His blessing upon our
endeavors-in order to provide for the health, safety and welfare of the people; maintain
a representative and orderly government; eliminate poverty and inequality; assure legal,
social and economic justice; provide opportunity for the fullest development of the
individual; insure domestic tranquility; provide for the common defense and secure the
blessings of freedom and liberty to ourselves and our posterity - do ordain and establish
this Constitution for the State of Illinois.
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
What are some similarities between this preamble and the United States
Preamble?

What are some differences between this preamble and the United States
Preamble?

What impact do you think the origin year of this state’s preamble had?
Maryland: 1867
We, the People of the State of Maryland, grateful to Almighty God for our civil and
religious liberty, and taking into our serious consideration the best means of establishing
a good Constitution in this State for the sure foundation and more permanent security
thereof, declare:

What are some similarities between this preamble and the United States
Preamble?

What are some differences between this preamble and the United States
Preamble?

What impact do you think the origin year of this state’s preamble had?
Delaware: 1897
We the people, hereby ordain and establish this Constitution of government for the state
of Delaware.
Through Divine goodness, all men have by nature the rights of worshipping and serving
their Creator according to the dictates of their consciences, of enjoying and defending
life and liberty, of acquiring and protecting reputation and property, and in general of
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obtaining objects suitable to their condition, without injury by one to another; and as
these rights are essential to their welfare, for due exercise thereof, power is inherent in
them; and therefore all just authority in the institutions of political society is derived from
the people, and established with their consent, to advance their happiness; and they
may for this end, as circumstances require, from time to time, alter their Constitution of
government.

What are some similarities between this preamble and the United States
Preamble?

What are some differences between this preamble and the United States
Preamble?

What impact do you think the origin year of this state’s preamble had?
Alaska: 1956
We the people of Alaska, grateful to God and to those who founded our nation and
pioneered this great land, in order to secure and transmit to succeeding generations our
heritage of political, civil, and religious liberty within the Union of States, do ordain and
establish this constitution for the State of Alaska.

What are some similarities between this preamble and the United States
Preamble?

What are some differences between this preamble and the United States
Preamble?
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
Secondary Social Studies
What impact do you think the origin year of this state’s preamble had?
Hawaii: 1978
We, the people of Hawaii, grateful for Divine Guidance, and mindful of our Hawaiian
heritage and uniqueness as an island State, dedicate our efforts to fulfill the philosophy
decreed by the Hawaii State motto, "Ua mau ke ea o ka aina i ka pono."
We reserve the right to control our destiny, to nurture the integrity of our people and
culture, and to preserve the quality of life that we desire.
We reaffirm our belief in a government of the people, by the people and for the people,
and with an understanding and compassionate heart toward all the peoples of the earth,
do hereby ordain and establish this constitution for the State of Hawaii.

What are some similarities between this preamble and the United States
Preamble?

What are some differences between this preamble and the United States
Preamble?

What impact do you think the origin year of this state’s preamble had?
Sources
The three activities were adapted from the Youth Leadership Initiative lessons at
University of Viriginia Center for Politics and modified for independent student use.
All credit for these activities belongs to the above listed author(s) and source.
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Additional Winter Break Activities
Register as a student at iCivics http://www.icivics.org/ and explore the games and
activities you find there.
Contact
Dr. Nikkia Deluz, Secondary Social Studies Program Planner
[email protected] (561) 357-7556 PX 47556
Mission Statement The School Board of Palm Beach County is committed to
excellence in education and preparation of all our students with the knowledge, skills
and ethics required for responsible citizenship and productive employment.
Middle School Civics Winter Packet 2015-2016