.Civics Learning Goals for the 2nd Quarter.
C.1.1 – Influence of the Enlightenment
Recognize how Enlightenment ideas including Montesquieu’s view of separation of powers and
John Locke’s theories of natural law and how Locke’s social contract influenced the Founding
Fathers.
- Students will identify and describe the Enlightenment ideas of separation of powers, natural
law, and social contract.
- Students will examine how Enlightenment ideas influenced the Founders’ beliefs about
individual liberties and government.
- Students will evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding
Fathers.
C.1.2 – Influences on colonists’ views of government
Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas
Paine’s Common Sense had on colonists’ views of government.
- Students will identify the important ideas contained in the Magna Carta, English Bill of Rights,
Mayflower Compact, and Common Sense.
- Students will evaluate the impact that the Magna Carta, English Bill of Rights, Mayflower
Compact, and Common Sense had on the purposes of government.
C.1.3 – Colonial concerns, Writing the Declaration of Independence
Describe how English policies and responses to colonial concerns led to the writing of the
Declaration of Independence.
- Students will trace the causal relationships between English/British policies, English responses
to colonial grievances, and the writing of the Declaration of Independence.
- Students will recognize the underlying themes of English colonial policies concerning taxation,
representation, and individual rights that formed the basis of the American colonists’ desire for
independence.
C.1.4 – The Declaration of Independence
Analyze the ideas (natural rights, role of the government) and complaints set forth in the
Declaration of Independence.
- Students will explain the concept of natural rights as expressed in the Declaration of
Independence.
- Students will identify the natural rights specifically expressed in the Declaration of
Independence (life, liberty, and the pursuit of happiness).
- Students will analyze the relationship between natural rights and the role of government.
- Students will recognize the connection between specific grievances in the Declaration of
Independence and natural rights’ violations.
- Students will recognize colonial complaints as identified in the Declaration of Independence.
C.1.5 – The Articles of Confederation
Identify how the weaknesses of the Articles of Confederation led to the writing of the
Constitution.
- Students will identify the weaknesses of the government under the Articles of Confederation.
C.1.8 – Introduction: Federalists, Anti-Federalists, and the Constitution
Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the
Constitution and inclusion of a bill of rights.
- Students will identify the viewpoints of the Federalists and the Anti-Federalists about the
ratification of the U.S. Constitution.
Page 1
C.1.6 – The Preamble of the U.S. Constitution
Interpret the intentions of the Preamble of the Constitution.
- Students will explain how the Preamble serves as an introduction to the U.S. Constitution,
establishing the goals and purposes of government.
- Students will identify the goals and purposes of government as set forth in the Preamble of the
U.S. Constitution.
- Students will recognize that the intention of the phrase “We the People” means that
government depends on the people for its power and exists to serve them.
C.3.3 – Three Branches of Government
Illustrate the structure and function (three branches of government established in Articles I, II,
and III with corresponding powers) of government in the United States as established in the
Constitution.
- Students will recognize the structure of the legislative, executive, and judicial branches.
- Students will compare the roles and responsibilities of the three branches of the federal
government.
- Students will identify the general powers described in Articles I, II, and III of the U.S.
Constitution.
C.1.7 – Separation of Powers, Checks and Balances
Describe how the Constitution limits the power of government through separation of powers and
checks and balances.
- Students will explain the concept of limited government as set forth in the U.S. Constitution.
- Students will describe and distinguish between the concepts of separation of powers and
checks and balances.
- Students will analyze how government power is limited by separation of powers and/or checks
and balances.
- Students will be able to recognize examples of separation of powers and checks and
balances.
C.2.4 – The Bill of Rights
Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.
- Students will recognize that the Bill of Rights comprises the first ten amendments to the U.S.
Constitution.
- Students will recognize the five freedoms protected by the First Amendment.
- Students will evaluate how the Bill of Rights influences individual actions and social
interactions.
- Students will use scenarios to identify rights protected by the Bill of Rights.
- Students will use scenarios to recognize violations of the Bill of Rights or other constitutional
amendments.
C.1.8 – Federalists, Anti-Federalists, and the Constitution (continued)
Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the
Constitution and inclusion of a bill of rights.
- Students will compare the viewpoints of the Federalists and the Anti-Federalists about the
ratification of the U.S. Constitution.
- Students will recognize the Anti-Federalists’ reasons for the inclusion of a bill of rights in the
U.S. Constitution.
Page 2
.Influence of the Enlightenment.
Overview
In this lesson, students will recognize how two Enlightenment thinkers influenced the Founding
Fathers.
Essential Questions
How did the ideas of Montesquieu and Locke influence the Founding Fathers?
Learning Goal / NGSSS Benchmarks
SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu’s view of separation of
powers and John Locke’s theories of natural law and how Locke’s social contract influenced the
Founding Fathers.
Learning Targets / Benchmark Clarifications
- Students will identify and describe the Enlightenment ideas of separation of powers, natural
law, and social contract.
- Students will examine how Enlightenment ideas influenced the Founders’ beliefs about
individual liberties and government.
- Students will evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding
Fathers.
Influence:
having an effect or impact on the actions, behavior, opinions, etc., of another or others
How can you explain this term in your own words?
Are there people in your life that influence your appearance, actions or words?
Have you seen celebrities or friends wear or do something that you appreciate, so you do or
wear the same thing or something similar?
Have you heard something your parents or friends have said that you repeat or it has influenced
what you have said?”
SS.7.C.1.1 - Page 3
John Locke
Name:
A Man with Many Hats
John Locke was born in England in 1632. Locke considered becoming a
minister, started his career as a doctor, but ended up as a philosopher
and political scientist. He had many interests and produced a number of
writings that influenced future leaders. One of those leaders was
Thomas Jefferson, who helped America gain independence from Britain
nearly 150 years after Locke was born. Jefferson studied Locke’s
writings, and Locke’s ideas show up in our own Constitution.
Experience
EXPOSURE to the World
The Blank Slate
One of Locke’s books, called An Essay Concerning Human
Understanding, took over 18 years to write! In it, he says that
people are born with a mind like a tabula rasa, which means a
blank slate or page. During life, that blank slate gets filled up with
the things a person experiences with the five senses. He said
people learn and develop differently because they are exposed to
different things. The one thing people have in common is that
they are human and share a human nature that is the same for all
people everywhere.
Natural Rights
People need:
Locke imagined a set of natural rights that human beings share.
These are the right to life, liberty, and property. Life refers to the fact
that people want to live and will fight to survive. Liberty means that
people want to be as free as possible to make their own decisions.
Property represents the fact that people want to own things that
help them survive, such as land, food, and tools. Locke believed these
rights aren’t given to people—people are born with them.
Life
Liberty
Property
Why do we need a government?
A GOVERNMENT CAN:
Offer Protections
Provide Services
Locke also wondered what life would be like if people didn’t have a
government. In this state of nature there would be no rules, no
one in charge, and no way for people to protect their natural
rights. He believed the purpose of government is to end the state
of nature and give people certain protections. Most importantly,
Locke believed governments should protect people’s natural rights.
Social
S
i l Contract
C t
t
Locke believed a government can only be legitimate, or valid, if it is
based on a social contract with citizens. A contract is an agreement
between people in which both sides agree to something in order to
reach a shared goal. A social contract happens between a
government and its people. The people agree to give up some
freedoms if the government agrees to protect everyone’s rights. If
the government fails to deliver, the people revolt—like the colonists
did during the American Revolution.
Influence Library
SS.7.C.1.1 - Page 4
G
t
e
en
Th
m
n
er
ov
T
Pe he
op
le
Locke p.1
.John Locke and the Enlightenment.
The age of the Enlightenment occurred during the 18th century in ________________________.
The Enlightenment focused on the ideas of reason, __________________________________,
and individual rights.
Ideas from the Enlightenment impacted the ideas included in the ________________________
_____________________________________________________ and the U.S. Constitution.
According to the text, whom did Locke influence? ____________________________________
Concept
Definition
Visual Representation
natural
rights
social
contract
According to Locke, how are the social contract and the purpose of government related?
Additional Vocabulary
natural law
consent of
the governed
SS.7.C.1.1 - Page 5
.Locke and the Declaration.
Excerpt
Summary of excerpt
Connection to John Locke
We hold these truths to be
self-evident, that all men are
created equal, that they are
endowed by their Creator with
certain unalienable Rights,
that among these are Life,
Liberty and the pursuit of
Happiness.
Governments are instituted
among Men, deriving their just
powers from the consent of
the governed
…whenever any Form of
Government becomes
destructive of these ends, it is
the Right of the People to alter
or to abolish it…
A Prince whose character is
thus marked by every act
which may define a Tyrant, is
unfit to be the ruler of a free
people.
President John Quincy Adams once stated that: “The Declaration of Independence was founded
upon one and the same theory of government: the writings of Locke.” Based on this statement,
how would you summarize the impact of John Locke on the Founding Fathers.
SS.7.C.1.1 - Page 6
Baron de Montesquieu
Name:
A Baron is Born
Charles Louis de Secondat was born in 1689 in the city of Bordeaux, France. At
age 27, he became Baron de Montesquieu (MON-teh-skew) when he inherited
his uncle’s fortune and title. Montesquieu was one of the great thinkers of the
17th and 18th centuries. He spent a lot of time thinking about how governments
should be created and maintained. His ideas guided the Founding Fathers when
they wrote the United States Constitution. Even today, Montesquieu’s thinking
influences the way people think about government around the world.
Baron de Montesquieu
Follow the Rules
How do the laws in our
society keep us safe?
The term liberty means different things to different people. Some think liberty
means being able to speak and act without being held back by laws and rules—
in other words, being able to do whatever you want. But Montesquieu believed
that liberty is the peace of mind that comes from being safe. He believed
safety can only exist if everyone follows the law. If governments could provide
and enforce clear laws that everyone would follow, it would increase liberty,
reduce the problems of society, and improve human life.
King George III
Separate...
Montesquieu studied the laws, customs, and governments
of European countries to see how they created and
enforced laws. He admired the government of England.
The English government had three parts: a king to enforce
laws, Parliament to create laws, and courts to interpret
laws. The government was divided into parts, and each
part had its own purpose. Montesquieu called this the
separation of powers.
…but Equal
House of Commons
Sir William Blackstone, an
18th century English judge
Dividing the powers of government was just the first step. Each part of the
government needed to be balanced with the other parts. Montesquieu thought
that each of the parts, or branches, of government should be equal. He
worried that if one branch had more power than the others, people would
suffer and lose their liberty. To avoid this, he suggested that each branch have
the ability to limit the power of the other two branches. In England, if the king
tried to take too much control, the Parliament or the courts could act to stop
him. Today, we call this the system of checks and balances.
Sound Familiar?
James Madison, the “Father of the Constitution,” liked the idea that
each branch of government should have a clear role. As a result, the
U.S. Constitution clearly explains what each branch is supposed to do:
Congress makes laws, the President enforces laws, and the Courts
interpret laws. Each branch has the power to check, or limit, the other
branches. This keeps all branches of government balanced and equal.
Influence Library
SS.7.C.1.1 - Page 7
Montesquieu p.1
.Montesquieu and the Enlightenment.
According to the text, what document did Montesquieu influence? _______________________
According to the text, how did Montesquieu define liberty and how did he explain the
relationship between liberty and government?
Concept
Definition
Visual Representation
separation
of powers
checks
and
balances
According to the text, how did Montesquieu’s ideas influence the U.S. Constitution?
Impact of Montesquieu’s Influence:
SS.7.C.1.1 - Page 8
.Review Questions.
The image below concerns government. Which Enlightenment idea is represented by the
image?
A. Separation of power
B. Checks and balances
C. Social contract
D. Natural law
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
Which Enlightenment idea is represented by the headline?
A.
B.
C.
D.
Separation of powers
Checks and balances
Social contract
Natural law
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.1.1 - Page 9
.Influence on Colonists’ View of Government.
Overview
In this lesson, students will learn about the ideas that influenced the colonists’ views of
government.
Essential Questions
What were some of the key influences on the colonists’ views of government?
Learning Goal / NGSSS Benchmarks
SS.7.C.1.2 Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact,
and Thomas Paine’s Common Sense had on colonists’ views of government.
Learning Targets/Benchmark Clarifications
- Students will identify the important ideas contained in the Magna Carta, English Bill of Rights,
Mayflower Compact, and Common Sense.
- Students will evaluate the impact that the Magna Carta, English Bill of Rights, Mayflower
Compact, and Common Sense had on the purposes of government.
Big Idea
I think it means…
Rule of Law
SelfGovernment
Due
Process
Limited
Government
Rights
SS.7.C.1.2 – Page 11
Class definition
Colonial Influences
Name:
Hey! Anyone Have Any Good Ideas?
Our Founding Fathers did not invent the American system of
g
gove
gov
vernmen out of thin air. They, like the other colonists,
government
wer
re
e influe
were
influenced by many different ideas and traditions. The
bigg
ge
est influence
infl
biggest
came from their British heritage.
(Re
eme
embe the colonists WERE British until the American
(Remember
Rev
volu
olution! Events in British history and things that were
Revolution!)
happening during their own time affected the way the
hap
h
Founders thought
th
government should work.
The Founders didn’t have the Internet, so they got their ideas
from books and other printed materials. What would have
been on the minds of American colonists on the verge of a
revolution? Let’s take a peek at what might have been on the
shelf of a private colonial library …
King v. Nobles: Round One
Way back in the Middle Ages, England was ruled by a king
who shared some of his powers with the wealthy nobility.
The nobility would carry out the king’s wishes, and the king
would allow the nobles to make some local decisions. But in
the early 1200s, King John tried to take all the power for
himself! The angry nobles fought back. In 1215 they
created a document called the Magna Carta that limited
the power of the king and protected certain rights for the
nobles. The nobility was powerful enough to force King John
to sign the Magna Carta. This was a big deal because it
introduced the concepts of limited government, rule of law,
and due process. It also helped create the nation’s
Parliament (kind of like Congress in the U.S.).
Before
After
I Think We Took a Wrong Turn!
Fast forward over 400 years. The next document in the
colonial library is the Mayflower Compact. It was
written to solve a basic problem: Who is in charge? The
Puritans left England in a ship called the Mayflower
headed for the Virginia colony in 1620. A strong storm
blew the ship off course, and they ended up in what is
now Massachusetts. This area was not under the control
of the company that sent them, so the Puritans were in
independent territory. They needed a government—fast!
The men agreed to create a new government and to
follow its rules. In exchange, they would all protect each
other. This is called self-government.
Reading, p1
SS.7.C.1.2 – Page 12
Colonial Influences
Name:
King v. Nobles: Round Two
Meanwhile, back in England, the Parliament had
been battling it out with the king in a series of
civil wars. Parliament eventually came out on top
and passed the English Bill of Rights in 1689.
Like the Magna Carta, this document expanded
the rights of the Parliament and the people, while
limiting the powers of the king even more. This
document was well-known because it affected
people living in Britain and the new British
colonies in America.
Ben Franklin and
his newspaper
Breaking News… Colonist Style!
In addition to older documents, the colonists kept
track of what was happening in Britain and around
the colonies. They couldn’t phone, blog, tweet, or
watch tv-- so how did they keep up with the news
of the day?
Hot Off the Press
In the 1720s, authors using the fake names Cato the Elder and
Cato the Younger published a series of newspaper editorials in
Britain. The authors argued against the king’s heavy-handed
rule. These articles were titled Cato’s Letters, and they were
also published in colonial American newspapers. Cato’s Letters
became so popular that they were collected into a book. Half of
the private libraries in colonial America owned a copy! Cato’s
Letters discussed many different ideas, such as freedom of
expression, which became very influential in the colonies.
Calling for Independence
By the 1700s, King George III and Parliament were making more
and more demands on the colonies. Many were getting fed up and
began to meet and discuss breaking away from Britain. In the mid1770s, representatives from most of the 13 colonies met in
Philadelphia. Here the Founders discussed the options for the
future. While these meetings were happening, a journalist named
Thomas Paine published a pamphlet called Common Sense in 1776.
In Common Sense, Paine did not introduce any new ideas. Instead,
he explained the arguments for independence in a way that was
easy for everyday colonists to understand. He encouraged them to
support the fight for independence from Britain. Just six months
later, the Declaration of Independence was signed.
Reading, p2
SS.7.C.1.2 – Page 13
.Understanding Influences.
Document
Main purpose
Big idea
Magna
Carta
Mayflower
Compact
English Bill
of Rights
Cato’s
Letters
Common
Sense
Summary
Statement
SS.7.C.1.2 – Page 14
Explanation
.Evaluating the Impact on Government.
Passage
What does this mean in
your own words
Big Idea
“This Constitution and the
laws of the United States
... shall be the supreme
law of the land.” All
government officials
“shall be bound by an
oath to support this
constitution.” – Article VI
The first ten amendments
in the Bill of Rights
guarantees certain rights
and freedoms that
include:
Freedom of speech, the
press, and religion, right
to petition the
government and to bear
arms
The U.S. Constitution
created three branches of
government. Each branch
is given the power to
check, or limit the power
of the other two. The
system of checks and
balances keeps any one
branch from getting too
powerful.
“No person shall...be
deprived of life, liberty, or
property, without due
process of law”
U.S. Constitution, 5th
Amendment
“We the People of the
United States...do ordain
and establish this
Constitution for the
United States of
America.”
SS.7.C.1.2 – Page 15
Explanation
.Review Questions.
The conversation below is about lawmaking. Which colonial principle is being
discussed?
Doug: I believe in making laws only when everyone can participate in public
decision making.
Nicole: I disagree with you; it is best for laws to be made by the people who
have been chosen for that purpose.
A. Limited monarchy
B. Self-government
C. Social contract
D. Natural rights
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
The statements below are from the English Bill of Rights, 1689. Which purpose of government
can be traced to these statements?
“That the pretended power of suspending laws… without consent of Parliament is illegal;
That excessive bail ought not to be required, nor excessive fines imposed, nor cruel and
unusual punishment inflicted;
And that for redress of all grievances, and for the amending, strengthening and
preserving of the laws, Parliaments ought to be held frequently.”
A.
B.
C.
D.
Provide for the common defense
Promote the general welfare
Insure domestic tranquility
Establish justice
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.1.2 – Page 17
.Colonial Concerns, Writing the Declaration.
Overview
In this lesson, students will understand how the relationship between the English and the
colonists led to the writing of the Declaration of Independence.
Essential Questions
What led to the writing of the Declaration of Independence?
Learning Goal / NGSSS Benchmarks
SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing
of the Declaration of Independence.
Learning Targets / Benchmark Clarifications
- Students will trace the causal relationships between English/British policies, English
responses to colonial grievances, and the writing of the Declaration of Independence.
- Students will recognize the underlying themes of English colonial policies concerning taxation,
representation, and individual rights that formed the basis of the American colonists’ desire for
independence.
“The Bloody Massacre” by Paul Revere
I see…
I think…
I wonder…
Summary of class discussion:
“Too Late To Apologize: A Declaration” video from Soomo Publishing
I see…
I think…
I wonder…
Summary of class discussion:
SS.7.C.1.3 – Page 19
Hey, King: Get Off Our Backs!
Give me liberty, or
give me death!
Patrick Henry
Name:
Really? Was it that bad? By 1776, the American colonists
living under English rule thought so. In fact, things were
so bad that they went to war to gain their independence.
But why? What could have been so intolerable?
The first Englishmen came to America four hundred years ago looking for
gold, silver, and a waterway to Asia. They were part of a trading company
that convinced the king of England to grant them a charter giving them
permission to set up a colony in America. But they did not find what they
were looking for. Times got so hard those first settlers had to eat rats and
even each other to keep from starving to death. Pretty soon, though, more
people arrived and times got better. The English were here to stay.
Hail to the King
Back in England, the King probably figured he had a pretty good
deal. Other people got seasick sailing across the ocean to settle
an untamed land while he sat in his palace ruling England. Except
that being king just wasn’t what it used to be. Back in the 1200s,
a king could really do what he wanted! But this was the 1600s,
and now the English people had representatives in Parliament
who made laws and stood up for peoples’ rights. They even gave
advice to the king. Bah!
You Don’t Mind If We . . . Uh . . .
Govern ourselves, do you? In America, the colonists needed some
kind of government to deal with everyday problems. After all, the
king was on the other side of the ocean. And because of
Parliament, the colonists were used to having a say in
government. In Virginia Colony, the first settlers decided each
community should have two representatives and that all the
representatives would meet together. Farther north, in Plymouth,
the colonists signed a compact agreeing to form a majority-rule
government where all the men would vote on whatever issues
came up. (Women didn’t get to vote in 1620.) Even so, the king
still controlled the colonies, and the colonists had to follow
England’s laws.
We’re Doing Just Fine, Thanks
England had a lot of other colonies besides those in America and plenty of
other problems to deal with. The king and Parliament didn’t have much time
to pay attention to the American colonists. By the mid-1700s there were 13
colonies, and each colony had its own government. These little governments
grew stronger and more used to being in control. When problems came up,
the colonial governments took care of things themselves. The colonists were
out on their own, making their own decisions, governing things the way they
wanted to without much interference.
The Thirtee
Thirteen
Colonies
Reading p.1
SS.7.C.1.3 – Page 20
.Road to the Declaration of Independence.
Summarize what you learned from the reading “Hey, King: Get Off Our Backs!”
Date
Summary of English and Colonial Activities in Complete Sentences
17541763
1764
1765
1766
&
1767
1768
&
1769
17701773
1774
1775
1776
§
The Declaration of Independence is written and signed
SS.7.C.1.3 – Page 21
Colonial
Concern(s)
.Review Questions.
Which document addressed colonial concerns about English policies?
A. Declaration of Independence
B. Mayflower Compact
C. U.S. Constitution
D. Bill of Rights
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
Why did Parliament eventually repeal the Stamp Act, which taxes goods such as newspapers
and playing cards?
A.
B.
C.
D.
The colonists established a blockade against British goods
The colonists were able to produce their own goods
The colonists started destroying British goods
The colonists began boycotting British goods
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.1.3 – Page 23
.The Declaration of Independence.
Overview
In this lesson, students will analyze how the ideas of natural rights and the role of
government and complaints are outlined in the Declaration of Independence.
Essential Questions
What are the ideas and complaints in the Declaration of Independence?
Learning Goal / NGSSS Benchmarks
SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set
forth in the Declaration of Independence.
Learning Targets / Benchmark Clarifications
- Students will explain the concept of natural rights as expressed in the Declaration of
Independence.
- Students will identify the natural rights specifically expressed in the Declaration of
Independence (life, liberty, and the pursuit of happiness).
- Students will analyze the relationship between natural rights and the role of
government.
- Students will recognize the connection between specific grievances in the Declaration
of Independence and natural rights’ violations.
- Students will recognize colonial complaints as identified in the Declaration of
Independence.
View the painting “Declaration of Independence, July 4, 1776” by John Trumbull.
I see…
I think…
I wonder…
Summary of class discussion:
SS.7.C.1.4 – Page 25
SS.7.C.1.4 – Page 26
.Excerpts from the Declaration of Independence.
IN CONGRESS, July 4, 1776.
The unanimous Declaration of the thirteen united States of America,
When in the Course of human events, it becomes necessary for one people to dissolve the
political bands which have connected them with another, …, a decent respect to the opinions of
mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed
by their Creator with certain unalienable Rights, that among these are Life, Liberty and the
pursuit of Happiness.— That to secure these rights, Governments are instituted among Men,
deriving their just powers from the consent of the governed, — That whenever any Form of
Government becomes destructive of these ends, it is the Right of the People to alter or to
abolish it, and to institute new Government…But when a long train of abuses and usurpations,
pursuing invariably the same Object evinces a design to reduce them under absolute
Despotism, it is their right, it is their duty, to throw off such Government, and to provide new
Guards for their future security… The history of the present King of Great Britain is a history of
repeated injuries and usurpations, all having in direct object the establishment of an absolute
Tyranny over these States. To prove this, let Facts be submitted to a candid world.
…He has refused to pass other Laws for the accommodation of large districts of people,
unless those people would relinquish the right of Representation in the Legislature, a
right inestimable to them and formidable to tyrants only.
…He has dissolved Representative Houses repeatedly, for opposing with manly
firmness his invasions on the rights of the people.
… He has obstructed the Administration of Justice, by refusing his Assent to Laws for
establishing Judiciary powers.
… He has kept among us, in times of peace, Standing Armies without the Consent of our
legislatures.
… For Quartering large bodies of armed troops among us:
…For imposing Taxes on us without our Consent.
…For depriving us in many cases, of the benefits of Trial by Jury
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms:
Our repeated Petitions have been answered only by repeated injury. A Prince whose character
is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.
We, therefore, the Representatives of the united States of America, in General Congress,
Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do,
in the Name, and by Authority of the good People of these Colonies, solemnly publish and
declare, That these United Colonies are, and of Right ought to be Free and Independent
States…And for the support of this Declaration, with a firm reliance on the protection of divine
Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.
SS.7.C.1.4 – Page 27
Document Title: __________________________________________________________
What type of document is this?
__Newspaper
__Report
__Memo
__Letter
1
__Other: _________________________________________________________________
What are some unique visual characteristics of this document?
2
__Handwritten
__Typed
__Seals/Stamps
__Notations
__Interesting Letterhead
__Signatures
__Other: ________________________________________________________________
3
What is the date of this document?
Who is the author (or creator) of this document?
4
What is their position? How do you know?
5
Who is intended to read this? Do you think they read it?
A. What is the author’s purpose for writing this document?
B. What evidence helps you understand why it was written? (Choose a quote)
C. How is the concept of “natural rights” discussed in this document? (Choose a quote)
6
D. How are “natural rights” and the government connected? (Choose a quote)
E. What are some grievances that the colonists express in the document?
F. Which grievances listed violate the colonists “natural rights”?
G. What were the colonists willing to give up by signing this document?
SS.7.C.1.4 – Page 28
.Review Questions.
What is one way that the ideas stated in the Declaration of Independence are evident today?
A. Equal employment opportunities
B. Voting rights amendments
C. Selective service
D. Term limits
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
The passage below is from a historical document. What is the main idea of this passage?
“We hold these truths to be self-evident, that all men are created equal, that they are
endowed by their Creator with certain unalienable Rights…”
A.
B.
C.
D.
Only citizens can enjoy the rights guaranteed by a government
People have rights that cannot be denied by any government
Government must equally distribute power among people
Government is necessary to promote equality
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.1.4 – Page 29
.The Articles of Confederation.
Overview
In this lesson, students will identify the weaknesses of the Articles of Confederation and how
understand those weaknesses led to the writing of the Constitution.
Essential Questions
What were the weaknesses of the Articles of Confederation? How did the weaknesses lead to
the writing of the Constitution?
Learning Goal / NGSSS Benchmarks
SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the
Constitution.
Learning Targets / Benchmark Clarifications
- Students will identify the weaknesses of the government under the Articles of Confederation.
.What were the Articles of Confederation?.
The Articles of Confederation was written in 1776 and finally ratified, or approved, by the
original thirteen states in 1781. Maryland was the last state to ratify the document in 1781. The
confederation was the first government of the newly formed United States. A confederation is a
government system where power is located with the independent states and there is little power
in the central government. The desire for a confederation came from the colonists’ experience
under King George III from England. They wanted to create a system that wouldn’t allow for
unfair taxing or limiting individual rights.
Under the Articles of Confederation, most power was with the states. The articles stated
that each colony was to act as an independent state, and that each state had the right to pass
laws within their borders. The articles also established a weak national legislature to oversee
interactions between the states.
Under the Articles of Confederation, states maintained their freedom and independence.
As a result, states functioned in many ways as independent countries. For example, several
states negotiated their own trade agreements with other countries, while other states
established their own militaries.
With the states having the majority of government power, the central government had no
control over the states’ actions and people began to fear that this system of government was not
working because the national government was too weak. The Congress did not have the power
to tax, so it could not pay for the army and navy needed to defend the nation. It also couldn’t
regulate the trade agreements states were making with other countries. The Congress could
also not enforce any laws they passed because there was no central leadership to make sure
that laws were being enforced in each state or a central judicial system to interpret laws or settle
disputes between states.
Finally, if any changes were to be made to the Articles of Confederation, unanimous
approval from all 13 states was required. This made it difficult to make any changes to the
SS.7.C.1.5 – Page 31
articles. As a result, the lack of powers held by the weak national Congress combined with each
state’s independent actions, raised concerns that the Articles of Confederation were not
designed in a way to protect the new nation.
By 1786 the economy of the United States was struggling due to debt, or money owed,
from the Revolutionary War and because states were arguing over boundary lines and taxes.
This economic situation impacted individual states and also individual citizens, especially
farmers and merchants. These circumstances led to Shays’s Rebellion, a revolt by 2,000
western Massachusetts farmers who marched on county courthouses to prevent land
foreclosures. A foreclosure is when a bank or other entity takes back property when taxes or
debts are not paid. The farmers’ land was threatened with foreclosure because they were
promised that they did not have to pay taxes and other debts on their land during the
Revolutionary War. These promises were not kept and this led the farmers to revolt. Congress
did not respond because it was too weak and did not have its own army. The Massachusetts
militia finally ended the rebellion, but the situation made it clear that the national government did
not have the ability to maintain order in this new nation. After Shays’s Rebellion, Alexander
Hamilton of New York organized a meeting in Philadelphia in 1787. This meeting, called the
Constitutional Convention, would eventually throw out the Articles of Confederation and draft the
Constitution.
The freedom that the American Revolution sought to preserve proved to create a
government under the Articles of Confederation that could not keep law and order. However, the
experience with the Articles of Confederation led to the writing of the Constitution in 1787.
Adapted from: Florida Joint Center for Citizenship, Elementary Civics Module for SS.5.C.1.4, #2,
http://www.ushistory.org/gov/2b.asp and http://www.kidspast.com/world-history/0368-articles-of-confederation.php.
What is the Articles of Confederation?
What is a confederation?
SS.7.C.1.5 – Page 32
What were the weaknesses of the Articles of Confederation?
What does the term debt mean? What does debt have to do with Shays’s Rebellion?
How did Shays’s Rebellion lead to the Constitutional Convention?
What happened at the Constitutional Convention?
SS.7.C.1.5 – Page 33
.Excerpts from the Constitution.
Summarize the excerpts in your own words. Then, compare the excerpt to the weaknesses of
the Articles of Confederation and determine which weakness is related to the excerpt. Finally,
determine how the writers dealt with the related weakness.
Article 1, Section 8: The Congress shall have Power To lay and collect Taxes, Duties,
Imposts, and Excises, to pay the Debts and provide for the common Defence and
general Welfare of the Unites States; but all Duties, Imposts and Excises shall be
uniform throughout the United States.
This means…
This improves a weakness by…
Article 1, Section 8: The Congress shall have Power… To regulate Commerce foreign
Nations, and among the several States
This means…
This improves a weakness by…
Article II, Section 3:…he shall take Care that the Laws be faithfully executed…
This means…
This improves a weakness by…
Article III, Section 1: The judicial Power of the United States, shall be vested in one
supreme Court, and in such inferior Courts as the Congress may from time to time
ordain and establish.
This means…
This improves a weakness by…
Article II, Section 1: The executive Power shall be vested in a President of the United
States of America.
This means…
This improves a weakness by…
Article V: The Congress, whenever two thirds of both Houses shall deem it necessary,
shall propose Amendments to this Constitution…
This means…
This improves a weakness by…
SS.7.C.1.5 – Page 34
.Review Questions.
The diagram below shows steps leading to a historical event. Which event completes the
diagram?
Colonial independence ? Shays's Rebellion Constitutional Convention A. Declaration of Independence
B. Articles of Confederation
C. Annapolis Convention
D. Whiskey Rebellion
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
Which weakness of the Articles of Confederation led to Shays’s Rebellion?
A.
B.
C.
D.
The national government lacked the power to regulate trade
The national government lacked a national court system
The national government lacked central leadership
The national government lacked the power to tax
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.1.5 – Page 35
.Federalists, Anti-Federalists, and the Constitution.
Overview
In this lesson, students will identify and compare the viewpoints of the Federalists and AntiFederalists regarding the ratification of the Constitution.
Essential Questions
What were the viewpoints of the Federalists and Anti-Federalists regarding the ratification of the
Constitution? What were the Anti-Federalists’ reasons for the inclusion of a bill of rights?
Learning Goal / NGSSS Benchmarks
SS.7.C.1.8 Explain the viewpoints of the Federalists and the Anti-Federalists regarding the
ratification of the Constitution and inclusion of a bill of rights.
Learning Targets / Benchmark Clarifications
- Students will identify the viewpoints of the Federalists and the Anti-Federalists about the
ratification of the U.S. Constitution.
- Students will compare the viewpoints of the Federalists and the Anti-Federalists about the
ratification of the U.S. Constitution.
- Students will recognize the Anti-Federalists’ reasons for the inclusion of a bill of rights in the
U.S. Constitution
View “Washington as Statesman at the Constitutional Convention” by Junius Brutus Stearns.
Who or what is the focus?
What action is taking place?
Do you see any familiar people or objects?
This painting was the first to portray the activities of the Constitutional Convention. The painting
portrays 39 delegates in attendance at the Convention with _____________________________
at the center. During the summer of 1787, between May and September, the delegates agreed
to _____________________ the Articles of Confederation with the Constitution. In order for the
Constitution to officially replace the Articles of Confederation, ________ of thirteen states had to
vote in favor of the new Constitution. After the conclusion of the convention, delegates needed
to ____________________the state legislatures (or their conventions) to agree that this was a
good document and that they should support it.
SS.7.C.1.8 – Page 37
.Federalists and Anti-Federalists.
During the period from the drafting and proposal of the Constitution between May and
September 1787, to its ratification in 1788 there was an intense debate on ratification. During
this period, people basically divided into two groups, the Federalists and the Anti-Federalists.
People opposed to the ratification of the Constitution were called the Anti-Federalists. They
were concerned that the Constitution gave too much power to the federal, or national,
government at the expense of the state governments. They were also concerned that, within the
federal government, the legislative and executive branches were too powerful. Specifically, the
Anti-Federalists were concerned that the “necessary and proper” clause in Article I, Section 8 of
the Constitution, which allows Congress to do what it believes is “necessary and proper” in
order to carry out its other responsibilities, was too broad and would give Congress too much
power.
Anti-Federalists were also concerned that the Constitution lacked a specific listing of rights.
They believed that a bill of rights was essential to protect the people from the federal
government. The Revolutionary War had just been fought because the American people needed
to defend their rights. With the war experience still in mind, the Anti-Federalists did not want a
powerful national government taking away those rights. The lack of a bill of rights became the
focus of the Anti-Federalist campaign against ratification. To communicate their concerns, AntiFederalists such as Patrick Henry wrote essays and newspaper articles to spread their point of
view and these writings became known as the Anti-Federalist Papers.
The supporters of the proposed Constitution called themselves Federalists. For the Federalists,
the Constitution was necessary in order to protect the liberty and independence that was gained
from the American Revolution. The main arguments in favor of ratifying the Constitution were
stated in a series of essays published in newspapers written by James Madison, Alexander
Hamilton, and John Jay called the Federalist Papers.
They believed that the three branches of the national government separated the powers and
protected the rights of the people. Each branch represents a different aspect of the people, and
because all three branches are equal, no one group can assume control over another. They
also believed that a listing of rights can be a dangerous thing. If the federal government were to
protect specific listed rights, what would stop it from violating or abusing rights that were not
listed? Since they cannot list all the rights, the Federalists argued that it is better to list no rights
at all.
Overall, the Federalists were more organized in their efforts. By June of 1788, the Constitution
was close to ratification. Nine states had voted to ratify it (eight voted “yes” and New York at first
voted “no”), and only one more (New Hampshire) was needed. To achieve this, the Federalists
agreed that once Congress met, it would draft a bill of rights. Finally, New York and Virginia
approved, and the Constitution was a reality. Interestingly, the Bill of Rights was not originally a
part of the Constitution, and yet it has proved to be highly important to protecting the rights of
the people.
Adapted from: http://www.ushistory.org/us/16b.asp, http://www.thefederalistpapers.org/anti-federalistpapers and http://library.thinkquest.org/11572/creation/framing/feds.html
SS.7.C.1.8 – Page 38
.Guiding Questions.
Guiding Question
Evidence from text
What was the viewpoint
of the Anti-Federalists
concerning the
ratification of the
Constitution?
What were the AntiFederalist Papers?
Why did the AntiFederalists want to
include a bill of rights in
the Constitution?
What was the viewpoint
of the Federalists
concerning the
ratification of the
Constitution?
What were the
Federalist Papers?
Additional Notes from Class Discussion:
SS.7.C.1.8 – Page 39
Answer
.Preamble Of The Constitution.
Overview
In this lesson, students will understand the goals and purposes of government as defined by the
Preamble of the U.S. Constitution.
Essential Question
What are the goals and purposes of government according to the Preamble?
Learning Goal / NGSSS Benchmark
SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution.
Learning Targets / Benchmark Clarifications
- Students will explain how the Preamble serves as an introduction to the U.S. Constitution,
establishing the goals and purposes of government.
- Students will identify the goals and purposes of government as set forth in the Preamble of
the U.S. Constitution (i.e., form a more perfect union, establish justice, ensure domestic
tranquility, provide for the common defense, promote the general welfare, and secure the
blessings of liberty to ourselves and our posterity).
- Students will recognize that the intention of the phrase “We the People” means that
government depends on the people for its power and exists to serve them.
What do you know about the U.S. Constitution?
What is the purpose of the U.S. Constitution?
What do you notice about how the document is structured?
Is there an introduction to the document?”
SS.7.C.1.6 – Page 41
.The
Preamble of the U.S. Constitution.
“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.”
Define the following terms using words you use
and understand.
5. tranquility
1. union
6. defense
2. justice
7. welfare
3. insure
8. posterity
4. domestic
9. ordain
We the people of the United States…
Goal
Purpose / Translation
Form a more perfect
union
Establish justice
Insure domestic
tranquility
Provide for the common
defense
Promote the general
welfare
Secure the blessings of
liberty to ourselves and
our posterity
SS.7.C.1.6 – Page 42
.Review Questions.
Which part of the U.S. Constitution states the six purposes of government?
A. Bill of Rights
B. Article IV
C. Preamble
D. Article I
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
In the Preamble to the U.S. Constitution, what is the meaning of the phrase "We the People"?
A. The people express their will through political parties.
B. The people express their will by directly creating laws.
C. Government receives taxes from the people and exists to support them.
D. Government receives its power from the people and exists to serve them.
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.1.6 – Page 43
.Three Branches Of Government.
Overview
In this lesson, students will learn how the federal government is organized into three branches,
how each branch has its own roles and powers, and where these powers originate in the U.S.
Constitution.
Essential Question
What is the structure and function of the United States government?
Learning Goal / NGSSS Benchmark
SS.7.C.3.3 Illustrate the structure and function (three branches of government established in
Articles I, II, and III with corresponding powers) of government in the United States as
established in the Constitution.
Learning Targets / Benchmark Clarifications
- Students will recognize the structure of the legislative, executive, and judicial branches.
- Students will compare the roles and responsibilities of the three branches of the federal
government.
- Students will identify the general powers described in Articles I, II, and III of the U.S.
Constitution.
.Vocabulary.
appellate
jurisdiction
armed forces
article
coining money
concurrent
powers
declaration of
war
delegated powers
elastic clause
enumerated
powers
executive branch
foreign relations
immigration
impeach
the power to hear appeals of cases which have been tried in lower courts
the nation’s military (Air Force, Army, Coast Guard, Marines, National
Guard and Navy)
a numbered chapter or section of a contract, treaty, or constitution
the power of the legislative branch to print money (coins and bills) for use
powers shared by the national, state, and/or local government
the power of Congress to vote to go to war with another country
the powers specifically named and assigned to the federal government or
prohibited to be exercised by the states under the U.S. Constitution, also
known as enumerated powers
the power of Congress to pass all laws they deem necessary and proper
for carrying out its enumerated powers (also known as implied powers)
the powers specifically named and assigned to the federal government or
prohibited to be exercised by the states under the U.S. Constitution, also
known as delegated powers
the branch of government that enforces the laws made by the legislative
branch
the power of the executive branch to decide on the United States’ dealings
with other countries in order to achieve national goals
the movement of people from one country into another country
to bring formal charges of wrongdoing against a public official (such as the
U.S. President)
SS.7.C.3.3 – Page 45
implied powers
judicial branch
legislative branch
naturalization
laws
necessary and
proper
original
jurisdiction
presidential
appointments
regulate
trade
U.S. Congress
U.S. House of
Representatives
U.S. Senate
U.S. Supreme
Court
powers not written in the U.S. Constitution but are necessary and proper in
order for the federal government to carry out the expressed powers; Article
1, Section 8, Clause 18 gives Congress the power to do what it deems
“necessary and proper” to carry out the delegated powers
the branch of government that interprets the laws made by the legislative
branch
the branch of government that creates laws
laws made by Congress that people from other countries must follow in
order to become legal citizens of the United States
the power of Congress to make laws that they need to carry out their
enumerated powers
the power of a court to be the first to hear a case on a specific topic; for
the U.S. Supreme Court this involves cases involving conflicts between
Congress and the president and in cases in which a state is a party
the power of the U.S. President to choose members of his or her cabinet,
ambassadors to other nations, and other officials in his or her
administration
to control, govern, or direct according to rule
to buy and sell goods or services
the national legislative body of the U.S., consisting of the Senate, or upper
house, and the House of Representatives, or lower house
the lower house of the U.S. Congress
the upper house of the U.S. Congress
the highest court of the United States; it sits at the top of the federal court
system
.Understanding Article I – The Legislative Branch.
The framers of the Constitution separated the powers of government into three branches,
granting legislative power (the power to pass laws) to Congress, executive power (the power to
enforce the laws) to the president, and judicial power (the power to interpret the laws) to the
courts. The framers believed that this separation of powers would ensure that no one person or
group of persons would be able to create, enforce and interpret the laws, and that each branch
would be a check on the power of the other two branches.
Article I, Section 1 - “All legislative Powers herein granted shall be vested in a Congress of
the United States, which shall consist of a Senate and House of Representatives” The federal
government’s power is limited to what is written in the Constitution. These are known as
"enumerated powers." If the Constitution does not specifically give a power to the federal
government, the power is left to the states.
Article I, Section 1 requires that Congress be bicameral, that is, it should be divided into two
houses, the Senate and the House of Representatives. The creation of two legislative bodies
reflected a compromise between the power of the states and the power of the people. The
number of seats in the House of Representatives is based on population. The Senate gives
power to the states equally, with two senators from each state.
Article I, Section 2 – This section specifies that the House of Representatives be composed of
members who are chosen every two years by the people of the states. There are only three
qualifications: a representative must be at least 25 years old, have been a citizen of the United
States for at least seven years, and must live in the state from which he or she is chosen.
Article I, Section 2, creates the way in which congressional districts are to be divided among the
SS.7.C.3.3 – Page 46
states. This section also establishes that every 10 years, every adult in the country must answer
a survey. Based on the surveys, Congress must determine how many representatives (at least
one required) are to come from each state and how federal resources are to be distributed
among the states.
Article I, Section 2, also specifies other operating rules for the House of Representatives. The
House of Representatives chooses its own speaker, who is in line to become president, if
neither the president nor the vice president is able to serve. Lastly, this section specifies that
only the House of Representatives holds the power of impeachment. House members may
charge a president, vice president or any civil officer of the United States with certain high
crimes. The trial on the charges is then held in the Senate.
Article I, Section 3 – The Senate, which now has 100 members, has two senators from each
state. To be a senator, a person must be more than 30 years old, must have been an American
citizen for at least nine years, and must live in the state he or she represents. Senators may
serve for an unlimited number of six-year terms.
Senatorial elections are held on a staggered basis so that one-third of the Senate is elected
every two years. The vice president of the United States is also the president of the Senate. He
or she normally has no vote, but may vote in a tiebreaker if the Senate is divided on a proposed
bill or nomination. The Senate also chooses officers to lead them through their work. One is the
president pro tempore (president for a time), who presides over the Senate when the vice
president is not available and is in the line of succession should the president or the vice
president be unable to serve.
Although the House of Representatives brings charges of impeachment to remove a president,
vice president or other civil officer, such as a federal judge, it is the Senate that is responsible
for conducting the trial and deciding whether the individual is to be removed from office.
Article I, Section 4 – Article I, Section 4, gives state legislatures the task of determining how
congressional elections are to be held. For example, the state legislature determines scheduling
of an election, how voters may register and where they may cast their ballots. Congress has the
right to change state rules and provide national protection for the right to vote. As a general rule,
Congress determines how frequently it will meet. The Constitution provides only that it meet at
least once a year. (Amendment 20, Section 2, now provides that the first meeting of Congress
begins at noon on Jan. 3 of each year, unless the members specify differently.)
Article I, Section 5 – The House of Representatives and the Senate can each judge whether or
not an election of one of their members is legitimate. The House and Senate can also establish
their own rules, punish members for disorderly behavior and, if two-thirds agree, expel a
member.
To do business, each chamber needs a majority of members present. A full majority need not
vote, but must be present and capable of voting. Both bodies must keep and publish a journal of
their proceedings, including how members voted. Congress may decide that some discussions
and votes are to be kept secret, but if one-fifth of the members demand that a vote be recorded,
it must be.
Article I, Section 6 – Members of Congress are to be paid for their work from the U.S.
Treasury. To ensure the separation of powers among the legislative, judicial and executive
branches of government, Article I, Section 6, prohibits, or forbids, a senator or representative
from holding any other federal office during his or her service in Congress.
Article I, Section 7 – The House of Representatives must begin the process when it comes to
raising and spending money. It is the house where all taxing and spending bills start and only
SS.7.C.3.3 – Page 47
the House may introduce a bill that involves taxes. This section also outlines the process of how
a bill becomes law.
Article I, Section 8 –The powers of Congress are limited to those listed, or enumerated, and
those that are "necessary and proper" or “implied” to carry them out. This is known as the
elastic clause. All other lawmaking powers are left, or delegated, to the states. The most
important of the specific powers that the Constitution enumerates to Congress is the power to
set taxes and other means of raising federal revenue, and to authorize the spending of all
federal funds.
In addition, Congress has the power to regulate trade, coin money, create the postal service,
army, navy and lower federal courts, and to declare war. Congress also has the responsibility of
determining naturalization, how immigrants become citizens. Such laws must apply uniformly
and cannot be modified by the states.
Article I, Section 9 – This section specifically prohibits Congress from legislating in certain
areas. In the first clause, the Constitution bars Congress from banning the importation of slaves
before 1808. In the second and third clauses, the Constitution specifically guarantees rights to
those accused of crimes.
Article I, Section 9, also requires that Congress produce a regular accounting of the monies the
federal government spends. It also specifically bans Congress from granting a title of nobility to
any person and prohibits public officials from accepting a title of nobility, office, or gift from any
foreign country or monarch without congressional approval.
Article I, Section 10 – This section limits the power of the states. States may not enter into a
treaty with a foreign nation; that power is given to the president, with the advice and consent of
two-thirds of the Senate present. States cannot make their own money, nor can they grant any
title of nobility. No state, without approval from Congress, may collect taxes on imports or
exports, build an army or keep warships in times of peace, nor otherwise engage in war unless
invaded or in immediate danger.
SS.7.C.3.3 – Page 48
Notes and Analysis
Section # and
Key Terms
Structure
(Organization,
qualifications)
Function
(Roles and
Responsibilities)
1
2
3
4
5
6
7
8
9
10
SS.7.C.3.3 – Page 49
Power
.Understanding Article II – The Executive Branch.
Section 1. The executive Power shall be vested
in a President of the United States of America. He
shall hold his Office during the Term of four
Years, and, together with the Vice President,
chosen for the same Term, be elected,
No Person except a natural born Citizen, or a
Citizen of the United States, at the time of the
Adoption of this Constitution, shall be eligible to
the Office of President; neither shall any Person
be eligible to that Office who shall not have
attained to the Age of thirty five Years, and been
fourteen Years a Resident within the United
States
Before he enter on the Execution of his Office, he
shall take the following Oath or Affirmation:--"I do
solemnly swear (or affirm) that I will faithfully
execute the Office of President of the United
States, and will to the best of my Ability, preserve,
protect and defend the Constitution of the United
States."
Section 2. The President shall be Commander in
Chief of the Army and Navy of the United States,
and of the Militia of the several States, when
called into the actual Service of the United States;
he may require the Opinion, in writing, of the
principal Officer in each of the executive
Departments, upon any Subject relating to the
Duties of their respective Offices, and he shall
have Power to grant Reprieves and Pardons for
Offences against the United States, except in
Cases of Impeachment. He 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, whose
Appointments are not herein otherwise provided
for, and which shall be established by Law: but
the Congress may by Law vest the Appointment
of such inferior Officers, as they think proper, in
the President alone, in the Courts of Law, or in
the Heads of Departments.
Section 3. He shall from time to time give to the
Congress Information of the State of the Union,
and recommend to their Consideration such
Measures as he shall judge necessary and
expedient; he may, on extraordinary Occasions,
convene both Houses, or either of them, and in
Case of Disagreement between them, with
Respect to the Time of Adjournment, he may
adjourn them to such Time as he shall think
proper;
he shall receive Ambassadors and other public
Ministers; he shall take Care that the Laws be
faithfully executed, and shall Commission all the
Who is in charge of the executive branch and how
long is his/her term?
What are the qualifications to be President?
What does this section of Article II, Section I
explain?
What powers are outlined in this section? What
vocabulary term(s) are related to this section?
Which positions can the president appoint? What
vocabulary term(s) are related to this section?
What is the president’s involvement with Congress?
What job responsibilities are described in this
statement?
SS.7.C.3.3 – Page 50
Officers of the United States.
Section. 4. The President, Vice President and all
civil Officers of the United States, shall be
removed from Office on Impeachment for, and
Conviction of, Treason, Bribery, or other high
Crimes and Misdemeanors.
How can the President or Vice President be
removed from office?
.Understanding Article III – The Judicial Branch.
Section 1. The judicial Power of the United States
shall be vested in one supreme Court, and in such
inferior Courts as the Congress may from time to
time ordain and establish.
The Judges, both of the supreme and inferior
Courts, shall hold their Offices during good
Behaviour, and shall, at stated Times, receive for
their Services a Compensation, which shall not be
diminished during their Continuance in Office.
Section 2. The judicial Power shall extend to all
Cases, in Law and Equity, arising under this
Constitution, the Laws of the United States, and
Treaties made, or which shall be made, under their
Authority;--to all Cases affecting Ambassadors, other
public Ministers and Consuls;--to all Cases of
admiralty and maritime Jurisdiction;--to
Controversies to which the United States shall be a
Party;--to Controversies between two or more
States;-- between a State and Citizens of another
State,--between Citizens of different States,-between Citizens of the same State claiming Lands
under Grants of different States, and between a
State, or the Citizens thereof, and foreign States,
Citizens or Subjects.
In all Cases affecting Ambassadors, other public
Ministers and Consuls, and those in which a State
shall be Party, the supreme Court shall have original
Jurisdiction.
In all the other Cases before mentioned, the
supreme Court shall have appellate Jurisdiction,
both as to Law and Fact, with such Exceptions, and
under such Regulations as the Congress shall make.
The Trial of all Crimes, except in Cases of
Impeachment, shall be by Jury; and such Trial shall
be held in the State where the said Crimes shall
have been committed; but when not committed
within any State, the Trial shall be at such Place or
Places as the Congress may by Law have directed.
Section 3. Treason against the United States, shall
consist only in levying War against them, or in
adhering to their Enemies, giving them Aid and
Comfort. No Person shall be convicted of Treason
unless on the Testimony of two Witnesses to the
same overt Act, or on Confession in open Court.
What is established here? What vocabulary term
is related to this section?
What are the qualifications for judges to hold their
office?
What types of cases does the Supreme Court
hear?
What important power is explained in this section?
What important power is explained in this section?
What type of trial is being described in this
passage?
Where do these trials take place?
What crime is being described here? Define this
crime in your own words.
SS.7.C.3.3 – Page 51
SS.7.C.3.3 – Page 52
.Review Questions.
The newspaper headline below describes an event in U.S. history.
Which parts of the national government participated in the
process described in the newspaper headline?
A. Senate and President
B. Supreme Court and President
C. House of Representatives and Senate
D. Supreme Court and House of Representatives
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
The statement below is from a congressional document, July 27, 1974.
“Richard M. Nixon has acted in a manner contrary to his trust as President and
subversive of constitutional government, to the great prejudice of the cause of law and
justice, and to the manifest injury of the people of the United States.”
Source: U.S. House of Representatives Committee on the Judiciary
How have similar statements influenced modern congressional actions?
A. Presidential impeachment
B. Presidential nomination
C. Presidential election
D. Presidential veto
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.3.3 – Page 53
.Separation Of Powers And Checks & Balances.
Essential Question
How does the Constitution limit the powers of the government?
Learning Goal / NGSSS Benchmark
SS.7.C.1.7 Describe how the Constitution limits the power of government through separation of
powers and checks and balances.
Overview
In this lesson, students will demonstrate an understanding of how the Constitution limits the
powers of government through separation of powers and checks and balances.
Learning Targets / Benchmark Clarifications
- Students will explain the concept of limited government as set forth in the U.S. Constitution.
- Students will describe and distinguish between the concepts of separation of powers and
checks and balances.
- Students will analyze how government power is limited by separation of powers and/or checks
and balances.
- Students will be able to recognize examples of separation of powers and checks and
balances.
SS.7.C.1.7 – Page 55
Separation of Powers
Name:
Judicial Branch
Key Players:
Executive Branch
Jobs:
Key Player:
Jobs:
Cares about:
Cares about:
Legislative Branch
Key Players:
Jobs:
When it comes to making laws, things
look a lot like the activity you just did.
Let’s compare the rounds of making a
new lunch menu with the rounds involved
in creating and administering law! Write
down the real life version of each round.
Cares about:
Round Three:
Round Two:
Round One:
Round Four:
Round Five:
Guide Notes
SS.7.C.1.7 – Page 56
.Who’s Got The Power?.
Complete the chart below by identifying which branch of government possesses each of the
powers. To accomplish this task, Use the readings on pgs. 46-52. Highlight the power in the
reading, mark the number from the activity sheet below on the reading and then write on the
activity sheet the Article and Section from the U.S. Constitution where you found the evidence to
support your answer.
#
Power
1
Introduces laws
2
Signs bills into law
3
Coins money
4
Nominates Supreme Court
justices
5
Declares war
6
Vetoes bills
7
Interprets/makes meaning
of laws
8
Serves as commander-inchief of the military
9
Issues a pardon
10
Overrides presidential
vetoes
11
Borrows money on behalf
of the United States
12
Makes treaties
13
Impeaches/removes the
president
14
Declares laws
unconstitutional
Branch of Government
SS.7.C.1.7 – Page 57
Evidence from Reading
(Article and Section)
.Review Questions.
What check does the U.S. Senate have on the president?
A. Overriding vetoes
B. Appointing judges
C. Declaring laws unconstitutional
D. Refusing to confirms appointments
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
The passage below is from Federalist No. 47, written by James Madison in 1788.
“… Montesquieu was guided… in saying “There can be no liberty where the legislative
and executive powers are united in the same person, or body”… he did not mean that
these departments ought to have… no CONTROL over, the acts of each other.”
Source: Public Domain / Project Gutenberg
Based on this passage, which constitutional principle does Madison describe?
A. Separation of powers
B. Checks and balances
C. Popular sovereignty
D. Judicial review
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.1.7 – Page 59
.Rights in the U.S. Constitution.
Overview
In this lesson, students will understand what is in the Bill of Rights, what rights the Bill of Rights
and other amendments protect, and how the Bill of Rights influences both individuals and
society.
Essential Questions
What rights are protected by the Bill of Rights and other amendments to the U.S. Constitution?
Learning Goal / NGSSS Benchmarks
SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the
Constitution.
Learning Targets / Benchmark Clarifications
- Recognize that the Bill of Rights comprises the first ten amendments to the U.S. Constitution
- Recognize the five freedoms protected by the First Amendment
- Evaluate how the Bill of Rights influences individual actions and social interactions
- Use scenarios to identify rights protected by the Bill of Rights
- Use scenarios to recognize violations of the Bill of Rights or other constitutional amendments
Word/Term
Definition
Cruel and unusual
punishment
Includes torture or other forms of punishment too severe for the crime
committed
Double jeopardy
Prosecuting a defendant for the same criminal offense multiple times
Due process of
law
Using established rules and principles; a person cannot be deprived of life,
liberty, or property without appropriate legal procedures and protections
The government has the right to take private property for public use, the
government must pay a fair price for the property
A guarantee under the 14th Amendment that a state must treat a citizen or
class of citizens the same as it treats others
A person refusing to testify under oath because his answers could be used
as evidence against him
Eminent domain
Equal protection
under the law
Pleading the fifth
Suffrage
Jury
Unenumerated
rights
The right to vote
A group of citizens, usually with 12 members, whose job is to determine
facts during a trial and make a judgment of guilty or not guilty
Any right that is not specifically addressed in the Constitution still may be
protected (e.g., privacy)
SS.7.C.2.4 – Page 61
SS.7.C.2.4 – Page 62
.The Bill of Rights and Guided Notes.
Amendment I
Congress shall make no law respecting an establishment of religion, or prohibiting the free
exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people
peaceably to assemble, and to petition the government for a redress of grievances.
Amendment II
A well regulated militia, being necessary to the security of a free state, the right of the people to
keep and bear arms, shall not be infringed.
Amendment III
No soldier shall, in time of peace be quartered in any house, without the consent of the owner,
nor in time of war, but in a manner to be prescribed by law.
Amendment IV
The right of the people to be secure in their persons, houses, papers, and effects, against
unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but
upon probable cause, supported by oath or affirmation, and particularly describing the place to
be searched, and the persons or things to be seized.
Amendment V
No person shall be held to answer for a capital, or otherwise infamous crime, unless on a
presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or
in the militia, when in actual service in time of war or public danger; nor shall any person be
subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in
any criminal case to be a witness against himself, nor be deprived of life, liberty, or property,
without due process of law; nor shall private property be taken for public use, without just
compensation.
SS.7.C.2.4 – Page 63
Amendment VI
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an
impartial jury of the state and district wherein the crime shall have been committed, which
district shall have been previously ascertained by law, and to be informed of the nature and
cause of the accusation; to be confronted with the witnesses against him; to have compulsory
process for obtaining witnesses in his favor, and to have the assistance of counsel for his
defense.
Amendment VII
In suits at common law, where the value in controversy shall exceed twenty dollars, the right of
trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any
court of the United States, than according to the rules of the common law.
Amendment VIII
Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual
punishments inflicted.
Amendment IX
The enumeration in the Constitution, of certain rights, shall not be construed to deny or
disparage others retained by the people.
Amendment X
The 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.
SS.7.C.2.4 – Page 64
.Review Questions.
Which constitutional principle is applied when police inform suspects of their rights?
A. Due process of law
B. Eminent domain
C. Double jeopardy
D. Trial by jury
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
The image symbolizes a right protected by the Bill of Rights.
What constitutional right does this image symbolize?
A.
B.
C.
D.
Speedy trial
Trial by peers
Legal representation
Peaceable assemble
Source: United States Postal Service
1. Write at least two key words from the question and answer choices that help you answer the
question.
2. What is the question asking you to do?
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.2.4 – Page 65
.More Federalists, Anti-Federalists, and the Constitution.
1
Anti-Federalists Arguments
Under the Constitution as written, too
much power is given to the federal
government, and too much power is
taken away from the states.
Federalists Responses
The only tasks the federal government
may address are those that affect the
nation as a whole, such as defense,
trade, and currency. A strong central
government is necessary in order to
complete those tasks. The Constitution
will protect the governments of the
individual states.
There is no list of rights held by the
people and states in the Constitution.
Such a list is necessary to protect the
people from abuses by the federal
government.
There is no need for a list of rights
guaranteed to the individual and the
states. The powers of the federal
government are limited, and to include
such a listing would suggest that the
individual can only expect to have those
rights listed protected.
The Necessary and Proper (elastic)
Clause is too vague, and can be
interpreted in too many ways. This
clause gives too much power to the
federal government – there are many
dangers of the federal government
using this clause to gain more power
over the states and individuals.
The Necessary and Proper (elastic)
Clause is needed, so that the federal
government is able to address the tasks
for which it is responsible.
Write a
summary in
your own
words.
How do
these
viewpoints
compare?
2
Write a
summary in
your own
words.
How do
these
viewpoints
compare?
3
Write a
summary in
your own
words.
How do
these
viewpoints
compare?
SS.7.C.1.8 – Page 67
.Review Questions.
What was the Anti-Federalists’ greatest concern about ratifying the U.S. Constitution?
A. The lack of a court system
B. The lack of legislative veto power
C. The lack of a strong military
D. The lack of a bill of rights
1. Underline the key words in the question and answer choices.
2. What is the question asking you to do?
☐ Identify details in the question ☐ Recall facts
☐ Make a connection between ideas ☐ Analyze or evaluate information or graphics
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
Why does the U.S. Supreme Court continue to debate states’ rights?
A.
B.
C.
D.
Because the Constitution can be amended
Because the Constitution allows judicial review
States’ rights are not mentioned in the Preamble
States’ rights are not enumerated in the Bill of Rights
1. Underline the key words in the question and answer choices.
2. What is the question asking you to do?
☐ Identify details in the question ☐ Recall facts
☐ Make a connection between ideas ☐ Analyze or evaluate information or graphics
3. Eliminate one incorrect answer choice and explain why you believe it is wrong.
4. Circle the correct answer choice and explain how you arrived at this conclusion.
SS.7.C.1.8 – Page 69