Curriculum Map
American Government
Unit 2: The Constitution
Enduring Themes: Governance, Rule of Law, Distribution of Power
Time Frame (Fall Semester): 17 Days
Time Frame (Spring Semester): 18 Days
Unit Resources:
Unit 2 Content Map
Unit 2 Constructed Response Writing Prompts
Unit 2 Sample Assessment Items (Item Bank by Standard)
Concept 1: Debate over Ratification
Standard: SSCG3a explain the main ideas in debate over ratification; include those in The Federalist
Prior Knowledge (Pre-requisite Standards)
NOTE: Students that have not had government prior to American Government will need to recall the standards from 8th
grade regarding the Articles of Confederation and the Constitutional Convention
SS8H4 The student will describe the impact of events that led to the ratification of
the United States Constitution and the Bill of Rights.
a. Analyze the strengths and weaknesses of both the Georgia Constitution of 1777 and the Articles of Confederation and
explain how weaknesses in the Articles of Confederation led to a need to revise the Articles.
Lesson EQ: How did the founders disagree over ratification of the Constitution?
Know
Understand
Be Able To Do (DOK2)
Federalists
explain the arguments of the
 The arguments of the
Federalists for a stronger national
 The Federalist Papers
Federalists in support of a
Anti-Federalists
stronger national government government supporting the new
Constitution
 Individual rights
 The arguments in the
Federalist papers defending
 States’ rights
explain how the ideas from the
the new Constitution
 Call for Bill of Rights
Federalist papers support the new
 The arguments of the antiConstitution
Federalists against a stronger
national government,
including individual rights and explain the arguments of the Antistates’ rights and the call for a Federalists against the new
Constitution and their call for a need
Bill of Rights
for protection of individual and states’
rights.
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated
You Do (Independent Practice)
Instruction)
Federalist vs. Anti-Federalists
Comparing the Ideals of
Federalists vs. Anti-Federalists Summarizer
Activator (Note: this activator
Hamilton and Jefferson Chart
(Compare and Contrast the writings of James
assumes that you have already, at
Madison and Patrick Henry, answer critical
least briefly, discussed the
Alexander Hamilton
thinking questions and then complete a
government under the Articles of
Information
compare/contrast chart for Federalists and
Confederation and the problems with
Anti-Federalists.
the AOC).
Thomas Jefferson Information
Federalists vs. Anti-Federalists Guided
Notes
Federalists vs. Anti-Federalists
Powerpoint
Concept 2: The Preamble
Standard: SSCG3b Analyze the purpose of government stated in the Preamble to the U.S. Constitution
Lesson EQ: How is the purpose of government outlined in the Preamble?
Know
Understand
Preamble
The purpose of government according
Purpose of Government
to the Preamble by understanding the
meaning of each of the following:
 Establish justice
 Ensure domestic tranquility
 Provide for the common
defense
 Promote the general welfare
 Secure the blessings of liberty
I Do (Teacher Point)
Vocabulary of the Preamble Activator
After students have a chance to think
about the meaning of the highlighted
words themselves, go over each with
the students, and have them record
the meaning to help them with their
chart (We Do).
After passing out the Breaking Down
the Preamble Chart, discuss with
students what a “Preamble” is and the
purpose of the Preamble to our
Constitution.
Resources
We Do (Guided/Differentiated
Instruction)
Breaking Down the Preamble
chart with a partner.
Be Able To Do (DOK 4)
Analyze the purpose of government
according the founding fathers who
wrote and ratified the Constitution
Analyze how the purposes of
government outlined in the Preamble
describe a government for the United
States that could be described as “a
more perfect union”.
You Do (Independent Practice)
Summarizer:
The Preamble Constructed Response
(students can use their Breaking Down the
Preamble Chart to help them, if needed)
Concept 3: Principles of the Constitution
Standard:SSCG3c Explain the fundamental principles upon which the United States Constitution is based; include the
rule of law, popular sovereignty, separation of powers, checks and balances and federalism
Lesson EQ: How do the fundamental principles upon which the Constitution is based shape the government of the
United States?
Know
Understand
Be Able To Do (DOK 2)
Rule of Law
Rule of law means everyone must
Explain Rule of Law, Popular
Popular Sovereignty
follow the laws, even the government. Sovereignty, Separation of Powers,
Separation of Powers
Checks and Balances and Federalism
Checks and balances
Popular sovereignty means the
Federalism
government gets its power from the
Connect the fundamental principles in
people
the Constitution to the political
philosophies and documents from
Separation of powers means each
Unit 1.
branch has a job that only that branch
can do (division of power)
For Example:
 Rule of law (Magna Carta)
Checks and balances means that each
 Popular Sovereignty
branch has some powers over the
(Rousseau/Locke)
others to prevent abuse of power
 Separation of Powers
(Montesquieu)
Federalism means that government is
divided between national government
and state and local governments.
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated
You Do (Independent Practice)
Instruction)
Principles of the Constitution Notes
Connecting the Principles of the
Summarizer: Principles of the
with Graphic Organizer (web)
Constitution to Founding Principles
Constitution chart
Principles of Constitution Power Point
(Goes with web)
*I have students do this in groups, so
that I can differentiate and provide
extra help and scaffolding to students
who need it.
Concept 4: Organization and Powers (Constitution)
Standard:
SSCG4 The student will demonstrate knowledge of the organization and powers of the national government
a. Describe the structure and powers of the legislative, executive, and judicial branches
b. analyze the relationship between the three branches in a system of checks and balances and separation of powers
Lesson EQ: How does the system of separation of powers and checks and balances shape the national government?
Know
Understand
Be Able To Do (DOK 4)
Legislative Branch
Legislative Branch makes the laws,
Describe the structure and powers of
Executive Branch
executive branch enforces the laws,
each of the branches
Judicial Branch
and judicial branch interprets the
Separation of Powers
laws. In other words, separation of
Analyze the relationship between the
Checks and Balances
powers means that power is divided
branches. For example:
between the branches and they each
 Legislative Branch has the
perform a job to prevent abuse of
power to impeach and
power.
approve appointments and
treaties
Checks and balances are important for
 President can veto legislation
preventing abuses of power.
 Supreme Court can declare an
act of Congress or the
The major checks on each branch by
President unconstitutional
the other two.
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated
You Do (Independent Practice)
Instruction)
Constitution Guided Notes
Analysis of Articles I, II, and III
Constitution Search
(Organization and Structure)
Constitution Power Point
Provide students with a copy of
the Constitution (or they can
use the one in the book) and
break down the first 3 Articles
to compare the branches; you
can do it as a whole group, in
groups, partners, etc.
Concept 5: Bill of Rights
Standard: SSCG6a Examine the Bill of Rights with emphasis on First Amendment freedoms
Lesson EQ: How does the Bill of Rights protect our freedoms?
Know
Understand
Bill of Rights
Bill of Rights were added to the
First Amendment Freedoms
Constitution to convince the AntiIndividual Rights (1st -9th)
Federalists to support ratification
th
States’ rights (10 )
First Amendment freedoms include
freedom of speech, press, religion,
assembly and petition.
I Do (Teacher Point)
Amendments PowerPoint
Bill of Rights Chart (Fill in meaning
column, students will fill in the rest on
their own as a summarizer)
2nd amendment – right to bear arms
3rd amendment – no quartering troops
4th – no unreasonable search and
seizure
5th – due process and eminent domain
6th – right to attorney
7th – trial by jury (civil)
8th – no cruel and unusual punishment
9th- rights not limited to those listed in
the Constitution
10th – reserved powers of the states
Resources
We Do (Guided/Differentiated
Instruction)
Bill of Rights Scenarios Chart
Bill of Rights Scenarios
*This assignment works well with a
partner, but would be harder to do in
a group larger than 2 students. Some
of these scenarios are more
challenging than the scenarios in the
activity below.
Bill of Rights Institute Activity Scenario Cards (This activity involves
analysis that might be easier to
scaffold for students needing more
guidance)
Be Able To Do (DOK 4)
Analyze the amendments in the Bill of
Rights and examine how each
amendment expands either personal
freedoms or states’ rights.
You Do (Independent Practice)
Complete Bill of Rights chart on your
own.
Concept 6: Due Process and Selective Incorporation
Standard:
SSCG6b Analyze due process law expressed in the 5th and 14th amendments
SSCH6c Explain selective incorporation of the Bill of Rights
Lesson EQ: How do the 5th and 14th amendments expand the rights of citizens?
Know
Understand
Due Process
Due process is a clause included in the
th
5 Amendment
5th and 14th amendments that has
14th Amendment
been interpreted over the years to
Selective Incorporation
include criminal procedural rights and
has been extended to include
protection against unjust and arbitrary
laws
I Do (Teacher Point)
Due Process Activator and Notes
Due Process Power point (with
definitions) for discussion
Be Able To Do (DOK 4)
Analyze due process law in the 5th
amendment
Analyze due process law in the 14th
amendment
Explain the process of applying most
of the Bill of Rights to the states over
time through selective incorporation.
Selective incorporation is the judicial
process in which most amendments
in the Bill of Rights have been applied
to the states via the 14th amendment
Resources
We Do (Guided/Differentiated
You Do (Independent Practice)
Instruction)
Due Process for Students |
Summarizer: Due Process Constructed
Teacher Notes
Response
Concept 7: Individual Liberties vs. Public Interest
Standard: SSCG6d Explain how government seeks to maintain the balance between individual liberties and the public
interest
Lesson EQ: How does our government try to balance the protection of individual liberties with public interest?
Know
Understand
Be Able To Do (DOK 3)
Public Interest
The government must find a balance
Explain how the government
Individual Liberties
between protecting the individual rights of seeks to balance individual
citizens and providing for the best interests liberties and public interest.
of the public.
Examples could be using the Clear
In some situations, the government may
and Present Danger test or
limit the rights of individual citizens to
emphasis on public safety, such
protect the public at large.
as:
 Schenck v. U.S. (Clear and
The Clear and Present Danger test has been
present danger precedent
used by the Supreme Court to determine
set; limits freedom of
when a citizen’s rights may be limited.
speech)
 Korematsu v. U.S.
(limiting a citizen’s rights,
even if constitutionally
suspect, is ok in times of
emergency and peril)
 Patriot Act
I Do (Teacher Point)
Personal Freedoms or National
Security? Activator
(Students work alone initially and
then teacher can lead class
discussion and go over some of the
important concepts concerning
personal freedoms and national
security)
Resources
We Do (Guided/Differentiated Instruction)
Individual Freedoms vs. Public Interest
Research Assignment
**Differentiated Lesson (Place students in
groups … you can give the more
independent groups the case briefs and
allow them to work together and put
together the pieces on their own and they
can move on to the Patriot Act research at
their own pace. Then, you can increasingly
scaffold the cases and research for groups
that need more help)
You Do (Independent Practice)
Summarizer: Constructed
Response
Do you believe the rights of the
individual are more important
than national security? Explain
you answer and cite specific
examples from your research.
Concept 8: Equal Treatment Under the Law
Standard: SSCG6e Explain every citizen’s right to be treated equally under the law
Lesson EQ: How does the equal protection clause of the 14th amendment protect every citizen’s right to be treated
equally under the law?
Know
Understand
Be Able To Do (DOK 2)
th
th
14 Amendment
Equal Protection clause of the 14
Explain every citizen’s right to be
Equal Protection Clause
amendment says that states cannot
treated equally under the law
unreasonably discriminate against
individuals
Provide examples of how the 14th
amendment has expanded equal
treatment in the United States
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated
You Do (Independent Practice)
Instruction)
Equal Protection Under the Law
Putting the 14th Amendment the Test Summarizer: Constructed Response
Guided Notes
- National Constitution Center Lesson
Plan
How does the 14th amendment
Equal Protection Under the Law
provide equal protection under the
Power Point
law? Provide two examples of how
the 14th amendment expanded equal
treatment for Americans.