United States Government
Unit 2
Suggested Dates
3 weeks
Title
Constitution and Federalism
Big Idea/Enduring Understanding
The U.S. Constitution reflects significant American beliefs and
principles.
Federalism is an important tenant of the U.S. Constitution.
The Bill of Right guarantees important individual rights.
Guiding Questions
Why is it important to have a written constitution?
When would it be appropriate to make changes to the Constitution?
Why did the Founding Fathers chose a federalist form of government
instead of a unitary form of government?
TEKS
Content TEKS
Process Skills
7ABCDEG
8E
9ABCD
10C
13ABCDEF
16B
20AC
21ABCD
22AB
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
How does the US Constitution reflect the political ideas of the past? What individuals had the most influence on the writing of the U.S. Constitution and why? How did our founding
fathers compromise to reach a common goal.
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The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to
address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS
and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must
use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright.
A username and password is required to view the copyrighted material.
Knowledge and Skills with
Student Expectations
Standard
Clarifications
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate suggested
uses. Any additional resources must be aligned with
the TEKS.
*(1)(D) Identify the contributions
of the pokitical philosophies fo the
Founding fathers, including John
​
Adams, Alexander hamilton,
Thomas Jefferson, James Madison,
John Jay, George Mason, Roger
Sherman, and James Wilson, on the
development of the U.S.
government
Bloom’s Level
Understanding
Article-
Fill in notes and
lecture.
McGrawHill TEXT
(7) Government. The student
understands the American beliefs
and principles reflected in the U.S.
Constitution and why these are
significant. The student is expected
to:
*(A) explain the importance of a
written constitution;
AmendmentStructure of the
Constitution
● Preamble
(purposes of
government)
● articles (I-VII)
● Bill of Rights
● amendments(127)
Principles of the
Constitution
● Federalist
Papers
● Bill of Rights
● popular
sovereignty
● Checks and
Balances (veto,
Constitution
Preamble
Federalist
Papers
Republicanis
m
Checks and
Balances
Create a
constitution:
Students on a
deserted island
must create a
government/con
stitution.
Ch 3
Vocabulary
activity and
guided reading
Founding
Federalism
fathers
project//stickfigu
Separation of res notes and
Powers
questions
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Online text book video
Youtube: The Living Constitution
(B) evaluate how the federal
government serves the purposes set
forth in the Preamble to the U.S.
Constitution;
(C) analyze how the Federalist
Papers such as Number 10, Number
39, and Number 51 explain the
principles of the American
constitutional system of
government;
*(D) evaluate constituional
provisions for limiting the role of
government, including
repblicanism, checks and balances,
federalism, separation of powers,
popular soverignty, and individual
rights
(E) describe the constitutionally
prescribed procedures by which the
U.S. Constitution provide for
checks and balances among the
three branches of government
(F) identify how the American
beliefs and principles reflected in
the Declaration of Independence
and the U.S. Constitution contribute
to both a national identity and
impeachment,
etc)
● Judicial
Review
(Marbury v
Madison)
● Federalism
(delegated
powers,
reserved
powers, shared
powers)
Sovereignty
Unitary
Unalienable
Due Process
Petition
Assembly
The Amendment
Process
● National
Supremacy
● Ratification
● Bill of Rights
● Amendments
11-27
1.
The
significance of
the census and
the role it plays
in
reapportionme
nt and
redistricting.
2. Structure and
functions of
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federal identity and are embodied in
the United States today;
Congress.
Bicameralism,
the primary
function of
legislature.
Evaluae the
committee
system.
3. Comparison of
the House of
Representative
s and Senate.
The leadership
roles in each
house.
4. The
Constitutional
powers of
Congress.
Identify
expressed,
implied and
inherent
powers. The
role of
Supremacy
Clause.
5. The steps of
the lawmaking
process. How
a bill becomes
a law. The
committee
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system the role
of the
President in
process.
Bloom’s Level
Evaluation
Questions for students to
evaluate could include…
● To what extent does
the current federal
government
“establish justice”
for people in the
United States?
● To what extent does
the current federal
government “insure
domestic tranquility”
for citizens of the
United States?
● To what extent does
the current federal
government
“provide for the
common defense”
for citizens of the
United States?
● To what extent does
the current federal
government
“promote the general
state
government
local
government
popular
sovereignty
U.S.
Constitution
Bill of
Rights
Emancipatio
n
Proclamation
rights and
responsibiliti
es
revenue
taxation
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Preamble to the 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 defense, 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.
welfare” for citizens
of the United States?
Bloom’s Level
Evaluating
Questions for students to
evaluate could include…
● Do the
constitutional
provisions for
limiting the role
of government
still work today?
● What are the
advantages and
disadvantages of
republicanism in
America today?
● Do checks and
balances
established by the
constitution still
limit government?
● Does federalism
still work?
● Do we really have
popular
sovereignty and
how does it limit
the government’s
power?
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(7) Government. The student
understands the American beliefs
and principles reflected in the U.S.
Constitution and why these are
significant. The student is expected
to:
(E) describe the constitutionally
prescribed procedures by which the
U.S. Constitution can be changed
and analyze the role of the
amendment process in a
constitutional government;
● How do
individual rights
limit the role of
government?
Bloom’s Level Analyze
Students must know
the steps for amending
the constitution ​and
analyze the role of
amending the
constitution.
One of the
fundamental reasons
the U.S. Constitution
has endured for over
200 years is that it
contains an effective
means to revise the
Constitution as
necessary. However,
Americans have been
hesitant to use the
amendment process
too frequently for fear
of undermining the
power of the
Constitution and the
government it
represents.
enumerated
powers
ratify
national
supremacy
limited
government
Article V of the U.S.
Constitution
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(7) Government. The student
understands the American beliefs
and principles reflected in the U.S.
Constitution and why these are
significant. The student is expected
to:
(G) Examine the reasons the
Founding Fathers protected
religious freedom in America and
guaranteed its free exercise by
saying that "Congress shall make
no law respecting an establishment
of religion, or prohibiting the free
exercise thereof," and compare and
Amendments may be
proposed by
two-thirds majorities
of both houses of
Congress or by
petitions for a
convention from
two-thirds of the state
legislatures. Once
proposed, Congress
specifies whether
amendments will be
ratified by
three-fourths of the
state legislature or by
special ratifying
conventions within
each of the states.
Bloom’s Level
Analyzing
Students must be able
to analyze the reasons
the Founding Fathers
protected the freedom
of religion in the
constitution. Then they
must compare and
contrast the two
phrases.
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contrast this to the phrase,
"separation of church and state."
(8) Government. The student
understands the structure and
functions of the government created
by the U.S. Constitution. The
student is expected to:
(E) explain how certain provisions
of the U.S. Constitution provide for
checks and balances among the
three branches of government;
Bloom’s Level
Understanding
Enumerated
powers-
The framers of the
constitution did not
trust government and
wanted to ensure that
the powers of the
government would
always be curtailed in
some way. One way to
ensure that this
occurred was to
separate the
governmental powers
into three branchesExecutive, Judicial
and Legislative.
The Legislative
Branch can check the
Executive Branch by
rejecting appointments
and treaties (Senate
only), withhold
funding for
presidential initiatives,
or override a veto. The
Legislative Branch can
check the Judicial
Branch by proposing
Elastic
clausestate
government
local
government
popular
sovereignty
U.S.
Constitution
Bill of
Rights
Emancipatio
n
Proclamation
rights and
responsibiliti
es
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(9) Government. The student
understands the concept of
federalism. The student is expected
to:
(A) explain why the Founding
Fathers created a distinctly new
constitutional
amendments to
overrule judicial
decisions, impeach
judges, or reject
nominations to the
Supreme Court.
The Executive Branch
checks the Legislative
Branch by vetoing
bills, or adjourning
Congress. The
Executive Branch
checks the Judicial
Branch by nominating
judges.
The Judicial Branch
checks the Executive
branch by declaring
executive actions
unconstitutional. The
Judicial Branch checks
the Legislative Branch
by declaring
congressional laws
unconstitutional.
Bloom’s Level
Understanding
revenue
taxation
Preamble to
the
Constitution
amendment
process
national
identity
The Framers of the
U.S. Constitution
wanted a national
government that was
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form of federalism and adopted a
federal system of government
instead of a unitary system;
(9) Government. The student
understands the concept of
federalism. The student is expected
to:
(B) categorize government powers
as national, state, or shared;
stronger than the one
under the Articles of
Confederation.
However many were
loyal to their own state
and wary of
establishing a
government that was
in any way similar to
the British Monarchy.
The federal system,
with a combination of
central and local
authority, that
emerged worked with
a country that was
geographically spread
out. A division of
powers was also
thought to be a
safeguard of liberty.
Bloom’s Level
Remembering
National Powers​wage war, establish
army and navy, enter
into treaties, coin
money, naturalize
citizens, regulate
commerce between
states, establish post
offices and issue
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postage, make laws to
enforce the
constitution.
State PowersEstablish local
governments, Issue
licenses, regulate
intrastate commerce,
conduct elections.
Ratify amendments to
the constitution,
Provide for public
health and safety,
criminal laws,
education, private
property, welfare
systems,
(9) Government. The student
understands the concept of
Shared Powers
Setting up courts,
creating and collecting
taxes, building
highways, borrowing
money, making and
enforcing laws,
chartering banks and
corporations, spending
money for the
betterment of the
general welfare.
Bloom’s Level
Analyzing
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federalism. The student is expected
to:
(C) analyze historical and
contemporary conflicts over the
respective roles of national and
state governments;
(9) Government. The student
understands the concept of
federalism. The student is expected
to:
Contemporary
Education-No Child
Left Behind
Maryland v.
McCulloch
Gibbons v. Odgen
Bloom’s Level
Understanding
*(D) understand the limits on the
national and state governments in
the U.S. federal system of
government.
(10) Government. The student
understands the processes for filling
public offices in the U.S. system of
government. The student is
expected to:
(C) analyze the impact of the
passage of the 17th Amendment.
Bloom’s Level
Analyzing
Prior to the 17​th
amendment, each state
legislature would elect
two senators to 6 year
terms. By the late
1800’s because of
deadlock and
corruption at the state
level the Progressive
reformers pushed to
get a constitutional
amendment that would
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(13) Citizenship. The student
understands rights guaranteed by
the U.S. Constitution. The student
is expected to:
(A) understand the roles of
limited government and the rule
of law in the protection of
individual rights;
(13) Citizenship. The student
understands rights guaranteed by
the U.S. Constitution. The student
is expected to:
(B) identify and define the
unalienable rights;
(13) Citizenship. The student
understands rights guaranteed by
the U.S. Constitution. The student
is expected to:
allow for the direct
election of Senators.
Bloom’s Level
Understanding
A form of government
in which the state
serves public instead
of private interests. A
limited government is
based on the use of a
written document that
strictly limits the
powers of the
government.
(ABC-Clio)
Bloom’s Level
Remembering
Unalienable rightsnatural or human
rights that are
fundamental and
cannot be awarded by
a human authority or
taken away.
Bloom’s Level
Remembering
List of Amendments in the Bill of rights
First
Amendment​—Freedo
m of Religion, Speech,
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(C) identify the freedoms and
rights guaranteed by each
amendment in the Bill of Rights
Press, Right to
peaceably assemble,
petition the
government for
redress of grievances
Second AmendmentRight to bear arms
Third Amendment​Quartering of soldiers
Fourth Amendment
–​search and arrest
Fifth
Amendment-​Rights in
criminal cases
Sixth
Amendment-​Right to
a fair trial
Seventh
Amendment​-rights in
civil cases
Eighth
Amendment​-Bail,
fines, punishment
Ninth
Amendment-​Rights
retained by the people
Tenth AmendmentStates’ rights
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(13) Citizenship. The student
understands rights guaranteed by
the U.S. Constitution. The student
is expected to:
(D) analyze U.S. Supreme Court
interpretations of rights guaranteed
by the U.S. Constitution in selected
cases, including Engel v. Vitale,
Schenck v. United States, Texas v.
Johnson, Miranda v. Arizona,
Gideon v. Wainwright, Mapp v.
Ohio, and Roe v. Wade;
(13) Citizenship. The student
understands rights guaranteed by
Bloom’s Level
Analyzing
Students must analyze
how various
constitutional rights
are interpreted through
the courts.
● Engel v.
Vitale/Establishm
ent Clause
● Schenck v. United
States/Freedom of
Speech
● Texas v. Johnson/
Freedom of
Speech
● Miranda v.
Arizona​ Criminal
Proceedure
● Gideon V.
Wainwright
Criminal
Procedure
● Mapp v.
Ohio​/Search and
Seizure
● Roe v.
Wade​/Personal
Liberty
Bloom’s Level
Understanding
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the U.S. Constitution. The student
is expected to:
(E) explain the importance of due
process rights to the protection of
individual rights and in limiting the
powers of government;
(13) Citizenship. The student
understands rights guaranteed by
the U.S. Constitution. The student
is expected to:
(F) recall the conditions that
produced the 14th Amendment and
describe subsequent efforts to
selectively extend some of the Bill
of Rights to the states, including the
Blaine Amendment and U.S.
Supreme Court rulings, and analyze
the impact on the scope of
fundamental rights and federalism.
“Due process of law”
denotes a wide variety
of essential procedures
that the Constitution
mandates, especially
for individuals
accused of , or on trial
for, crimes. Due
process also prevents
the government from
enforcing laws that
unfairly restrict ones
right to life, liberty, or
property. (ABC-Clio
American
Government)
Bloom’s Level
Remembering and
Understanding
History of the 14​th
Amendment- Adopted
on July 9​th​ 1868 as one
of the Reconstruction
Amendments after the
Civil War, its
Citizenship Clause
provides a broad
definition of
citizenship.
Blaine Amendment
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(16) Citizenship. The student
understands the importance of the
expression of different points of
view in a constitutional republic.
The student is expected to:
Bloom’s Level
Analyzing
(B) analyze the importance of the
First Amendment rights of petition,
assembly, speech, and press and the
Second Amendment right to keep
and bear arms.
(20) Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired from a variety
of valid sources, including
electronic technology. The student
is expected to:
(A) analyze information by
sequencing, categorizing,
identifying cause-and-effect
relationships, comparing,
contrasting, finding the main idea,
summarizing, making
generalizations and predictions, and
drawing inferences and
conclusions;
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(20) Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired from a variety
of valid sources, including
electronic technology. The student
is expected to:
(C) analyze and defend a point of
view on a current political issue;
(21) Social studies skills. The
student communicates in written,
oral, and visual forms. The student
is expected to:
(A) use social studies terminology
correctly;
(21) Social studies skills. The
student communicates in written,
oral, and visual forms. The student
is expected to:
(B) use standard grammar,
spelling, sentence structure, and
punctuation;
(21) Social studies skills. The
student communicates in written,
oral, and visual forms. The student
is expected to:
(C) transfer information from one
medium to another, including
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written to visual and statistical to
written or visual, using computer
software as appropriate; and
(21) Social studies skills. The
student communicates in written,
oral, and visual forms. The student
is expected to:
(D) create written, oral, and visual
presentations of social studies
information.
(22) Social studies skills. The
student uses problem-solving and
decision-making skills, working
independently and with others, in a
variety of settings. The student is
expected to:
(A) use a problem-solving process
to identify a problem, gather
information, list and consider
options, consider advantages and
disadvantages, choose and
implement a solution, and evaluate
the effectiveness of the solution;
and
(22) Social studies skills. The
student uses problem-solving and
decision-making skills, working
independently and with others, in a
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variety of settings. The student is
expected to:
(B) use a decision-making process
to identify a situation that requires a
decision, gather information,
identify options, predict
consequences, and take action to
implement a decision.
John Adams
Alexander Hamilton
Thomas Jefferson
James Madison
John Jay
George Mason
Roger Sherman
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James Wilson- one of the primary architects of the U.S. Constitution and one of the first associate justices of the U.S. Supreme Court. In his writings
he denied the authority of Parliament to legislate for the colonies. He later advocated for a strong Central Government.
Virginia Plan​- suggested the idea of population-weighted representation in the legislative branch.
New Jersey Plan-​ also known as the “small states plan” proposed a one voter per state representation
Connecticut Compromise​- - also known as the Great compromise of 1787- was an agreement that set the bicameral legislature with proportional
representation in the House of Representatives and equally weighted(two per state) representation in the Senate.
Three Fifths Compromise​- a compromise between Northern and Southern states in which three-fifths of enumerated population enumerated
population of slaves would be counted for representation purposes in the House of Representatives
.
Commerce Compromise – ​the North wanted to restrict foreign competition for raw goods and finished products by taxing both imports and exports.
The South opposed taxes on exports since their South opposed taxes on exports since their economy depended on cheap agriculture exports. The
compromise allowed the federal government to only tax imports.
Slave Trade Compromise​- The North agreed to wait until 1808 before congress would be able to ban the slave traded in the U.S.
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(7) Government. The student
understands the American beliefs
and principles reflected in the
U.S. Constitution and why these
are significant. The student is
expected to:
Structure of the
Constitution​: preamble
(purposes of the
government), articles,
amendments, organized
and simple document.
Principles of the
(A) explain the importance of a
Constitution:​ Federalist
written constitution;
Papers; Bill of Rights,
popular sovereignty
(citizens’ political tools
(B) evaluate how the federal
such as voting, petition,
government serves the purposes
etc.), limited
set forth in the Preamble to the
government (limits
U.S. Constitution;
defined by Bill of
Rights, powers denied,
etc.)separation of
(C) analyze how the Federalist
powers(specific powers
Papers such as Number 10,
as listed in Articles
Number 39, and Number 51
1-3), checks and
explain the principles of the
balances(veto power,
American constitutional system of
impeachment,
government;
presidential
(F) identify how the American
appointments, etc.),
beliefs and principles reflected in judicial
the Declaration of Independence
review(Marbury v.
and the U.S. Constitution
Madison) define and
contribute to both a national
give examples),
identity and federal identity and
federalism(delegated
are embodied in the United States powers, reserved
today;
power, shared power,
cite specific examples
Graphic
Organizers,
Cornell Notes
-Checks and
balances
activity.(LRE)
-Federalism
Venn
diagram.
(LRE)
Lecture and
discusssion
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Law Related Activities
Texas Law Related Education
The amendment
process​ National
Supremacy Ratification
Bill of Rights (cite
specific examples for
application) 11-27
amendments
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