WETHEPEOPLE:THECITIZENANDTHECONSTITUTION
WORKSHOPFORTEACHERS
KarenRouse,WestSylvanMiddleSchool,PortlandPublicSchools
[email protected]
Level2/MiddleSchoolPacketContents:
• CoverSheet:WethePeopleUnitessentialquestionswithtopicsforeachhearing
question...................................................................................................................................................................2
• HowdoestheWethePeoplecurriculumfitintothe8thgradesocialstudiescurriculum?.3
• HowtoPrepareStudentsforSimulatedCongressionalHearings..................................................4
• StudenthandoutforUnit2,Lesson11:MassachusettsSateConvention:IsaNew
ConstitutionNeeded?........................................................................................................................................6
• StudenthandoutforHearingPreparation................................................................................................8
• Studenthandout:AnalysisofHearingQuestions..................................................................................9
• SuccessfulCongressionalHearings:whatworks–studentsuggestions..................................10
• LegislativeHearingPreparation-IndividualScoringGuide.........................................................11
• LegislativeHearingScoringGuide-forGroup......................................................................................12
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
Essential Questions
John Locke
Republican Form of Government
Constitutional Governments
Declaration of Independence
Colonial Governments & British Control
Articles of Confederation
Economic systems of North and South
Articles I, II, & III of the Constitution
Representation in Congress
Federalism
Judicial Review
Political Parties
Freedom of religion
Freedom of speech
Right to due process
Informed citizenry
Participation in politics & community
International dependence, influence & interaction
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
WethePeople:TheCitizenandtheConstitutionLevel2
Rouse
HowdoestheWethePeoplecurriculumfitintothe8thgradesocialstudiescurriculum?
TheWTPtextisahistoryoftheideasthatshapedourConstitutionratherthanahistoryof
eventsandpeople.Thereforeitsupplementsmy8thgradesocialstudiescurriculum.Before
IreachfortheWTPtexts,mystudentsstudyNativeAmericans,colonizationandtheearly
colonies,andtheroadtoRevolution.
Introduction:IintroducetheWTPcurriculumthroughanolderTeachers’Curriculum
Institute(TCI)activity:“Meetthepress–CanthePeoplebeTrustedtoGovern?”Inthis
activity,studentsportrayandquestionseven17th&18thcenturyphilosophersof
governmentincludingJohnLocke,ThomasHobbes,AbigailAdams,BenjaminBannekerand
others.ThisactivitycanbefoundintheoldTCIbluebinder,TheConstitutioninaNew
Nation.ThisexcellentinteractiveactivitypreparesstudentsforWTP’sUnit1,“Whatwere
thefounders’basicideasaboutgovernment?”
Timing:Eachunitcanbetaughtcomfortablyintwo-threeweeks,butmostcan,withedits,
besqueezedintoaweek.Ifyouhavelesstime,thenconsidercompletingfewerunitsin
greaterdepthratherthanblastingthroughallsixtooquickly.Ifyouintendtocompletethe
entirecurriculumthoroughly,assumeonequarter.Preparationfortheculminatingactivity,
thefinalsimulatedlegislativehearings,willtakeanotherone-twoweeks.Ofcourse,asthe
teacher,youhavecompletecontroloverhowmuchoftheWTPcurriculumyoucover.
Regardlessofhowmanyunitsyoucover,besuretoleavetimeforthesimulatedlegislative
hearings.LastyearIwrappedupmyU.S.historycurriculuminearlyMayandendedthe
yearwiththestudentspreparingforandparticipatinginsimulatedhearings.Ifoundthis
anidealendtoarigorousyear:thegroupactivitychallengedandengagedthestudentsata
timewhenfocusisnotguaranteed,andtheywereabletodrawonafullyearofU.S.history,
SupremeCourtcases,andcurrenteventsfortheirhearing.
IncorporateInteractiveTeachingStrategies:Throughoutthecurriculum,consider
integrating“bestpractice”ideasfromothersources.TheWTPtextreliestoomuchon
“discuss”asaprimaryteachingtool.Ontheotherhand,the“InstructionalMethodology”
sectionintheintroductionoftheteacher’seditionexplainshowtoimplementnumerous
interactiveteachingstrategies,includinglegislativehearings,legislativedebates,prose
court,mootcourt,townmeeting,debate,andmore.Thisisaninvaluableresource.
IntegrateCurrentEvents:TheWTPcurriculumcomesaliveforthestudentswhencurrent
eventsareintegratedintothelessonseachandeveryday.Itisthisreal-lifeapplicationthat
helpsthestudentsunderstandtheconnectionbetweenourConstitutionandwhat’s
happeninginourworldatthelocal,state,nationalandgloballevels.Afewsourcesinclude:
ClassroomLawProject’sweeklyin-depthanalysisofacurrentevent,JuniorScholastic,The
NewYorkTimesUpFrontmagazine,CNNStudentNews,andFlocabulary’sWeekinRap.
CommunityMembersas“legislators:”Theculminatingactivity,thesimulatedhearings,
willhavethebiggestimpactonyourstudentsifthe“legislators”towhomyourstudentsare
testifyingaremembersofthecommunity–notyou.Possible“legislators”include:
membersoftheschoolboard,schoolprincipal,districtsuperintendent,citycouncil
members,statelegislators,stafforactivevolunteersforcivicallyengagedorganizations
(LeagueofWomenVoters,BusProject),localattorneys,etc.TheClassroomLawProjectcan
helpyouidentifypossiblefolksforthisimportanttask.
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
We the People: The Citizen and the Constitution Level 2
Rouse
HowtoPrepareStudentsforSimulatedCongressionalHearings
ThebestwaytopreparestudentsforthesimulatedcongressionalhearingsistoactuallyDO
them.Someteachersbreaktheirstudentsintosixgroupsattheendofeachunit.Each
grouppreparesforandpresentstheirresponsetooneofthethreeunitquestions.Others
holdpracticehearingsattheendofUnitTwoandagainattheendofUnitFour.Forpractice
hearings,studentsneedaboutonehourofclasstimetoprepare.Manystudentswillfeel
moreconfidentiftheyhavethatnighttofine-tunetheirwritingandspeaking.
Inadditiontoconductingpracticehearings,thefollowingactivitieswillhelpprepare
studentsforthehearings.
Unit1:Whatwerethefounders’basicideasaboutgovernment?
- Lesson4,p.35-39:Classhearingonlimitingtheking’spower(basedonthetragedyof
Antigone.)The“CouncilofAdvisers”will“taketestimony”fromfivegroups.
o Level1alternate:The“Ship’sDilemma”
Unit2:Whatshapedthefounders’thinkingaboutgovernment?
- Lesson11,p.101:Debatearticlesofconfederationandtheneedforanewconstitution.
Makemore“real”byholdingastateconvention.Studentsrunningthedebatewillbethe
state’sdelegatestotheConstitutionalConvention.(Lessonincludedinpacket)
Unit3:WhathappenedatthePhiladelphiaConvention?
- Lessons13-15:GroupssolveConstitutionalConventionissuesofrepresentation,
slavery,andpowersofcongress.
o HistoryAlivealternative:Chapter8,“CreatingtheConstitution,”includesa
reenactmentoftheConstitutionalConvention.Debatedissuesinclude
representation,slaveryandelectionoftheexecutive.
o ZinnEducationProjectalternative:“ConstitutionRolePlay:Whose‘MorePerfect
Union’?andTheConstitutionalConvention:WhoReallyWon?”
http://zinnedproject.org/materials/constitution-role-play/
Unit4:HowwastheConstitutionusedtoestablishourgovernment?
- Lesson18,p.160-163:FederalistandAnti-federalistsdebate
Unit5:HowdoestheConstitutionprotectourbasicrights?
- Lesson23,p.204-205:Freespeech,HazelwoodSchoolDistrictv.Kuhlmeier(1988).Have
studentsworkingroupsofthree.Eachgroup,a“supremecourt,”mustreadthe
backgroundandtheargumentsforthecase,discussthemeritsofeachargument,and
renderadecision.
o HistoryAlivealternative:Chapter10,“BillofRights,”includesresponsegroupsfor
fourSupremeCourtcases:TinkervDesMoines;HazelwoodSDvKuhlmeier;Wallacev
Jafree;NewJerseyv.T.L.O.ThislessonisfarmoreinteractivethanWTP23.Students
aremembersoftheSupremeCourt.
- Lesson25,p.223:Increasingvoterparticipation.UsethelessonfromDeliberatingina
Democracyoncompulsoryvoting.Allstudentsbecomefamiliarwithbothsidesofthe
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
issue–akeyskillinaneffectivehearing.
http://www.did.deliberating.org/lessons/index.html
- Lesson26enhancement,ZinnEducationProject:“‘IfThereIsNoStruggle…’:Teachinga
People’sHistoryoftheAbolitionMovement.”http://zinnedproject.org/materials/ifthere-is-no-struggle-teaching-a-peoples-history-of-the-abolition-movement/.
- Lesson27,p.236-238:InreGault(1967).Havestudentsconductamootcourtonthe
case.http://www.classroomlaw.org/files/Gault_Moot_Court.pdf.“Thislessonservesa
dualpurpose.Studentswillbeabletoacquirethesubstantiveknowledgeoftheissues
presentedandalsolearnimportantconceptsabouthowthejudicialsystemfunctionsto
safeguardthefundamentalrightsofcitizens.”
Unit6:WhataretheresponsibilitiesofCitizens?
- Lesson29,p.260-261:Determineastudent’sbestcourseofactionwhens/he
determinesthataschoolpolicyisunfair.
o UsealessonfromDeliberatinginaDemocracyonacontroversialissuethatyour
studentswillfindcompelling.Allstudentsbecomefamiliarwithbothsidesofthe
issue–akeyskillinaneffectivehearing.
http://www.did.deliberating.org/lessons/index.html
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
Unit2,Lesson11,MassachusettsSateConvention:IsaNewConstitutionNeeded?
Group1,DefendtheArticles
What:It’sAprilin1787andyourstate,Massachusetts,willsendahandfulofdelegatesofftothe
nationalconventioninPhiladelphia.Inpreparation,Massachusettshascalledforastateconvention
toheartheviewsofthepeople.
Whowillbethere:defendersoftheArticlesofConfederation,peoplethatbelievethattheArticles
shouldberevisedtocorrecttheirweaknesses,peoplethatwanttoscraptheArticlesandwritea
newconstitution,andthedelegateswhowillattendthenationalconventioninPhiladelphia.
Yourjob:DefendtheArticlesofConfederationasthebestwaytoorganizethenational
government.Youshouldrelyontheargumentsinfavorofaweaknationalgovernmentandstrong
stategovernments.Examinethesuccessesofthenationalgovernment.ArguethattheArticles
shouldbekeptASIS.
Workasateam:Determineyourkeyargumentsanddivideupthework.You’llneedan
introductoryspeech(1minute),andseveralsupportingarguments(andtheevidencethatsupports
eachargument)writtenandreadytogo.
UseALLresourcesatyourdisposal–WTP,HistoryAlive,notes,etc.todevelopandsupportyour
bestarguments.
ConventionWillBegin:
Unit2,Lesson11,MassachusettsSateConvention:IsaNewConstitutionNeeded?
Group2,RevisetheArticles
What:It’sAprilin1787andyourstate,Massachusetts,willsendahandfulofdelegatesofftothe
nationalconventioninPhiladelphia.Inpreparation,Massachusettshascalledforastateconvention
toheartheviewsofthepeople.
Whowillbethere:defendersoftheArticlesofConfederation,peoplethatbelievethattheArticles
shouldberevisedtocorrecttheirweaknesses,peoplethatwanttoscraptheArticlesandwritea
newconstitution,andthedelegateswhowillattendthenationalconventioninPhiladelphia.
Yourjob:DefendtheArticlesofConfederationasthebestwaytoorganizethenational
government.However,recognizethattheexistingArticlesarenotentirelyeffective.Youshouldrely
ontheargumentsinfavorofaweaknationalgovernmentandstrongstategovernments.Examine
thesuccessesofthenationalgovernment.ArguethattheArticlesshouldbekept,butrevisedto
makeupfortheirweaknesses.Youwillneedspecificsuggestionsforwhatshouldbechangedand
why.
Workasateam:Determineyourkeyargumentsanddivideupthework.You’llneedan
introductoryspeech(1minute),andseveralsupportingarguments(andtheevidencethatsupports
eachargument)writtenandreadytogo.
UseALLresourcesatyourdisposal–WTP,HistoryAlive,notes,etctodevelopyourbest
arguments.
ConventionWillBegin:
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
Unit2,Lesson11,MassachusettsSateConvention:IsaNewConstitution
Needed?
Group3,Writeanewconstitution
What:It’sAprilin1787andyourstate,Massachusetts,willsendahandfulofdelegatesofftothe
nationalconventioninPhiladelphia.Inpreparation,Massachusettshascalledforastateconvention
toheartheviewsofthepeople.
Whowillbethere:defendersoftheArticlesofConfederation,peoplethatbelievethattheArticles
shouldberevisedtocorrecttheirweaknesses,peoplethatwanttoscraptheArticlesandwritea
newconstitution,andthedelegateswhowillattendthenationalconventioninPhiladelphia.
Yourjob:ArguetothrowawaytheArticlesandwriteanewconstitution.Examinethearguments
againstaweaknationalgovernmentandtheproblemswiththeArticles.Examinetheeventsof
Shays’Rebellionasoneexampleofproblemsthatarisewhenthereisnostrongnational
government.Explainwhyyoubelievethatthenationneedsanewconstitution.
Workasateam:Determineyourkeyargumentsanddivideupthework.You’llneedan
introductoryspeech(1minute),andseveralsupportingarguments(andtheevidencethatsupports
eachargument)writtenandreadytogo.
UseALLresourcesatyourdisposal–WTP,HistoryAlive,notes,etctodevelopyourbest
arguments.
ConventionWillBegin:
Unit2,Lesson11,MassachusettsSateConvention:IsaNewConstitutionNeeded?
Group4,StateDelegate–taketestimony
What:It’sAprilin1787andyourstate,Massachusetts,willsendahandfulofdelegatesofftothe
nationalconventioninPhiladelphia.Inpreparation,Massachusettshascalledforastateconvention
toheartheviewsofthepeople.
Whowillbethere:defendersoftheArticlesofConfederation,peoplethatbelievethattheArticles
shouldberevisedtocorrecttheirweaknesses,peoplethatwanttoscraptheArticlesandwritea
newconstitution,andthedelegateswhowillattendthenationalconventioninPhiladelphia.
Yourjob:YouaretheMassachusettsdelegateswhowillattendthenationalconventionin
Philadelphia.Youmustdeterminethewillofthepeople,what’sbestforMassachusettsandwhat’s
bestforthenation.Preparequestionstoasktheotherthreegroups.Duringtheconvention,which
youwilllead,listentothearguments,poseyourquestions,askclarifyingfollow-upquestions,and
determinethebestcourseofactionforthestateofMassachusetts.
Workasateam:Determinewhatmustbedoneanddivideupthework.
UseALLresourcesatyourdisposal–WTP,HistoryAlive,notes,etctodevelopyourbest
arguments.
ConventionWillBegin:
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
WethePeopleHearingPreparation
EssentialIngredients:
Duringthemockcongressionalhearing,yourteamhasfourminutestoanswertheassigned
question.Everymemberofyourteammustparticipate.Yourteamgetstodeterminehow
tosplituptheresponsibilities.Yourresponseshould:
- Answerallaspectsofthequestion.Thisisthemostimportantpart!
- Fittogetherasawhole.Itshouldincludeabriefintroduction,coverallpoints,and
wrapupwithaconclusion.
- Refertohistoricaldocumentsandevents
- Connecttheissuestocurrentevents
- Quotehistoricaland/ormodernfigures
- ApplytheConstitution
- RefertorelevantSupremeCourtcase(s)
Youhaveoptionsforplanningyourpresentation.Itdoesn’tmatterwhichmethodyou
followaslongasEACHPERSONknowsforwhats/heisresponsible.Herearetwo
possibleapproaches:
Option1
Firstreadanddiscussthequestion.Besurethateveryoneunderstandswhatthe
questionisasking.Seconddivideupthequestionintoparts&assignaparttoeach
personinyourgroup.Researchandwriteindividually.Comebacktogethertoshare
whatyou’veresearched&written.Basedonthis,determine,asagroup,howand
wheretoincludetheessentialingredients(listedabove).Helpeachother.Youarea
team!
OR
Option2
Firstreadanddiscussthequestion.Besurethateveryoneunderstandswhatthe
questionisasking.Next,assignthetaskslistedbelowtomembersofyourgroup.
Researchindividually.Comebacktogethertosharewhatyou’vefound.Basedonthis,
determine,asagroup,whoisresponsibleforansweringspecificpartsofthequestion.
Helpeachother.Youareateam.
Topicsentencethatrestatesandclarifiesthequestion
1) Vocabularytobedefined
2) Relevanthistory
3) Constitutionalapplication
4) Supremecourtcaseifrelevant
5) Currenteventsthatrelatestothemaintopic
6) Quotethatrelatestotopic
7) Whyisitrelevanttoyou.Inotherwords,whyisthisissue&topicimportant?
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
We the People
- Analysis of Hearing Questions, Unit ___,
Question focus:
Total number of questions included? ___
Essence of each question?
What terms need to be defined & understood?
Are there any implied questions?
(questions that aren’t directly stated)
What historical background is needed?
What are the primary Constitutional, legal (e.g. court cases) and/or political issues in the question? What
are the potential sources for evidence & reference?
Current issues & current events related to the above? What are the potential sources for evidence?
Why are they asking this question? Why is it important? How is it relevant?
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
SuccessfulCongressionalHearings:WhatWorks
--Suggestionsfrom8thgradestudentsatWestSylvanMiddleSchool
Preparation
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Selectagroupleaderwithstrongorganizationskills+rescue911tohelp
Understandthequestionbeforeyouanswer(whatdoesthequestionask?)
Usethescoringguidetohelpprepare
IncludeHistoricalevents&documents(e.g.,MagnaCarta)
ReadandusetheConstitution!
UsepreviouscasesfromU.S.SupremeCourt-Brownv.BoardofEducation;Tinkerv.
deMoines;ReGault
Usefamousquotestomakeyourpoint
Usecurrentevents-stayinformed
Restatethequestion
Presentmorethanoneside-“Somepeoplewouldsay...”
Defineterms-especiallythoseincludedinthequestion
Stayorganized
Makesureeveryoneedits
Makesureeveryoneknowsvocabulary
Writeastrongbeginningandending
Everyoneneedshis/herownnotecardsforpresentation
Presentation
! Planpresentationsforonly3minutes59second(don’tgoover!);6minutesof
follow-upquestion&answer.
! Smileandsitup-dressprofessionally
! Useyourvoicewell-beheardandexpressive
! Makeeyecontact
! Lookatyourcolleagueswhentheyaretalking.Actinterested!
! Speakclearlyandconfidently-NoDeerintheHeadlights
! Beserious
! Workasagroup-onepersoncannotdominate;allneedtospeak
! Useaconversationstyle-backandforthpresentation
! Payattentionwhenyouandyourunitmembersareansweringfollow-ups.
! Answerfollow-upquestions,evenifnotentirelysureofanswer
! Helpeachother:“Ithinkwhatmycolleaguemeanttosay...”
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015