2015-2016 Curriculum Blueprint
Grade: 7
Course Descriptions: Civics
Unit III The United States Constitution
Approximate
Time:
22 Days
Unit Overview
This unit spends time on the United States Constitution, the federal government, and the division of powers. It takes a look at the different views leading into the
creation of the Constitution, specifically that of the Federalists and the Anti-Federalists. The Constitution will be broken down from the Preamble through the seven
Articles within the Constitution. The Legislative, Executive, and Judicial Branches will be covered. The concepts of checks and balances as well as the separation of
powers will be covered. The process to amend the Constitution will also be introduced.
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Students will understand and be able to demonstrate the principals, functions, and organization of the federal government.
Students will understand the origin and purposes of government in the development of the United States.
Students will understand the viewpoints of the Federalists and Anti-Federalists and be able to explain how their viewpoints impacted ratification of the
Constitution and the inclusion of a bill of rights.
Students will understand and be able to explain the constitutional amendment process.
Learning Goal
The students will be able to demonstrate an understanding of the origins and
purposes of government, law, and the American political system.
Sample Essential Questions
 What examples can you find of check and balances within our government?
 Why is it important to establish a set of goals and purposes in the very beginning
of the Constitution?
 Why did our Founding Fathers add an amendment process into our
Constitution?
 Suppose you could add or remove powers from any one of the branches, what
would you change? Why?
Unit End Product
3 choices:
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Have a Two Sided debate over the ratification of the United States Constitution. One side will take the side of the Federalists and one side will take the side of
the Anti-Federalists. The students will write an argumentative paper justifying which side made a stronger case using references from the texts of the
Federalist and Anti-Federalist papers. See the link in the sample texts for both the Federalist and Anti-Federalist papers. C.3.5
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After reading and analyzing “The Six Stages of Ratification (teachers may want to edit the text to make it shorter, depending on the class)” in groups and having
a class discussion about how the Constitution was ratified, write a narrative as if you were in the room as one of the delegates during its ratification. Teachers
can also break the students up into groups of six and have each student write a narrative about one of the stages instead of the whole thing.
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Have students read Articles I, II, and III of the Constitution and decide which they think holds the most power. Allow for some debate/discussion in class on the
topic. After have students write an argumentative essay on which branch holds the most power and why. Students should cite Articles I, II, and III for textual
support.
Focus Standards for the Unit
SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution.
7th Grade Draft | March 2015
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.
SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances.
SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments.
SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.
SS.7.C.3.5 Explain the constitutional amendment process.
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.
Recursive Standards
LAFS.68.RH.1.3 Identify key steps in a texts description of a process related to
history/social studies (e.g., how a bill becomes law, how interest rates are raised
or lowered).
LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of
historical events
Suggested Texts
Textbook References: The United States Constitution Pages 54-81
The Constitution of the United States The actual document C1.7
The Federalist Papers The actual papers C3.5
The Anti-Federalist Papers The actual papers C3.5
The Six Stages of Ratification This website provides text over the six stages of the
ratification of the U.S. Constitution. Teachers may want to edit the text to make it
shorter, depending on the class.
Original Preamble v. current Preamble to the Constitution- documents for
comparison C.1.6
Schoolhouse Rock, Preamble- song about Preamble C.1.6
http://usgovinfo.about.com/od/rightsandfreedoms/a/federalism.htm information
on federalism, including state v. federal powers, and also including other
information about powers of government and a background to federalism.
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Sample Activities and Tasks
Have students compare the Original Preamble v. current Preamble to the Constitution to gain an
understanding of how “We the People” united the colonial states. SS.7.C.1.6
Schoolhouse Rock, Preamble- watch the short song for a better understanding of the Preamble.
SS.7.C.1.6
Break up the Constitution by Articles and Sections, and have the students piece it back together. The
students will have three poster boards for the first three Articles. Cut out the sections of the first three
Articles and have the students place it on the appropriate Article poster board. C1.7
Break down the Preamble and define the vocabulary words the students don’t know. Have them write
their own versions of the Preamble. Then break up the Constitution into sections, have students, in
groups each take a section, write it in their own words and present it to the class. C1.6
Have a debate or Socratic Seminar using the Federalist and Anti-Federalist papers. C.1.8
DBQ Suggestions
N/A
7th Grade Draft | March 2015
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How did the Constitution of the United States fix the problems of the Articles of Confederation? Have
the students make a chart with one side a problem from the Articles; the other side have the write a
solution from the Constitution. C1.7
Debate the ratification of the Constitution of the United States using information from the Federalist
Papers and the Anti-Federalist Papers. C.3.5
Have students create a graphic organizer comparing state powers, national powers, and powers that
are shared. C.3.4
Give students three current events articles on something recent about the judicial branch, the executive
branch, and the legislative branch. Have them debate/write a short essay or intro paragraph on which
branch has the most power. C.3.3
Have students create a chart with a group comparing the powers of the three branches of government.
C.3.8
Have students write a short essay on whether they think the states don’t have enough, or have too
much power after looking at federalism charts. C.3.4
People, Places, and Events to Know
Montesquieu
James Madison
Patrick Henry
George Washington
John Marshall
Ratification of the Constitution
The Great Compromise
Supremacy Clause
Necessary and Proper Clause
Amendment Process
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Links and Resources
The Constitution: Rules for Running the Country Webquest, iCivics C1.6-7
Preamble: Schoolhouse Rocks
FLREA: Fed up ; Debating the Constitution C1.6-7
FLREA: Piecing it Together Putting the Constitution together C1.6-7
Constitution Day Activities: Constitution day activities C1.6-7
Schoolhouse Rocks: Three Ring Circus C1.6-7
Flocabulary Three Branches of Government Video A four minute video to
music describing the three branches of government. C1.6-7
Link to Webb’s DOK Guide
7th Grade Draft | March 2015