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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary for the American Government course.
American Government Unit 6 – “Why THIS type of
government? How did we get here?”
Elaborated Unit Focus
The idea behind this unit is that students, with all the working knowledge they have acquired the
first 5 units, can now take a critical look at how our form of government came to be. By
focusing on beliefs and ideals, students will get a better understanding of decisions made at the
Constitutional Convention, the historical basis for our government, and the fundamental
principles found in the Constitution. By revisiting distribution of power, students will have a
better understanding of checks and balances and separation of powers, as well as a framework
for comparing our government with other styles of government. The concept of rule of law
appears in this unit to help students understand the need for a constitution, the case of Marbury v.
Madison, and historical documents that influenced the writers of the Constitution and
Declaration of Independence.
Standards/Elements
SSCG1 The student will demonstrate knowledge of the political philosophies that shaped
the development of United States constitutional government.
a.
Analyze key ideas of limited government and the rule of law as seen in the Magna Carta,
the Petition of Rights, and the English Bill of Rights.
b.
Analyze the writings of Hobbes (Leviathan), Locke (Second Treatise on Government),
and Montesquieu (The Spirit of Laws) as they affect our concept of government.
SSCG2 The student will analyze the natural rights philosophy and the nature of
government expressed in the Declaration of Independence.
a.
Compare and contrast the Declaration of Independence and the Social Contract Theory.
b.
Evaluate the Declaration of Independence as a persuasive argument.
SSCG3 The student will demonstrate knowledge of the United States Constitution.
a.
Explain the main ideas in debate over ratification; include those in The Federalist.
b.
Analyze the purpose of government stated in the Preamble of the United States
Constitution.
c.
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.
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.
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
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SSCG16 The student will demonstrate knowledge of the operation of the federal judiciary.
b.
Examine how John Marshall established the Supreme Court as an independent, coequal
branch of government through his opinions in Marbury v. Madison.
SSCG19 The student will compare and contrast governments that are unitary, confederal,
and federal; autocratic, oligarchic and democratic; and presidential and parliamentary.
Enduring Understandings/Essential Questions
Students will understand that in a democracy, rule of law influences the behavior of
citizens, establishes procedures for making policies, and limits the power of government.
How does the idea of rule of law manifest itself in the Constitution?
In what ways is our idea of rule of law influenced by previous political philosophers?
Students will understand that distribution of power in government is based on documents
and laws that specify structure combined with contemporary values and beliefs.
How effective is the Constitution at distributing power in terms of checks and balances and
separation of powers?
How does the American distribution of power compare with other forms of government
around the world?
Students will understand that the beliefs and ideals of a society influence the social,
political, and economic decisions of that society.
What ideals were in conflict in regards to the ratification of the Constitution?
How have the beliefs and ideals found in our early government documents changed or
remained the same through our country’s development?
Sample Balanced Assessment Plan
Description of assessment
GPS
After reading excerpts from the Declaration of Independence and after
some class discussion on social contract theory, have students complete a
graphic organizer comparing the two. Once complete, have students
assume the role of someone living in the colonies in 1776 who has read
the Declaration. They will evaluate in their journal how well the
document persuaded them to support the cause for independence.
2
After discussion and assigned reading, have students create a brief skit
involving someone who is pro-ratification and someone who is antiratification.
3a
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Type of
assessment
*Informal
Observation
*Dialogue and
Discussion
*Constructed
Response
*Self-assessment
*Informal
Observation
*Dialogue and
Discussion
*Constructed
Response
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Quiz matching connecting certain powers/responsibilities to their correct
branch of government. Include a short answer question where students
analyze the relationship.
4
Students make a case brief for Marbury v. Madison and create a two
stanza limerick describing the importance of the case in terms of
separation of powers.
Multiple Choice quiz on various government types.
19
1. The instructor should have provided background notes and discussion
on how the Supreme Court hears cases and defined judicial activism and
judicial restraint for the students.
2. Distribute to the students the following handout found in Vital
Statistics on American Politics by Harold W. Stanley and Richard G.
Niemi. This handout illustrates the Supreme Court’s use of judicial
review to overturn both federal and state and local laws.
SSC
G16
a,
SSC
G16
d,
SSC
G5f
Years
1789-1799
Federal Laws
0
State/Local Laws
0
1800-1809
1
1
1810-1819
0
7
1820-1829
0
8
1830-1839
0
3
1840-1849
0
9
1850-1859
1
7
1860-1869
4
23
1870-1879
7
36
1880-1889
4
46
1890-1899
5
36
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Dr. John D. Barge, State School Superintendent
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*Informal
Observation
*Dialogue and
Discussion
*Constructed
Response
*Selected Response
*Informal
Observation
*Constructed
Response
*Self-Assessment
*Selected Response
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Years
Federal Laws
State/Local Laws
1900-1909
9
40
1910-1919
6
118
1920-1929
15
139
1930-1939
13
93
1940-1949
2
58
1950-1959
5
60
1960-1969
16
149
1970-1979
20
193
1980-1989
16
162
1990-1999
20
51
3. Students are to then answer the following questions on a separate sheet
of paper based on the information in the chart.
a) Why does it appear the Court was less active in the early 1800s? Why
were so few federal laws overturned?
b) Why does it consistently appear as though the Court overturned more
state and local laws than it did federal laws?
c) What was going on historically during the times in which the number
of laws overturned was high? This question could be used as two separate
questions depending upon the type of laws examined.
4. Students will then discuss their answers with the class.
1. To reinforce material and notes already covered by the instructor on
SSC
the various forms of government, including representative and direct
G19
democracies, parliamentary, confederal, federal, and oligarchic, students
will research the various forms of government in the world and assess the
most common types of government. For this assignment, students may
work independently or with a partner.
2. Students are to locate as many types of representative democracies as
possible. They are to list the country names, their leaders, how long their
government has existed, and if the government has a constitution. They
are to identify at least five representative democracies.
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
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Constructed
response, Selected
response, teacher
observation
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3. Students are then to identify as many types of monarchies as possible
and determine if these monarchies are constitutional in nature. They are
to identify at least three monarchies.
4. Students are then to find at least three communist governments. As in
steps one and two, students are to list the country names, leaders and
length of time this government has existed.
5. Students are to write their answers on a separate sheet of paper. If they
choose to work with a partner, they are to staple their work together for
submission.
6. To assist students in identifying the countries of the world, they may
use the following website: www.cia.gov/cia/publications/factbook. They
are to click on “guide to country profiles.” They may select countries
from the drop-down menu at random. There is some analysis involved
here as they are to read their government profiles to determine what kind
of government the selected country has.
7. Upon completion of the research, students should develop a reflective
paragraph comparing/contrasting the most common types of governments
they located and whether there was any relationship between government
type, population size and Gross Domestic Product.
8. In the next class period, there can be a roundtable discussion of
students’ findings led by the instructor.
1. Students are assigned Federalist #10 by James Madison to read. This
document is found in the back of most American History and American
Government textbooks. The instructor must convey to students that the
Federalist Papers were the propaganda tool used to rally support in the
Framers’ efforts to ratify the U.S. Constitution and that they are also used
to gauge the intent of the Framers when they wrote the Constitution.
2. Students will take notes on what they think the author is saying as well
as discuss the importance the document in both the development of the
Constitution and our new form of government. Students will also answer
a series of questions that they will summarize in the first half of their
essay.
Sample questions to be answered:
1. What are the advantages of the proposed government?
2. What is a faction? Why will society always possess factions?
3. What are the two methods of controlling factions? What are
the causes of factions and why is it impossible to remove the
causes of factions?
4. Thus, how does one control the effects of factions?
5. Why is a republic a superior form of government to a direct
democracy? Compare and contrast the two forms of
government.
6. Why is a larger republic the preferred form of government and
how does a republic control the effects of faction?
7. How does Madison address the role of states and localities?
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
UPDATED 2/14/11  Page 5 of 18
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SSC
G3a,
SSC
G3c
Constructed
response, selected
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8. Why does the Constitution resolve problems common to
many republics?
9. Who was the intended audience for Madison’s arguments?
How does he respond to critics of the Constitution?
10. Discuss Madison’s intent regarding the structure of the
government and your beliefs regarding the role and direction
of our government today.
3. For the next step in this assignment, students will compare and
contrast the key themes of Federalist #10 with another Federalist paper or
an Anti-Federalist paper of their choice.
4. Students will in the conclusion of their essay, determine whether the
Federalists or Anti-Federalists was correct in their views on the role of
government and defend their answer.
5. The day the three-page 500 word minimum double-spaced typed paper
is due in class, the students will be given a surprise. Upon entering class,
they will be engaged in an in-class debate. They will be assigned to the
opposite side of the position they took in their paper as they debate the
merits of the arguments of the Federalists and Anti-Federalists. By
staging an in-class debate, students will be forced to consider both sides
of the argument and think on their feet as the instructor queries them as to
both sides of the constitutional debate. Additionally, an in-class debate
may be considered a way for students who are better public speakers than
they are writers to demonstrate analytical skills.
Sample debate questions:
1. What were the arguments of the Federalists?
2. Why did the Anti-Federalists oppose the Constitution?
3. Why were the Articles of Confederation a failure?
4. Why did the Framers take power they weren’t given at
the Constitutional Convention? Was this move
justified? Why or why not?
5. How can states be reassured the new proposed
government won’t be too strong?
6. What about the rights of citizens? Where are they
guaranteed?
7. What do the Anti-Federalists have to offer the
Federalists?
1. Students will read the Declaration of Independence, found in most SSC
American History and American Government textbooks. This
G2b
document can also be found at the following websites:
www.us.history.org/declaration or www.loc.gov.
2. In small groups, students will answer the following questions in
complete sentences on a separate sheet of paper.
1. Who was the author of the Declaration of Independence? Why
was he chosen?
2. Whose concepts did the Declaration of Independence draw
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
UPDATED 2/14/11  Page 6 of 18
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Constructed
response, selected
response , teacher
observation
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on?
3. What were people’s natural rights?
4. What changes were made to the idea of natural rights in this
document?
5. How do governments obtain their power? What can people do
if the government is not fulfilling its responsibility?
6. What do inalienable rights mean?
7. What does the phrase “all men are created equal” mean? What
does it not mean? Who, significantly, was left out of this
document?
8. In this first draft, what did Jefferson include?
9. Why was this section dropped?
10. When did the delegates vote the colonies were free?
11. When was the Declaration of Independence adopted?
12. Where was it read?
13. What Congress (First or Second Continental) adopted the
Declaration of Independence?
14. What was a Loyalist? What was a Patriot?
15. What does the Preamble of the Declaration of Independence
explain?
16. Why do the colonies have a right to abolish their destructive
governments?
17. If it is the right of the people to abolish a destructive
government, what are they then to do?
18. Who is “he” in the Declaration of Independence?
19. How has “he” mistreated the colonies’ representative
government?
20. Why has “he” kept standing armies in the colonies?
21. What were the Intolerable Acts?
22. Does the author of the Declaration of Independence claim the
colonies have tried to work things out with England? How so?
23. Why do the colonies hold the British as enemies?
24. Why should the United States of America be free?
25. What powers and rights do the colonies have as free and
independent states?
26. Who will protect the colonists?
27. Why was John Hancock’s signature so large?
28. Who were Georgia’s representatives?
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American Government/Civics Framework Unit 5
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3. Students then use their answers to the above questions to evaluate
the persuasiveness of the Declaration of Independence. Each
group should be prepared to report back to the whole class.
4. In preparing the group’s evaluation, students should consider the
purpose of the Declaration of Independence, discuss its
significance and also for further analysis, students may research
how the Declaration of Independence has influenced other
countries and groups in their pursuit of freedom. The idea is to
determine students’ knowledge of the background of the
Declaration of Independence, its purpose, and its importance in
American history and the ideals of American government.
Students will also be asked to determine whether or not the
charges in the Declaration of Independence were justified or not,
and provide reasons from the document and time period
defending their responses.
Students will look at the Articles PowerPoint and fill out the strengths SSC
and weaknesses T-Chart. They will explain in a paragraph how
G 1a
the beliefs and ideals found in our early government documents
changed or remained the same through our country’s
development.
Students will identify and cite examples of the checks and balances of 3c, 4
the three branches of government and complete the graphic
organizer
Students will read excerpts from the Federalist papers and Patrick
Henry’s anti-federalist speeches. They will debate the issues of
ratification then and compare the arguments to issues of today.
They will write an essay answering “How have the beliefs and
ideals found in our early government documents changed or
remained the same throughout our country’s development?
Websites
Federalist papers:
http://www.foundingfathers.info/federalistpapers/
Summary and analysis of the Federalist Papers:
http://www.foundingfathers.info/federalistpapers/
Anti-Federalist papers:
The Address and Reasons of Dissent of the Minority of the
Convention of Pennsylvania to their Constituents
Speeches of Patrick Henry
http://www.constitution.org/afp/afp.htm
Other sites:
http://www.let.rug.nl/usa/D/1776-1800/federalist/antixx.htm
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American Government/Civics Framework Unit 5
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3a
Dialog and
discussion
Constructed
response
Dialog and
discussion
Constructed
response
Dialog and
discussion
Constructed
response
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Students will watch the PowerPoint on the foundations of
government. They will work in small groups, as individuals,
whole class and finally on their own to create a chart, timeline,
list and essay over the causes leading to the Declaration of
Independence
1 a-b Informal
2b
observation
Dialog and
response
Constructed
response
Selected response
Students will read about landmark court cases. They will put together 16 c Read and interpret
a court case graphic organizer. From it students will create a chart
Assemble a graphic
of major court cases and determine the importance of these court
organizer and copy
cases to the rule of law. They will answer questions explaining
Constructed
how the Supreme Court is able to interpret, reverse, and use
response
selective incorporation in the decisions that are given in landmark
Small group work
cases.
Websites used to create Supreme Court Case lesson:
http://library.thinkquest.org/11572/cc/index.html
Student will use a copy of the Declaration of Independence, read
1 a,
Informal
excerpts from the philosophers that influenced the writing of the
b
observation
Declaration and compare their theories to the current
2a
Constructed
Constitution. Explain how parts of the constitution came directly
response
from the reading and experiences of the founders
Create T chart showing the philosopher and the reference in the
Declaration and write an essay answering the question “How have the
beliefs and ideals found in our early government documents changed or
remained the same though our country’s development?”
The works that influenced the founders of the nation:
The Magna Carta
http://www.archives.gov/exhibits/featured_documents/magna_carta/
http://www.britannia.com/history/docs/magna2.html
The English Bill of Rights
http://www.yale.edu/lawweb/avalon/england.htm
Petition of Rights:
http://www.britannia.com/history/docs/petition.html
Hobbes moral and political philosophy
http://plato.stanford.edu/entries/hobbes-moral/
http://www.iep.utm.edu/h/hobmoral.htm#SH5a
John Locke theories
http://www.philosophypages.com/hy/4n.htm
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
UPDATED 2/14/11  Page 9 of 18
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http://www.constitution.org/jl/2ndtreat.htm
Baron de Montesquieu
http://plato.stanford.edu/entries/montesquieu/
Sample Test Items
If the United States were operating today under the Articles of
Confederation, issues concerning how to best clean up the environment
would be handled by the
A executive branch
B judicial branch
C national guard
D individual states
The United States system of checks and balances allows the
A Congress to remove a member of the Cabinet
B Supreme Court to declare a law unconstitutional
C Supreme Court to remove members of Congress
D president to remove the speaker of the House of Representatives
In general the anti-federalists felt that the government created by the
United States Constitution was too
A strong and centralized
B large and disorganized
C protective of civil rights
D weak to control the states
The Magna Carta was important because it
A was America’s first legislature
B separated church and state
C established limited government
D gave power to the Colonies
The Supreme Court power of judicial review began with the case of
A Roe v. Wade
B Plessy v. Ferguson
C Miranda v. Arizona
D Marbury v. Madison
Read the following passage and answer the question
”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…”
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American Government/Civics Framework Unit 5
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SSC
G 1a
D
3c, 4
B
3a
A
1a
C
16c
D
1 a,
b
2a
A
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This quote from The Declaration of Independence reflects John Locke’s
theory of
A the social contract
B survival of the fittest
C the separation of powers
D equality in the state of nature
Resources for UNIT 6
http://www.constitution.org/
- Contains links to documents that influenced the Constitution and Declaration of
Independence and a wealth of other information.
FOR SAMPLE PERFORMANCE TASKS FOR THIS UNIT,
PLEASE VISIT
http://www.georgiastandards.org/socialstudiesframework.aspx
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
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Articles of Confederation Lesson
Enduring Understanding: Students will understand that the beliefs and ideals of a society influence the social, political, and
economic decisions of that society.
Essential Questions: How have the beliefs and ideals found in our early government documents changed or remained the same
through our country’s development?
Standards: SSCG1 a
Time: two 50 minute periods
One block period
Materials Articles of Confederation PowerPoint
Articles of Confederation T-Chart
Directions:
1.
2.
3.
4.
Show the Articles of Confederation PowerPoint and explain the strengths and weaknesses of the plan
Have students complete the strengths and weaknesses of the Articles of Confederation T-Chart
Students will write a paragraph explaining how the Articles of Confederation caused economic problems and led to the
current Constitution
Advanced students might be asked to analyze how the economic problems of this time period are reflected in the
current economy. Is there too much or too little government aid?
Question:
If the United States were operating today under the Articles of Confederation, issues such as the effect of acid rain on the
environment would be handled by the
A executive branch.
B Supreme Court.
C Supreme Court.
D individual states.
Description of Assessment
Students will look at the Articles PowerPoint and fill out the
strengths and weaknesses T-Chart. They will explain how
economic factors influenced the writing of the current
constitution
GPS
SSCG 1 a
Type of Assessment
Dialog and discussion
Constructed response
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
UPDATED 2/14/11  Page 12 of 18
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Articles of Confederation T-Chart
Strengths
Name_________________________
Weaknesses______________
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Foundations of Government
Enduring Understanding: : Students will understand that the beliefs and ideals of a society influence the social, political, and
economic decisions of that society.
Essential Questions: In what ways is our rule of law influenced by previous political philosophers?
How have the beliefs and ideals found in our early government documents changed or remained the same though our country’s
development?
Standards: SSCG 1 a, b SSCG 2 b
Directions:
1. Watch the PowerPoint “Foundations of Government”
2. Assign pairs of students a topic to research
Have them create a chart of the name of the background topic, date, a short description, and the significance of the topic (why is
unimportant or how did it contribute to the desire to break from England.
3. Have student do a short presentation of the background topics.
4. Place the topics in the hall or around the room and have students do a walk about and complete the chart.
5. When students have completed the chart have them create a timeline of events and documents on the back.
6. Students will compare the chart to the list of grievances in the Declaration of Independence and generate a list of problems the
colonists found with the British government. This can be completed as a whole class assignment
7. Students will write an essay comparing the list of grievances from the past with the current conditions today.
Background leading to the writing of the Declaration of Independence
Magna Carta
English Bill of Rights
House of Burgesses
French and Indian War
Mercantilism
Magna Carta
English Bill of Rights
House of Burgesses
French and Indian War
Mercantilism
1st Continental Congress
Committee of Correspondence
American Revolution
Declaration of Independence
2nd Continental Congress
Articles of Confederation.
Description of assessments
Students will watch the PowerPoint on the foundations of
government. They will work in small groups, as individuals,
whole class and finally on their own to create a chart,
timeline, list and essay over the causes leading to the
Declaration of Independence
GPS
1 a-b
2b
Type of Assessment
Informal observation
Dialog and response
Constructed response
Selected response
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
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Historical documents and events
up to the Declaration of Independence
Date
Event
Name___________________________
Description
Significance
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Complete timeline on the back
1. The Magna Carta was important because it
A
B
C
D
was America’s first legislature
separated church and state
established limited government *
gave power to the Colonies
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
UPDATED 2/14/11  Page 16 of 18
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The Philosophers and the Declaration of Independence
Enduring Understanding: : Students will understand that the beliefs and ideals of a society influence the social, political, and
economic decisions of that society.
Essential Questions: In what ways is our rule of law influenced by previous political philosophers?
How have the beliefs and ideals found in our early government documents changed or remained the same though our country’s
development?
Standards: SSCG 1 a, b SSCG 2 b
Time: 1 regular period
½ block period
Materials: Computer internet, copy of Declaration of Independence
Directions
Student will use a copy of the Declaration of Independence, read excerpts from the philosophers that influenced the writing of the
Declaration
The works that influenced the founders of the nation:
The Magna Carta
http://www.archives.gov/exhibits/featured_documents/magna_carta/
http://www.britannia.com/history/docs/magna2.html
The English Bill of Rights
http://www.yale.edu/lawweb/avalon/england.htm
Petition of Rights:
http://www.britannia.com/history/docs/petition.html
Hobbes moral and political philosophy
http://plato.stanford.edu/entries/hobbes-moral/
http://www.iep.utm.edu/h/hobmoral.htm#SH5a
John Locke theories
http://www.philosophypages.com/hy/4n.htm
http://www.constitution.org/jl/2ndtreat.htm
Baron de Montesquieu
http://plato.stanford.edu/entries/montesquieu/
Read excerpts from the above listed titles and compare their theories to the Constitution. Explain how parts of the constitution
came directly from the reading and experiences of the founders
Create T chart showing the philosopher and the reference in the Declaration
Philosopher
Declaration
Question:
Read the following passage and answer the question
”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…”
Georgia Department of Education
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American Government/Civics Framework Unit 5
UPDATED 2/14/11  Page 17 of 18
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1. This quote from The Declaration of Independence reflects John Locke’s theory of
A the social contract *
B survival of the fittest
C the separation of powers
D equality in the state of nature
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 5
UPDATED 2/14/11  Page 18 of 18
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