Unit 1, Activity 1, Classifying Governments Chart
Civics
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 1
Unit 1, Activity 1, Classifying Governments Chart
Classifying Governments Chart
Democracy
Aristocracy
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Autocracy
Page 1
Unit 1, Activity 4, Types of Government Systems
Types of Government Systems
________________________________________________________________________
democracy
pure democracy
representative democracy
oligarchy
aristocracy
nobility rules
absolute monarch
autocracy
dictator
tyrant
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 2
Unit 1, Activity 5, Fundamental Principles Word Grid
Fundamental Principles Word Grid
Country
Rule of Law
Limited
government
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Consent of the Constitutionalism
governed
Page 3
Unit 2, Activity 2, Document Summaries Worksheet
Document Summaries
Describe how each of the following documents contributed to the establishment of a
limited government in the United States.
*****
Magna Carta
The Magna Carta was the charter of English political and civil liberties granted by
King John at Runnymede, England, in June of 1215. The document limited the
king’s power and is therefore considered the beginning of constitutional
government in England. The most notable of rights guaranteed is trial by jury.
*****
English Bill of Rights (Rights of Englishmen)
The Rights of Englishmen were derived from the Magna Carta and verified in the
Glorious Revolution of 1688. Essentially, the English parliament, in offering the
throne to William of Orange in 1688, demanded that the king approve a bill of
rights for all Englishmen, which became known as the English Bill of Rights in
1689. These rights included the following:
•
•
•
•
•
The king could not suspend the laws.
Only parliament could tax and expend money.
There was freedom of speech in parliament.
Bail was not to be excessive.
Parliament was to meet regularly.
*****
English Common Law
The common law legal system is a system of laws that originated and was
developed in England. The laws are based on court decisions and the doctrines
implied in those decisions. These laws are based on customs and usages rather
than on codified laws.
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 4
Unit 2, Activity 2, Document Summaries Worksheet (continued)
Document Summaries
*****
Mayflower Compact
The Mayflower Compact of 1620 asserted the rights of American colonists under
English Common Law. English kings argued that they should rule as absolute
monarchs (autocrats) because they had divine right (i.e., they believed they were
ordained as sovereign by God and the Church). The nobility and merchants
argued that they had rights as Englishmen to choose representatives to
parliament—a parliament that would control taxes. The Mayflower Compact was
an expression by the Pilgrims who agreed to be governed under a compact (e.g.,
government by the consent of the governed).
*****
Declaration of Independence
By 1775, the experience with British colonialism taught the American colonists
that their rights as Englishmen were in competition with the power of the English
king and parliament. Ideas expressed in the Declaration of Independence
declared:
• The King had not protected Englishmen from their enemies.
• All men have unalienable rights (e.g., life, liberty and the pursuit of
happiness).
• All men are equal before the law.
The rights of colonists had been violated by taxation and regulation by the
English parliament without colonial representation in that legislative body (e.g.,
without consent of the governed).
*****
Articles of Confederation
The Articles of Confederation was America’s first plan of national
government,put into effect in 1781. It loosely organized the former thirteen
colonies into a confederation of thirteen states under a weak national government.
It was replaced later by the federal government created under the U. S.
Constitution in
1789.
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 5
Unit 2, Activity 2, Articles of Confederation Opinionnaire Worksheet
Articles of Confederation Opinionnaire Worksheet
Read through the summaries of the provisions of the Articles of Confederation
below. Indicate whether each provision strengthened (S) or weakened (W) the
national government provided for under the Articles of Confederation. In the
space provided under each provision, explain why you made that choice and how
the United States Constitution corrected the problem.
1. The Articles created a loose confederation of independent states that gave
limited powers to a central government. Circle S W
_______________________________________________________________
_______________________________________________________________
2. The national government created a single house of Congress. Circle S W
_______________________________________________________________
_______________________________________________________________
3. Each state would have one vote. Circle S W
_______________________________________________________________
_______________________________________________________________
4. A unanimous vote was needed to amend the Articles. Circle S W
_______________________________________________________________
_______________________________________________________________
5. Each state coined its own money. Circle S W
________________________________________________________________
________________________________________________________________
6. Nine of thirteen states must agree to laws. Circle S W
_______________________________________________________________
_______________________________________________________________
7. No federal courts were created by the Articles. Circle S W
_______________________________________________________________
_______________________________________________________________
8. No executive existed under the Articles. Circle S W
_______________________________________________________________
_______________________________________________________________
9. Collection of taxes was unenforceable. Circle S W
_______________________________________________________________
_______________________________________________________________
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 6
Unit 2, Activity 3, Mayflower Compact Worksheet
Mayflower Compact Worksheet
After reading and discussing the opening sentence of the Mayflower Compact,
write a sentence describing how the colonists believed in the divine right of the
English King. Mark words from the document that support your statement.
In the name of God, Amen. We, whose names are underwritten, the Loyal Subjects
of our dread Sovereign Lord, King James, by the Grace of God, of Great Britain,
France and Ireland, King, Defender of the Faith, etc.
__________________________________________________________________
Answer the questions that follow this quote from the Mayflower Compact.
Having undertaken for the Glory of God, and Advancement of the Christian Faith,
and the Honour of our King and Country, a voyage to plant the first colony in the
northern Parts of Virginia; do by these Presents, solemnly and mutually in the
Presence of God and one of another, covenant and combine ourselves together
into a civil Body Politick,
Where did the colonists plan to settle? __________________________________
What did the colonists mean by “covenant and combine ourselves together into a
civil Body Politick”? ________________________________________________
Which portions of the following quote from the Mayflower Compact would you
cite to indicate that they recognized the:
rule of law ___________________________________________________
rights of
Englishmen__________________________________________________
consent of the
governed____________________________________________________
for our better Ordering and Preservation, and Furtherance of the Ends
aforesaid; And by Virtue hereof to enact, constitute, and frame, such just and
equal Laws, Ordinances, Acts, Constitutions and Offices, from time to time, as
shall be thought most meet and convenient for the General good of the Colony;
unto which we promise all due Submission and Obedience.
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 7
Unit 2, Activity 5, Vocabulary Card on the Principles of Government
Vocabulary Card on the Principles of Government
Definition
Characteristics
Vocabulary
Word
Examples
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Illustration
Page 8
Unit 3, Activity 1, Analysis of Articles of the United States Constitution
Analysis of Articles IV, V, VI, and VII
of the United States Constitution
Summarize Articles IV, V, VI, and VII in your own words in the space provided.
Article IV. Relationships between states and the federal government
What does full faith and credit mean?
Why is it important that citizens in one state have the rights of citizenship in all
other states?
What is extradition?
How did the Constitution treat runaway slaves?
Why is it important that every state have a republican form of government?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Article V. Amending Process
What are the two ways amendments to the Constitution may be proposed?
What are the two ways amendments to the Constitution may be ratified?
Why did the Founding Fathers make the amending process so difficult?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Article VI. Legal Status of the Constitution
Why was it necessary for the new government to pay its debts?
How does the phrase supreme law of the land define power relationships between
federal and state governments?
Why would government officials need to take an oath?
Why would there be no religious tests in order to be a government official?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Article VII. Ratification
How many states needed to ratify the Constitution before it would go into effect?
_________________________________________________________________
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 9
Unit 3, Activity 1, Governmental Powers
Governmental Powers
Powers Reserved
To the States
Concurrent Powers
(Shared)
______________________
_______________________ Delegated:
______________________
_______________________ ___________________________
______________________
_______________________ ___________________________
______________________
_______________________ Implied:
______________________
_______________________ ___________________________
______________________
_______________________ ___________________________
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Congressional Powers
Page 10
Unit 3, Activity 2, Opinionnaire
Opinionnaire
Have students complete the following opinionnaire. Students will discuss their answers
following completion of the opinionnaires.
What Are Your Opinions About the Branches of Government?
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or
SD (strongly disagree). Then in the space provided, briefly explain the reasons for your
opinions.
1. The executive branch is the most powerful branch of our government._____
Your reasons:
2. The legislative branch is the most powerful branch of our government._____
Your reasons:
3. The judicial branch is the most powerful branch of our government._____
Your reasons:
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 11
Unit 3, Activity 3, Constitutional Analysis
Constitutional Analysis
Article I, U.S. Constitution
Article I creates a national legislature that represents the people in making rules
governing the country. The article has ten (10) sections. In the spaces provided below,
write a summary of each section in your own words.
Section 1. Congress
What does vested mean?
__________________________________________________________________
__________________________________________________________________
__________________________
Section 2. House of Representatives
Who can vote for House members?
What are the qualifications for a member to be elected?
What does sole power of impeachment mean?
What is enumeration?
Why did some people count differently?
How many representatives does each state have the right to elect?
What is their term of office?
__________________________________________________________________
__________________________________________________________________
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 12
Unit 3, Activity 5, Governmental Functions
Governmental Functions
*****
Legislative Branch
Congress
Louisiana Legislature
Parish Level
House of Representatives:
House of Representatives:
Parish Council/:
Senate:
Senate:
Police Jury:
Majority Leaders:
Majority Leaders:
Legislative Checks on Executive
Legislative Checks on Executive
and Judicial Branches:
and Judicial Branches:
*****
Executive Branch
Federal Executive
Louisiana Executive
President:
Governor:
Vice-President:
Lt. Governor:
Parish Executive
Parish President:
District Attorney:
Sheriff:
Coroner:
Assessor:
Executive Checks on Judicial
and Legislative Branches:
Executive Checks on Judicial
and Legislative Branches:
U. S. Attorney General:
Attorney General:
Executive Cabinet:
Executive Cabinet:
Parish Attorney:
*****
Judicial Branch
Federal Courts
Supreme Court:
Court of Appeals:
District Court:
Judicial Checks on Executive
and Legislative Branches
Louisiana Courts
Supreme Court:
Court of Appeals:
District Court:
Parish Courts
District Court:
Clerk of Court:
Judicial Checks on Executive
and Legislative Branches:
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 13
Unit 3, Activity 7, RAFT Writing
RAFT Writing
R – Role (role of the writer- newspaper editor)
A – Audience (to whom or what the RAFT is being written - newspaper readers)
F – Form (the form the writing will take, as in letter, song, etc. - newspaper
editorial)
T – Topic (the subject focus of the writing - a bill they wish to see passed or
rejected)
You are a newspaper editor, and you want to convince people to think the way you do.
Pick a bill you wish to see passed or rejected. Write a newspaper article trying to
convince others of your point of view. Include fact and opinion in your newspaper
article. Include a picture in the box.
Name of article ______________________ by ________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_________________________________
caption
___________________________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
________________________________________________________________________
______________
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 14
Unit 3, Activity 9, The Bill of Rights
The Bill of Rights
Identify the following freedoms and rights with the specific amendments in the
Bill of Rights:
Amendment Number
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Freedom or Right
(1) freedom of speech
(2) freedom of religion
(3) freedom of the press
(4) freedom of assembly
(5) right to petition government
(6) right to bear arms
(7) freedom from quartering soldiers
(8) freedom from unreasonable
searches
(9) freedom from unreasonable
seizure
(10) indictment by grand jury before
trial
(11) no double jeopardy
(12) protection from selfincrimination
(13) due process
(14) eminent domain compensation
(15) right to a speedy trial
(16) right to a public trial
(17) right to trial by jury of one’s
peers
(18) right to confront witnesses
(19) right to counsel
(20) right to jury trial in civil cases
(21) protection from excessive bail
or fines
(22) no cruel or unusual punishment
(23) rights not listed are retained by
people
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 15
Unit 4, Activity 3, Democrat or Republican
Democrat or Republican
Students should use books or the Internet to find numbers to complete the following
chart. Totals should be placed in each category.
Democrat
Republican
Other
Louisiana’s two U.S. Senators
Louisiana’s U.S. Representatives
Democrats in the Louisiana House
Republicans in the Louisiana House
Democrats in the Louisiana Senate
Republicans in the Louisiana Senate
Democrats in the U. S. House of
Representatives
Republicans in the U. S. House of
Representatives
Democrats in the U. S. Senate
Republicans in the U. S. Senate
States with Republican Governors
States with Democratic Governors
States with a Democratic Legislature (both
houses)
States with a Republican Legislature (both
houses)
States with a divided Legislature
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 16
Unit 4, Activity 4, Political Ideology Word Grid
Political Ideology Word Grid
Students fill in the grid, indicating the extent to which the political party possesses the
stated ideology. Students may fill in the grid with pluses or minuses or they may use a
scale of 0, 1, and 2.
Party
Democratic Party
Liberal
Moderate
Conservative
Republican Party
Socialist Party
Green Party
Libertarian Party
Greenback Party
Communist Party
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 17
Unit 4, Activity 4, Democrat or Republican Issues
Democrat or Republican Issues
Have students place a (D) for Democratic Party or an (R) for Republican Party in front of
statements or political issues that best describe their principles. Students may interview
parents or a political party member to assist them in completing the form.
____Government should protect social security as it is.
____Government should protect the life of a fetus. (Right to life)
____Government should increase the amount of money spent on national defense.
____Government should give women the right to choose. (Pro-choice)
____Government should privatize part of social security.
____Government should raise taxes to meet the social and economic needs of
citizens.
____Private organizations should provide for the social and economic needs of
citizens.
____Government should reduce taxes to promote the economy.
____Government should reduce taxes at all income levels.
____Government should reduce taxes on lower and middle income families.
____Government should regulate the way people use the environment.
____Government should set aside public lands for public use. (National forests
and parks)
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 18
Unit 4, Activity 5, Propaganda Technique Comparison
Propaganda Technique Comparison
Advertising/Propaganda
Technique
Product Advertisement
Testimonial
Famous Athlete
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Political Advertisement
Famous Business
Organization
Page 19
Unit 4, Activity10, Interest Groups and Political Parties Word Grid
Interest Groups and Political Parties Word Grid
Search for the websites of the following special interest groups and associations. Assess
the special interests of each group and fill in the blanks. Determine how each group
aligns with political parties and check off the appropriate symbol:
R=Republican
D=Democratic
N=Neutral
B=Both
Special Interest Group
National Education Association
R
D
N
Chambers of Commerce
Airline Pilots Association
Sierra Club
American Legion
National Rifle Association
American Automobile Association
American Association of Retired Persons
AFL-CIO
American Trial Lawyers Association
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 20
B
Unit 5, Activity 7, Classifying Rights
Classifying Rights
Rights of Citizens
Personal
Political
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Economic
Page 21
Unit 5, Activity 7, Classifying Rights with Answers
Classifying Rights
Rights of Citizens
due process
Personal
Political
X
free speech
X
purchase of goods
X
voting
free association
Economic
X
X
pay taxes
X
jury trial
X
assembly
X
join political party
X
open business
X
religion
X
driver’s license
X
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 22
Unit 6, Activity 1, Opinionnaire BLM
What Are Your Opinions About Foreign Policy?
1. America’s foreign policy should always be consistent with its political values.
Agree_____
Disagree_____
Your reasons:
2. Foreign policy should be practical or idealistic.
Agree_____
Disagree_____
Your reasons:
3. America should ally itself with absolute monarchies (e.g., Saudi Arabia).
Agree_____
Disagree_____
Your reasons:
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 23
Unit 6, Activity 2, Classifying Policy Issues
Classifying Policy Issues
Mark the following political actions as:
D=domestic or F=foreign or B=both
____
Income tax rates are reduced by Congress.
____
Tariffs are increased on steel imports.
____
The Americans with Disabilities Act (1990) is passed.
____
The North American Free Trade Agreement (1994) is signed.
____
The federal government borrows money to cover deficit spending.
Blackline Masters, Civics
Louisiana Comprehensive Curriculum, Revised 2008
Page 24