TIMELINE/FLOWMAP
Document/Event
Magna Carta
Date
1215
Where?
EnglandWritten
by the
king’s
nobles
(they
were
powerful
enough
to make
him
agree to
it).
Purpose
Required King John
of England to protect
certain rights of the
people
Limited King’s
powers (things he
couldn’t do any
more)
Protected the rights
of the people
(Note: While these
goals were not
achieved, the
document became
an important symbol
to show that the
government was
bound by law)
Main points
Rule of constitutional lawThe government must
follow laws, too.
Created ParliamentBeginning of
representative government
Beginning of separation of
powers/checks and
balances.
Governments are based on
an agreement or contract
between the ruler and
people to be ruled. (Just
like social contract!)
TIMELINE/FLOWMAP CONT’D.
Enlightenment
1600- This
1700s was not
a
docume
nt, but a
time
period
in
Europe.
People started looking
outside of the church
for answers.
Philosophers, Locke &
Montesquieu, began to
share their
theories/ideas on
human rights &
government.
Baron de Montesquieuseparation of powers,
checks & balances
John Locke- separation of
church & state, social
contract, natural rights,
consent of the governed
TIMELINE/FLOWMAP CONT’D.
Mayflower
Compact
1620 American
coloniesAboard
the
Mayflowe
r ship by
settlers of
Plymouth
Rock.
Set up a government
and write first written
laws for the new
settlers arriving at
Plymouth Rock (now
Provincetown Harbor,
Cape Cod,
Massachusetts)
Fair and equal laws for
the general good of the
settlement
Will of the majority
(democracy = majority
rules)
Social contract where
the settlers consented to
follow the Compact’s
rules for the sake of the
survival of the new
colony (first form of selfgovernment)
John Adams and others
have referred to it as the
foundation of the U.S.
Constitution
TIMELINE/FLOWMAP CONT’D.
English Bill of 1689 EnglandRights (An Act
Written by
Parliament
Declaring the
Rights and
Liberties of
the
People/Subje
cts)
A written
document
securing the
rights/freedoms
of the people.
Lists rights for
citizens and
permanent
residents of a
constitutional
monarchy
(England)
Included the right to
petition the monarch
(seek change or
improvement)
Included the right to bear
arms in defense
Emphasizes the
importance of the
consent (agreement) of
the people
Influenced the U.S. Bill of
Rights (1791)
TIMELINE/FLOWMAP CONT’D.
Virginia
Declaration of
Rights
1776
American
colonieswritten by
several
founders in
Virginia
Founders used the
English Bill of Rights
to help them draft
individual rights
colonists should
have.
It influenced many
documents- Thomas
Jefferson referred to it while
writing the Declaration of
Independence & it was used
while writing the Bill of
Rights in the US
Constitution.
TIMELINE/FLOWMAP CONT’D.
“Common
Sense” by
Thomas Paine
(published
anonymously)
1776
American
colonies
Challenged the
authority of the
British government
and the royal
monarchy (includes
Parliament)
Published
anonymously, the
pamphlet
encouraged that the
colonists declare
their independence
from the British
crown (Enough’s,
enough! Stand up
for yourselves!!!)
Supported a movement for
sovereignty (rule) of the
people, a written
constitution, and effective
governmental checks and
balances
Placed the blame for the
British colonists on King
George III
TIMELINE/FLOWMAP CONT’D.
Declaration of
Independence
1776
United
States of
America
Written by Thomas
Jefferson to the British
government, declaring
the
independence/freedom
of the colonies from
British rule.
The American colonies
become the United
States of America.
Explains purpose of
government and the role
gov. should play in people’s
lives (natural rights, consent
of the governed, social
contract, limited
government/protections)
Lists complaints against
King George III, Parliament,
& the British people
TIMELINE/FLOWMAP CONT’D.
Articles of
Confederation
1777- United
1789 States of
America
An agreement among
the 13 founding states
that established the
United States of
America as a
confederation (our first
form of government)
and served as its first
constitution.
Created a weak government
with many problems:
Congress/legislative branch
only, each state had its own
laws and type of $, state
governments were stronger
than national government
(Congress), no court
system, no president.
TIMELINE/FLOWMAP CONT’D.
U.S.
Constitution
1789
United
States of
America
America’s current
framework for
government, drafted in
1789 to resolve the
problems under the
Articles of Confederation.
America’s government
type is no longer a
confederation, but a
representative democracy
(there’s majority rule of
the people- voting- and
everything else is decided
by the representatives we
elect).
Federal government
(national level) is more
powerful than state
government.
Created 3 branches of
government (legislative,
executive, judicial) and
checks & balances
Preamble- introduces the
purpose and the 7 main
principles of the Constitution
Articles- organizes the
government and explains
who does what and how
Amendments- changes to
the constitution. Include our
individual freedoms and
rights. Bill of Rights are
amendments 1-10.
ARTICLES OF
CONFEDERATION/CONSTITUTION
Problem with the Articles of
Confederation
Constitutional Solution
The National Government (Congress)
has no power
No Power to Collect Taxes
The Supremacy Clause (Article VI)
A Stronger Congress (Article I)
An Expressed Power (Article I, Section
8)
An Expressed Power plus the Power to
Regulate Instruments of Commerce
(Currency- things like printing $)
An Expressed Power (Article I, Section
8)
A President Chosen Indirectly by Voters
(Article II)
Establishment of a Supreme Court and
Grant of Power to Establish Lower
National Courts (Article III)
More Reasonable Amendment RulesNow a majority must agree (2/3
Congress & ¾ of States)
No Power over Interstate and Foreign
Commerce (trade)
No Mandatory Power to Raise an Army
No Independent Executive (No
President)
No National Court System
The Amendment Process- Everyone
had to agree for any change to happen
What they were scared of
National Government with Too Much
Power
The Solution
Federalism- National government is
superior to state government
Separation of Powers
“Separate Institutions Sharing Power”
Bicameralism- Breaking Congress into
2 parts: the House of Representatives
& the Senate
Term Limits
Checks and Balances
Limited National Government- State
governments and individuals have
protections and freedoms
4. COMPARE THE RESPONSIBILITIES WITH THE
RIGHTS OF US CITIZENS
• Responsibilities: Pay taxes, vote, serve on juries (jury
duty), obey laws, defend the nation, civic duty (giving
back to the community…like Project Citizen)
• Right: Vote, freedoms (speech, religion, assembly), bear
arms, protection from government, representation in
the government and court room
5. ILLUSTRATE THE “MELTING POT THEORY”
M E LT I N G P OT
TOSSED SALAD
• immigrants coming into
the country make an
effort to become more
“American”, adopting
the ways and beliefs of
the US, losing their
native culture in the
process. Immigrants try
to fit in with the
mainstream.
• immigrants keep their
culture and are proud of
it, even after becoming a
US citizen. US citizens
are all different and
unique, like the
ingredients you’d put in
a salad. US citizens,
when put together,
create a beautiful, tasty
tossed salad! 
6. LIST THE REQUIREMENTS FOR BECOMING A
NATURALIZED CITIZEN.
 18 years or older
 Continuous permanent resident for 5 years (3 if
married)
 Show good moral character & agreement with ideals in
US Constitution
 Swear an oath to the US
 Pass English/Civics test & interview
7. WHAT ARE THE PRINCIPLE CRITERIA
FOR CITIZENSHIP UNDER THE 14TH
AMENDMENT?
 “All persons born or naturalized in the United States,
and subject to the jurisdiction thereof, are citizens of
the United States and of the State wherein they reside.”
 Based on law of the soil – if born on US soil, you are
automatically a citizen.
8. PROVIDE AT LEAST TWO EXAMPLES OF HOW
FLORIDA MUNICIPALITIES (CITIES) LEVY
(COLLECT) TAXES.
Sales tax, property tax, utilities tax (water,
electric, cell phones)
9. CREATE A CONTINUUM (LIKE A NUMBER LINE) SHOWING THE
SPREAD IN POLITICAL IDEOLOGICAL THOUGHT (LIBERAL
MODERATECONSERVATIVE) AND THE PARTIES GENERALLY
IDENTIFIED WITH EACH TYPE OF IDEOLOGY.
• Liberal- tend to be more open to new ideas and beliefs.
Not very traditional. (Political party is generally
Democratic)
• Moderate- in the middle. (Political party tends to be
Independent)
• Conservative- tend to be more traditional in beliefs and
ideas. Doesn’t usually like change. (Political party is
generally Republican)
10. USE A FLOW MAP TO DIAGRAM
THE POLITICAL NOMINATION
PROCESS.
Caucus, Primary election, National convention,
platform issues/stances identified, Presidential
campaign, general election, electoral vote
11. DESCRIBE THE CHARACTERISTICS OF
POLITICAL CAMPAIGNS.
 Qualifications/Experiences- What is the candidates background,
education, upbringing, moral values, professional experiences,
accomplishments…what makes this person right for the job?
 Issue-based platforms- What issues/topics are important to the
candidate? How do they feel about the issues and what is their
plan for the issues?
 Debates- Candidates argue the points in their plans/beliefs,
defending their opinions against opposing candidates
 Political Ads- Media is used to communicate information to the
public so that they are able to make an informed decision and cast
an educated, well-researched vote.
12. DESCRIBE THE INFLUENCE OF THIRD PARTIES ON THE
POLITICAL PROCESS.
 Third parties are an option for people to turn to in the
event they don’t agree with the 2 “main” political
parties (Republican/Democrat) on the issues.
 Third parties bring more light to the issues, in the form
of different opinions.
 Even if third parties don't win, a lot of people do vote
for them, and that is votes taken away from the other
party's votes, which has an impact on end election
results.
13. HOW DOES YOUR LEVEL OF EDUCATION INFLUENCE
YOUR VOTING HABITS?
The more educated you are, the more
likely you are to vote!
14. Define “suffrage.”
The right to vote.
15. GIVE AN EXAMPLE FOR EACH OF THE 7 TYPES OF
PROPAGANDA.
Transfer/Testimonial- The act of relating
something or someone we like or respect with a
product or service.
Glittering Generalities- The act of referring to
words or ideas that evoke a positive emotional
response from an audience.
15. GIVE AN EXAMPLE FOR EACH OF THE 7 TYPES OF
PROPAGANDA.
Plain Folks- The use of everyday people to sell a
product or service. Speakers in ads appear to make
the person to be one of the people.
Bandwagon- Attempts to persuade the target
audience to take a course of action, "Everyone else is
taking." "Join the crowd."
15. GIVE AN EXAMPLE FOR EACH OF THE 7 TYPES OF
PROPAGANDA.
Name Calling- The use of names that evoke
fear or hatred in the viewer. This technique
links a person or idea to a negative symbol.
Card Stacking- Strategy of showing the
product's best features. Telling half-truths and
emitting or lying about it's potential problems.
16. DESCRIBE HOW LOBBYISTS AND SPECIAL
INTEREST GROUPS TRY TO INFLUENCE THE
POLITICAL PROCESS.
Think about it: You all became lobbyists
for Project Citizen. What did you and your
classmates do to gain support and
influence others to approve your ideas?
17. DIAGRAM THE LEVELS OF GOVERNMENT.
Federal (Washington DC- National
Government)
State (Tallahassee)
Local (County/City)
18. List several ways you could volunteer
in your community.
This is checking to make sure you
understand public policy and Project
Citizen
19. What is the rule of law?
Rule of law means that every citizen must
follow the law, even those in charge.
20. Describe the rule of law and rights of
citizens in a dictatorship vs. democracy.
Dictatorship- Do as you’re told. No say in
laws/rules.
Democracy- People have a voice and may
vote for rules/laws or those that create
them.
21. Describe why the Code of Hammurabi was
effective.
 Eye for an eye perspective
 Earliest known listing of rules/laws (from Babylonian
times). Similar to Constitution.
 Rules and punishments were arranged by social status
(slave versus free man).
22. Give three examples of intangible
personal property (as in intellectual
property, trademark, or copyright).
Songs to download, movies, a patent for
an invention, any idea you have
23. CREATE A DOUBLE BUBBLE MAP COMPARING/CONTRASTING
THE VIEWS OF FEDERALISTS AND ANTI-FEDERALISTS INCLUDING
THE SIGNIFICANT INDIVIDUALS INVOLVED IN THE DEBATE.
FEDERALISTS
•
•
•
Alexander Hamilton &
James Madison
Strongly supported the
Constitution as it was
written and did not think a
bill of rights was needed.
Constitution limits
government power
enough & how could we
possibly list ALL rights an
individual has?
ANTI-FEDERALISTS
• George Mason & Patrick Henry
• Felt that a bill of rights would
prevent the central government
from threatening states’ authority
and oppressing citizens.
• They thought that listing rights
would help protect against the
powerful central government
taking away the freedoms they
had fought a revolution to
preserve.
24. LIST AND DESCRIBE THE COMPROMISES MADE
DURING THE CONSTITUTIONAL CONVENTION.
 Great Compromise - Decision was made to split
Congress/legislative branch into the House of
Representatives & the Senate. A state’s representation
in the House of Representatives is dependent on the
population of the states (the more people the more
representatives). In the Senate, each state has 2
representatives.
 Constitutional Compromise - Federalists & AntiFederalists compromised and added the Bill of Rights,
resulting in the ratification, or approval, of the US
Constitution.
25. DIAGRAM AND GIVE EXAMPLES OF THE SYSTEM OF
CHECKS AND BALANCES.
 Legislative- Creates/makes laws. Includes the Senate and House
of Representatives
 Executive branch- Enforces laws (makes sure people are following
them). Includes the President and other executive departments
(like Department of Education, Department of Homeland Security,
etc)
 Judicial branch- Interprets laws (makes sure they’re fair and
Constitutional). Includes the Supreme Court and the Justices
(judges).
 Examples of Checks and Balances- anything showing one branch
doing something and another branch signing off
 Legislative makes laws and executive approves them.
 Executive arrests people for breaking laws and judicial sets
punishment.
 Legislative branch writes a law, the judicial branch says it’s
unconstitutional.
26. CREATE A TREE MAP OF THE BILL OF RIGHTS
 1- Freedoms: of speech, religion, assembly, press, petition the
government
 2- Bear arms
 3- No soldiers in homes (anti-quartering act)
 4- Protection from unreasonable search and seizure
 5- Protection from self incrimination & due process (you must be
notified why you’re being arrested/charges)
 6- Right to attorney & jury trial in criminal cases
 7- Right to trial by jury in civil cases
 8- Protection from cruel & unusual punishment
 9- Additional individual rights that may not be mentioned (like
expectation of privacy)
 10- Powers not given to the Federal government belong to the
states or to the people.
27. Define the “supremacy clause” of the US
Constitution and how it relates to ultimate
sovereignty.
Supremacy clause- basically that the US
Constitution is the supreme law of the United
States. It’s the “Big Daddy” of law that ALL
citizens/states must follow.
Ultimate sovereignty- means “supreme rule”
28. MAKE CONNECTIONS BETWEEN THE CONCEPTS
OF “LIMITED GOVERNMENT” AND “POPULAR
SOVEREIGNTY”
 Limited government- People are protected from
government…there are certain things government
CAN’T do.
 Popular sovereignty- the people are the rulers of our
government. Literal translation is “rule of the majority”
 SO- it’s up to the majority of the people, those who
participate in their governments anyway, to ensure
government protections and limits so that people’s
rights and freedoms are guaranteed today and
tomorrow
29. PARAPHRASE THE PREAMBLE TO THE FLORIDA
CONSTITUTION
“We, the people of the State of Florida,
being grateful to Almighty God for our
constitutional liberty, in order to secure
its benefits, perfect our government,
insure domestic tranquility, maintain
public order, and guarantee equal civil
and political rights to all, do ordain and
establish this constitution.”
So what’s this saying?
30. WHAT IS THE DIFFERENCE BETWEEN POLITICAL
PARTIES AND INTEREST GROUPS?
POLITICAL PARTIES
INTEREST GROUPS
• Groups of people
who have the same
general idea of how
the government
should be run.
• A group who
represents people
with special interests
(women’s rights,
environmentalists,
senior citizens,
religious groups, etc.)
• These groups
generally focus on a
single issue.
• Focus on many
different issues.