CORE LET 2
Unit 6: Citizenship in American History and Government
Chapter 2: Foundations of the American Political System
Lesson 5: State Constitutions
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Examine the first states' constitutional ideals for protecting their rights
Linked ELA Common Core: W.9-10. WRITING - W.9-10.10., SL.9-10. SPEAKING & LISTENING - SL.9-10.5., L.9-10. LANGUAGE
- L.9-10.4., L.9-10.4.a., L.9-10.4.d., RH.9-10. READING: HISTORY/SOCIAL STUDIES, WHST.9-10. WRITING: HISTORY/SOCIAL
STUDIES, SCIENCE, & TECHNICAL SUBJECTS - WHST.9-10.1.b., WHST.9-10.1.c.
Linked JROTC Program Outcomes: Address civic concerns that impact the community and society at large. Appreciate the role of
the military and other service organizations in building a constitutional republic.
Thinking Processes
Core Abilities
Defining in Context - Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying - Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing - Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and
written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school,
community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map
Multiple Intelligences
Bloom’s Taxonomy
Authentic Assessment
Learning Objectives
Explain the basic ideas of natural rights, republicanism,
and constitutional government contained in the early
state constitutions
Bodily/Kinesthetic
Remember
Observation Checklist
Visual/Spatial
Understand
Portfolio
Logical/Mathematical
Apply
Rubric
Verbal/Linguistic
Analyze
Test and Quizzes
Musical/Rhythmical
Evaluate
Thinking Map®
Naturalist
Create
Graphic Organizer
Describe the main components of the Virginia
Declaration of Rights
Notebook Entries
Defend positions on legislative supremacy
Interpersonal
Structured Reflection
Intrapersonal
Metacognition
Logs
What?
So What?
Now What?
Performance
Socratic Dialog
Project
Compare and contrast the differences between the
Massachusetts constitution and other state constitutions
Define key words: absolute veto, higher law, legislative
supremacy, override, political guarantees, popular
sovereignty, procedural guarantees of due process,
representation, social contract, state declarations of
rights, veto, Virginia Declaration of Rights
E-I-A-G
Legend:
 Indicates item is not used in lesson
 Indicates item is used in lesson
Lesson Preview/Setup: If possible, encourage Cadets to read the student text prior to class so you have more time to engage Cadets in
active and collaborative learning activities.
Inquire: Cadets review the Student Learning Plan. The class brainstorms ideas they think should be included in state constitutions. Display
the list of six ideas that were included in the first state constitutions and direct Cadets to make a comparison. Brief Cadets on the idea of
legislative supremacy.
Gather: Cadet teams jigsaw an assigned topic in the student text and use a Tree Map to teach others about the information.
Process: Cadet teams examine the Virginia Declaration of Rights for examples of classical republicanism and natural rights philosophies.
Cadets share information and perspectives with others in class.
Apply: Provide copies of your state’s constitution. Cadets review the state constitution and compare it to the Virginia Declaration of Rights in
a Double Bubble Map. Cadets complete the State Constitutions Performance Assessment Task. Cadets write a comparison of the rights
granted in the state constitution and the Virginia Declaration of Rights.
1
Chapter 2: Foundations of the American Political System
Lesson 5: State Constitutions
CORE LET 2
Unit 6: Citizenship in American History and Government
Chapter 2: Foundations of the American Political System
Lesson 5: State Constitutions
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Note: The We the People material has been adapted to better meet the needs of JROTC Cadets. The Learning objectives,
learning activities, assessment tasks, and/or reflection questions in the JROTC documents may differ from the WTP materials.
Instructor Lesson Plan:
Why is this lesson important?
The American Revolution returned the colonists to a state of nature. Colonial governments under British authority
ceased to exist. New governments would have to be created, a task the newly independent states undertook
soon after the war began. In this learning plan you will examine the main features of the constitutions created by
the first thirteen new states.
Lesson Question
What basic ideas about government did the state constitutions include? How did the new states protect rights?
What will Cadets accomplish in this lesson?
Lesson Competency
Examine the first states’ constitutional ideals for protecting their rights
What will Cadets learn in this lesson?
Learning Objectives
a. Explain the basic ideas of natural rights, republicanism, and constitutional government contained in the early
state constitutions
b. Compare and contrast the differences between the Massachusetts constitution and other state constitutions
c.
Describe the main components of the Virginia Declaration of Rights
d. Defend positions on legislative supremacy
e. Define key words: absolute veto, higher law, legislative supremacy, override, political guarantees, popular
sovereignty, procedural guarantees of due process, representation, social contract, state declarations of
rights, veto, Virginia Declaration of Rights
When will your Cadets have successfully met this lesson’s purpose?
Performance Standards





by comparing the rights in your state’s constitution to the Virginia Declaration of Rights
when they identify the similarities between rights granted in the state constitution and the Virginia
Declaration of Rights
when they identify the differences between rights granted in the state constitution and the Virginia
Declaration of Rights
when they identify factors that make each document unique
when they describe how each document supports the basic ideals of natural rights
NOTES:
Unit 6: Citizenship in American History and Government
2
Chapter 2: Foundations of the American Political System
Lesson 5: State Constitutions
Part 1: 45 minutes
Phase 1 -- Inquire:
Lesson Delivery Setup:
1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to
Cadets.
2. Ensure that Cadets have access to the Student Learning Plan.
3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the
Focusing Question.
4. Prepare to display the Learning Objectives.
5. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how state
constitutions protect individual rights. The Inquire Phase of
the lesson is to set Cadets up to begin thinking about what
they already know about this subject area.
1. THINK ABOUT how state constitutions
protect individual rights. PREPARE for this
lesson by discussing What you will
accomplish in this lesson; What you will
learn in this lesson; Why this lesson is
important, and When you will have
successfully met this lesson’s purpose.
Display the Focusing Question on the PowerPoint
Presentation. Allow time for discussion.
Review the Student Learning Plan. Ask Cadets to find the
answers to the following questions on their plans: What will
you accomplish in this lesson; What you will learn in this
lesson; Why the lesson is important; When will you have
successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that
learning objectives tell them ‘what’ they will learn about in
this 90-minute lesson.
Explain that key words are vocabulary words. They will
appear throughout the lesson. Suggest that Cadets write
down on paper or circle any words that they are not familiar
with. Remind them that you may be checking their
comprehension of the words later in the lesson.
2. With your class, BRAINSTORM ideas for a
State Constitution. LIST the principles that
state government should be based on. LIST
the rights state government should protect.
COMPARE your list to those included in the
state constitutions of the first thirteen states.
3. LISTEN to a briefing on legislative
supremacy.
Lead the class in a brainstorming session about what
principles and rights should be included in a state
constitution. List Cadet ideas on the board, then display the
slide showing the six basic ideas that were included in the
first thirteen state constitutions.
4. REFLECT on early American concerns
about government having too much power.
ANSWER the reflection questions presented
by your instructor.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as you
feel appropriate for your Cadet population.
Unit 6: Citizenship in American History and Government
Use the slide in the presentation to brief Cadets on the
underlying beliefs that formed legislative supremacy.

Do the reasons for legislative supremacy in early
state constitutions make sense today? Explain your
answer.

Do you agree with the idea of governors staying in
3
Chapter 2: Foundations of the American Political System
Lesson 5: State Constitutions
office for only one year?

How do you think legislative supremacy relates to
our national government?
Conclude this phase of learning by summarizing the
purpose of the activity and informing them that they will now
learn some new information about the first state
constitutions.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
2. Provide access to a student text: Unit 6: Citizenship in American History and Government (hardbound).
3. Review the WTP Teacher’s Guide (located in the U6C2L5 Resources folder on the Curriculum Manager).
4. As an option to having Cadets jigsaw their student text on assigned topics, brief Cadets using the WTP
Teacher’s Guide. Lead a class debate on the best way to prevent the abuse of governmental power.
5. Provide chart paper and markers for partner or team use.
6. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the
ideas that might be found in all state constitutions.
The Gather Phase introduces Cadets to the learning
objectives by providing new information or content
through the activities provided. Cadets begin to build
on any previous knowledge or experiences.
1. With your team, JIGSAW the student text on
your assigned topic. CREATE a Tree Map to
use in presenting what you learned to your
class.
Divide Cadets into four teams and distribute chart
paper and markers. Assign each team a topic:

How Was the Massachusetts Constitution
Different?

What Important Ideas are in the Virginia
Declaration of Rights?

What Rights Were Protected by the Other
States?

In What Ways Were the State Declarations
Different From the U.S. Bill of Rights?
Instruct teams to jigsaw their student text to learn more
about their topic and create a Tree Map they can use
to help them present what they learned to the class.
Allow class time for team presentations.
Display Reinforcing Question(s).
2. REFLECT on differences in states’ rights.
ANSWER the reflection questions presented by
your instructor.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as
you feel appropriate for your Cadet population.

Unit 6: Citizenship in American History and Government
In what ways was the Massachusetts
4
Chapter 2: Foundations of the American Political System
Lesson 5: State Constitutions
constitution a forerunner of the U.S.
Constitution?

Do you think all states should have the same
rights? Why or why not?
Conclude this phase of learning by summarizing the
purpose of the activity(ies) and informing them that
they will now ‘do’ something with the new information
or skill they were introduced to.
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
2. Familiarize yourself with the exercise on page 122 of the student text.
3. Prepare to distribute Handout #1: Examining Historical Documents.
4. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how
early Americans decided what to include in their state
constitutions.
This phase of the lesson allows Cadets to practice
using the new skill or knowledge.
1. With your partner, COMPLETE the Examining
Historical Documents exercise on page 122 of
your text. Use Handout #1: Examining Historical
Documents as a reference. PARTICIPATE in a
class discussion about what you learned.
Distribute Handout #1: Examining Historical
Documents and direct Cadets to work with a partner
to complete the exercise on page 122 of the student
text.
When Cadets have completed the exercise, lead a
class discussion reviewing the key ideas in the
exercise.
Display Reinforcing Question(s).
2. REFLECT on the role of individual rights.
ANSWER the reflection questions presented by
your instructor.
Unit 6: Citizenship in American History and Government
Use these Reflection Questions as tools to focus
Cadet discussion, reflection on learning, and note
taking as you feel appropriate for your Cadet
population.

Why did Americans think that it was so
important to have declarations of rights?

Do you think Americans place too much
emphasis on individual rights? Explain.
5
Chapter 2: Foundations of the American Political System
Lesson 5: State Constitutions
Conclude this phase of learning by summarizing the
purpose of the activity and informing Cadets that they
will now apply the new knowledge or skill through the
assignment or activity outlined in the performance
assessment task.
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 4 -- Apply:
Lesson Delivery Setup:
1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation.
2. Obtain copies of your state constitution and distribute copies to Cadets.
3. Distribute the State Constitutions Performance Assessment Task.
4. Determine how you will review the key words from this lesson.
5. Prepare to use the Digital Timer application in your Curriculum Manager.
6. Prepare to assign the performance assessment task as homework as time necessitates.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about what
they know about their state constitution.
This phase of learning will help Cadets transfer past
knowledge and experience to new knowledge and
skills introduced and practiced during this lesson.
Prompt Cadets by asking them how this lesson can
be used beyond this classroom experience.
1. READ your state constitution. With your partner,
CREATE a Double Bubble Map comparing the
rights in your state constitution to the Virginia
Declaration of Rights. You’ll use this map in your
performance assessment task.
Distribute copies of your state constitution and instruct
Cadets to read it. Let Cadets work with a partner to
create a Double Bubble Map that compares the rights
granted in your state constitution to those in the
Virginia Declaration of Rights. Inform Cadets that they
will use the map in their performance assessment
task.
2. COMPLETE the State Constitutions Performance
Assessment Task. SUBMIT your completed
performance assessment task to your instructor
for feedback and a grade.
Distribute the State Constitutions Performance
Assessment Task. The performance assessment task
may be completed in class or assigned as homework,
depending on the available time.
Refer Cadets to the scoring guide for a list of criteria
that should be included in their written summary. This
same criteria on the scoring guide can be used as a
grading checklist too.
Remind Cadets that lesson assessment tasks can be
used as evidence of learning and are solid artifacts to
add to their Cadet Portfolios.
3. REVIEW the key words of this lesson.
Unit 6: Citizenship in American History and Government
Key words connect concepts and principles
introduced in the text and learning activities. After
activities are complete, Cadets should be able to
complete a quick check on each word and define it
properly.
6
Chapter 2: Foundations of the American Political System
Lesson 5: State Constitutions
Remind Cadets that key words were introduced
throughout various learning activities and should not
be ‘new’ to them.
Instruct Cadets that you are going to see how well
they remember the key word meanings and launch
the automated response slides or one of several
animated games.
Remember to use your digital timer in Curriculum
Manager to set a reasonable time limit for this activity.
4. REFLECT on what you have learned in this lesson
and how you might use it in the future.
Use these Reflection Questions as tools to focus
Cadet discussion, reflection on learning, and note
taking as you feel appropriate for your Cadet
population.

In your opinion, what is the greatest challenge
to individual rights today and what should be
done about it?
Can Cadets answer the Lesson Questions now: What
basic ideas about government did the state
constitutions include? How did the new states protect
rights?
Allow some time for discussion.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Homework:
Allow Cadets to complete the performance assessment task as homework if time does not permit completion in
class.
In order to compete in the We The People Congressional Competition, Cadet teams are required to pass a written
examination. To better prepare for this examination, it is recommended that Cadets review the lesson objectives,
key words, and be able to answer the lesson subheading questions as homework.
Optional Activities:
The following activities are not used within the Student Learning Plan, but you may find them useful for
enrichment, extra practice, or as homework assignments. The optional activities for this lesson plan include:

Brief Cadets on the content and then have Cadets debate the best way to prevent the abuse of
governmental power.
Note on Cadet Portfolios:
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet
Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the
Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and
evaluating Cadet Portfolios.
Unit 6: Citizenship in American History and Government
7