CORE LET 2
Unit 6: Citizenship in American History and Government
Chapter 2: Foundations of the American Political System
Lesson 4: Colonial Government – Basic Rights and Constitutional Government
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: Form an opinion about how the Declaration of Independence reflects your ideas about the purpose of government
and protection of individual rights
Linked ELA Common Core: W.9-10. WRITING - W.9-10.10., 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 - RH.9-10.2., RH.9-10.4., WHST.9-10. WRITING: HISTORY/SOCIAL STUDIES, SCIENCE, &
TECHNICAL SUBJECTS - WHST.9-10.1., WHST.9-10.1.a., WHST.9-10.1.b., WHST.9-10.1.c., WHST.9-10.2.b.
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)
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
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)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map
Multiple Intelligences
Bloom’s Taxonomy
Authentic Assessment
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
Interpersonal
Create
Structured Reflection
Intrapersonal
Metacognition
Logs
What?
So What?
Now What?
Performance
Socratic Dialog
E-I-A-G
Graphic Organizer
Notebook Entries
Project
Learning Objectives
Explain how differences between colonial America and Europe
affected the Founders' beliefs about government and individual rights
Evaluate how you, as a citizen today, would view the limitation of
many rights to white, male, property owners
Determine how the Declaration of Independence justified the
arguments for separation of the colonies from Great Britain
Examine what the Declaration of Independence says about the
purpose of government and protection of individual rights
Define key words: Boston Massacre, Boston Tea Party, Committees
of Correspondence, constituents, covenant, Declaration of
Independence, established religion, First Continental Congress,
Fundamental Orders of Connecticut, governor, indentured servant,
Intolerable Acts, legislatures, magistrate, Massachusetts Body of
Liberties, Mayflower Compact, Minutemen, primogeniture, Quartering
Act, Seven Years War, Sons of Liberty, sovereignty, Stamp Act
Congress, suffrage, Tea Act, The Laws and Liberties, writ of
assistance
Legend:
 Indicates item is not used in lesson
 Indicates item is used in lesson
Lesson Preview/Setup:
Inquire: Cadets preview the Student Learning Plan. Divide Cadets into teams and assign each team one of the scenarios from Violation of Rights Critical
Thinking Exercise in the student text.
Gather: Brief Cadets on colonial Americans’ ideas about rights and constitutional government. Lead the class in creating a Double Bubble Map showing
differences between colonists and European beliefs about government. Distribute the Declaration of Independence Tree Map handout. Brief Cadets about
the why colonists wanted independence from Britain.
Process: Distribute Exercise #1: Skits and guide Cadet teams to prepare and present the skits that address questions about colonists, their opportunities,
and their desire for their own government.
Apply: Distribute the Colonial Government – Basic Rights and Constitutional Government Performance Assessment Task. Cadets write an editorial and
reflect on what they’ve learned.
1
Chapter 2: Foundations of the American Political System
Lesson 4: Colonial Government – Basic Rights and Constitutional Government
CORE LET 2
Unit 6: Citizenship in American History and Government
Chapter 2: Foundations of the American Political System
Lesson 4: Colonial Government – Basic Rights and Constitutional Government
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.
Note: This JROTC lesson may be supplemented by AF JROTC Cultural Studies Awareness (CSA) lessons. The CSA lessons can be
implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education professionals. For further details
and a list of the associated CSA lessons, see Optional Activities at the end of this document.
Instructor Lesson Plan:
Why is this lesson important?
In this lesson, you will learn why the American colonists sought independence from England. You’ll see what it was like to be a
colonist without the rights we enjoy today. You will examine how the Founders carefully crafted the Declaration of
Independence. This important document laid the groundwork for our government to protect individual rights.
Lesson Question
What basic ideas about rights and constitutional government did colonial Americans have? Why did the American Colonists
want to free themselves from Britain? What basic ideas about government did the Founders put in the Declaration of
Independence?
What will Cadets accomplish in this lesson?
Lesson Competency
Form an opinion about how the Declaration of Independence reflects your ideas about the purpose of government and
protection of individual rights
What will Cadets learn in this lesson?
Learning Objectives
a.
Explain how differences between colonial America and Europe affected the Founders' beliefs about government and
individual rights
b.
Evaluate how you, as a citizen today, would view the limitation of many rights to white, male, property owners
c.
Determine how the Declaration of Independence justified the arguments for separation of the colonies from Great Britain
d.
Examine what the Declaration of Independence says about the purpose of government and protection of individual rights
e.
Define key words: Boston Massacre, Boston Tea Party, Committees of Correspondence, constituents, covenant,
Declaration of Independence, established religion, First Continental Congress, Fundamental Orders of Connecticut,
governor, indentured servant, Intolerable Acts, legislatures, magistrate, Massachusetts Body of Liberties, Mayflower
Compact, Minutemen, primogeniture, Quartering Act, Seven Years War, Sons of Liberty, sovereignty, Stamp Act
Congress, suffrage, Tea Act, The Laws and Liberties, writ of assistance
When will your Cadets have successfully met this lesson’s purpose?
Performance Standards



by writing a brief editorial expressing an opinion about the American Colonies’ Declaration of Independence
by reflecting on the importance and impact of the Declaration of Independence
when their editorial expresses a clear point of view: American white male colonist, other American colonist (woman,
slave, or indentured servant), British Loyalist, OR a time traveler from your school visiting colonial America

when their editorial begins with a headline that clearly sets the tone of the chosen point of view

when their editorial briefly and accurately summarizes Who, What, Where, When, and Why of the events surrounding
the Declaration of Independence

when their editorial expresses an opinion, about whether the American Colonies’ Declaration of Independence is
positive, negative, or both

when their reflection briefly describes two or more new things they learned, notes whether they personally agree with
the editorial’s point of view, and explains their opinion about how the Declaration of Independence reflects their ideas
about the purpose of government and protection of individual rights
NOTES:
Unit 6: Citizenship in American History and Government
2
Chapter 2: Foundations of the American Political System
Lesson 4: Colonial Government – Basic Rights and Constitutional Government
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. Provide access to a student text: Unit 6: Citizenship in American History and Government (hardbound).
6. Review the WTP Teacher’s Guide (located in the U6C2L4 Resources folder on the Curriculum Manager).
7. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the
Declaration of Independence and the rights of colonists. 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 what you know about the
Declaration of Independence and the rights
it declared for citizens. 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 team, EXAMINE your assigned
scenario on the Violations of Rights (see
page 108 in your text). IDENTIFY the rights
you would claim for your scenario if you had
been an American colonist at the time.
SHARE your answers with your class.
3. REFLECT on the rights of American
colonists. ANSWER the reflection questions
presented by your instructor.
Unit 6: Citizenship in American History and Government
Divide Cadets into five teams and assign each team one of
the scenarios on page 108 of the student text. Instruct
Cadets to identify the rights they would claim if they had
been an American colonist at the time. Call on teams to
share their answers with the class.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as you
feel appropriate for your Cadet population.

Did anything about the scenarios surprise you? How
do you think the colonists in each scenario felt?

Why do you think American colonists sought
3
Chapter 2: Foundations of the American Political System
Lesson 4: Colonial Government – Basic Rights and Constitutional Government
independence?
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 colonists drive for
independence.
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. Be prepared to brief Cadets using the slides in the presentation.
3. Prepare to distribute the Declaration of Independence Tree Map.
4. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about what
influenced the colonists’ opinions on government.
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. LISTEN TO a briefing on colonial Americans’
ideas about rights and constitutional
government. PARTICIPATE in creating a Double
Bubble Map that shows differences between
colonists and European beliefs about
government and individual rights.
Brief Cadet’s on colonists ideas about rights and
constitutional government using the slides in the
presentation.
2. REVIEW the Declaration of Independence Tree
Map handout. LISTEN to a briefing about the why
colonists wanted independence from Britain.
DISCUSS how the Declaration of Independence
justified the arguments for separation of the
colonies from Great Britain.
Distribute the Declaration of Independence Tree Map
to Cadets. Brief Cadets about the issues leading up to
the Declaration.
3. REFLECT on your understanding of what you
have learned so far. 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.
Lead Cadets in creating a Double Bubble Map that
shows how differences between colonial America and
Europe affected the Founders' beliefs about
government and individual rights.
Lead a discussion about how the Declaration of
Independence justified separation from Great Britain.
Display Reinforcing Question(s).

What is unclear or confusing in this lesson so
far?

What surprises you about what you are
learning?
Conclude this phase of learning by summarizing the
purpose of the activity(ies) and informing them that
they will now participate in a role play about colonist’s
desire for more rights.
Unit 6: Citizenship in American History and Government
4
Chapter 2: Foundations of the American Political System
Lesson 4: Colonial Government – Basic Rights and Constitutional Government
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. Prepare to distribute Exercise #1: Skits. Familiarize yourself with the scenarios in the skits.
3. Ensure that Cadets have access to their student text.
4. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about
opportunities colonists had to change their way of
government.
This phase of the lesson allows Cadets to practice
using the new skill or knowledge.
1. With your team, COMPLETE Exercise #1: Skits in
which you PARTICIPATE in one skit for your
class. OBSERVE the other skits that defend the
ability of the American colonists to govern
themselves.
Distribute Exercise #1: Skits and divide Cadets into
two or more teams of four or five members. Assign
each team one of the skits in Exercise #1: Skits.
Direct Cadet’s attention to the related readings from
the student text listed in Exercise #1: Skits.
Allow teams time to review the related materials and
plan their skits. Ask teams to present their skits and
invite questions and feedback from others in the
class. Clarify any misinformation presented in the
skits.
Display Reinforcing Question(s).
2. REFLECT on the opportunities of American
colonists. 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.

Did colonial America offer more opportunities
than most colonists would have had in
Europe? Explain.
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
Unit 6: Citizenship in American History and Government
5
Chapter 2: Foundations of the American Political System
Lesson 4: Colonial Government – Basic Rights and Constitutional Government
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. Distribute the Colonial Government – Basic Rights and Constitutional Government Performance
Assessment Task.
3. Determine how you will review the key words from this lesson.
4. Prepare to use the Digital Timer application in your Curriculum Manager.
5. 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 the
grievances colonists had against Great Britain.
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. COMPLETE the Colonial Government – Basic
Rights and Constitutional Government
Performance Assessment Task. SUBMIT your
completed performance assessment task to your
instructor for feedback and a grade.
Distribute the Colonial Government – Basic Rights
and Constitutional Government 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.
These 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.
2. REVIEW the key words of this lesson.
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.
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.
3. 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.

Unit 6: Citizenship in American History and Government
escribe two or more new things you learned
6
Chapter 2: Foundations of the American Political System
Lesson 4: Colonial Government – Basic Rights and Constitutional Government
about the Declaration of Independence.

Explain your opinion about how the
Declaration of Independence reflects your
ideas about the purpose of government and
protection of individual rights.

What additional questions do you have about
the basic rights of people?
Can Cadets answer the Lesson Questions now:
What basic ideas about rights and constitutional
government did colonial Americans have? Why did
the American Colonists want to free themselves from
Britain? What basic ideas about government did the
Founders put in the Declaration of Independence?
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:
Guide Cadets to complete the reflection portion of the performance assessment task if they have not had time to
do so 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:

Circle of Rights

Print Visual #1: Signs of Circle Rights or prepare signs for Circle of Rights Activity from Curriculum
Manager. Create several signs that name the following fundamental rights – one per sign: own property,
live where you choose, do the work you choose, earn a living, listen to your favorite music, say what you
think, vote, to hold office, go to the church of your choice, marry whomever you choose, freedom from
illegal arrest, trial by jury, elect those who tax you, to be treated humanely if you were convicted of a
crime. Use index cards and markers.

Prepare identity cards so that there are enough for each student (some will be duplicates): 5 percent =
“White Male Landowner,” 20% = “Slave,” 35% = “Woman,” 10% = “Indentured Servant,” 10% =
“Merchant,” 25% = “Laborer/Craftsman.”

Procure small wrapped candy such as Jolly Ranchers – enough for 3 pieces for each student.

Ask 6 students to each hold two signs and form a circle. If you have a small class, draw a circle with chalk
or string and lays the signs around it.

Ask the remaining students to step into the center of the circle and have each student holding a sign read
aloud one of the rights until all the rights have been read. Have students in center read signs if class is
too small.

Have each student in the center draw one of the prepared identities card at random and wear it so that
can be read.

Tell all students except those that have identity cards saying “White Male Landowner” to leave the circle
and tell them that they may have some rights, but they don’t have all of the rights on the signs.
Unit 6: Citizenship in American History and Government
7
Chapter 2: Foundations of the American Political System


Lesson 4: Colonial Government – Basic Rights and Constitutional Government
Divide enough pieces of candy so that each student could have 2 equally among the “White Male
Landowners.” DON’T give any to the others. Tell the others they may ask the “White Male Landowners”
for some candy. Prompt the “White Male Landowners,” saying they may give one piece to the Women,
Merchants, and Laborer/Craftsmen if they choose, but they may not give any to the slaves or indentured
servants.
Discuss the activity with the class. Ask them:

Who has the power in this game?

What does the candy represent?

How does the game illustrate different rights for different groups of people?
You may use the Cultural Studies Awareness (CSA) lessons listed below to extend the content of this lesson. The
CSA module is listed below LET in the dropdown list on Curriculum Manager.
The CSA lessons below explore colonialism and the fight for independence in Asia and Africa.


CSA-C2-L3: India, Pakistan, and Afghanistan
CSA-C3-L2: The Shadow of Western Colonialism
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
8