Content: The Constitution
U.S. I Learning Standards:
of the United States 17871791
USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework
of the American government. (H, C)
The Constitution has remained the
central document of American
government for more than two
centuries. It established three
branches of governmentlegislative, executive, and judicial.
The first 10 amendments, known
as the Bill of Rights, focus on
personal liberties.
 Preamble
 Articles I-VII
 Bill of Rights
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the legacy of ancient Greece and Rome
the political theories of such European philosophers as Locke and Montesquieu
USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that
occurred at the Convention and the “Great Compromise” that was reached. (H, C)
Major Debates
 the distribution of political power
 the rights of individuals
 the rights of states
 slavery
Seminal Primary Documents to Read: the U.S. Constitution
USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C)
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the influence of the British concept of limited government
the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons
accused of crimes
Seminal Primary Documents to Read: the Bill of Rights (1791)
Seminal Primary Documents to Consider: Magna Carat (1215) and the English Bill of Rights (1689)
USI.11 Describe the purpose and functions of government. (H, C)
USI.12 Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy,
theocracy, and autocracy. (H, C)
USI.13 Explain why the United States government is classified as a democratic government.
(H, C)
USI.14 Explain the characteristics of American democracy, including the concepts of popular sovereignty and
constitutional government, which includes representative institutions, federalism, separation of powers, shared powers,
checks and balances, and individual rights. (H, C)
USI.15 Explain the varying roles and responsibilities of federal, state, and local governments in the United States. (H,
C)
USI.19 Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities
for citizens to participate in the political process through elections, political parties, and interest groups. (H, C)
USI.21 Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the
public. (H, C)
Pacing Guide: 11/4 – 11/19 (11 days)
Key Questions:
Skills and Outcomes: When students have finished
studying this topic, they will know and be able to:
Formative/Summative Assessments:
Students
will complete the following products/other assessments to
How are ancient Greek democracy
and the Roman Republic models
of early democracy?
Preview Ancient Sources of the Constitution using the PIC
method in the Holt Constitution Study Guide.

What role did women play in the
Greek Republic?
How do you think the issue of
states’ rights vs. federal
government power will affect
American history?
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According to the Constitution,
are the people to be trusted with
the power of governing?
How is the Constitution a
constantly changing document?
Examine the history and development of the U.S.
Constitution using the Holt Constitution Study Guide
Section 1.
o Greece
o Rome
Infer: Based on the headings, pictures, and charts in
section one, what can you infer about the ways in which
Greece and Rome serve as a model of democracy for the
American Republic.
Main Idea and Detail Chart: Read and take notes on
Ancient Greek democracy, ancient Greek writers, and
the Roman Republic
o What ancient sources influenced our
Constitutional principles?
o How was the Greek Republic more advanced
than the early American Republic?
Preview Enlightenment Political Thought and Experience
using the PIC method in the Holt Constitution Study
Guide.
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Examine the political thought and experience of the
Enlightenment using the Holt Constitution Study Guide
Section 2. (pp.8-12)
Infer: Based on the headings, pictures, and charts in
section two, what can you infer about how the ideas of
the Enlightenment can be seen in our Constitutional
principles.
Identify key people of the Enlightenment and their
ideas, using a web GO. (Web Diagram GO Transparency 1)
o Hobbes, Locke, Montesquieu, Rousseau
Main Ideas and Details: Read and take notes on the
Enlightenment. (Main Idea Chart GO Transparency 11)
o
Social Contract, Natural Rights, and Popular
demonstrate the skills and understandings they have
acquired.

Societies have rules or laws for our common good.
For example, we drive on the right-hand side of
the street. The common good achieved is safety.
List three laws. Next, write a paragraph
answering the question, “What common good is
achieved by each law?” (p.7 Holt Constitution
Study Guide)
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Interpret the Preamble: Re-write the Preamble
of the U.S. Constitution in your own words. Use
your Preamble analysis sheet.
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Support or Refute: The Constitution reflects the
idea that a government derives its’ power from the
people. Support with evidence.
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Draw Conclusions: Some people consider the
judicial branch the least democratic of the three
branches of the federal government because
federal judges are not elected and cannot be easily
removed.
o Do you agree with this statement?
Explain your answer with support.
o How can voters and their elected
representatives check the power of the
judicial branch?
 Create an amendment that you would like to see
added to the Constitution. Explain why you think
your amendment is important, and how you think
it will better the country. In addition choose the
process that you would like to use to have your
amendment ratified. The class will then vote on
all amendments, using the specified method.
Sovereignty
According to Locke what was the purpose of the
social contract?
o Separation of Powers
Interpret the Visual of a mural on pp. 168-169 in the text.
What is the subject of the photo? Examine the details in
the photo. Describe what is going on? How does this
photograph link the past and the present?
The Constitution of the United States, Preamble. p.170
in text.
 Analyze the Preamble using Defining Justice lesson
and GO to be provided.
o Why did some state conventions dislike the
opening statement, “We the People…?”
o Why does the Preamble say “We the people
of the United States…ordain and establish”
the new government?
 In 1-2 sentences each, Summarize each of the
articles below. (Reference the sidebars to the
articles on pp.171-185)
o Article I – The Legislature
o Article II – The Executive
o Article III – The Judiciary
o Article IV – Relations among States
o Article V – Amending the Constitution
o Article VI – Supremacy of National
Government
o Article VII – Ratification
 Identify the role of the three
branches of government by using the
Main Idea Chart GO from the Holt
website, go.hrw.com. (Main Idea
Chart GO – Transparency 11)
 Summarizing the Main Idea Identify the 6
Quizzes and Topic Test
 Required
 Select at least one more assessment of your
choice
basic principles of the Constitution. (Reference
in notebook: Prentice Hall Magruder’s
American Government, Chapter 3, Section 1,
pp.64-71.) Main Idea Chart GO from the Holt
website, go.hrw.com (Main Idea Chart GO –
Transparency 11)
o Popular Sovereignty
o Limited Government
o Separation of Powers
o Checks and Balances
o Judicial Review
o Federalism
 Comparing Political Cartoons: Look at the
cartoons, “In the Driver’s Seat” and “Holding
the Leash” in Basic Principles of the
Constitution Transparencies (in notebook)
about the difficulties with having a government
of the people. Answer the accompanying
questions.
o Compare the different points of view in
these two cartoons using the
Comparison/Contrast Chart GO from the
Holt website, go.hrw.com. (ComparisonContrast Chart GO – Transparency 8)
 Illustrate how checks and balances work by
creating a GO to clearly show that system.
Include details on the powers and limits of each
branch and how they affect the other branches.
 Analyze a Political Cartoon: Look at the
cartoon “Power Bake Off” in Basic Principles
of the Constitution Transparencies about the
three branches of government. Answer the
accompanying questions.
Constitutional Amendments

Amendments 1-10, The Bill of Rights and
Amendments 11-27
o Bill of Rights case studies: “You are the
Judge” Choose one of the following case
studies from the Prentice Hall Constitution
Study Guide (enclosed in notebook) and
complete by having students choose their
opinion before reading that put forth by the
Supreme Court.
 Hazelwood School District v. Kuhlmeier
(pp.20-21): Freedom of the press for
High School newspaper (1st
Amendment)
 New Jersey v. T.L.O. (pp.36-37):
Necessity of warrant by school principal
for search and seizure of property. (4th
Amendment)
 Santa Fe Independent School District v.
Doe (pp.76-77): Allowance of prayer
before football games at public high
school in Texas. (1st Amendment)
 Goss v. Lopez (pp.52-53): Students’
rights to hearing before being suspended
for disciplinary violations. (5th and 14th
Amendment)
o Rank amendments 11-27 on how important
students believe they are in the running of the
government. (Rank Order Chart GO –
Transparency 20)
 Why do some amendments seem to have
more importance than others? Should
any of these amendments be removed?
Why or why not?