UNIT I: ORIGINS OF GOVERNMENT
TEXTBOOK:
Holt: American Government Chapter 1: Role of Government
ACADEMIC OUTCOME:
 TLW:
Describe the types and purpose of Government (A0 5)
 TLW:
Cite rights and responsibilities of a citizen
 TLW:
In a democratic society
ESSENTIAL QUESTIONS:
1. What is the state?
2. How were governments created?
3. What are the purposes of government?
4. What are the different types of government?
5. What are the rights and responsibilities of citizenship?
PURPOSE:

A0 5 1. The learner will define government and list the characteristics of a
nation-state. (QCC: SS.11-12.1)

A05 2. The learner will differentiate between authoritarian and democratic
governmental systems:
* --monarch-dictatorship-democracy and * Do not include in objective for Academic
* --absolute vs. limited monarchy.
Outcome but leave in curriculum guide
(QCC: SS.11-12.2)

A0 5 3. The learner will describe the basic concepts of democracy and their origins: -direct vs. indirect democracy (republic).
(QCC: SS.11-12.3)

A0 5 4. The learner will be able to list and identify the services and revenue sources
provided by the three levels of government.
(Academic Outcomes)

A0 9 5. The learner will be able to examine the role of the citizen.
(Academic Outcomes, GHSGT)

A0 9 6. The learner will list the qualifications for United States citizenship.
(Academic Outcomes)
CONTENT: Time Frame: One and One-Half Weeks
A. The State
1. Characteristics of the State
a. Population
b. Territory
1
c. Government
d. Sovereignty
B. Origins of Government
1. Force Theory
2. Evolutionary Theory
3. Divine Right Theory
4. Social Contract Theory
a. Declaration of Independence
C. Areas of Government Action
1. Keeping Order in Society
2. Providing National Defense
3. Providing Public Services
4. Promoting Social Standards
D. Types of Government
1. Based on How Authority is Divided
a. Unitary Government
b. Confederation
c. Federal Government
2. Based on Who Rules the State
a. Autocracy
1) Monarchy
2) Dictatorship
b. Oligarchy
1) Aristocracy
2) Junta
c. Democracy
1) Pure Democracy
2) Representative Democracy
3) Republic
3. Based on How Power is Divided Between the Executive and Legislature
a. Presidential Government
b. Parliamentary Government
E. Principles of American Democracy
1. Rights of Individuals
a. Individual Worth
b. Individual Liberty
c. Civil Rights
2. Political Principles
a. Rule by Law
b. Limited Government
c. Representative Government
d. Majority Rule with Minority Rights
F. Citizenship
1. Citizenship by Birth
2. Naturalization
3. Aliens STRATEGIES:
1. Compare and contrast the different types of government in a chart
2. Match examples of government action in keeping order, providing
national defense, providing public services, and promoting social standards to
the proper category
2
3. Analyze the similarities in the Social Contract Theory and the Declaration of
Independence
4. Take the citizenship test given to naturalized citizens
5. Simulate dictatorships and democracies through flag activity
6. Simulate the need for government by having students participate in
"Shipwreck!"
7. Powers of the Congress, ABC News, Side 2, Chapters 4-8 (laser disc)
PRODUCT:
1. Teacher-made test, quizzes, and worksheets
2. Rubrics for simulations
LEARNING STYLE
1. Auditory, visual, and kinesthetic learning styles are addressed in strategies.
3
SHIPWRECK!
A small group of students was chosen to make an expedition to the South Pacific to make
and explore some of the small islands in that area. For a while the ship carrying the
students sailed smoothly. Then suddenly, a storm came up and the ship hit a large
sandbar. It began to sink, so the students got into lifeboats. They successfully made it to
an island that was nearby. The island was uncharted and was located off the trade and
tourist routes.
You are a member of that group of students. You and your fellow students know that you
might have to spend the next ten to fifteen years on the island. There is also the
possibility that you might never be found.
You are the only people on the island. There are plenty of coconuts, bananas, and other
fresh fruits to eat. There are fish in the waters to catch. There is fresh water to drink in
the hills. The average temperature is eighty degrees.
You and your fellow students have a lot of work to do if you want to survive. Every day
brings new problems, and there are many decisions to make.
PROBLEM 1:
There is much work for your group to do if you are going to survive. What jobs must be
done during your first few months on the island? Make a list of all the jobs you can think
of. Then rank them in order of need into three categories: Immediate, Soon, and LongRange.
JOBS
IMMEDIATE
SOON LONG-RANGE
4
PROBLEM 2:
How are you going to make decisions? Do you need or do you want a leader to take part
in the decision-making?
Some of you want a leader to make decisions and give directions. Others do not feel that
a leader is necessary. They simply want everyone to work together and not choose any
one leader who could become more powerful than the others. Some of you prefer to have
different individuals be in charge of various jobs. There is also the possibility of
choosing a permanent or rotating committee to make decisions.
Decide what you want to do about this problem. How do you want decisions to be made?
How are you going to choose decision-makers?
PROBLEM 3:
What are you going to do about property rights?
Some of you want to divide the island and allow individual students to own parts of it.
Others of you want to own the whole island together. These students feel that there is not
enough good land to give everyone an equal share.
You must decide what to do about property. Should everyone own the entire island
together? Should you divide it up? If you do divide it up, some people will not get good
land. Where will they live? Will they have to work someone else's land in exchange for
living on it? Will they have to pay rent for land they use?
5
PROBLEM 4:
What are you going to do about money?
You have been using a barter system on the island to exchange goods. Some of you have
picked coconuts and bananas and traded them to others who have made bowls and ropes.
Now some of you feel that this is inconvenient and too hard to trade things all the time.
These students want some kind of money to help you trade the things you grow and
make. They also worry that if you simply share everything, some people won't work at
all. Others don't want money. They don't want rich people and poor people on their
island.
Should you have money or not? What problems would you have with money? What
problems do you have without money? What will you use for money? You must decide
what to do about the problem.
INSTRUCTIONS:
1.
Completely answer the questions to the four problems. Write your answers
in the space provided under the stated problem.
2.
Draw a map of your island. Label it with a name you choose. Give the
latitude and longitude of your island in the South Pacific. Place the name
and location (longitude and latitude) in a box in the lower right-hand corner
of the map. Be sure to write the names of your committee members on the
back.
3.
Write a newspaper article describing the discovery of your island by
outsiders after you have been there for three years.
TYPES OF GOVERNMENT
6
CONCEPTS:
Democracy
Dictatorship
TERMS:
Limited Government
Popular Sovereignty
Majority Rule
Minority Rights
General Welfare
Individual
Equality
Power
OBJECTIVES:
The learner will be able to
1. participate in a group run by either democratic or dictatorial
principles.
2. discuss the differences between a democracy and a dictatorship
after having participated in a group activity.
3. discuss the basic principles of a democracy.
4. match descriptions of democratic and dictatorial governments
with the government they are describing.
MATERIALS:
1.
2.
3.
4.
5.
PROCEDURES
1.
Handout A: "Rules for the Dictatorship Group"
Handout B: "Rules for the Democracy Group"
Handout C: "Basic Principles of a Democracy"
Handout D: "Governments"
Construction paper, scissors. glue, tape, colored pencils or
markers
Divide the class into two parts. Have each group from a circle.
One group is the dictatorship group, the other group is the
democracy group. In the dictatorship group, the teacher should
select one person to be the dictator (pick someone who would
fit the role well). Give that person Handout A: "Rules for the
Dictatorship Group." Be sure the dictator understands his/her
role. Have the dictator read the handout to the group and begin
the activity. For the Democracy Group, the teacher should read
Handout B: "Rules for the Democracy Group" to the group.
Then leave the groups to work by themselves. The handouts
state what to do and what rules to follow. At the conclusion of
the time given, collect the flags. Then show both flags to the
class, preferably hanging them up. Ask each group to report
how they carried our their task. Discuss methods followed and
actions of the leaders. Ask each group the following questions:
1.
2.
3.
4.
5.
6.
7.
What was the best thing about their group?
What was the worst thing about their group?
What were the roles of the members in their group (did
they have power)?
How efficient was their group?
How easy or hard was it to make decisions?
Which group seemed to put more value on the individual
and his/her personal needs and interests?
Which type of society would you prefer to live in?
7
8.
Give examples of democracies and dictatorships in the
world today.
The teacher may choose the best flag at the conclusion of
the discussion.
2. Pass out Handout C: "Basic Principles of a Democracy." Discuss this
with the class. Be sure the concepts in bold print are understood by the
students. Students should know that having elections or a constitution
is not the crucial factor in determining if a government is a democracy.
The important criteria is the role of the people in the government.
3. For the next day, pass out Handout D: "Governments." Have students
match the description with the type of government being described.
After students have completed this, go over the answers with them.
BASIC PRINCIPLES OF A DEMOCRACY
1.
The individual is a person of worth, dignity, and importance. The government
must be the servant and protector of the individuals who make up the whole.
2.
Since all people are created equal, a democracy must aim at preventing
discrimination based on any arbitrary reasons such as race, religion, or social
standing. In an election each person's vote must be equal.
3.
Elected officials should be chosen by majority vote, but the minority should be
free to criticize majority decisions (majority rule--minority rights).
4.
The ultimate decision-making power lies with the people--popular sovereignty.
The government is limited. The rule of the people is the crucial factor in
determining whether or not a government is a democracy.
5.
Laws are made by the people to provide stability, but the system allows for
change as the needs and interests of the people change.
8
RULES FOR THE DICTATORSHIP GROUP
1. THE DICTATOR HAS COMPLETE CONTROL OF THE GROUP. THE PEOPLE
CANNOT LIMIT THE POWER OF THE DICTATOR.
2. THE GROUP MUST DESIGN AND CONSTRUCT A FLAG FOR THEIR GROUP.
THE FLAG DEVELOPED MUST BE TURNED IN TO THE TEACHER WHO
SELECTS THE WINNER BASED ON ORIGINALITY, COLOR, AND
APPROPRIATE SYMBOLISM. THERE IS A FIFTEEN MINUTE TIME LIMIT.
------------------------------------------------------------------------------------------------------------
RULES FOR THE DEMOCRACY GROUP
1. IN A DEMOCRACY THE ULTIMATE DECISION-MAKING POWER LIES WITH
THE PEOPLE. ALL PEOPLE IN THE GROUP ARE EQUAL. ANY LEADERS
MUST BE CHOSEN BY MAJORITY VOTE. OPINIONS OF ALL INDIVIDUALS
ARE VALUED. ANY DECISIONS MUST BE MADE WITH THE APPROVAL OF
THE PEOPLE.
2. THE GROUP MUST DESIGN AND CONSTRUCT A FLAG FOR THEIR GROUP.
THE FLAG DEVELOPED MUST BE TURNED IN TO THE TEACHER WHO
SELECTS THE WINNER BASED ON ORIGINALITY, COLOR, AND
APPROPRIATE SYMBOLISM. THERE IS A FIFTEEN MINUTE TIME LIMIT.
9
GOVERNMENTS
INSTRUCTIONS:
Match the statements below with the appropriate government being
described.
______1.
______2.
______3.
______4.
______5.
______6.
______7.
elections are staged
ultimate power "lies with the people"
limited government
individual or small group "with complete control of government"
citizens are required to vote but have no real choice
government is not responsible to the people
all people are equal
______8.
______9.
_____10.
although the majority rules, minority rights are preserved
usually it is established through violence
the general welfare of the people and the worth of the individual are of
importance
A.
DEMOCRACY
B.
DICTATORSHIP
--------------------------------------------------------------------------------------
GOVERNMENTS
Answer Sheet
INSTRUCTIONS:
Match the statements below with the appropriate government being
described.
B
A
A
B
B
B
A
A
1.
2.
3.
4.
5.
6.
7.
8.
elections are staged
ultimate power "lies with the people"
limited government
individual or small group "with complete control of government"
citizens are required to vote but have no real choice
government is not responsible to the people
all people are equal
although the majority rules, minority rights are preserved
B
A
9.
10.
usually it is established through violence
the general welfare of the people and the worth of the individual are of
importance
A.
DEMOCRACY
B.
10
DICTATORSHIP
TYPES OF GOVERNMENT
Autocracy
Oligarchy
Democracy
Rule by one
person
Rule by small
group
Rule by the
people
Absolute Monarchy
China
United States
Saudi Arabia
Myanmar(Burma)
Canada
Israel
Constitutional Monarchy
(Limited Monarchy)
France
Great Britain
Botswana
Sweden
Costa Rica
Thailand
India
Dictatorship
Cuba
Libya
11
UNIT II: PRINCIPLES OF AMERICAN DEMOCRACY
TEXTBOOK:
Holt: American Government Chapter 2: Origins of U S Government
Holt: American Government Chapter 3: The U. S. Constitution
Holt: American Government Chapter 4: Federalism (pp. 66 - 70)
ACADEMIC OUTCOME:
TLW: Trace the history and examine the structure of the government of United
States (A0 6)
ESSENTIAL QUESTIONS:
1. Why is the U.S. Constitution often referred to as a “bundle of compromises?”
2. What is the importance of the first ten amendments to the U.S. Constitution?
3. What are the key principles upon which the government of the United States
is founded?
4. What are the differences and similarities between the three branches of
government?
5. How is the government of the United States structured?
6. What is federalism?
7. What is the importance of a bicameral legislature?
PURPOSE:
1. The learner will identify the plans (Virginia vs. New Jersey); conflicts (small
vs. large; North vs. South); and conflicting philosophies (Hamilton vs.
Madison) that were present at the Constitutional Convention and the
compromises that led to the document's adoption. (QCC: SS.11-12.4)
2. The learner will describe the formation, content, and purpose of the first 10
amendments to the U.S. Constitution. The learner will identify in particular the
foundational importance of religious, press and speech freedoms in the
maintenance of a democratic republic. (QCC: SS.11-12.5)
3. The learner will identify the foundational principles of the U.S. Constitution:
--popular sovereignty
--limited government
--constitutionalism
--separation of powers
--checks and balances
--judicial review
--federalism
--equality before the law
--separation of power, and
--civilian control of the military.
(QCC: SS.11-12.6)
4. The learner will assess the development of the relationship between the three
branches of government, including executive vs. legislative power shifts and
struggles and impact of the line-item veto and judicial activism.
(QCC: SS.11-12.7)
12
5. The learner will describe the uniqueness of American federalism.
(QCC: SS.11-12.8)
6. The learner will be able to trace the structure of the government of the United
States. (Academic Outcomes, GHSGT)
7. The learner will be able to chart the structure and function of government by
comparing and contrasting the executive, legislative, and judicial branches of
the federal, state, and local levels. (Academic Outcomes)
8. The learner will be able to identify the bicameral nature of the U.S. Congress.
(Academic Outcomes)
CONTENT: Time Frame: One and One-Half Weeks
A. Constitutional Convention
1. Virginia Plan
2. New Jersey Plan
3. Great Compromise
B. Principles of American Government
1. Popular Sovereignty
2. Separation of Powers
3. Checks and Balances
4. Federalism
a. Types of Powers
1) Delegated Powers
2) Implied Powers
3) Prohibited Powers
4) Inherent Powers
5) Reserved Powers
6) Concurrent Powers
b. Federal Government Duties
1) Protect Republican Government
2) Providing for Common Defense
3) Ensuring Domestic Tranquillity
4) Equal Representation in Senate
5) Protecting State Boundaries
6) Admission of New States
c. State Responsibilities
1) State Militia
2) Role in Elections
3) Drawing Congressional Districts
d. Changing Views of Federalism
1) States' Rights
2) Nationalism
3) Dual Federalism
4) Cooperative Federalism
5. Supremacy of National Law
6. Civilian Control of the Government
C. Formal Amendment Process
1. Proposing of Amendments
2. Ratification of Amendments
3. Twenty-seven Amendments
D. Informal Amending Process
13
1.
2.
3.
4.
5.
Legislative Acts
Executive Actions
Supreme Court Decisions
Political Parties
Custom
STRATEGIES:
1.
Develop a chart comparing and contrasting the three branches of government on
purpose, head at the national level, method of selection, term of office
2.
Develop a scavenger hunt on major topics found in the U.S. Constitution and its
amendments
3.
Create a visual organizer explaining checks and balances and separation of
powers
4.
Develop a chart or a matching activity with the different types of powers (both
definitions and examples)
5.
Create a visual organizer for the formal amendment process
6.
School House Rock: Three-Ring Circus and Preamble
7.
Powers of the Congress, ABC News, Side 1: Chapters 5, 7, 10, 47, 48, 49,
50, 62, 63, 64; Side 2: 11, 12, 12, 14, 15, 16, 36, 37, 38, 39, 40, 51, 52, 53,
54, 66, 67, 68
8.
Activity: “Who Does It?”
9.
Activity: “Who Should Decide?
10.
“Amending the Constitution” Activities
11.
“Federalism” Activity
PRODUCT:
1. Teacher-made test, quizzes, and worksheets
2. Rubrics of group work
LEARNING STYLES:
1. Auditory, visual, and kinesthetic learning styles are addressed in strategies.
14
SAMPLE CITIZENSHIP QUESTIONS
U.S. DEPARTMENT OF JUSTICE
IMMIGRATION AND NATURALIZATION SERVICE
The following questions are examples of what may be asked of you on your examination
for citizenship. You may practice for the exam by attempting to answer them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
What are the colors of our flag?
26.
How many stars are there on our flag? 27.
What color are the stars on our flag?
28.
What do the stars on the flag mean?
29.
How many stripes are on the flag?
30.
What color are the stripes?
31.
What do the stripes on the flag mean?
How many states are in the Union?
32.
What is the 4th of July?
33.
What is the date of Independence Day?
Independence from whom?
34.
What country did we fight during the
Revolutionary War?
35.
Who was the first President of the U.S.?
Who is the President of the U.S. today? 36.
Who is the Vice President of the U.S.
today?
37.
Who elects the President of the U.S.?
Who becomes President of the U.S. if 38.
the President should die?
39.
For how long do we elect the President? 40.
What is the Constitution?
41.
Can the Constitution be changed?
What do we call a change to the
42.
Constitution?
How many changes or amendments are
there to the Constitution?
43.
How many branches are there in our
government?
44.
What are the three branches of our
government?
45.
What is the legislative branch of our
government?
46.
47.
48.
49.
50.
15
Who makes the laws in the U. S.?
What is Congress?
What are the duties of Congress?
Who elects Congress?
How many senators are in Congress?
Can you name the two senators from
your state?
For how long do we elect each senator?
How many representatives are there in
Congress?
For how long do we elect
representatives?
What is the executive branch of our
government?
What is the judiciary branch of our
government?
What are the duties of the Supreme
Court?
What is the supreme law of the U.S.?
What is the Bill of Rights?
What is the capital of your state?
Who is the current governor of your
state?
Who Becomes President of the U.S. if
the President and Vice President should
die?
Who is the Chief Justice of the Supreme
Court?
Can you name the thirteen original
states?
Who said: "Give me liberty or give me
death"?
Which countries were our enemies
during World War II?
What are the 49th and 50th states of the
Union?
How many terms can a President serve?
Who was Martin Luther King, Jr.?
Who is the head of your local
government?
51. According to the Constitution, a person 76. Name 3 rights or freedoms guaranteed
must meet certain requirements in order
by the Bill of Rights.
to be eligible to become President.
77. Who has the power to declare war?
Name one of these requirements.
78. What kind of government does the
52. Why are there 100 senators in the
United States have?
Senate?
79. Which President freed the slaves?
53. Who selects Supreme Court Justices? 80. In what year was the Constitution
54. How many Supreme Court Justices are
written?
there?
81. What are the first 10 Amendments to
55. Why did the Pilgrims come to America?
the Constitution called?
56. What is the head executive of a state
82. Name one purpose of the United
government called?
Nations.
57. What is the head executive of a city
83. Where does Congress meet?
government called?
84. Whose rights are guaranteed by the
58. Who was the main writer of the
Constitution and Bill of Rights?
Declaration of Independence?
85. What is the introduction to the
59. What holiday was celebrated for the
Constitution called?
first time by the American colonists? 86. Name one benefit of being a citizen of
60. When was the Declaration of
the United States.
Independence adopted?
87. What is the most important right
61. What is the basic belief of the
granted to U.S.citizens
Declaration of Independence?
88. What is the United States Capitol?
62. What is the National Anthem of the
89. What is the White House?
United States?
90. Where is the White House located?
63. Who wrote The Star Spangled Banner ? 91. What is the name of the President's
64. Where does Freedom of Speech come
official home?
from?
92. Name one right guaranteed by the First
65. What is the minimum voting age?
Amendment.
66. Who signs bills into law?
93. Who is the Commander-in-Chief of the
67. What is the highest court in the U.S.?
U.S. military?
68. Who was President during Civil War? 94. Which President was the first
69. What did the Emancipation Proclamation
Commander-in-Chief of the U.S.
do?
military?
70. What special group advises the
95. In what month do we vote for the
President?
President?
71. Which President is called "the Father of 96. In what month is the new President
Our Country"?
inaugurated?
72. What Immigration and Naturalization 97. How many times may a senator be
Service form is used to apply for
re-elected?
naturalized citizenship?
98. How many times may a congressman be
73. Who helped the Pilgrims in America?
re-elected?
74. What is the name of the ship that
99. What are the 2 major political parties in
brought the Pilgrims to America?
the U.S. today?
75. What were the 13 original states of the 100. How many states are there in the
United States called?
United States?
16
WHO SHOULD DECIDE?
INSTRUCTIONS:
Federal, state, and local (city and county) governments make many political decisions
that affect our lives. For each decision area below, write which level of government you
feel should make the decision and the reason for your choice.
DECISION AREA
LEVEL OF GOVERNMENT THAT REASONS
SHOULD MAKE THE DECISION
Abortion
Alcoholic beverages, sale and use
Birth control
Cable TV
Capital punishment
Civil rights
Criminal laws
Defense and military
Education (graduation requirements,
length of school year, etc.)
Environmental protection (air and
water pollution, acid rain, etc.)
Foreign affairs
Highway speed laws
Lotteries, gambling, pari-mutual
betting
Marriage and divorce
Minimum wage
Obscenity
School prayer
Seat belts
Welfare
17
WHO DOES IT?
INSTRUCTIONS: For each service or function listed in the left column, check (X) the
level or levels of government responsible for providing that service.
SERVICE
FEDERAL STATE COUNTY
CITY
Sewer System
Sanitation/Garbage Collection
Army and Navy
Fire Protection
Post Office (Postal Service)
Highways
Traffic Lights
Health Clinics
Library
Voter Registration
Law Enforcement
Courts
Marriage Licenses
Prisons and Jails
Hunting and Fishing Regulation
Official Recording of Property
Ownership
Zoning
Buses and Rapid Transit
Ambulance Service
Animal Control
Preservation of Historical Sites
18
FEDERALISM: DIVISION OF POWER
Federal Government
Federal and State
Governments
State Governments
Enumerated Powers
*Regulate interstate and
foreign trade
*Establish laws for
citizenship
*Coin money
*Regulate patents and
copyrights
*Establish post offices
*Establish federal courts
*Declare war
*Raise and support armed forces
forces
*Pass laws necessary and
proper for carrying out
preceding powers
Concurrent Powers
*Lay and collect taxes
*Charter banks
*Take property for
public use
*Borrow money
*Enforce the laws
*Establish courts
*Provide for the
general welfare
Reserved Powers
*Determine qualifications of voters
*Provide for education
*Establish marriage
and divorce laws
*Regulate intrastate
commerce
*Conduct elections
*Establish local
governments
*Incorporate
businesses
*Provide for public
safety and morals
PROHIBITED POWERS
Powers Denied Federal
Government
Powers Denied
Federal and State
Governments
Powers Denied
State Government
*Suspend the writ of
habeas corpus
*Tax exports
*Show preference to one
state over another
*Take money from
treasury without right
by law
*Pass bills of attainder
*Pass ex post facto laws
*Grant title of nobility
*Deprive persons of life,
liberty, or property
without due process of
law
*Make treaties with
other nations or
states without
consent of Congress
*Coin money
*Impair obligations of
contracts
*Tax imports or
exports
*Keep troops or ships
during peace without
consent of Congress
19
FEDERALISM
_____________________________ is a division of power between the national
government and the state governments. In the spaces provided, write “D” if the power
belongs only to the national government, “R” if the power belongs only to the state
governments, and “C” if the powers belong to both the national government and the state
governments.
_______1.
_______2.
_______3.
_______4.
_______5.
_______6.
_______7.
_______8.
_______9.
______10.
______11.
______12.
______13.
______14.
______15.
______16.
______17.
______18.
______19.
______20.
To regulate foreign trade and commerce between the states
To regulate trade within the state
To coin money
To collect taxes
To ratify amendments
To borrow money
To establish and maintain courts
To conduct foreign relations with other nations
To establish post offices and roads
To determine voter qualifications
To conduct elections
To make and enforce laws
To raise and support armed forces
To declare war and make peace
To establish and support public schools
To incorporate business firms
To license professional workers
To govern territories and admit new states
To pass naturalization laws and regulate immigration
To propose constitutional amendments
In the space provided write “N” if the power is denied only to the national government,
“S” if the power is denied only to the state governments, and “B” if the power is denied
to both the national government and the state governments.
______1.
______2.
______3.
______4.
______5.
______6.
______7.
______8.
______9.
_____10.
To tax exports
To coin money
To pass ex post facto laws
To enter into treaties
To suspend writs of habeas corpus
To pass bills of attainder
To tax agencies of the federal government
To deny due process of law
To change state boundaries without consent of states involved
To grant titles of nobility
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AMENDING THE CONSTITUTION ACTIVITIES
Activity 1
“Walking through the Process”
(This activity will get your students up and moving!)
Materials:
20 sheets of plain white paper labeled as directed.
Each paper will contain one of the following suggested terms:
U. S. President
U. S. Congress
Amendment
Ratify
United States Senator
U. S. House of Representatives
2/3rd’s majority (291)
3/4th’s state legislatures approve
U. S. Supreme Court
U. S. Constitution
Propose
United States Representative
U. S. Senate
2/3rd’s majority (68)
34 state legislatures request
3/4th’s state conventions approve
(NOTE: for the following state level terms you may want to make signs using specific
state names thus ensuring every student in the classroom gets a part/sheet of paper.)
State Conventions
State Legislature
State Senator
State Representative
Directions:


If you use the walk through as a review - make sure students have covered the process
and have created a visual organizer.
If you use the walk through as an introduction - be sure to take breaks and allow
students to take notes.
1. Distribute the sheets of paper containing a suggested term.
2. Students will physically walk through the amending process while explaining the
term on each sheet of paper. (Students will line up along front, sides, and back of
class as directed.) Teacher will need to direct definitions if activity is used as an
introduction.
3. Students will explain the relationship between all the terms on all of the papers.
4. Once the activity is completed the students will write an essay on how to amend the
constitution.
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Activity 2
Bag the Amending Process
(Students may work in groups.)
Materials:



Copies of the process cut and placed into resealable sandwich bags (enough bags for
the number of groups you desire).
Each student will need two sheets of notebook paper
Clock for timing
Directions:
1. This activity is a great review for the amending process. Divide the students into
groups.
2. Each group will receive a bag. Each group will try to arrange the clippings in the
correct order to establish the process of amending the constitution.
3. Establish a fair time frame for each class. At the conclusion of the time frame (when
the timer goes off) students must stand and rotate to the next group of desks. (You
may wish to have a complete rotation so students get to see all of the groups’ work.)
The purpose of the rotations is to allow each group to see the other groups’ work.
Upon completion of the rotations each group will end at their desks.
4. Students will be seated. Students have 3 minutes to rearrange their clippings if they
desire. Once the three minutes are up the students are to use the clippings as an
outline to write an essay on how to amend the constitution. Essays should expand on
to process from the clippings.
5. Essay may be evaluated in class by have each group read their essay. The class as a
whole decides the best essay. In addition, student can adjust their own work at the
conclusion of the evaluation process.
6. A follow-up activity would be for the students to write an essay (without their notes)
at a later class meeting.
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(copy and cut for the bags)
The following branches of the federal government do NOT have a part in the amending
process:
U. S. President
U. S. Supreme Court
How the U. S. Constitution can be Amended.
The U. S. Constitution must be flexible to change with time.
Article V, sometimes called the “amending article,” explains how the Constitution can be
amended.
Article V follows the principle of federalism.
This principle means the amendment must be proposed at the national level and then
ratified at the state level.
Methods to Propose an Amendment.
Propose means to put forth for consideration or acceptance.
Ratify means to approve or confirm.
There are two ways to propose an amendment to the U. S. Constitution.
One way to propose an amendment is through the U. S. Congress.
The amendment must pass by two-third’s majority of both houses of Congress to be
proposed.
This means the amendment must pass by two-third’s majority in the U. S. House of
Representative AND in the U. S. Senate.
An amendment may EITHER be proposed by a Representative in the U. S. House or by a
Senator in the U. S. Senate.
In the House a two-third’s majority would be 291 votes.
In the Senate a two-third’s majority would be 68 votes.
Congress attaches a seven-year limit resolution to the amendment.
This resolution puts a time limit on the “life” of the amendment.
The amendment has seven years to be ratified by the states before it expires.
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The second way an amendment can be proposed is at a constitutional convention.
This method has never been done.
The constitutional convention must be requested by two-third’s of the state legislatures.
Two-third’s of the state legislatures would be a total of 34 state legislatures.
Once this convention is requested by the state legislatures, Congress must call the
constitutional convention.
Methods for Ratification of an Amendment.
There are two ways to ratify an amendment to the U. S. Constitution.
One way is for the proposed amendment to be ratified by three-fourth’s of the state
legislatures.
Thirty-eight state legislatures would have to ratify the amendment.
The second way a proposed amendment can be ratified is through state conventions.
Three-fourth’s of the state conventions would have to vote in favor of the amendment.
That means thirty-eight state conventions would have to ratify the amendment.
Once the amendment has been proposed and ratified during the seven year period, it is
then added to the Constitution.
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