TAH SUMMER WORKSHOP UNIT
CONSTITUTION UNIT
MATTHEW GHERMAN
DAVID EDELMAN
MARK O’KANE
Essential Question: Does our Constitution create and safeguard democracy?
Lesson Map
Lesson 1: Introduction and vocabulary
Aim #1: What will we be learning about in Unit 2?
Goals/Learning Objectives:
1. Read a unit outline sheet in order to gain familiarity with our new unit
2. Review vocabulary term to gain familiarity with Regents vocabulary
3. Complete a crossword puzzle to build vocabulary skills and comprehension skills
4. Write a reflection that answers an essential unit question
Lesson 2: Articles of Confederation
AIM: 2. Should the Articles Of Confederation be replaced with a new Constitution?
Goals/learning objectives:
1. Identify the weaknesses of the articles of confederation
2. Analyze why these weaknesses did not allow for an effective government
3. Analyze what changes should be made.
Aim: 3. Is the Constitution a more successful government then The Articles Of Confederation?
Goals/Learning Objectives:
1. Answer a Regents question related to our unit of study
2. Record notes relevant to our lesson’s aim
3. Analyze a individual class progress report
4. Write a reflection which answers and evaluates the lesson’s aim
Aim: 4. Why is the Constitution a bundle of compromises?
Goals/Learning Objectives:
1. Answer a Regents question related to our unit of study
2. Record notes relevant to our lesson’s aim
3. Analyze a cartoon related to our lesson’s aim
4. Create a differentiated reflection which answers our lesson’s aim
AIM: 5. Does federalism prevent government from becoming too powerful?
Goals/Learning Objectives:
1. Define a unit vocabulary term: Federalism
2. Record notes into a graphic organizer based on a textbook reading
3. Write a reflection that answers an essential aim question related to our unit
AIM: 6. How is our federal government structured around separation of powers?
Goals/Learning Objectives:
1. Define a unit vocabulary term: Checks & Balances
2. Watch a short video clip/song about separation of powers
3. Record notes into a graphic organizer based on a textbook passage
4. Write a reflection that answers an essential aim question related to our unit
AIM: 7. Why was a Bill Of Rights added to the Constitution?
Goals/Learning Objectives:
1. Define unit vocabulary terms: Amendment & Bill Of Rights
2. Analyze a cartoon outlining the Bill of Rights
3. Evaluate the Bill of Rights and complete personal evaluation questions
4. Write a reflection that answers an essential aim question related to our unit
AIM: 8. How have amendments changed the Constitution since ratification?
Goals/Learning Objectives:
- Define a unit vocabulary term: Checks & Balances
- Watch a short video clip/song about separation of powers
- Record notes into a graphic organizer based on a textbook passage
- Write a reflection that answers an essential aim question related to our unit
AIM: 9. Why is the President referred to as the “chief” of our country?
Goals/Learning Objectives:
- Define a unit vocabulary term: Executive Branch
- Watch a video clip about Presidential responsibilities
- Record notes into a graphic organizer based on a textbook passage
- Write a reflection that answers an essential aim question related to our unit
AIM: 10. Is the electoral college a good way to elect the President?
Goals/Learning Objectives:
- Define a unit vocabulary term: Electoral College
- Watch a short cartoon video clip about the electoral college
- Record notes related to our lesson’s aim
- Write a reflection that answers an essential aim question related to our unit
AIM: 11. How does a bill become a law?
Goals/Learning Objectives:
- Define a unit vocabulary term: Bill
- Watch a short cartoon video clip about how a bill becomes a law
- Create a poster using cartoon images on the law making process
- Write a reflection that answers an essential aim question related to our unit
AIM: 12. Why is the selection of a Supreme Court Justice such an important decision?
Goals/Learning Objectives:
- Define a unit vocabulary term: Judicial Review
- Critically watch a short video clip about the Supreme Court
- Evaluate a list of potential Supreme Court Nominees
- Write a reflection evaluating a groups opinion regarding the activity
- AIM: 13. How do America’s politics parties compare on important issues?
Goals/Learning Objectives:
- Answer a multiple choice regents question related to our unit of study
- Critically watch a short rap video about the political parties
Evaluate a list of political party platforms
Common Core Standards
Highlighted items are most relevant common core standards for the unit and correspond directly to final high-stakes writing
assessment.
1) Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary
significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features
2) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
3) Determine two or more central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
4) Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text
5) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
6) Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use
of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments
in works of public advocacy (e.g., The Federalist, presidential addresses).
7) Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
8) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
10) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. Introduce precise, knowledgeable claim(s), establish the significance
11) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
Unit 2: Creating A New Government
The former colonies, now the free and independent United States of America, needed to create their own
government after winning the American Revolution. Many American leaders did not trust powerful governments since
America was originally controlled by the English King. Therefore, the first U.S. government, The Articles of
Confederation, was kept weak on purpose. Although this weak government prevented one person from controlling the
government, it also proved too weak to make laws and protect the country. Eventually the country began to feel a stronger
government had to be created.
Getting all the states to agree on how a new and more powerful government would operate was not easy. Many
compromises had to be agreed upon so that all the states could be sure that they would not be overpowered by the new
national government. The U.S. Constitution split the national government up into three branches so that there would be a
separation of powers. One branch would make the laws (Legislative- Congress), another branch would enforce the laws
(Executive – President), and the third branch would judge and decided the meaning of the laws (Judicial- Supreme
Court). Power was separated into three branches and each branch was given the ability to limit the power of the other
branches. This is called checks and balances.
The Constitution also divided power between the national government and state governments. This system is called
federalism and it allows state governments and the national government to share power and responsibilities. The new
government created by the U.S. Constitution was not immediately accepted by all the states. People began to argue for and
against the Constitution. Many people felt that the new government was too powerful and would violate the rights of the
citizens just as Britain had done. In order to get the Constitution approved, a Bill of Rights was added that guaranteed that
certain important rights such as freedom of speech would not be taken away by the new national government.
Key Vocabulary
Federalism – the sharing of power between state governments and the national government
State Government – Government in charge of individual states. (NY’s is located in Albany, NY)
Federal/Central/National Government – Government in charge of the country. (this is located is in DC)
Federalists- argued for a strong federal government
AntiFederalists- argued for a weak federal government, strong state governments and a Bill of Rights
Articles of Confederation- the first attempt at a US government. It had a weak federal government and didn’t have
the power to collect taxes or raise an army.
Constitution- a document that outlines how the government is structured
Amendment- a change to the Constitution
Bill of Rights- The first 10 Amendments to the Constitution that guarantee basic freedoms for citizens
3/5ths Compromise- 5 slaves would count as 3 people when determining a state’s representation and taxes.
Great Compromise- made states with small population and states with large populations happy by creating a bicameral legislature
Checks and Balances- the system where each branch of government can limit the powers of the other branches
Legislative Branch- branch of government that makes laws called the Congress.
BiCameral Legislature - the two-house system in Congress made up of the Senate & House of Representatives
Senate- the upper house of Congress where each state gets the same 2 votes
The House of Representatives- the lower house where each state gets more or less votes based on its population
Bill- an idea for a law
Veto- when the President refuses to sign a Congress approved bill into a law
Executive Branch- branch of government that enforces laws. Run by the president
Electoral College- a controversial system by which the U.S. President is selected indirectly
Judicial Branch- the branch of government that interprets the laws. Run by the courts.
Marbury v. Madison- U.S. Supreme Court case that established the power of Judicial Review
Judicial Review- the power of the U.S. Supreme Court to declare a law unconstitutional
AIM: 1. What will we be learning about in Unit 2?
1. DO NOW: Look on the back. What is the title of our unit? What do you think we will be learning about?
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2. MINI LESSON: Review the Unit Outline Sheet.
3. ACTIVITY: Vocabulary Building Crossword Puzzle
4. REFLECTION: Answer the following reflection questions in the space provided.
A. Why was the national government (which controls the whole country) originally kept weak?
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B. How does federalism and separation of powers keep our government from becoming to powerful?
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Aim: How well do I know my Unit 2 vocabulary?
Name: ________________________________
Date: _____________
UNIT 2: VOCAB QUIZ
Vocabulary Quiz: Unit 2 (10 points)
Task: Define the following words the best you can
1. Constitution -
2. Federalism -
3. Executive Branch -
4. Amendment -
5. AntiFederalists -
Task: Chose the best definition from the choices provided
6. Articles of Confederation
a.
b.
c.
d.
a document that outlines how the government is structured
the first US government which had a weak federal government and couldn’t raise an army.
branch of government that enforces laws. Run by the president
created a bi-cameral legislature
7. Checks and Balances
a. a political compromise that created a bi-cameral legislature
b. the upper house of Congress where each state gets the same 2 votes
c. the system where each branch of government can limit the powers of the other branches
d. Supreme Court case that established the power of Judicial Review
8. Electoral College
a. a system by which the U.S. President is selected indirectly through the states
b. a system in which 5 slaves would count as 3 people when determining a state’s representation and taxes
c. a system in which power between state governments and the national government is shared
d. a system in which the government is in charge of individual states
9. Bill
a.
b.
c.
d.
when the President refuses to sign an article of Congress
the upper house of Congress where each state gets the same 2 votes
when the U.S. Supreme Court to declares a law unconstitutional
an idea for a law
10. Great Compromise
a. created a structure so states with small population and states with large populations happy by creating a bicameral legislature
b. created the first 10 Amendments to the Constitution that guarantee basic freedoms for citizens
c. created a controversial system by which the U.S. President is selected indirectly
d. created a system in which provided a framework to change the Constitution
Name: ________________________________
QUIZ #2
Vocabulary Quiz: Unit 2 (5 points)
Task: Define the following words the best you can
1. Constitution -
2. Federalism -
3. Legislative Branch -
4. 3/5th Compromise -
5. Amendment -
Date: _____________
Aim: 1. What will we be learning about in Unit 2?
Unit: 1. From Colony to Country
Class: 11th grade, US History
4. REFLECTION: Answer the following question(s) in a short paragraph response: Why were the Articles of
Confederation ineffective? How did the US attempt to fix this problem?
Goals/Learning Objectives:
2. Define a unit vocabulary term: Constitution
3. Record notes relevant to our lesson’s aim
4. Read and evaluate a nonfiction secondary source document
5. Write a reflection that answers an essential aim question related to our unit
AIM: 2. Why is the Constitution a more successful government then The Articles Of Confederation?
1. What is the name of the compromise presented in the cartoon?
2. Explain the conflict in the carton.
3. What is the result of the compromise?
Constitutional Compromises
Issue
Opposing Sides
Small States V. Large States
Compromise
The Great (Connecticut)
Compromise:
* Small states wanted all states to
have the same number of
representatives to Congress (this is
known as the New Jersey Plan)
The Constitution creates a
bicameral (two house)
legislature. In the House of
Representatives,
Representation
representation is determined
* Large states wanted
by population. A census is
representation to be determined by taken every ten years to
the population of the state.
determine the population of
each state. In the Senate, all
(This is known as the Virginia
states have the same number
Plan)
of representatives: two.
Southern States V. Northern
States
* Southern States wanted slaves to The 3/5ths Compromise:
Should slaves count as part of the population for
Delegates agreed to count
count as part of determining representation but not slaves as 3/5ths of a person
the population? to count when taxing the state.
when apportioning
* Northern states wanted slaves to representation and taxation
count for the purpose of taxation
but not for representation
Southern Plantation Owners V.
Northern Businessmen
Tariffs
* Southerners opposed tariffs
fearing they would damage the
Southern economy which was
heavily dependent upon trade.
* Northerners wanted tariffs to
protect their industries from foreign
competition.
The Commerce
Compromise:
The Constitution allows the
federal government to tax
imports but not exports.
Northern Abolitionists
V.
Southern Slave Owners
Slave Trade
Executive
Elections
* Northern abolitionists wanted the
Constitution to ban the (external)
Slave Trade Compromise:
slave trade. They believed that
Congress was given the power
slavery would eventually prove
to ban the slave trade after
unprofitable and die out.
1808.
*Southern Slave owners argued that
slavery was vital to the economic
survival of the South and its large
cash crop industry from its
plantations.
Some delegates believed the
Compromise on Executive
president should be elected directly Elections:
by the people. Others believed that
the people could not be trusted with The president is elected
indirectly by the electoral
such a decision. Opponents of
direct election offered a number of college (a group of men based
alternatives including election by on the population of the state)
to a four year term of office.
state legislatures.
Federalists wanted a strong
national government to provide
order and protect the rights of
Federalists vs. people.
Anti
Anti-Federalists wanted a weak
Federalists
national government so that it
would not threaten the rights of the
people and states.
The Bill of Rights
Compromise:
There would be a strong
national government but the
Constitution would contain a
list of specific unalienable
rights of the people.
Bill of Rights Excerpts
Amendment #1: Congress shall make no law respecting one religion or prohibiting the free exercise of any
religion; or limiting the freedom of speech, the press or the right of the people to peaceably assemble (gather);
and to petition (ask for change from) the government.
Amendment #2: The right of the people to bear arms shall not be prohibited.
Amendment #4: No illegal searches and seizures of home/property
Amendment #5: No person shall be deprived of life, liberty, or property without due process of the law (fair
treatment)
Amendment #10: The powers not delegated (given) to the United States by the Constitution, nor prohibited
(banned) by it to the states are given to the states and the people.
AIM: 6. How is our federal government structured around separation of powers?
Aim: Did the Founding Fathers divide power wisely?
Topic: Federalism and the Constitution
Document #1 – Introduction to Federalism
The Constitutional Convention quickly broke down into two sets of factions: Northern vs. Southern States and
Federalists vs. Anti-Federalists. The Federalists (representatives in favor of a strong Federal Government) and AntiFederalists (representatives in favor of a weak Federal Government and more power to the states) had many
disagreements during the Constitutional Convention, the main one being the size and strength of the federal government.
One of the compromises reached between the two at the Constitutional Convention was the concept of Federalism –a
compromise between a centralized government and a decentralized confederate (state) system – meaning, that the
Federal government has the main power over the states, but the states also have rights and powers which the Federal
government cannot overrule. The Constitution breaks down the powers this way:
Delegated Powers: Powers only the national government has
Reserved Powers: Powers only the states have
Concurrent Powers: Powers shared by both the national government and the state governments.
1)
What was the main disagreement between the Federalists and the Anti-Federalists?
2) What was the compromise they reached? How did this compromise satisfy both parties?
Task: Below is a list of powers, in pairs, fill in the table together – putting each power under its specific name.
Powers Box:
-Maintain army and navy
- Enforce Laws
- Establish Schools
- Regulate Licensing (marriage, teacher, etc.)
- coin/print money
- conduct elections
- declare war
- borrow money
- regulate foreign trade
- build roads
- establish courts
- protect the safety of the people
Collect taxes
Powers of the National Government
Powers of the States
Delegated Powers
Reserved Powers
Powers shared by the states and National Governments
Concurrent Powers
III. Federalism in action
Directions: The list below contains several headlines, which might have appeared in
newspapers. Read each one carefully and based on our discussion ad class notes indicate whether the headline is
referring to delegated powers, reserved powers or concurrent powers.
War Declared on Iraq
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Schools in NY to Teach Computer Literacy _____________________________
Tariff Bill Passed
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Divorce Now Easier in New Jersey _________________________________
Susan B. Anthony Dollar Issued
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Gay Unions Passed in California
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Martin Luther King Jr. Dollar Issued _________________________________
New Courts Set Up to Deal with Family Court Overload ___________________
Teachers Strike in High Schools
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New Draft Law Goes into Effect
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President Obama Asks for More Money for Iraq___________________________
Police and National Guard Aid Sent to Texan Refugees __________________
U.S. Finally Switched to the Metric System ______________________________
THE SEPARATION OF POWERS
AIM: 9. Why is the President referred to as the “chief” of our country?
THE 7 ROLES OF THE PRESIDENT
1. Chief of State - The president is a living symbol of the nation and a spokesperson for the country
2. Chief Executive - The president is "boss" for millions of government workers in the Executive Branch, who
work to enforce the laws of our country
3. Chief Diplomat - The president decides what American advisors shall say to foreign governments.
4. Commander-In-Chief - The president is in charge of the U.S. military and decides how weapons shall be used
during war
5. Chief Legislator - Only Congress has the actual power to make laws. But the Constitution gives the president
power to suggest laws or veto (reject) bills that they do not favor.
6. Chief of Party - The president helps members of his political party get elected or appointed to office.
7. Chief Guardian of the Economy - The president works with others to help the economy run smoothly.
_____ Inspecting a Navy yard.
_____ Congratulating astronauts on their journey into space.
_____ Holding a Cabinet meeting to discuss government
business.
_____ Choosing leading party members to serve in the
Cabinet.
_____ Greeting visitors to the White House.
_____ Traveling to California to speak at a rally for a party
_____ Reading reports about problems of the Federal Bureau of
Investigation (FBI).
_____ Traveling to London to discuss world problems
_____ Entertaining Japanese diplomats in the White House.
_____ Making a patriotic speech on the Fourth of July.
_____ Appointing someone to serve as head of the Central
Intelligence Agency (CIA).
_____ Writing a message or a letter to the leaders of the Soviet
Union.
_____ Deciding, in wartime, whether to bomb foreign cities.
_____ Calling out troops to stop a riot.
nominee to the U.S. Senate.
_____ Meeting with economic advisers to discuss ways to
reduce unemployment.
_____ Meeting with business and labor leaders to discuss
their needs and problems.
_____Awarding medals to the winners of college
scholarships.
_____ Inviting members of Congress to lunch in the White
House.
_____ Signing a bill of Congress.
_____ Making a speech in Congress.
1. Which state has the most electoral votes? How many votes do they have? __________________________
2. Which eight states have the fewest electoral votes? How many votes do they have? __________________
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3. How many votes does New York receive? ___________________________________________________
4. How does the number of votes New York receives compare to the number of votes most other states have?
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5. Why do some states have more votes then other states? _________________________________________
6. Why do you think some politicians favored Congress to pick the President instead of the citizens?
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4. REFLECTION: On the back of this page write a paragraph response to the following questions:
How does America use the Electoral College to elect a President? Why do we use this system?
AIM: 11. How does a bill become a law?
2. MINI LESSON: Watch the ―School House Rock‖ video on how a bill becomes a law.
3. ACTIVITY: Use the cartoon handout to create a poster of how a bill becomes a law. You must make sure to create a
title and to put each part of the process in order. Use the lyrics below if you need help to remember the process. (Scissors
and glue will be provided to construct your posters)
Lyrics to How A Bill Becomes A Law:
Whew, you sure gotta climb a lot of steps to get to this Capitol building here in Washington.
Well, I wonder who that sad little scrap of paper is...?
I'm just a bill, yes, I'm only a bill. And I'm sitting here on Capitol Hill. Well it's a long, long journey to the capitol city. It's a long, long
wait while I'm sitting in committee. But I know I'll be a law someday, at least I hope and pray that I will, but today I am still just a bill.
Gee, Bill, you certainly have a lot of patience and courage.
Well, I got this far. When I started, I wasn't even a bill,I was just an idea. Some folks back home decided they wanted a law passed, so
they called their local congressman, and he said, "You're right, there oughta be a law." And he sat down and he wrote me out, and
introduced me to congress, and I became a bill. And I'll remain a bill until they decide to make me a law.
I'm just a bill, yes I'm only a bill, and I got as far as Capitol Hill. Well, now I'm stuck in committee and I'll sit here and wait while a few
key congressmen discuss and debate whether they should let me be a law.
How I hope and pray that they will, but today I am still just a bill.
[Congressmen arguing]
Listen to those congressmen argue. Is all that discussion and debate about you?
Yeah, I'm one of the lucky ones. Most bills never even get this far. I hope they decide to report on me favorably, otherwise I may die.
Die?
Yeah, die in committee! Ooh! But it looks like I'm gonna live. Now I go to that House of Representatives and they vote on me.
If they vote, "yes," what happens?
Then I go to the Senate and the whole thing starts all over again.
Oh, no.
Oh, yes. I'm just a bill, yes, I'm only a bill, and if they vote for me on Capitol Hill, well, then I'm off to the White House where I'll wait
in a line with a lot of other bills for the President to sign. And if he signs me, then I'll be a law.
How I hope and pray that he will, but today I am still just a bill.
You mean even if the whole congress says you should be a law, the President can still say, "no"?
Yes, that's called a "veto." If the President vetoes me, I have to go back to congress and they vote on me again and by that time, this...
And by that time, it's very unlikely that you'll become a law. It's not easy to become a law, is it?
No! But how I hope and pray that I will, but today I am still just a bill.
He signed you, Bill, now you're a law.
Oh, yes!
4. REFLECTION: Write a paragraph response, which answers the following question: In your opinion, is the
process of a bill becoming a law easy or difficult. Compare your answer to that of your partners and include it in
your paragraph.
HOW A BILL BECOMES A LAW
THE ANSWERS
AIM: 12. Why is the selection of a Supreme Court Justice such an important decision?
Candidate 1: Byron Wright
RANK _______
Byron is the county attorney for one of the heavily populated counties in Minnesota. In this role, he is often quoted in the
media as he tries to solve many serious crimes including murder. Because he spends all of his time working, he has little
time for volunteer work. However, he is very active in his church. Before beginning his 6 years as county attorney, he
worked for the public defender’s office for 15 years. Byron is 46 years old.
Candidate 2: Stephen Blum
RANK _______
Stephen is a lawyer in private practice in Manhattan. The areas of law he works in most often are environmental and
agricultural law. Stephen has been practicing law for 31 years. He spends much of his spare time representing poor people
and people who feel that their first amendment right to practice their religion has been violated. Stephen is 58 years old.
Candidate 3: Tibetha Cunningham RANK _______
Tibetha is an African American lawyer in Chicago. Although she has only been practicing 10 years, she has developed a
reputation for being a top personal injury lawyer (representing people who have been injured). She spends most of her time
in the courtroom trying cases. She is active in the Illinois Women Lawyers’ Association and actively recruits other women
and minorities to go to law school. Tibetha is 36 years old.
Candidate 4: Marc Edelman
RANK _______
Marc is an attorney, author, business consultant, and professor, with an expertise in the fields of sports business. Currently,
Marc is on the faculty at New York Law School, Seton Hall University, and Manhattanville College. As a professor, Marc
regularly earns highest honors for his teaching in the areas of sports law, business law, sports economics, and business
ethics. Marc is founder of the website www.SportsJudge.com, advisor to various sports businesses, and involved with the
volunteer organization New York Cares.
4. REFLECTION: On the back of your paper, answer the following questions: Why is the selection of a
Supreme Court Justice such an important decision? Why did you choose the candidate you selected from the rest
of the other potential nominations?
AIM: 14. How do America’s politics parties compare on important issues?
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STATEMENT 1
STATEMENT 2
1 Immigrants today strengthen our country
because of their hard work and talents
OR Immigrants today are a burden on our country
because they take US jobs, housing and health care
2 The growing number of newcomers from other
countries strengthens American society and
culture
OR The growing number of newcomers from other
countries threaten traditional American language,
customs and values
3 Abortion rights should always be protected
OR Abortion should be left up to the states and restricted
4 Business corporations make too much profit
OR Most corporations make a fair and reasonable
amount of profit
5 Government often does a better job than people
give it credit for
OR Government is almost always wasteful and inefficient
6 Relying too much on military force to defeat
terrorism creates hatred that leads to more
OR Using overwhelming military force is the best way to
defeat terrorism around the world
terrorism
7 Hard work and determination are no guarantee of OR Most people who want to get ahead can make it if
success for most people
they're willing to work hard
8 Poor people have hard lives because
government assistance don't go far enough to
help them live decently
OR Poor people today have it easy because they can get
government assistance without doing anything in
return
9 The government should do more to help needy
Americans, even if it means going deeper into
debt
OR The government today can't afford to do much more
to help the needy
10 It IS NOT necessary to believe in God in order to OR It IS necessary to believe in God in order to be moral
be moral and have good values
and have good values
11 Government regulation of business is necessary
to protect the public interest
OR Government regulation of business usually does
more harm than good
12 Good diplomacy (negotiations) is the best way to OR The best way to ensure peace is through military
ensure peace
strength
13 Stricter environmental laws and regulations are
worth the costs
OR Stricter environmental laws and regulations cost too
many jobs and hurt the economy
14 Homosexuality is a way of life that should be
accepted by society
OR Homosexuality is a way of life that should be
discouraged by society
15 Handguns ownership should be restricted to
avoid violent crime
OR Handgun ownership should not be restricted from law
abiding citizens
Number Of Statement 1 = ______________
Which political party is this?
Number Of Statement 2 = ________________
Which political party is this?
Goals/Learning Objectives:
- Answer a multiple choice regents question related to our unit of study
- Critically watch a short rap video about the political parties
- Evaluate a list of political party platforms
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least four documents in the body of the essay. Support your response with
relevant facts, examples, and details. Include additional outside information.
Historical Context:
The United States Constitution divides the power to govern among the executive,
legislative, and judicial branches of the national government. The Constitution provides for
a system of checks and balances to prevent one branch from dominating the other two.
Task: Using information from the documents and your knowledge of United States history,
write an essay in which you:
• Describe how the system of checks and balances functions
• Show how this system has been applied in specific circumstances in United
States history
Guidelines:
In your essay, be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at least
four documents
• Incorporate information from the documents in the body of the essay
• Incorporate relevant outside information
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization
• Introduce the theme by establishing a framework that is beyond a simple
restatement of the Task or Historical Context and conclude with a summation
of the theme
Document 2
He shall have power, by and with the advice and consent of the Senate, to make
treaties, provided two thirds of the senators present concur; and he shall nominate,
and by and with the advice and consent of the Senate, shall appoint ambassadors,
other public ministers and consuls, judges of the Supreme Court, and all other officers
of the United States. . . .
— United States Constitution, Article 2, Section 2, Clause 2
2a To whom does ―He‖ refer? [1]
________________________________________________________________________________
_______
b Under Article 2, Section 2, Clause 2, what role does the Senate play in the appointment of
ambassadors or
the appointment of judges to the Supreme Court? [2]
_______________________________________________________________________________________
_______________________________________________________________________________________
DBQ Topic:
State Historical Context:
Define Vocabulary/Background Info:
Translate Task
1:
Translate Task
2:
Document Information
Outside Information
Summarize the main points of the essay:
Evaluative Statement/Opinion:
(answer essential unit question)
Name: __________________________________
Regents DBQ Essay Rubric
1. TASK
2. ANALYSIS
3. OUTSIDE
INFORMATION
5
Thoroughly develops
all aspects of the task
evenly and in depth
Essay is more
analytical than
descriptive
(analyzes, evaluates,
and/or creates
information)
Richly supports the
theme with relevant
facts, examples, and
details
4
Develops all aspects
of the task by
discussing but may do
so somewhat
unevenly
Is both descriptive
and analytical
(applies, analyzes,
evaluates, and/or
creates information)
3
Develops all/most
aspects of the task
with little depth
2
Minimally develops
most of the task or
fully develops some
aspects of the task
1
Minimally develops
some aspects of the
task
Is more descriptive
than analytical
(applies, may analyze,
and/or evaluate
information)
Is primarily
descriptive; may
include faulty, weak,
or isolated application
or analysis
Is descriptive; may
lack understanding,
application, or
analysis
Supports the theme
with relevant facts,
examples, and details
Includes some
relevant facts,
examples, and details;
may include some
minor inaccuracies
Demonstrates a
satisfactory plan of
organization; includes
an introduction and a
conclusion that may
be a restatement of
the theme
Includes few relevant
facts, examples, and
details; may include
some inaccuracies
Includes few relevant
facts, examples, and
details; may include
inaccuracies
Demonstrates a
general plan of
organization; may
lack focus; may
contain digressions;
may not clearly
identify which aspect
of the task is being
addressed; may lack
an introduction and/or
a conclusion
Incorporates little
information from the
documents or may
only restate portions
of the documents
May demonstrates a
weakness in
organization; may
lack focus; may
contain digressions;
may not clearly
identify which aspect
of the task is being
addressed; may lack
an introduction and/or
a conclusion
Makes vague, unclear
references to the
documents or may
only copy portions of
the documents
4. ORGANIZATION
Demonstrates a
logical and clear plan
of organization;
includes an
introduction that
establishes an
historical context and
a conclusion that
summarizes the main
points of the essay
Demonstrates a
logical and clear plan
of organization;
includes an
introduction and a
conclusion that are
beyond a restatement
of the theme
5. DOCUMENT USE
Incorporates highly
relevant information
from an accurate
number of
documents
Incorporates accurate
information from an
accurate number of
documents
REGENTS ESSAY SCORE: _____/5
Incorporates some
information the
documents
DBQ ESSAY SCORE:
SHORT ANSWERS:
_____/25
_____/10
ESSAY OUTLINE:
_____/10
LATENESS PENALTY:
ASSIGNMENT GRADE:
_____/45
SAMPLE ACTIVITY
Step one:
Aim: Did the Founding Fathers divide power wisely?
Topic: Federalism and the Constitution
Document #1 – Introduction to Federalism
The Constitutional Convention quickly broke down into two sets of factions: Northern vs. Southern States and Federalists vs. Anti-Federalists. The
Federalists (representatives in favor of a strong Federal Government) and Anti-Federalists (representatives in favor of a weak Federal Government and more
power to the states) had many disagreements during the Constitutional Convention, the main one being the size and strength of the federal government. One
of the compromises reached between the two at the Constitutional Convention was the concept of Federalism –a compromise between a centralized
government and a decentralized confederate (state) system – meaning, that the Federal government has the main power over the states, but the states also
have rights and powers which the Federal government cannot overrule. The Constitution breaks down the powers this way:
Delegated Powers: Powers only the national government has
Reserved Powers: Powers only the states have
Concurrent Powers: Powers shared by both the national government and the state governments.
1)
What was the main disagreement between the Federalists and the Anti-Federalists?
2) What was the compromise they reached? How did this compromise satisfy both parties?
Task: Below is a list of powers, in pairs, fill in the table together – putting each power under its specific name.
Powers Box:
-Maintain army and navy
- Enforce Laws
- Establish Schools
- Regulate Licensing (marriage, teacher, etc.)
- coin/print money
- conduct elections
- declare war
- borrow money
- regulate foreign trade
- build roads
- establish courts
- protect the safety of the people
Collect taxes
Powers of the National Government
Powers of the States
Delegated Powers
Reserved Powers
Powers shared by the states and National Governments
Concurrent Powers
III. Federalism in action
Directions: The list below contains several headlines, which might have appeared in newspapers. Read each one carefully and
based on our discussion ad class notes indicate whether the headline is referring to delegated powers, reserved powers or concurrent powers.
War Declared on Iraq
_________________________________
Schools in NY to Teach Computer Literacy _____________________________
Tariff Bill Passed
_________________________________
Divorce Now Easier in New Jersey _________________________________
Susan B. Anthony Dollar Issued
_________________________________
Gay Unions Passed in California
_________________________________
Martin Luther King Jr. Dollar Issued _________________________________
New Courts Set Up to Deal with Family Court Overload ___________________
Teachers Strike in High Schools
_________________________________
New Draft Law Goes into Effect
_________________________________
President Obama Asks for More Money for Iraq___________________________
Police and National Guard Aid Sent to Texan Refugees __________________
U.S. Finally Switched to the Metric System ______________________________
Step 2 (after review of definitions)
Reflection Question: Are powers divided fairly and responsibly?