Essential Question
 What challenges might face American
constitutional democracy in the 21st century?
Unit Overview
 Lesson 33:
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What Does it Mean to be a Citizen?
Lesson 34: What Is the Importance of Civic Engagement to
American Constitutional Democracy?
Lesson 35: How Have Civil Rights Movements Resulted in
Fundamental Political and Social Change in the United States?
Lesson 36: How Have American Political Ideas and the
American Constitutional System Influenced Other Nations?
Lesson 37: What Key Challenges Does the United States
Face in the Future?
Lesson 38: What are the Challenges of the Participation of
the United States in World Affairs?
Lesson 39: What Does Returning to Fundamental Principles
Mean?
Unit 6 Purpose
 This unit provides an overview of American
citizenship and opportunities for participation in
local, state and national government.
 This unit also offers a frame of reference and basis
for understanding how the American constitutional
model has influenced other countries and
international organizations.
 Finally, you will consider some challenges facing
American constitutionalism in the future.
Lesson 33: What
Does it Mean to
Be a Citizen?
Created by Arlene Harris
October 2011
Slideshow Accompanies The Center for
Civic Education’s “We the People: The
Citizen & The Constitution” Curriculum
Lesson 33 Purpose
 This lesson discusses citizenship, how ideas about it
have changed in the US, naturalization, dual
citizenship and responsibilities of citizens and
resident aliens.
 Participation in government through the electoral
process tacitly gives agreement to be governed by the
Constitution. Most people at some point take an oath
to support and defend the Constitution—in the
military, as a juror, lawyer, teacher, or other way.
This lesson discusses these ways.
Lesson 33 Objectives
 Explain some of the most important legal rights and
obligations of citizens.
 Explain some of the most important moral rights and
obligations of citizens.
 Explain the different ways one may become an
American citizen.
 Evaluate, take, and defend positions on


How American citizenship was defined before the 14th and
later amendments.
How the rights and responsibilities of citizens differ from
those of naturalized aliens
Lesson 33 Terms & Concepts
 Alien

A person not living in the country of his/her citizenship; foreign-born
resident
 Citizen

Legal member of a nation, country, or other organized, self-governing
political community, such as a state
 Denaturalization

To lose or renounce one’s citizenship; a legal process
 Dual national citizenship

To be a legal citizen of two or more countries at the same time
Lesson 33 Terms & Concepts
 Enlightened self-interest
 Philosophy of ethics stating people who act to further interests of others
ultimately serve their own self-interest
 E pluribus unum
 Latin: Out of many, one
 Jus sanguinis
 Right by which nationality or citizenship can be recognized to any
individual born to a parent who is a national or citizen of that state
 Jus soli
 Right by which nationality or citizenship can be recognized to any
individual born in the territory of the related state
 Naturalization
 To be come a citizen of a country not of one’s birth, legal process
 Resident Alien
 A noncitizen who lives in a country legally not of one’s birth
How have Americans Thought of Citizenship?
 Commonwealths: a self-governing community in
which members are expected to serve the good of all.
 The Founders counted on citizens as self-sufficient
individuals capable of meeting most of their own
needs and would thrive in a system of limited
government
How did deTocqueville Connect Good Citizenship
with Self-Interest in the United States?
 Democracy in America
 While impressed with
equality of opportunity in
American society
 Wondered how a society so
devoted to materialism and
pursuit of individual selfinterest could produce civic
spirit needed for selfgovernment
 He argued they found a way
to bridge the gap between
classical republican virtue
and natural rights selfinterest
 Quote on 245
How Have Ideas about Citizenship Changed in
the United States?
 From British subjects to
colonial citizens
 To a particular state and
eventually to the “united”
states
 Philadelphia Convention
delegates left citizenship
issue to the states; 1787
Constitution, then the
Articles of Confederation
1781-1788 continued to do so
Who are Naturalized Citizens and What Should
be the Criteria for Naturalization?
 Naturalization is a legal process to become a US citizen.
 It can be granted to individuals or entire populations by
statute or treaty.
 It is tied to immigration policy
 Only lawfully admitted aliens can become citizens
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At least 18 years old
Resided in US continuously for at least five years
Good moral character
Can read, write, speak, and understand English
Demonstrate a belief in and commitment to the US Constitution
principles
Take the Oath of Allegiance
How has Citizenship Status of Native Americans
Evolved?
 Constitution Article I suggests they are
separate, sovereign nations
 1831, Supreme Court changed the interpretation
saying they are “domestic dependent nations”
 1924, Indian Citizenship Act made them citizens of
the US and states where they reside.
 Indian Civil Rights Act of 1968 includes protecting
the “sovereignty of each tribal government.”
What is Dual National Citizenship?
 Being a citizen of two
countries
 Children of American
citizens who are born
abroad are American
 Dual citizenship for
Americans is not
currently addressed
by law.
How May US Citizenship be Lost?
 Supreme Court held that stripping natural-born
citizens of their citizenship is cruel and unusual
punishment, therefore illegal to do
 Giving up US citizenship is a “natural and inherent
right of the people”
 US citizenship may be revoked for:
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Becoming a naturalized citizen elsewhere
Swearing an oath of allegiance to another country
Renouncing citizenship formally
Being convicted of the crime of treason
What are the Rights of Citizens and
Permanent Residents?
 Usually, only citizens can hold public office
 Residency requirements usually accompany citizenship
requirements for holding office
 Only the president must be a natural born citizen of the US
 Only citizens can vote
 Territories such as Puerto Rico do not vote in national
elections in their territorial homes
 Many states revoke voting rights of convicted felons.
 Most other rights are the same for both
What are the Responsibilities of Citizens and
Resident Aliens?
 Everyone has a duty to obey the laws and pay taxes
 Citizens have additional responsibilities:
 Voting
 Serving on juries
Lesson 34: What is
the Importance of
Civic Engagement to
American
Constitutional
Democracy?
Created by Arlene Harris
October 2011
Slideshow Accompanies The Center for
Civic Education’s “We the People: The
Citizen & The Constitution” Curriculum
Lesson 34 Purpose
 Popular sovereignty means people have ultimate
governing authority, which carries the responsibility
to exercise that authority knowledgeably to balance
individual interests and the common good.
 This lesson describes ways Americans can participate
in civic life to help achieve ideals set for themselves
and their nation.
 It explains how civic engagement can advance both
self-interest and common good.
 It also discusses issues related to voting and voting
turnout.
Lesson 34 Objectives
 Describe needed reforms to
 Education system
 Political process
 The Constitution
 Explain opportunities for participation in civil life
afforded by
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Voluntary associations
NGOs
Service and business organizations
Voting
 Evaluate, take and defend positions on
 Whether voting should be mandatory
 How voting could be easier/more convenient
Lesson 34 Terms & Concepts
 Nongovernmental organization
 An autonomous organization independent of direct governmental
control that exists to perform any of a large number of purposes,
including humanitarian, educational, or public policy problems
and issues
 Voluntary associations
 Autonomous organizations founded and administered by private
citizens, not elected officials, devotes to one or more purposes.
They form an essential element of the social basis of democracy
 Voter registration
 Requirement in some democracies for citizens to enroll in voting
rolls before being allowed to participate in elections
Why Should Americans Participate in the Civic
Life of the Country?
 It helps individuals become attached to
their community, region, state, country
 They become more likely to vote
 They are more likely to be well
informed
How do Voluntary Associations Contribute to
Civic Engagement?
 Become engaged in civic projects
 Commit to making things better
 Work toward a common goal
 Types:
 Religious
 Social: book clubs, sports, women’s, athletics, school, scholarship
 Service: Kiwanis, Lions, Jaycees, Rotary
 Business: medical/disease, profession, industry
 Nongovernmental organizations—NGOs: usually classified by
focus i.e. disaster relief, health care, economic development,
environmental protection; service or social groups
Carter Center, League of Women Voters,
 Actively lobby for causes and do public education

How can Americans Participate in Local and
State Governments?
 Elect, oversee representatives
 Local: councils, commissions, school
districts, advisory boards, review
boards
 State: inform one’s self about issues
and candidates, elect judges, boards to
study and make recommendations
regarding matters such as
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Child welfare
Drug and alcohol programs
Environmental protection
How Can Americans Participate in the National
Government?
 More limited than state/local
 Political parties
 Get involved in campaigns
 Get voters out to vote
 Have a voice in shaping policy,
platforms, and goals
 Advisory groups of constituents to
representatives
 Communicate with representatives
What Needs to be Done to Encourage Voter
Turnout?
Elections are administered at the state
and local level with help from the
Federal Election Commission
Voter registration is done by local and
state officials
Absentee/early voting is more popular
now
Should presidential election days be
national holidays?
Should polling places be open 24 hours
or multiple days?
How is Civic Participation Connected to
Self-Interest?
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Personal interest—economic, quality of life
Acquiring skills
Learn how to affect decisions
Become more self confident
Develop contacts
Build a reputation as important member of
community
Make new friends
Self-interest can be “enlightened” or
narrow
How is Civic Participation Related to Advancing
the Common Good?
 Makes people aware of other perspectives
 Leads to concerns for the common good
 Individuals see themselves related to the larger
whole
 Modify behavior to serve the needs of the whole
 Strengthens network of interdependence
Lesson 35:
How Have Civil
Rights Movements
Resulted in
Fundamental
Political and Social
Change in the
United States?
Created by Arlene Harris
Slideshow Accompanies The Center for
Civic Education’s “We the People: The
Citizen & The Constitution” Curriculum
Lesson 35 Purpose
 The Declaration of Independence is celebrated for its
commitment to the principles of human liberty and
equality.
 This lesson examines why African Americans,
women, and other groups found it necessary to take
concerted action to ensure recognition of their civil
rights.
Lesson 35 Objectives
 Explain the importance of the
 Civil Rights Act of 1964
 Voting Rights Act of 1965
 Discuss the role of civil disobedience in America’s
constitutional democracy.
Lesson 35 Terms & Concepts
 Civil disobedience
 Nonviolent refusal to obey laws that citizens regard as unjust or
in protest of specific public policy
 Civil rights
 Rights belonging to an individual by virtue of citizenship
 De facto segregation
 Racial segregation not mandated by law
 De jure segregation
 Racial segregation mandated by law
What was the Status of Civil Rights in
Mid-Twentieth Century America
 De jure segregation:
 Separation required by law
 De facto segregation:
 Racial separation caused by actions of private individuals and
groups
 Brown: implied all laws compelling racial separation
violate guarantee of equal protection of the laws
 Racial segregation and discrimination was deeply
entrenched: slavery almost 250 years, Jim Crow
after the Civil War, US Army desegregated in 1948
 National government usually deferred to state
What were the Origins of the Modern Civil Rights
Movement for African Americans and What were Its goals?
 KKK and Jim Crow
 Religious, social, political
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associations nurtured networks of
communication and resistance
NAACP, 1909 founded
Influenced by Gandhi
Civil disobedience is usually
nonviolent direct action
Preparation and education was key;
political organization, social
nonviolent action—sit ins, protests,
marches, boycotts, demonstrations
Goal: overturn laws, protect right to
vote
What is the Civil Rights Act?
 1963: demonstrations throughout the
South, some met with violence
 Kennedy announced he would ask
Congress for civil rights legislation;
killed 3 months later
 Johnson signed Civil Rights Act 1964
 Most far-reaching civil rights law in US
history,
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
outlawed de jure and de facto segregation
Discrimination in hotels, restaurants, theaters,
gas stations, airline terminals, public
accommodation sites
Prohibit job discrimination by businesses and
labor unions
More national government authority to end
school segregation
US Justice Dept to file lawsuits against states
discriminating against women and minorities
What is the Voting Rights Act?
 1965 march: Selma to Montgomery
 Alabama gov sent troops: clubbed and beat marchers, killed one
 Prohibits discrimination by race
 Eliminates literacy tests, poll taxes, discriminatory
registration practices
 Requires state and local to provide voting materials and
assistance in appropriate langue based on # voters
 2006--extended
What is the Role of Civil Disobedience as a Form
of Political Participation?
 Used against slavery, in woman suffrage &
civil rights movements
 King and Thoreau: individuals should obey
their conscience. “When conscience and
law conflict, individuals have moral
responsibility to promote justice by
disobeying law”
 Critics: never justified, weakens respect for
law, makes individual “final” judge—not
the law
 Defenders: can be no other final judge than
individual conscience; laws are not
necessarily just; there are higher moral
laws which shape moral consciousness;
unjust breeds disorder, seeking more just
society may promote order rather than
undermine it
How has the Movement for Civil Rights Changed
since the Mid-Twentieth Century?
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Focus changed from race-centric
Voter registration
Increase minimum wage
Better health care for HIV/AIDS
High-quality public education for minority children
Farm workers
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Chavez & Huerta
Better work conditions
Pesticides
Boycotts, strikes, protests
UFW
 Native Americans
 Substandard housing
 Unemployment
 Police brutality
 Discrimination
 AIM
Lesson 36:
How Have
American Political
Ideas and the
American
Constitutional
System Influenced
Other Nations?
Created by Arlene Harris
Slideshow Accompanies The Center for
Civic Education’s “We the People: The
Citizen & The Constitution” Curriculum
Lesson 36 Purpose
 This lesson examines some of the challenges
associated with using the American constitutional
model in other parts of the world
Lesson 36 Objectives
 Identify which aspects of the American constitutional
system have been influential elsewhere.
 Explain why some countries and international
organizations have chosen to modify the American
system or to use other types of democratic systems.
 Explain how the US Bill of Rights influenced other
countries and how some have adopted bills of rights
considerably different from the US.
 Evaluate, take, and defend positions on why some
aspects of American constitutional democracy that
have been effective in the US were not used in other
countries.
Lesson 36 Term & Concepts
 Human rights
 Basic rights and freedoms said to belong to all people everywhere
 Universal Declaration of Human Rights
 An advisory declaration adopted by the United Nations General
Assembly on December 16, 1948, consisting of thirty articles
outlining the view of the General Assembly on those rights
conceived as guaranteed to all people
How have American Ideas about Government and
Human Rights Influenced Other Parts of the World?
 Constitutional principals: popular
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sovereignty, individual rights, limited
government, rule of law
Inspired French Revolution, 1789
1791 Constitutions: France, Poland
1800s: Latin American countries free
from Spain, model for republic gov’t
1825: Russia, unsuccessful but inspired
20th century:
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
German constitution 1949—freedoms: religion,
assembly, speech, press, expression
Afghanistan, Bosnia, Herzegovina, East Timor,
Eritrea, Iraq, Poland, South Africa, Venezuela
After Cold War: former communist states
experiment with constitutionalism of their own
What Elements of American Constitutionalism
have Influenced other Countries?
 World’s first written framework for national

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
government: US Constitution
Set standard for using convention to draft
constitutions, then submit to people for ratification
Presidential government—head of state, elected,
cannot be removed by vote of no confidence
Federalism—separate and overlapping powers
Judicial power & human rights—judicial review is an
enforcement mechanism; need independent
judiciary
How do Other Guarantees of Rights Differ from
the Bill of Rights?
 Bill of Rights: individual personal, economic, political
rights; includes “negative” rights—gov’t “shall not”…
 Contemporary charters of human rights assert
positive rights—health care, education, equal pay for
equal work, fair and just working conditions
How is the United Nations’ Universal Declaration of Human
Rights Similar to and Different from the Bill of Rights?
FDR asked Congress to adopt laws that would become a 2nd
Bill of Rights; didn’t happen
His widow used this to help the UN craft the Universal
Declaration of Human Rights
 30 articles; US agreed in 1948
 Personal liberty outlawed coerced or arranged marriages,
slavery
 Habeas corpus and equal protection
 Prohibition of ex post facto laws
 Freedom of assembly, religion, speech, association, property
rights, sanctity of home and correspondence
 Prohibition of torture
 Duty to community
 Right to work, join unions, equal pay
 Rest and leisure, reasonable work hours, periodic paid
holidays
 Adequate standard of living for health and well-being
 Education
 To seek, receive, and impart information and ideas via media
 Regional agreements expanded it with European Court of
Human Rights
 Protection of rights is now important diplomatically
Created by Arlene Harris
October 2011
Slideshow Accompanies The Center for
Civic Education’s “We the People: The
Citizen & The Constitution” Curriculum
Lesson 37 Purpose
 This lesson examines some of the challenges that
might affect Americans in coming years.
 It also explores issues that might lead to future
possible changes to the United States Constitution.
Lesson 37 Objectives
 Discuss the effects of diversity and technology on
the lives of Americans
 Explain the importance of civil discourse in
debating divisive issues
 Evaluate, take, and defend positions on the
changing expectations of America’s government
and potential constitutional amendments
Lesson 37 Terms & Concepts
 Eminent domain
 Inherent power of the state to seize a citizen’s private property or
to expropriate property or rights in property without the owner’s
consent. The Fifth Amendment provides for “just compensation”
for private property taken for public use, known as the “takings
clause”
 Immigration
 Movement of people from one place to another
How Might the United States Look in the Future?
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
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
US Census Bureau predicts by 2050:
US population will exceed 400,000,000
Most increase will be from immigration
US will be more racially and ethnically diverse
than ever

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
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Racial lines will blur with intermarriage
Medical advances will help Americans live longer
Typical American neighborhood will be in the
West or the South
Cost of water, oil, natural gas will soar
Communications and info tech will bring new
information and communication
methods/vehicles
How does Diversity Create New Challenges?
 E pluribus unum “has usually been achieved by balancing




benefits of a diverse society with unifying influence of
common civic culture and constitutional ideals.”
This is a major challenge to sustain.
Opinions vary:
not substantially different; enrich nation’s economy,
culture, education or
How much can US absorb, especially those who do not
learn to speak English and keep cultural practices that
conflict with fundamental American principles
How is Modern Technology Affecting America’s
Civic Life?
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Improvements transform life
Internet, databases, email
Cable/satellite tv
Community-access tv
Events, proceedings happen
electronically and in real time
Does not guarantee better informed
populace
Difficult to determine reliability
Messages aimed at specialized
audiences
Challenge includes devising ways to use
technology to enhance knowledge and
civic participation, not insulate from
genuine interaction and political
discourse
How Might Americans’ Expectations of their
Governments Change?
 Early America: rely on themselves and
private associations to meet needs
 20th century: increasingly look to gov’t
for social safety net
 Are Americans too dependent on gov’t to
solve social problems?
 Is gov’t growth a sign the private sector
is not capable of providing what is
required?
How can Civil Discourse Help to Address the
Challenges Facing Americans?
 Robust exchange of ideas and
opinions by engaged citizenry is
hallmark of vibrant democracy
 Civil discourse is essential
 Civil exchange of ideas and
perspectives increases chances of
finding mutually acceptable
solutions to problems
 Example: Constitutional
Convention of 1787
What Additional Constitutional Changes Might
Americans Debate?
 Life and death:
 When life begins/ends
 Right to life/death
 Term limits
 Should 22nd Amendment be repealed?
 Should limits apply to the House and Senate?
 Should judges serve limited terms?
 Property rights
 “Takings clause”—eminent domain: should it be used by
municipalities to sell to private entities?
 Campaign finance
 Should there be limits
 Immigration
 Illegals, legal visitors staying after visa expiration
 Should clauses be amended to person from citizen or legal resident
for equal protection and due process clauses?
Lesson 38:
What are the
Challenges of the
Participation of the
United States in
World Affairs?
Created by Arlene Harris
October 2011
Slideshow Accompanies The Center for
Civic Education’s “We the People: The
Citizen & The Constitution” Curriculum
Lesson 38 Purpose
 This lesson highlights some aspects of America’s
participation in the international arena
Lesson 38 Objectives
 Identify the constitutional responsibilities of the
three branches of the national government in
shaping the involvement of the US in world affairs
 Describe globalization and identify some of the
challenges that globalization poses for citizenship
and participation in world affairs
 Evaluate, take, and defend positions on issues
involving globalization and improving the image
of the US abroad
Lesson 38 Terms & Concepts
 Collective security

A system formed to maintain peace among nations in which participant
members agree that a military attack on one is an attack on all and will
result in a united response from all members.
 Globalization
 Process of interconnectedness and closer integration of world markets and
businesses as a result of advances in transportation, communications, and
information technologies.
 International law

Rules that regulate how countries are to behave toward one another.
 Isolationism

Foreign policy of a nation that wishes to be inward-looking rather than
involved with other countries.
 Letter of marque and reprisal
 A grant of authority from Congress to private citizens, not the president, to
expressly authorize seizure and forfeiture of goods by such citizens in the
context of undeclared hostilities with another country or countries. Without
such authority, citizens seizing such goods would be pirates in the eyes of
international law.
Lesson 38 Terms & Concepts
 Multinational corporation
 An enterprise that operates in more than one country
 Treaty
 An agreement under international law between countries or
international organizations
 United Nations
 International organization created in 1945 to maintain peace
through the collective security of its members
Why is International Engagement Inevitable?
 Thucydides (c 460-400 BCE)
 “The powerful exact what they can, and the weak yield
what they must”
 Even from founding, US needed others
 World trade and scarce natural resources
 Desire to export founding ideas to oppressed
 Isolationism is not realistic in a world with
fanatical terrorists, predatory states,
nuclear and other weapons
How Does the Constitution Provide for the
United States’ Role in the World?
 Congress
 Regulate commerce among foreign nations and with
Indian tribes
 Declare war, issue letters of marque and reprisal,
and make rules for captures on land and water
 Raise and support armies, provide and maintain a
navy, and regulate land and naval forces
 Define and punish piracies and felonies on the high
seas and offenses against the law of nations
 Ratify treaties
How does the Constitution Provide for the
United States’ Role in the World?
 President
 Negotiate treaties
 Act as commander in chief of the army and navy
 Appoint ambassadors, other public ministers, and consuls
 Receive ambassadors and other public ministers
How does the Constitution Provide for the
United States’ Role in the World?
 Supreme Court
 Exercise original jurisdiction over cases affecting ambassadors,
other public ministers, and consuls
 Exercise appellate jurisdiction over admiralty and maritime
cases
What is International Law?
 Body of rules of conduct accepted as
legally binding by countries in their
relations with each other
 Purpose: create and maintain
international order
 Four overarching ideals:
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Equality of sovereign nation-states
Noninterference in the affairs of other
nations
No use of force or threat of force
Respect for human rights
How do International Organizations Help to
Maintain International Order
 League of Nations after WW I, first attempt through
collective security
 United Nations, 1945




Goal: maintain peace through collective security; promote friendly
relations, international cooperation to solve problems; encourage
respect for human rights and fundamental freedoms for everyone
Many administrative bodies
All member countries are expected to provide financial support
5 permanent members: US, Britain, China, France, Russia
 Other international organizations since WW II:


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NATO
International Monetary Fund
World Trade Organization
World Bank
How can Americans Influence
International Relations?
 Voting, lobbying and contacting national officiate
 Joining nongovernmental organizations
 Traveling, exercising citizen diplomacy, participating
in international education
 Making informed consumer decisions
What is Globalization?
 Global economy and effects of worldwide economic
interdependence on cultures, social relations, and
politics
 Central features are




Trade and commerce: multinational corps, massive exports of
manufactured goods
Worker migration: seek better jobs, leads to immigration policy
issues, outsourcing jobs to cheaper labor pools/less regulation
Capital: investment patterns change with new markets/products;
creditor nations gain leverage over debtor nation’s policy decisions;
volatile markets with news events, stock markets
Information: technology changes with information available to
consumers, investors, businesses; influences public opinion, affects
political decision, virtual instant access to important info for
decisions; fast capital transfers
Lesson 39: What
Does Returning to
Fundamental Principles
Mean?
Created by Arlene Harris
October 2011
Slideshow Accompanies The Center for
Civic Education’s “We the People: The
Citizen & The Constitution” Curriculum
Lesson 39 Purpose
 This lesson is different from the others in that it
consists mainly of Critical Thinking Exercises that
represent great ideas and principles that have shaped
our constitutional heritage.
 It also asks you to use the skills of citizenship—
observation, analysis, debate, and value judgments—
to reach, express, and defend an opinion.
Lesson 39 Objectives
 You are to practice for the responsibilities you will
encounter in the years ahead
 You will work through issues and reach your own
conclusions.
Why are Fundamental Principles Important?
 The US began as a test to see if certain ideas about





government would work
Keynes said “…in the long run, it is ideas and not
men who rule the world.”
Tiananmen Square
Solidarity
Stalin
Victor Hugo: “An invasion of armies can be resisted,
but not an idea whose time has come.”
What did the Founders Mean by
Returning to First Principles?



1788: “What is the usefulness of a truth in theory unless it
exists constantly in the minds of the people and has their
assent?”
It is doubtful … an uncritical acceptance of the “wisdom of the
past” is good nor what the Founders expected
In revisiting these principals, each generation

Must examine and evaluate them anew!
The Founders were
 vigorous critics of inherited wisdom and their principles
 Articulate, opinionated individuals who loved to examine ideas
We need to make principled arguments and ground our opinions in
ideas of enduring value.