Social Studies - United States Government & Citizenship
Lesson Plans

U.S. GOV Strand 1: FOUNDATIONAL PRINCIPLES

The framework of the United States Constitution and the functions of government are guided by principles essential for our way of life. An understanding of how these principles are applied in the rule of law, government, and politics is vital in order to be a responsible and effective citizen. Students need to be able to see how the ideals found in the Constitution are present in many of the issues of the day.

Possible Guiding Questions to Consider:

• How are the principles of government embedded in the Constitution?
• How did the shortcomings in the Articles of Confederation lead to the development of the Constitution?
• How is e pluribus unum related to the concept of federalism?
• Why is an independent judiciary so essential to our democracy? What are some of the fundamental purposes of judicial review?
• How is judicial review a reflection of, and a response to, changes in our history?
• What are the exceptional characteristics of the United States' form of government?

U.S. GOV Standard 1.1:

Students will explain how documents, challenges, events, and ideas such as the rule of law, the social contract, compromise, the Declaration of Independence, the Articles of Confederation, Shays' Rebellion, and the Federalist Papers significantly influenced the United States Constitution.

• "A Glorious Liberty Document": The U.S. Constitution and Its Principles
  How are the republican principles of limited government, separation of powers, and checks and balances reflected in the U.S. Constitution?
• A Lesson Plan for Independence Day, the Fourth of July
  Independence Day, commonly referred to as the Fourth of July, is a time to remember and appreciate our heritage of a democratic form of government and to reflect on our country's fundamental principles. The following lesson for high school students and youth groups is designed to respond to Jefferson's call to "educate...the whole mass of the people" and Mason's call to refer to fundamental principles. It concludes with an opportunity to add one's signature to those of the Founders of this nation who signed the original documents. We hope you have a pleasant Fourth of July and find this lesson plan useful with your students.
• Acts of Parliament
  Use this lesson as the foundation for the Stamp Act Resistance Narrative, The Boston Massacre Narrative, and The Boston Tea Party Narrative.
• Celebrating Constitution Day
  Particularly applicable when teaching first semester government classes, discuss with students Constitution Day and the importance of recognizing and celebrating it. Students can virtually sign a Constitution and the page also links to various resources, including a playlist of videos on different aspects of the Constitution and Constitution Day. Students and teachers can find a transcript of the Constitution, as well as a great overview of the document through "America's Founding Documents: Constitution." In addition, teachers will find a variety of teaching resources, all of which are free.
• Colonial Experience with Government and Economics
  When European colonists came to North America, they faced the challenge of establishing societies that reflected their identity and mission for God. Experiments with economic and civil liberty followed in the name of the common good. Colonists and, later, the Founding generation became convinced that legally requiring individuals to commit their labor or their money towards a communal farm or church, with no regard for individual contribution or conscience, violated principles of justice.
• Constitution Clips Virtual Scavenger Hunt
  This lesson has students use C-SPAN's Constitution Clips to explore the provisions of the U.S. Constitution. Using their own devices in class or at home, students will be introduced to the Constitution through C-SPAN video clips. This lesson has students complete an online scavenger hunt to learn more about the structure and rights included in the document. This scavenger hunt is best suited for classes with one-to-one devices or a flipped classroom format.
• Constitutional Convention
  Use this lesson with The Constitutional Convention Narrative and after students have done The Articles of Confederation, 1781 Primary Source activity.
• Federalist 10
  As a part of the Federalist Papers, James Madison wrote Federalist No. 10 in 1787. In this essay, Madison defended the republican form of government created by the Constitution. He discussed the concepts of majority rule and minority rights and the factions in preventing tyranny. Clips from Journalist George Will and Senators James Lankford and Ted Cruz are included along with guiding questions about specific ideas found in Federalist 10.
• Federalist 51
  This lesson explores the content, meaning, authorship, and application of Federalist 51. It contains various video clips and a graphic organizer to be used in analyzing Federalist 51.
• Federalist Paper No. 78 Lesson Plans
  As students read have them note the ways in which Hamilton says the judiciary's power will be limited.
• Harvard Case Method Project Curriculum
  Using the Case Method Project from Harvard, students read various case material and then are led through a socratic style seminar to discuss a specific issue/historical decision in American history/politics. In order to access their materials you will need to participate in professional development sessions hosted by Harvard. The sessions are free and done online a various times in the school year.
• James Madison (1751-1836)
  In this lesson, students will study the life of James Madison. They will learn about why he is called "The Father of the Constitution," his views on the Bill of Rights, his remedy for the problem of factions in a democratic republic, and much more.
• Popular Sovereignty and the Consent of the Governed
  Popular Sovereignty and the Consent of the Governed: The Founders believed that the government?s authority needed to come from the people. Under the reign of King George III, the colonists believed that they were deprived of their opportunity to consent to be governed by Parliament through representatives, and, therefore, the British could not force their laws upon the colonies. The Founders made sure to uphold this right in the American Constitution. The people, through their representatives at state ratification conventions, had to ratify the document in order for it to become law.
• Religious Toleration and Religious Liberty
  In this lesson, students will explore the evolution in the United States from religious toleration to religious liberty. Students will examine the difference between the two, analyze documents concerning both, and evaluate the significance of this change.
• Rights and the Declaration of Independence
  The Declaration of Independence, based in part on the philosophy of John Locke, was an ?expression of the American mind?. Going back to Magna Carta, British nobles had petitioned the monarch demanding limits to his power. But Locke argues and the Declaration of Independence asserts that legitimate government is based on the consent of the governed. Locke?s ideas were too democratic, too revolutionary for his time in England, but a century later they had a firm hold in the American colonies, and in 1776 they were the basis of the original and most fundamental American statement of rights, the Declaration of Independence.
• Rule of Law
  The benefits of freedom are safest when officials cannot make arbitrary and unpredictable laws. The rule of law means that laws are stable, limited in scope, and applied to every citizen, including those who make them.
• The Articles of Confederation
  In 1777, the Second Continental Congress adopted the Articles of Confederation. The objectives of this activity are: Students will analyze the provisions of the Articles of Confederation. Students will determine why individuals such as George Washington expressed a growing concern over government?s inadequacies, and why these concerns were expressed by and heightened after events such as Shays?s Rebellion. Students will explain why there was a growing call for creating a strong central government and the rationales for the various arguments.
• The Constitutional Convention
  This lesson contains various activites that can be used while teaching about the Constitutional Convention. Some have students compare similiarities/differences between the Convention members. Others deal with comparing the Articles of Confederacy to the Constitution, objections to the Constitution, or Madison's description of 'Federalism.'
• The Path to Independence
  The Path to Independence: Use this lesson after students have read the Stamp Act Resistance Narrative, The Boston Massacre Narrative, and The Boston Tea Party Narrative. This lesson should be followed by the Thomas Jefferson and the Declaration of Independence Narrative and the Thomas Paine, Common Sense, 1776 Primary Source analysis.
• The Purposes of Government
  This lesson has students learn about the purposes of government specified in the preamble of the Constitution. Students will use C-SPAN video clips to define what is meant by "establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty." As practice, students will apply their knowledge of these purposes by viewing real-life examples of government actions and identifying the relevant purpose of government. This lesson works well in classrooms with one-to-one devices and can be adapted to flipped classrooms.
• Two Views of the Relationship of Church and State
  In this lesson, students will explore the views of the founders concerning the relationship between Church and State. They will examine quotes from the founders regarding the relationship of Church and State, as well as analyze excerpts from primary source documents concerning this relationship.
• What Are the Origins of the Bill of Rights?
  In this lesson, students will explore the events and philosophies from British and colonial history that shaped the Founders' ideas about natural rights as well as the rights of Englishmen. They will also see how these rights affect all of our daily lives in a free society.
• What is Property? Why Protect It?
  The Founders were extremely concerned with protecting private property as a cornerstone of a free society. Property is not only physical possessions but also ideas, works, and even what someone has been promised in wages. This lesson explores the idea of property, its origins and the reasons it is protected.

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Robert  Austin and see the Social Studies website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

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