An American Primer: The Founding Documents

The curriculum, Being an American: Exploring the Ideals that Unite Us, was made possible by a generous grant from the Hatton W. Sumners Foundation.

Mission Statement
Established in 1999, the Institute is a 501(c)(3) not for profit charity focused on providing educational resources on America's Founding documents and principles for teachers and students of American History and Civics. Our mission is to educate young people about the words and ideas of the Founders, the liberties guaranteed in our Founding documents, and how our Founding principles continue to affect and shape a free society.

Bill of Rights Institute Summary Map

Components of Professional Development

Enhance our own knowledge
There is no knowledge that is not power. ~Ralph Waldo Emerson

Explore new teaching strategies

Enrich the expertise of other teachers

Overview of Our Curricula

Written by Teachers Evaluated by Teachers Tested by Teachers in the classroom Research-based best practices in civic education

Resources Designed for:

Higher level classrooms Heterogeneous classrooms Low achieving students High School classrooms

Middle School classrooms

Being an American: Exploring The Ideals That Unite Us

Six core lesson plans with extension activities Understand the importance of the American experiment American HeroesCharacter Cards Declaration of Independence

Being An American: Exploring the Ideals that Unite Us Lesson Overview Quote Summary Objectives Materials List

Lesson Plan Background Warm-Up Activity Homework Extensions Handouts

Answer Key Founding Documents Suggested Readings

Common Core State Standards for English Language Arts & Literacy in History/Social Studies 8. 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). 9. Analyze seventeenth-, eighteenth-, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features.

The Declaration of Independence states that governments are established by

1. the consent of the governed.

2.

a decent respect for the opinions of mankind. needs.

a power that can keep all men in awe. a revolutionary movement against the existing order.

3. 4.

5.

not sure

Which of these phrases is included as a purpose of the national government in the Preamble of the U.S. Constitution?
1. to provide freedom from fear 2. to secure the blessings of liberty 3. to ensure the greatest happiness of the greatest number 4. to take from each according to his ability, to give to each according to his need 5. not sure

The Bill of Rights

1. Is the source of the freedoms government gives to citizens.

2. Gives a complete list of the privileges Americans enjoy.

3. Protects liberty by limiting the power of government. 4. Grants government additional powers to protect citizens. 5. not sure

Which of the following statements most closely reflects the Founders view about the importance of civic virtue?
a. Civic virtue requires individuals to sacrifice their own interests for the common good. b. Public virtue cannot exist in a nation without private virtue, and public virtue is the only foundation of a republic.

c. Civic virtue depends on government institutions to require citizens to learn and display virtue.
d. It is more important for public officials to display civic virtue than it is for ordinary citizens. e. Not Sure

American Character
A fundamental belief and faith in selfgovernment. A distinct and unique culture shaped by people from every part of the globe.

If the character traits that unite us are more important than the issues that may divide us, what makes us American?
A shared history of struggle and success.

Being an American Americas Civic Values, Page 17

Americas Civic ValuesFocus Quotations

Public

virtue cannot exist in a nation without private, and public virtue is the only foundation of republics. ~John Adams John Adams, by
John Trumbull (1793)

If Virtue & Knowledge are diffused among the People, they will never be enslavd. This will be their great Security. ~Samuel Adams
Samuel Adams, by John Singleton Copley (1772)

Civic Values Highlighted in Lesson 4, p. 25

Being an American: Exploring the Values that Unite Us

Lesson 4, p. 25--Americas Civic Values, calls for students to analyze these timeless values. Please work with a partner or 2. Each group will consider one of the values featured on the Civic Value Quote Cards in Handout B. Turn to p. 27. Use questions on this page to reflect on the value assigned. Discuss Civic Values and You Handout C scenarios as time permits.

Large Group Discussion

Discussion Guide p. 27 Why is it important for citizens to act according to this value? What are some consequences if Americans do not act according to this value? Why are civic values important in a society with self-government?

In what concrete ways do engaged citizens exercise these civic values?

Civic Virtues
Activity II, p. 27 Civic Values and You Scenario Cards --Is there more to being virtuous citizen than being a good friend? Courage is not simply one of the virtues, but the form of every virtue at the testing point. ~C.S. Lewis Primary Source Analysis, p. 43 - 52 Handouts D-H: analysis of 5 great speeches Handout I: analysis of provisions of the Constitution

What does the Declaration of Independence reveal about American ideals?

The Declaration of Independence, John Trumbull, completed in 1794

The Declaration of Independence

The object of the Declaration of Independenceto be an expression of the American mind, and to give to that expression the proper tone and spirit called for by the occasion. ~Thomas Jefferson, 1825
Thomas Jefferson, by Rembrandt Peale, (1800)

The Declaration of Independence

On the distinctive principles of the Governmentof the United States, the best guides are to be found inthe Declaration of Independence, as the fundamental Act of Union of these States. ~James Madison, 1825

James Madison by John Vanderlyn, (1816)

The Declaration of Independence

Declaration Scavenger Hunt (Handout A, p. 4) Tell how the person, idea or item was or is related to the Declaration of Independence (Appendix A). Thomas Jefferson John Hancock Natural Rights John Locke Continental Revolutionary War Congress Sacred Honor The Lee Resolution Social Compact Common Sense

The Declaration of Independence

See pages 116 118; Refer to Handout B (p. 5) Work in 6 small groups to identify the purpose(s) and key ideas of your assigned part of the Declaration of Independence. (Instructions to students noteDont get bogged down in unfamiliar vocabulary) Group 1: Paragraph 1Introduction Group 2: Paragraphs 2 & 3Preamble Group 3: Paragraphs 4 & following Indictment (From He has forbidden his Governors to For quartering large bodies of troops) Group 4: Indictment continuedFor quartering large bodies of troops to In every stage of these oppressions Group 5: DenunciationNor have we been wanting (bottom p. 117) Group 6: ConclusionWe therefore, the Representatives

The Declaration of Independence

Why is the signatures section important?

Explain We mutually pledge to each other our Lives, our Fortunes, and our sacred Honor. Why include a long list of grievances?
What was the reason for pointing out that the colonists had tried to get the King to change the way he treated them? Which section do you believe was the most important section? Why?

The Declaration of Independence

Handout C: Key Excerpts Working with a partner or two, analyze the excerpts from the Declaration and underline words or phrases you think are important. How should we understand all men are created equal?

The Declaration of Independence

Discussion Questions, Handout C 1. What do you think unalienable rights means?

2. How could the Continental Congress approve this document when so many of its members owned slaves?
3. Does the fact that many of these men owned slaves mean these ideals are wrong or less important?
Thomas Jefferson Charles Willson Peale, (1791)

The Declaration of Independence

Debrief (Discussion Questions, p. 3) As Americans, what reasons do we have to be proud of this document? What does the Declaration tell the world about the United States? Are the Declarations ideals outdated, or are they still true today? Do these ideals matter to you? If so, how and why?

Handout D: A Note on the Signers We mutually pledge to each other our Lives, our Fortunes and our sacred Honor.

Being an American: The United States Constitution

Scene at the Signing of the Constitution of the United States, Howard Chandler Christy, (1940)

Being an American: The United States Constitution What is the most sacred duty and the greatest source of our security in a Republic? The answer would be, an inviolable respect for the Constitution and the laws p. 9

Alexander Hamilton, 1794

Alexander Hamilton John Trumbull, (1806)

Being an American: The United States Constitution Page 9 Teacher-friendly lesson plan, p. 911.
See Handout A: Why do we have a national government? With a partner, take a few moments to jot down responses on your notepad. Share & discuss responses. Identify categories to classify responses.

Why do we have a national government?

Protect the country

Protect individual rights Protect property

What does this sound/look like?

Promote equal opportunity Provide order, rules, laws Settle disputes

The Preamble to the Constitution, of course!

We, the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the How are these purposes related to the common defence,government contained in the conception of promote the general Welfare, Declaration? and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Preamble Posters
On each poster, make 3 columns: We the People
In your own words Example Nonexample

Start at the BOTTOM of the paper, writing your answers within the 3 columns. When your group is done, fold the paper back, hiding your answers so the next group cannot see what youve written. Be sure to get to all seven postersonly about 2-3 minutes at each!

Preamble Posters
Times UP! Please unfold the poster where you are & discuss the responses you see there. Please return to the poster where you started, and discuss the responses. Make a note of any comments that you think are especially interesting; share with the group. In what ways would this lesson be useful for your students?

DISCUSSION QUESTIONS:

If the Preamble can be considered the promise of what good government should be, how did the men who wrote the Constitution turn that promise into reality?
How do Articles I through VII fulfill the promise of the Preamble?

The United States Constitution Lesson 2

Please see page 11Wrap-up Part A LegislativeExecutiveJudicialStates AmendmentSupremacyRatification Memory Device: Lazy Elephants Jump Slowly And Sleep Regularly. See Homework & Extension ideas

Rank the importance of the six goals of government found in the Preamble, 1 being the most important.
A. Form a more perfect union B. Establish justice C. Ensure domestic tranquility D. Provide for the common defense

E. Promote the general welfare

F. Secure the blessings of liberty

What rights are most important to you? Select your personal #1.
A. Due Process B. Freedom of Religion C. Free Assembly D. Free Press E. Right to an Attorney F. Limits on Search and Seizure G. No Quartering Troops H. Right to Bear Arms I. Property Rights J. Freedom of Speech

The Bill of Rights Scenarios

Analyze the Bill of Rights

Lesson Plan p. 9
Government should be formed to secure and to enlarge the exercise of the natural rights of its members James Wilson

James Wilson, by Robert S. Susan, (1936)

Strategies for Teaching the Bill of Rights

What techniques do you use to teach about the Bill of Rights? Review the Bill of Rightssee p. 127.

Enrich the expertise of other teachers

42

The Bill of Rights Scenarios

Work in 12 groups. Use the Bill of Rights Appendix p. 127, and consider/discuss each of the 12 scenarios, Handout B, beginning on p. 13. Designate a recorder to number 1-12 on a sheet of paper to keep track of your responses for each scenario. Work efficiently!
Which right, if any, is being violated in the scenario? Which Amendment, if any, would offer protection against such a violation?

1. Gennie, an eighteen-year-old college student, is arrested for stealing a classmates designer sweater and selling it on eBay. When she appears before the judge, she asks for a lawyer. The judge tells her if she is smart enough to be in college, she knows enough to defend herself. Besides, she is not charged with a felony, so the stakes are not very high.

A. No Violation B. Second Amendment C. Fourth Amendment D. Fifth Amendment E. Sixth Amendment

6th Amendment right to counsel; Gideon v. Wainwright, (1963)

2. Susette bought a house and spent years restoring it. She loves her home. One day, she gets a notice that the local government will take her property in order to turn her land over to a private company. The local government says it can do this because of the public benefit of new jobs and tax revenue.

A. No Violation B. Fifth Amendment C. Sixth Amendment D. Seventh Amendment E. Eighth Amendment

Depends on the state. Kelo v. New London (2005) allowed for a similar taking under 5th Amendments public use/eminent domain clause.

3. Carolyn is arrested for shoplifting a candy bar from a neighborhood convenience store. At trial, she is found guilty. The judge decides that the appropriate punishment is to cut off Carolyns hands so that she will not be able to shoplift again. 8th A. No Violation Amendment protection B. Third Amendment against cruel C. Fifth Amendment & unusual punishment D. Seventh Amendment E. Eighth Amendment

4. Congress wants to find ways to cut costs because of the soaring budget deficit. Congress passes a law to require American citizens to house U.S. soldiers in their homes during peacetime.

A. No Violation B. Third Amendment C. Fourth Amendment D. Fifth Amendment E. Sixth Amendment

3rd Amendment protection against forced quartering of troops in peacetime

5. Bretts science teacher asks the class to exchange papers to correct last nights homework. Brett refuses to do so and is sent to the principal.
A. No Violation B. Fourth Amendment C. Fifth Amendment D. Sixth Amendment E. Ninth Amendment

No violation: Owasso Independent School District v. Falvo (2001)

6. Concerned about rising crime, lawmakers for the District of Columbia ban all handguns in the city, and require that shot-guns be kept unloaded and/or disassembled.
A. No Violation B. Second Amendment C. Fifth Amendment D. Sixth Amendment E. Ninth Amendment

2nd Amendment right of the people to keep and bear arms; District of Columbia v. Heller (2008)

7. John, a fourteen-year old public school student, wears a shirt to school that says, Be happy, not gay. to express his belief that homosexuality is wrong. His dean tells him he must change his shirt or be suspended from school. John refuses, and is suspended for a week.

A. No Violation B. First Amendment C. Fourth Amendment D. Fifth Amendment E. Sixth Amendment

1st free speech, or No Violation. Tinker v. Des Moines (1969): students may wear politically expressive clothing at school, as long as it does not disrupt school discipline. However, some lower courts have upheld dress code rules.

8. Thirteen-year-old Marianne is a freshman in

high school. She is an honor student and wants to sing in the choir. The teacher tells her she must take a drug test to participate. She refuses and is kicked out of choir.
A. No Violation B. First Amendment C. Fourth Amendment D. Sixth Amendment E. Eighth Amendment
No violation. Board of Education of Pottawatomie County v. Earls (2002)drug test requirements are ok for all extracurricular activities.

9. A man suspected of a violent crime is brought in to the police station. The alleged victim picks him out of a lineup as the man who attacked her. Police inform him that he has the right to refuse to answer questions, but they do not offer to let him speak to a lawyer. After being questioned for two hours, the man admits the crime.
A. No Violation B. First Amendment C. Fourth Amendment D. Sixth Amendment E. Eighth Amendment
5th Amendment freedom from self incrimination and 6th Amendment right to counsel; Miranda v. Arizona (1966)

11. Members of Congress are unhappy with students standardized test scores. They pass a federal law that abolishes local school boards and requires a standardized national curriculum.
A. No Violation B. First Amendment C. Fourth Amendment D. Ninth Amendment E. Tenth Amendment 10th Amendment power reserved to the states

12. A public school principal smells smoke in the hallway, and believes it is coming from the girls restroom. She walks in and finds Susan standing by the sink. She suspects Susan has been smoking, and demands to search her purse for cigarettes or other evidence of smoking. A. No Violation B. Second Amendment C. Third Amendment D. Fourth Amendment E. Fifth Amendment No violation. Reasonable suspicionNew Jersey v. TLO (1985)

The Declaration of Independence states that governments are established by

1. the consent of the governed.

2.

a decent respect for the opinions of mankind. needs.

a power that can keep all men in awe. a revolutionary movement against the existing order.

3. 4.

5.

not sure

Which of these phrases is included as a purpose of the national government in the Preamble of the U.S. Constitution?
1. to provide freedom from fear 2. to secure the blessings of liberty 3. to ensure the greatest happiness of the greatest number 4. to take from each according to his ability, to give to each according to his need 5. not sure

The Bill of Rights

1. Is the source of the freedoms government gives to citizens.

2. Gives a complete list of the privileges Americans enjoy.

3. Protects liberty by limiting the power of government. 4. Grants government additional powers to protect citizens. 5. not sure

Which of the following statements most closely reflects the Founders view about the importance of civic virtue?
a. Civic virtue requires individuals to sacrifice their own interests for the common good. b. Public virtue cannot exist in a nation without private virtue, and public virtue is the only foundation of a republic.

c. Civic virtue depends on government institutions to require citizens to learn and display virtue.
d. It is more important for public officials to display civic virtue than it is for ordinary citizens. e. Not Sure

Website

www.billofrightsinstitute.org

59

James Madison Memorial Fellowship Foundation

Become a constitutional scholar Receive funding for a Master of Arts (MA) Master of Arts in Teaching (MAT) Master of Education (MEd) with an emphasis on Constitutional history Attend the four-week Summer Institute, "The Foundations of American Constitutionalism" in Washington, D.C.

Complete your degree in five years

Teach for another two years (approximately) Submit an application by March 1

Teaching with Current Events

Topics: Federalism, Freedom of Religion, Gun Rights, Property Rights,
Personal Liberty, Citizen Juries, Freedom of Speech, Due Process

61

Free Monthly eLessons

Landmark Supreme Court Cases Bill of Rights in the News Current Events and the Constitution Elections and the Constitution

62

Stay in Touch with us!

Like us on Facebook: /BillofRightsInstitute Follow us on Twitter: @BRInstitute Check out our blog: blog.BillofRightsInstitute.org Visit our blog to hear from our staff members on current events, education topics, and teaching tips!

63

Great Tools for Your Students

Games Videos
64

Constitution Day Sept. 17th

Online Resources:
Constitution Duel Quiz Constitutional Principles videos Madisons Notes are Missing Constitution Day lesson plans Life Without the Bill of Rights PDFs of the Founding documents Effective ANY time of year!

65

Bill of Rights Day Dec. 15th

You and Your Students will Explore:
The text and history of each of the first 10 Amendments Landmark Supreme Court cases Engaging activities, handouts, and games How the 14th Amendment and Incorporation has impacted the Bill of Rights

www.BillofRightsDay.com
66

We Want YOU

To use our curriculum

To let us know how these resources work in your classroom

To pilot or evaluate our curriculum