PROJECT GLAD



PROJECT GLAD

Orange Unified School District

THE CONSTITUTION

(Level 5)

IDEA PAGES

I. UNIT THEME:

• People and events associated with development of the U.S. Constitution.

• Analyze the Constitution’s significance as the foundation of the American Republic

• The U.S. Constitution is the foundation of the American Republic

• Cross-Cultural Sensitivity Theme: People are unified in their desire for freedom.

II. FOCUS/MOTIVATION

• Big Book

• Cognitive Content Dictionary

• Picture File Cards

• Observation Charts

• Constitution Awards

• Artifacts

• Video Clips

• Inquiry Chart: What do you know about The Constitution? And What do you want to know about The Constitution?

III. CLOSURE

• Completed Process Grid

• A persuasive letter/speech

• Editorial

• Process unit charts

• Team Task Group Presentation

• Living Wall Hall Of Fame

• Chapter Test

• Original Poem

IV. CONCEPTS

Grade 5 California History-Social Science Standards

• 5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American Republic

• 5.7.1 List the shortcomings of the Articles of Confederation as set forth by their critics.

• 5.7.2 Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.

• 5.7.3 Understand the fundamental principles of American constitution democracy, including how the government derives its power from the people and the primacy of individual liberty.

Idea Pages

Pg. 2

• 5.7.4 Understand how the Constitution is designed to secure our liberty by both empowering and limiting central governments and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.

• 5.7.5 Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.

• 5.7.6 Know the songs that express American ideals (e.g., “America the Beautiful,” “The Star Spangled Banner”)

V. ORAL LANGUAGE/READING/WRITING SKILLS

Listening & Speaking

1. Listening & Speaking Strategies

Comprehension

1. Ask questions that seek information not already discussed.

2. Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.

3. Make inferences or draw conclusions based on an oral report.

Organization and Delivery of Oral Communication

4. Select a focus, organization structure, and point of view for an oral presentation.

5. Clarify and support spoken ideas with evidence and examples.

6. Engage the audience with appropriate verbal cues, facial expressions, & gestures.

Analysis and Evaluation of Oral and Media Communications

7. Identify analyze & critique persuasive techniques; identify logical fallacies used in oral presentations and media messages.

8. Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

2. Speaking Applications (Genres & Their Characteristics)

1. Deliver narrative presentations.

2. Deliver informative presentations about an important idea, issue, or event.

3. Deliver oral responses to literature.

(Grades 3-5 ELD Standards) Listening & Speaking

Comprehension

B: Speak with few words/sentences

Answer simple questions with one/two word responses

Retell familiar stories/participate in short conversations/using

gestures.

EI: Ask/answer questions using phrases/simple sentences

Restate/execute multi step oral directions

I: Ask/ answer question using support elements

Identify key details from stories/information

EA: Identify main points/support details from content areas

A: Identify main points/support details from stories & subject areas

Respond to & use idiomatic expressions appropriately

Comprehension, Organization & Delivery of Oral Communication

B: Uses common social greetings

EI: Identify main points of simple conversations/stories (read aloud)

Communicate basic needs

Recite rhymes/songs/simple stories

Idea Pages

Pg. 3

I: Speak with standard English grammatical forms/sounds

Participate in social conversations by asking/answering questions

Retell stories/share school activities using vocabulary, descriptive

words/paraphrasing

EA: Retell stories including characters, setting, plot, summary, analysis

Use standard English grammatical forms/sounds/intonation/pitch

Initiate social conversations by asking & answering

questions/restating & soliciting information

Appropriate speaking based on purpose, audience, subject matter

Ask/answer instructional questions

Use figurative language & idiomatic expressions

A: Question/restate/paraphrase in social conversations

Speak/write based on purpose, audience, & subject matter

Identify main idea, point of view, & fact/fiction in broadcast &

print media

Use standard English grammatical forms/sounds/intonation/pitch

Reading:

1. Word Analysis, Fluency & Systematic Vocabulary Development

Word Recognition

1. Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression.

Vocabulary and Concept Development

2. Apply knowledge of word origins, derivations, synonyms,

antonyms, and idioms to determine the meaning of words &

phrases.

3. Use Knowledge of root words to determine the meaning of

unknown words within a passage.

4. Know common roots and affixes from Greek & Latin & use this

knowledge to analyze the meaning of complex words.

5. Understand & explain the figurative and metaphorical use of

words in context.

2.0 Students read and understand grade-level appropriate material. They draw upon a variety of comprehension strategies as needed.

Structural Features of Informal Materials

1. Identify structural patterns found in informational text.

2. Analyze text that is organized in sequential or chronological order.

Comprehension & Analysis of Grade-Level-Appropriate Text

3. Discern main ideas & concepts presented in texts, identifying

& assessing evidence that supports those ideas.

4. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

5. Distinguish facts, supported inferences, and opinions in text.

2. Literary Responses & Analysis:

Structural Features in Literature

1. Identify & analyze the characteristics of poetry, drama, fiction, & non-fiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

Idea Pages

Pg. 4

Narrative Analysis of Grade-Level-Appropriate Text

2. Identify the main problem or conflict of the plot & explain how it is resolved.

3. Contrast the actions, motives, & appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

4. Understand that theme refers to the meaning or moral of a selection and recognize themes in sample works.

5. Describe the function and effect of common literary devices.

Literary Criticism

6. Evaluate the meaning of archetypal patterns & symbols that are found in myth and tradition by using literature from different eras & cultures.

7. Evaluate the author’s use of various techniques to influence reader’s perspective.

(Grades 3-5 ELD Standards) Reading

Word Analysis

Concepts about Print, Phonemic Awareness, Decoding & Word

Recognition

B: Recognize familiar phonemes

Recognize sound/symbol relationships in own writing

EI: Read orally recognizing/producing phonemes not in primary

language

Recognize morphemes in phrases/simple sentences

I: Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral & silent reading

EA: Use knowledge of morphemes to derive meaning from

literature/texts in content areas

A: Use root & affixes to derive meaning

Fluency & Systematic Vocabulary Development

Vocabulary & Concept Development

B: Read aloud simple words in stories/games

Respond to social & academic interactions (simple ques./ans.)

Demonstrate comprehension of simple voc. with action

Retell simple stories with drawings, words, phrases

Uses phrases/single word to communicate basic needs

EI: Use content vocabulary in discussions/reading

Read simple vocabulary, phrases & sentences independently

Use morphemes, phonics, syntax to decode & comprehend words

Recognize & correct grammar, usage, word choice in speaking or

reading aloud

Read own narrative & expository text aloud with pacing,

intonation, expression

I: Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in text

Recognize & correct grammar, usage, word choice in speaking or

reading aloud

Read grade level narrative/expository text aloud with pacing,

intonation, expression

Use content vocabulary in discussions/reading

Recognize common roots affixes

Idea Pages

Pg. 5

EA: Use morphemes, phonics, syntax to decode/comprehend words

Recognize multiple meaning words in content literature & texts

Use common roots & affixes

Use standard dictionary to find meanings

Recognize analogies & metaphors in content literature & texts

Use skills/knowledge to achieve independent reading

Use idioms in discussions & reading

Read complex narrative & expository texts aloud with pacing,

intonation, expression

A: Apply common roots & affixes knowledge to vocabulary

Recognize multiple meaning words

Apply academic & social vocabulary to achieve independent

reading

Use idioms, analogies & metaphors in discussion & reading

Use standard dictionary to find meanings

Read narrative & expository text aloud with pacing, intonation

Reading Comprehension

B: Answer fact questions using one/two word response

Connect simple text read aloud to personal experience

Understand & follow one-step direction

Sequence events from stories read aloud using key words /phrases

Identify main idea using key words/phrases

Identify text features: title/table of contents/chapter headings

EI: Use simple sentences to give details from simple stories

Connect text to personal experience

Follow simple two-step directions

Identify sequence of text using simple sentences

Read & identify main ideas to draw inferences

Identify text features: title, table of contents, chapter headings

Identify fact/opinion in grade level text read aloud to students

I: Orally respond to comprehension questions about written text

Read text features: title, table of contents, chapter headings,

diagrams, charts, glossaries, indexes

Identify main idea to make predictions & support details

Orally describe connections between text & personal experience

Follow multi-step directions for classroom activities

Identify examples of fact/opinion & cause/effect in

literature/content text

EA: Give main idea with supporting detail from grade level text

Generate & respond to text-related comprehension questions

Describe relationships between text & personal

Identify function of text features: format/diagrams/charts/

experiences/glossary

Draw conclusions & make inferences using text resources

Find examples of fact, opinion, inference, & cause/effect in text

Identify organizational patterns in text: sequence, chronology

A: Make inferences/generalizations, draw conclusions from grade

level text resources

Idea Pages

Pg. 6

Describe main ideas with support detail from text

Identify patterns in text: compare/contrast, sequence, cause/effect

Reading Literacy Response & Analysis

Narrative Analysis of Grade-Level Appropriate Text

B: One/two word oral responses to factual comprehension questions

Word/phrase oral response identifying characters and settings

Distinguish between fiction & non-fiction

Identify fairy tales, folk tales, myth, legend using lists,

charts, tables

EI: Orally answer factual questions using simple sentences

Orally identify main events in plot

Recite simple poems

Orally describe setting of literature piece

Orally distinguish among poetry, drama, short story

Orally describe character of a selection

I: Paraphrase response to text using expanded vocabulary

Apply knowledge of language to derive meaning from text

EA: Describe figurative language (simile, metaphor, personification)

Distinguish literary connotations from culture to culture

Identify motives of characters

Describe themes stated directly

Identify speaker/narrator in text

Identify main problem of plot and how it is resolved

Recognize first & third person in literary text

A: Describe characters of poetry, drama, fiction & non-fiction

Evaluate author’s use of techniques to influence reader

Describe directly stated & implied themes

Compare & contrast motives of characters in work of fiction

Writing

1. Writing Strategies

Organization & Focus

1. Create multiple-paragraph narrative composition.

2. Create multiple-paragraph expository compositions.

3. Use organizational features of printed text to locate relevant information.

4. Create simple documents by using electronic media & employing organizational features.

5. Use a thesaurus to identify alternative word choices and meanings.

6. Edit & revise manuscripts to improve the meaning & focus of writing by adding, deleting, consolidating, clarifying, and rearranging words & sentences.

2. Writing Applications (Genres & Their Characteristics)

1. Write narratives

2. Write responses to literature.

3. Write research reports about important ideas, issues, of events.

4. Write persuasive letters or compositions.

Idea Pages

Pg. 7

Written & Oral English Language Conventions

1.0 Written & Oral English Language Conventions

Sentence Structure

1. Identify & correctly use prepositional phrases, appositives, & independent & dependent clauses; use transitions & conjunctions to connect ideas.

Grammar

2. Identify and correctly use verbs that are often misused, modifiers, and pronouns.

Punctuation

3. Use a colon to separate hours and minutes and to introduce a list; use quotation marks around exact words of a speaker and titles of poems, songs, short stories, & so forth.

Capitalization

4. Use correct capitalization.

Spelling

5. Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

(Grades 3-5 ELD Standards) Writing Strategies & Applications

Penmanship, Organization & Focus

B: Write alphabet

Label key parts of common object

Create simple sentences/phrases

Write brief narratives/stories using few standard grammatical

Forms

EI: Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, charts

Write paragraphs of at least four sentences

Write words/simple sentences in content area

Write friendly letter

Produce independent writing

I: Narrate sequence of events

Produce independent writing

Use a variety of genres in writing

Create paragraph developing central idea using grammatical form

Use complex vocabulary & sentences in all content areas

Write a letter with detailed sentences

EA: Write detailed summary of story

Arrange compositions with organizational patterns

Independently write responses to literature

Use complex vocabulary & sentences in all content areas

Write a persuasive letter with relevant evidence

Write multi-paragraph narrative & expository compositions

A: Write short narrative in all content areas

Write persuasive composition

Write narratives that describe setting, character, objects, events

Write multi-paragraph narrative & expository compositions

Independently use all steps of writing process

Writing Conventions

B: Begin own name & sentences with capital letter

Use period at end of sentence

Idea Pages

Pg. 8

EI: Begin proper nouns & sentences with capital letter

Use period at end of sentence/use some commas

Edit for basic conventions

I: Produces independent writing

Use standard word order

EA: Produces independent writing with correct capitals, punctuation,

spelling

Use standard word order

Edit for basic conventions

A: Use complete sentences & correct order

Use correct parts of speech

Edit for punctuation, capitalization, & spelling

Produce writing with command of standard conventions

VI. SCIENCE AND MATH STANDARDS

• Maps, charts, and graphs – location, latitude, and longitude

• Study Skills – note taking, highlighting key ideas, use of advanced organizers

• Cause and Effect

• Scientific process skills; observe, communicate, compare, categorize, infer, and apply

VII. VOCABULARY

Commerce convention arsenal

Bill republic federal system

Compromise veto executive branch

Principle impeach legislative branch

Justice amendment judical branch

Federalists ratify Separation of Powers

Cabinet ideal electoral college

Creed patriotism Anti-Federalists

Civil Rights democracy due process of law

Reserved powers political party checks and balances

Naturalization flowchart population density

Idea Pages

Pg. 9

VIII. IMPORTANT PEOPLE, PLACES, AND EVENTS

Daniel Shay James Madison Patrick Henry

George Washington Benjamin Franklin John Adams

Edmund Randolph William Paterson Mary Pickersgill

Thomas Jefferson Alexander Hamilton Washington DC

Francis Scott Key Annapolis Philadelphia

Katharine Lee Bates Gouverneur Morris Federal Hall

Pennsylvania State House South Carolina State House

IX. RESOURCES AND MATERIALS

Bateman, Teresa, Red, White, Blue, and Uncle Who? The Stories Behind Some of America’s Patriotic Symbols, Holiday House, 2001.

Bernstein, Amy, The Constitutional Convention, TIME FOR KIDS Harcourt

Collier, Christopher and Collier, James Lincoln, Creating The Constitution: 1787, Benchmark Books, 1998.

deMauro, Lisa, The Star-Spangled Banner, TIME FOR KIDS Harcourt

Fritz, Jean, Shh! We’re Writing The Constitution, Putnam Publishing Group, reissue edition 1998

Granfield, L and Bjorkman, S. America Votes: How Our President Is Elected, Kids Can Press, 2003

Jones, Veda Boyd, The Senate, Chelsea House Publications, 2000

Kroll, Steve, By The Dawn’s Early Light: The Story of the Star Spangled Banner, Scholastic, 2000.

Litwin, Laura Baskes, Benjamin Banneker: Astronomer and Mathematician , Enslow Publishers, 1999

Oatman, Eric, George Washington’s Cabinet, TIME FOR KIDS Harcourt

Idea Pages

Pg. 10

Quiri, Patricia Ryon, The Supreme Court, Children’s Press,1998

Santella, Andrew, Thomas Jefferson: Voice of Liberty, Children’s Press, 1999

Schleifer, Jay, Our Declaration of Independence, The Millbrook Press, 1992

Sobel, Syl., The U.S. Constitution and You, Barron’s Educational Series, 2001

Turner, Ann., Nettie’s Trip South, Aladdin Paperbacks, 1995

Younger, Barbara, Purple Mountain Majesties: The Story of Katharine Lee Bates and America The Beautiful, Dutton Children’s Books, 1998.

Internet Resources





score.rims.k12.ca.us/literature/k6



library.









Orange Unified School District

The Constitution

(Level 5)

UNIT PLANNING PAGES

I. FOCUS AND MOTIVATION

• Observation Charts

• Inquiry Charts

• Realia /Artifacts

• Cognitive Content Dictionary- signal word

• Constitution Awards

• Big Book “Keys to The Constitution”

• Personal Interactions

• Patriotic Music

• Poetry / Chants

II. INPUT

• Timeline – key documents, people, and events for the Constitution

• Graphic Organizer – Three Branches of Government

• Pictorial – Articles of Confederation

• Narrative

▪ Adapted from “…If You Were There When They Signed the Constitution by Elizabeth Levy

• Expert groups— Articles of Confederation and Three Branches of Government

• Graphic organizer – World Map with inset of east coast states/colonies

• Read Aloud

• 10/2 lecture

• Expert Groups

• Mind Map

III.GUIDED ORAL PRACTICE

• T Graph with social skills/Team points

• Picture-file cards – observe, classify, categorize, label, highlight

• Process Grid

• Team Tasks

• Personal Interaction

• Reader’s Theater

• Sentence Patterning Chart

• Poetry

a. 3 Branches – Yes Ma’am

b. Laws Here, Laws There

c. Constitution Cadence

d. Articles of Confederation

e. This Is My Country

f. This Land is Your Land

g. Constitution Bugaloo

Planning Pages

Pg. 2

III. READING/WRITING

A. Whole Class

• Cooperative strip paragraph with responding, revising and editing

• Found poetry

• Narrative – story map

• DRTA

• Sentence Patterning Chart – Reading and Trading Game

• Expository Group Frame

B. Cooperative Reading and Writing

• Team Tasks

• Ear-to-Ear Reading

• Flexible Group Reading

ELD – Group Frame

Struggling Readers – Cooperative Strip Paragraph

On Level – SQ3R and Clunkers and Links

• Focused Reading

• Expert Groups

• Mind Map

C. Individual

• Learning Logs

• Journals

• Personal Response

• Individual Tasks

• Explorations

D. Reading / Writing Workshop

▪ Mini lesson

▪ Write

▪ Author’s Chair

▪ Conference

IV. EXTENDED ACTIVITES

• Make a big book

• Write Chant

• Patriotic Songs

• Readers Theatre

• Poetry

• Museum Walk of Artifacts

• Art Project

• School House Rock songs and Video

Planning Pages

Pg. 3

V. CLOSURE

• Process all learning and inquiry chart

• Required expository, narrative and poetry writing

• Graffiti Wall

• Read the walls

• Team Feud

• Assess Learning Logs (on going)

• Teacher and student made test

• Portfolio ( 3 pieces of writing)

• Evaluations

• Personal Exploration with rubric

• Class / Team Tasks

Orange Unified School District

The Constitution

(Level 5)

Sample Daily Lessons

Day 1:

Focus/Motivation

• Personal Behavior Standards – Treasury Awards

• Cognitive Content Dictionary with signal word - Congress

• Observation Charts

• Inquiry Chart: What do you know about the Constitution? What are you wondering?

• Big Book, The Key Points to The Constitution

Input

• World Map/13 Colonies Inset

o Learning Log

o ELD Review

o 10/2 Discussion w/ primary language

Guided Oral Practice

• Poetry/Chant

Input

• Timeline

o 10/2

o Learning Log

o ELD Review

Guided Oral Practice

• T Graph for Social Skills: Cooperation

• Team Points

• Picture File Cards – Exploration Report

Input

• Pictorial – Articles of Confederation

o 10/2

o Learning Log

o ELD Review

Reading/Writing

• Writer’s Workshop

o Mini lesson on types of writing

o Plan, share, write

o Author’s Chair

Closure

• Interactive journal writing

• Poetry

• Home-School Connection

Sample Daily Lesson Plans

Pg. 2

Day 2

Focus/Motivation

• Cognitive Content Dictionary – with Signal word

• We The People Notebook Award

• Process Home-School Connection

• Review Timeline/ World Map with word cards, pictures

• Review Legislative Branch Pictorial with word cards

Input

• If you were There … Narrative Input

• Chant, Highlight, Sketch/Picture File Cards

Guided Oral Practice

• Reader’s Theater

• Poetry

Input

• Graphic Organizer – Branches of Government

o 10/2

o Learning log

o ELD Review

Reading/Writing

• Team Tasks

• Expert Groups

• Personal Interaction-If you were going to help establish laws, what would they be and why would they be important?

• Writer’s Workshop

o Mini lesson

o Plan, share, write

o Author’s Chair

Closure

• Poetry

• Read Aloud

• Home-School Connection

Sample Daily Lesson Plans

Pg. 3

Day 3

Focus/Motivation

• Cognitive Content Dictionary – with Signal word

• Process Home-School Connection

• Review Narrative with Conversation Bubbles and Word cards

• Review Branches of Government Graphic Organizer with word cards

• Constitution Book Marks

Guided Oral Practice

• Sentence Patterning Chart

o Reading and Trading Game

o Flip Chants

Reading/Writing

• Expert Groups

• Team Tasks

• Mind Map

• Process Grid

• Cooperative Strip Paragraph – Respond and Edit

• Found Poem

• Interactive journal writing

• Writer’s Workshop

o Mini lesson

o Plan, share, write

o Author’s Chair

Closure

• Read Aloud

• Poetry

• Home/School Connection

Sample Daily Lesson Plans

Pg. 4

Day 4

Focus/Motivation

• Cognitive Content Dictionary – with Signal word

• Delegate Awards

• Process Home-School Connection

Input

• Revisit Observation Charts

Reading/Writing

• Story Map

• Team Writers Workshop

• Team Tasks

o Share

o Oral Evaluation

• Flexible Reading Groups

o SQ3R/Clunkers and Links

o ELD Group Frame

Closure

• Personal Interaction – What do you think about our laws and why?

• Home/School Connection

• Interactive journal writing

• Process Charts

Sample Daily Lesson Plans

Pg. 5

Day 5

Focus/Motivation

• Cognitive Content Dictionary – with Signal word

• Poetry

• Process Home-School Connection

Reading/Writing

• Ear to Ear reading with Poetry Booklets

• Team Tasks

• Team Task presentations and written evaluations

• Co-op Strip Paragraph with struggling readers

• Focused Reading with Personal CCD

• Listen and sketch

Closure

• Team Feud

• Graffiti Wall

• Process Inquiry Chart

• Evaluate week

• Letter home

Big Book – Important Points to the Constitution

By Suzanne Kent

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The first key point is that many leaders of the United States felt the desire to write a constitution. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The second key point is that the Constitution provides the basic laws of our nation for the government and all citizens to follow. It allows us to understand who decides when we go to war, who has power, and how we keep this separation of powers in order. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The third key point is that we begin to comprehend the struggles faced by these delegates as they wrote the Constitution. It took four long months of ideas, debates, and compromise to make this document a reality. The delegates agreed to strengthen the federal system, allowing the states to share power with the federal or national government. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The fourth key point is that we realize a triumph when it proves to secure our liberties. The leaders clearly identified the United States as a changing nation; therefore, they wrote the Constitution to be a governing umbrella over the nation. It would lock into place the basic laws to be followed which keep order and peace during growth and change. But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.

There were many people and events associated with the development of the U.S. Constitution. The most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises. The fifth key point is that the American ideals can be expressed by many people. A constitutional democracy brings a system of checks and balances to the legislative, executive, and judicial branches. As these branches share power, individual liberty gives power to both the citizens and the government.

But the most important thing is that we analyze the Constitution’s significance as the foundation of the American republic to discover key triumphs, struggles, and compromises.

Timeline

• 1773 - Boston Tea Party

• 1774 - First Continental Congress

• 1774 - British pass Intolerable Acts

• 1775 - Battle of Lexington and Concord

• 1775 - Battle of Bunker Hill

• 1775 - Second Continental Congress

• 1776 - Declaration of Independence

• 1777 - Articles of Confederation adopted by the Second Continental Congress (November 15)

• 1777 - Vermont, as the Republic of Vermont, passes the Constitution of Vermont, the first in the nation to outlaw slavery

• 1781 - Articles of Confederation ratified

• 1781 - British surrender at Yorktown

• 1783 - Treaty of Paris (1783) ends United States Revolutionary War

• 1786 - Shays' Rebellion

• 1786 - Annapolis Convention fails

• 1787 - Constitutional Convention in Philadelphia

• 1787 - Delaware, Pennsylvania and New Jersey ratify the constitution

• 1788 - Georgia, Connecticut, Massachusetts, Maryland, South Carolina, New Hampshire, Virginia and New York ratify the constitution

• 1789 - Constitution goes into effect

• 1789 - George Washington becomes President

• 1789 - North Carolina ratifies the constitution

• 1790 - Rhode Island ratifies the constitution

• 1791 - Bill of Rights ratified

• 1799 - George Washington dies

Legislative Branch - Article I Background Information

In Article I, the Constitution describes the legislative branch, or lawmaking branch, of the new government. Powers granted, or given, to Congress include making laws, raising an army and a navy, declaring war, and coining and printing money. It would also control commerce.

Under the Articles of Confederation, congress had been the only branch of the national government. Under the constitution, three branches share those powers. The delegates created this separation of powers to keep any one branch from controlling the government.

During the Constitutional Convention, Congress set up two houses – the House of Representatives and the Senate. Either house could propose a bill. For a bill to become a law, a majority in each house would have to vote for it. Citizens were given the power to vote directly for the members of the House of Representatives. Senators would be chosen by their state legislatures. Today, citizens vote directly members of both houses of Congress.

The number of members each state sent to the House of Representatives would depend on the state’s population. Today the number of representatives is limited to 435. That number is divided among the states based on their population. In the senate, each state has two senators. Article I outlines rules for congress that are still in effect. For example, members of the House of Representatives are elected to two-year terms, while members of the Senate serve six-year terms.

Checks and Balances

Executive Branch

Legislative Branch Judicial Branch

Narrative

Adapted from …If you were there when They Signed the Constitution by Elizabeth Levy

(Scholastic Inc.)

After America won the Revolutionary War, there were still many problems. Most Americans did not yet think of themselves as citizens of the United States. There was no way of making people follow the laws. States were arguing among themselves. No one could collect taxes. Most people in the new states were farmers, and farmers were in debt due to high prices. People who could not pay their debts were thrown in jail, so many Americans found themselves in jail.

People thought that part of their problems were because the Articles of Confederation were not written very well. They needed a new set of laws! They wanted America to be one nation with one set of laws. They wanted to write a new constitution. James Madison brought everyone together for a convention in Maryland in 1786. Only five of the thirteen states sent delegates, so nothing much was done. Then in 1787, James Madison and Alexander Hamilton called for another convention in Philadelphia. At this convention, they wrote our Constitution. They called the convention the “Grand Convention” or the Federal Convention.” Later, it became known as the Constitutional Convention.

Almost no one arrived at the convention on time. It had been very rainy, and all the roads were mud, making travel very difficult. Poor James Madison was there by himself! Then George Washington arrived, and soon so did Benjamin Franklin. These early arrivals, though, had to wait until delegates from at least seven states arrived before the Convention could begin. They went to parties, toured Philadelphia – and spent a lot of time talking and arguing about what should go into the constitution.

They finally met at the Pennsylvania State House, or, as people were already beginning to call it, Independence Hall. As the delegates walked to the hall in the morning, they had to walk by a prison that was full on people who were there because they couldn’t pay their debts. The prisoners stuck out their hats and begged the delegates for money. You can still visit Independence Hall today, and it looks very much the same as it did in 1787. It is a graceful red brick building with tall windows.

Fifty-five delegates showed up to the convention. Usually there were only thirty for forty delegates working at any time. Most of them were in their early thirties, they were very rich, and half of them were lawyers. Many of them had served in the army during the Revolutionary War. Ben Franklin was the oldest delegate at eighty-one. George Washington was there, so were Alexander Hamilton, Governor Morris, and James Madison, among many others.

There were two rules that helped to make the Convention a success. First, the delegates decided to keep everything they said a secret. They put guards at the window and even nailed the windows shut. It would turn out to be the hottest summer in years. Without air conditioning or even electric fans, you can imagine how hot it got! The second rule was that delegates were allowed to change their minds, even after the vote had been taken, and vote again. They needed to have rules that would keep people talking until a compromise could be reached.

Several times, when people disagreed, they had to come up with a plan that would be acceptable to both sides. There were two opposing sides at the Convention. One side, the “nationalists,’ wanted to see a strong and untied nation come result from the Convention. The other group, the “states’ rights” people, wanted to make sure that the states kept their rights. Each group wanted to create a republic, a group without a king. They argued about how to do this. They also argued about how to decide the number of national representatives there would be from each state. The Virginia Plan, proposed by James Madison, called for two branches of Congress. The larger branch would be based on the number of people in each state. The smaller branch would have members elected by the members in the larger branch. The small states did not like this plan. After much argument, they came up with the “Great Compromise.” Congress would have two branches or houses. One house would be based on population, and in the other house each state would be equal. Women and children could not vote. Slaves were counted as three fifths for the population count; in other words, five slaves would count as three free men.

The delegates went on to make many more decisions – about having three branches of government, about checks and balances, about taxes and raising an army. They decided to elect George Washington as their first president because both sides respected him very much.

We know so much about what happened at the Convention because James Madison took a seat in the very front on the very first day and wrote daily notes about the convention’s accomplishments for the day. He would not allow those notes to be published until the last delegate to the Convention died. It turned out to be James Madison himself, who died in 1836. George Washington called the Constitution a miracle. So did James Madison. There are many miraculous things about the Constitution, but the real miracle is that the men who wrote it had so much respect for the need of the people to control and change their government.

Adapted from …If you were there when They Signed the Constitution by Elizabeth Levy

(Scholastic Inc.)

Poetry Booklet

Name: ___________________________

Branches of Government Yes M’am

Written by Suzanne Kent ‘07

Are these the branches of government?             Yes, Ma’am

Are these the branches of government?                       Yes, Ma’am

How do you know?                                                      Enforce laws.

How do you know?                                                      They keep order.

Give me some examples.                                               Senators, and Judges

Give me some examples.                                               Bills, and laws

Is this the Legislative Branch?  Yes, Ma’am

Is this the Legislative Branch?  Yes, Ma’am

How do you know?                                                      It makes the laws.

How do you know?                                                      It has two houses.

Give me an example.                House of Representatives

Give me an example.                                               The Senate

Is this the Executive Branch?  Yes, Ma’am

Is this the Executive Branch?                 Yes, Ma’am

How do you know?                                                      It enforces laws.

How do you know?                                                      President can veto.

Give me an example.                                               Manages government.

Give me an example.                                               Makes treaties

Is this the Judical Branch?                                              Yes, Ma’am

Is this the Judicial Branch?                                              Yes, Ma’am

How do you know?                                                      Supreme Court Justices.

How do you know?                                                      Congress must approve.

Give me an example.                                               Supreme Court

Give me an example.                                               Federal Court

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

On Our Own from England (sung to the tune of “On the Road Again” by Willie Nelson)

By Sharon Cecchi

On our own from England

We just can’t wait to get on our own from England

The life we love is being in-de-pe-e-n-dent

And we can’t wait to get on our own from England

We’re goin places that we’ve never been

Seein things like rev-o-l-u-utions

And we can’t wait to get on our own from England

Shout America

On our own from England

Like a band of rebels we go cross the country

We're the colonists

Insisting that King George see things our way

Yes our way

Getting on our own from England

Just can't wait to get on our own from England

The life we love is being in-de-pe-e-n-dent

And we can't wait to get on our own from England

Shout America

On our own from England

We just can’t wait to get on our own from England

The life we love is being in-de-pe-e-n-dent

And we can’t wait to get on our own from England

We’re holdin meetings in private dens

Signing things like Con-sti-tu-utions

And we can’t wait to get on our own from England

America

On our own from England

Like a bunch of authors we go writin documents

We're the delegates

Informing King George of the taxes we resent

Yes we resent

Getting on our own from England

Just can't wait to get on our own from England

The life we love is being in-de-pe-e-n-dent

And we can't wait to get on our own from England

America

| |

Constitution Cadence

By Scott Praska

We just know what we’ve been told.

Our Constitution is over 200 years old.

Our founding fathers did agree

To write a document, to keep people free.

Sound off – 1787

Sound off – Signed

Sound off 1,2,3, 4 – Constitution

Executive, is the branch

that includes the President.

He hears from his Cabinet as their advice is lent

Then he decides what money is spent!

Sound off – Executive

Sound off – President

Sound off 1,2,3, 4 – Constitution

What do the House of Representatives do

Along with one hundered Senators, too?

They make up new laws for me and you

The legislative branch helps the president too!

Sound off – Legislative

Sound off – Making Laws

Sound off 1,2,3, 4 – Constitution

Nine judges on the Supreme Court's bench

The President picks ‘em, but the senate votes 'em in

They decide if the laws of our land are still fair

In the Judicial branch, they watch the laws with care.

Sound off – Judicial

Sound off – Supreme Court

Sound off 1,2,3, 4 – Constitution

The Legislative Branch is good at making the laws

The Judicial branch makes sure the laws have no flaws

The Executive Branch is who enforces it all because

Balanced, but separate powers are good for us all

Sound off – Checks and Balances

Sound off – Government

Sound off 1,2,3, 4 – Constitution

| |

| |

| |

| |

I Know an Important Document

I know an important document,

A very important document,

A very important document,

It's called the Declaration of Independence,

It was written by Thomas Jefferson,

Explaining to King George,

Why we had unalienable rights to be free,

To pursue life, liberty, and happiness.

I know an important document,

A very important document,

A very important document,

It's called the Bill of Rights.

They were added to our U.S. Constitution in 1791,

To ensure that our individual rights are protected.

So let us tell you some:

Freedom of speech, freedom of religion, and the right to a fair trial.

I know an important document,

A very important document,

A very important document,

It's called the 13th Amendment to the Bill of Rights.

First there was the Emancipation Proclamation in 1863,

That freed the slaves in the Confederate States.

Then came the 13th Amendment in 1865,

That ended slavery in all states.

-M. Campbell, P. Casarez,

E. Gaw, and K. Gingras

| |

Constitution Bugaloo

By Sharon Cecchi

 

I’m an American and here to say

I am proud of our country, the Revolutionaries made

Through a document known as the Constitution

The supreme law was made, a nation had begun.

 

Cooperation, delegation

Compromise, too

Doing the Constitution BUGALOO.

 

The delegates in Pennsylvania, ratified the plan

But “We the People”, took the stand!

To make our own laws, define our government, too.

We came together, we’re unified and true.

 

Cooperation, delegation

Compromise, too

Doing the Constitution BUGALOO

 

In 1787, the Convention honored the command

To create the longest living document known to man,

With fortitude, unity, they sealed they’re fate

They helped to make the best nation, the United States.

 

Cooperation, delegation

Compromise, too

Doing the Constitution BUGALOO

| |

| |

| |

| |

Articles of Confederation

(Oh My Darling)

Misty Campos

I was writing,

I was writing,

I was writing for our country

Thinking of a…Republic

Choosing re-pre-sentatives

They met in congress,

Met in congress,

Only 9 had to agree

Congress is a committee

With the power to make a treaty

Declare war and solve our problems

And our Articles came to be

Then they failed,

Then they failed,

And George Washington agreed

They needed a place to meet

From Annapolis to D.C.

They failed because,

Failed because,

An army could not be raised

Then they made their own money

And inflation came to be.

There were rebellions and riots

And the Articles were changed

They were written,

They were written,

They are still written today,

Oh my darling Washington, you have saved the dreadful day!

| |

| |

| |

| |

| |

| |

| |

| |

LAWS HERE, LAWS THERE

S Alaux ‘07

Laws here, Laws there,

Laws, laws, everywhere!

New laws emerging,

Constitutional laws protecting,

Judicial laws governing,

and legislative laws overseeing!

Laws in the Constitution,

Laws about our freedom,

Laws from our founding fathers,

and laws throughout our history!

Laws here, laws there

Laws, laws, everywhere!

LAWS. LAWS. LAWS.

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

#____ Name_________________

Home School Connection

How does your family share responsibilities at home? What are some responsibilities of each of your family members? Please sketch or write in box below.

|Parent |You |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X ________________________ |X ________________________ |

#____                                     Nombre_________________

Conexión entre el hogar y la escuela

¿Como es que tu familia comparte las responsabilidades en la casa? ¿Que son unas de las responsabilidades de los miembros de tu familia? Por favor dibuja o escribe en el siguiente cuadro.

|Padres |Tu |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X ______________________ |X ______________________ |

| | |

| | |

| | |

#____ Name_________________

Home School Connection

Think about how you would feel leaving your home to travel to a new land.  What would you be afraid of?  What would you be excited about? Sketch or write.

|Parent |You |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X_________________________ |X________________________ |

| | |

#____                                     Nombre_________________

Conexión entre el hogar y la escuela

Piensa de como te sentirás si dejaras tu casa para viajar a un país/mundo desconocido. ¿Que te asustará? ¿Que te emocionará? 

Dibuja o escribe en siguiente cuadro.

|Padres |Tu |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X___________________ |X____________________ |

| | |

#____ Name_________________

Home School Connection

Out of all three branches of government, legislative, executive, and judicial, sketch or write which one would you like to work for and why?

|Parent |You |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X______________________ |X________________________ |

| | |

#____                                     Nombre_________________

Conexión entre el hogar y la escuela

De las tres ramas del gobierno, legislativo, ejecutivo y judicial, dibuja ¿En cuál de ellas te gustaría trabajara y por qué?

 

|Padres |Tu |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X___________________ |X___________________ |

#____ Name_________________

Home School Connection

Sketch or write any information that you know about the United States government.

|Parent |You |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X _____________________ |X________________________ |

| | |

#____                                     Nombre_________________

Conexión entre el hogar y la escuela

Dibuja o escriba cualquier información que te acuerdes del gobierno de los Estados Unidos.

|Padres |Tu |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X_____________________ |X___________________ |

#____ Name_____________

Home School Connection

Sketch an American symbol that expresses our nation’s ideals. Explain why this symbol is important or any facts you know about the symbol.

|Picture of Symbol |Write down details or facts |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X_____________________ |X ______________________ |

#____                                     Nombre_________________

Conexión entre el hogar y la escuela

Dibuja un símbolo americano que exprese los ideales de nuestra nación. Explica por que este símbolo es importante o algunos detalles que conozcas sobre este símbolo.

|Dibujo de simbolo |Escribe detalles o datos |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|X_____________________ |X____________________ |

Articles of Confederation

After the United States won the revolution and declared Independence in 1776, the founding fathers needed to create a new government. Leaders came together at the Second Continental Congress and created the Articles of Confederation. This new form of government was ratified or approved in 1781.

| |

| |

| |

| |

The Articles of Confederation set up one governing house called Congress. Congress had very little power. The states kept most of the power and the federal government could not make decisions without the approval from each state.

| |

| |

| |

| |

The Articles of Confederation had several negative impacts. First, Congress could not raise taxes to pay for the war and this young country had heavy debts to pa to France. Also, Congress could not control trade between the states and other countries or trade between each state. Finally, many states had their own currency, making travel and trade between states more difficult.

| |

| |

| |

| |

Several people were involved in the writing of the Articles of Confederation. Among the most influential were John Adams, Alexander Hamilton, Thomas Jefferson and Gouvernour Morris.

| |

| |

| |

| |

Other problems developed due to the new Articles of Confederation. Taxes in the states were extremely high. Many people could not pay their taxes resulting in people having to be put in prison and losing their land. In 1786, Daniel Shay led a group of angry citizens in an attack on an arms storehouse. Their attack known as Shay’s Rebellion, was defeated, but the federal government was now worried about future rebellions

| |

| |

| |

| |

Executive Branch - Article II

In Article II, the Constitution says the power to enforce laws made by Congress is given to the executive branch. Some delegates believed that one person should be the chief executive, or leader. Others worried that a single executive would be too much like a monarch.

The delegates finally decided on a single chief executive – the President. Citizens vote for electors, who, in turn, vote for the President. This group of electors is called the electoral college.

| |

| |

| |

| |

| |

To be elected President, a person must be at least 35 years old and must have been born in the United States. The President must also have lived in the United States for 14 years. The President is elected to a four-year term.

| |

| |

| |

| |

| |

| |

Once again, the delegates were careful to preserve the separation of powers. They decided that the President would be able to veto, or reject bills passed by congress. However, Congress could then override the President’s veto with a two-thirds majority vote.

| |

| |

| |

| |

| |

| |

The delegates also made the President commander in chief of the United States military. The President’s main power, however, would be to “take care that laws be faithfully executed.” If this duty was not carried out, Congress could impeach the President, or accuse the President of crimes. If found guilty, the President could be removed from office.

| |

| |

| |

| |

| |

| |

| |

Judicial Branch - Article III

According to Article III of the Constitution, the judicial branch must decide whether laws are working fairly. The judicial branch is the court system.

Although the states already had their own courts, the delegates agreed to create a federal court system, too. The courts in this system would decide cases that dealt with the constitution, treaties, and national laws. They would also decide cases between states and between citizens of different states.

| |

| |

| |

| |

| |

| |

| |

The delegates did not organize the judicial branch in the same way as the other branches. Most of their decisions applied only to the highest court in the United States, which they called the Supreme Court. The Supreme Court would head the judicial branch. Other courts would be created as needed.

| |

| |

| |

| |

| |

| |

| |

| |

The delegates decided that the President would nominate the Supreme Court justices, or judges. The Senate would vote whether to approve them. The delegates decided that the Supreme Court justices could stay in office for life. This would allow justices to make decisions without worrying about losing their jobs. At first there were six Supreme Court justices. Today there are nine. The Supreme Court has the power to strike down any law that goes against the Constitution. Only by changing the Constitution can Congress restore a law struck down by the Supreme Court.

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

Bill of Rights

After the Constitutional Convention, the Federalists agreed to add a list of amendments to the Constitution. The Bill of rights is the first ten amendments to the Constitution. It lists the rights that are guaranteed to all U.S. citizens and became part of the constitution in 1791. The writers of the Bill of Rights believed in the importance of fairness, unlike the British government. The amendments in the Bill of Rights make sure that the government respects the liberty of individual people.

The First amendment gives people the freedom to follow any religion, or none at all. It also says the government cannot promote or financially support any religion. The First Amendment also protects freedom of speech, freedom of the press and the right of the people to assemble, or gather together.

| |

| |

| |

| |

The Second Amendment protects people’s rights to have weapons. The Third Amendment says the government cannot for people to house soldiers in peacetime. The Fourth Amendment protects people against unreasonable searches of their homes.

| |

|] |

| |

The Fifth through Eighth Amendments deal with due process of law. This term means that people have the right to a fair public trial by a jury. They do not have to testify against themselves in court, and they have the right to an attorney. If convicted, they cannot be sentenced to any cruel punishment.

| |

| |

| |

The Ninth amendment says the people have many other rights not specifically listed in the constitution. The Tenth Amendments says that the national government can only do things that are listed in the Constitution. This means that all other authority, called the reserved power, belongs to the states or to the people.

| |

| |

| |

The constitution has been called a “living document” because it can be changed to reflect new ideas about individual rights and the role of government. However, amendments to the Constitution are added only after a long process. That is why thousand of of amendments have been suggest, but only twenty-seven have been added.

| |

| |

| |

Mind Map

[pic]

Process Grid

| | | | | | |

| | | | | |Other |

|The Constitution |Purpose |Key Points |Impact |People |Important |

| | | | | |Facts |

| |To make laws, raise and |Set up 2 houses. |New laws created by |State House |House reps. serve 2yr |

|Legislative |keep an army/navy, coin |House of Reps and the |vote. |Representatives |terms. |

|Branch |and print money, and |Senate |Majority vote in house |Senators |Senators 6 yr term |

|Article I |control commerce. |Each can propose bills |of Reps and Senate | | |

| |1787 | |required for bill to | | |

| | | |pass | | |

| | | | | | |

|The |Create a new national |-Called Congress |-Congress could not tax |John Adams |High taxes angered |

|Articles of |Government after |-States kept |states |Alex. Hamilton |people |

|Confederation |declaring Independence |power |-Heavy Debt to |Thomas Jefferson |Farmers losing property |

| |in 1776. |-Govt. could’nt |France |Gov. Morris |Daniel Shay led |

| |Ratified/App-roved 1781 |make decisions |-Congress could | |rebellion 1786 |

| | |without approval |not control tade | |Rebellion created need |

| | |of each state |-Many states had | |for a stronger govt. |

| | | |their own | | |

| | | |currency | | |

| |To carry out laws passed|-Chief Executive of |Maintains separation of |President |President must at least |

|Executive Branch |by congress and be |exec. branch is |powers. | |35 yrs old |

|Article II |commander in chief or |President |Presidents decisions can|George Washington 1st |Elected by the people to|

| |the military |-President can |be challenged |President |a 4yr term |

| |1787 |veto/reject bills |Ensures laws are | |Can be impeached if |

| | |-Congress can override |faithfully executed | |duties are not carried |

| | |veto with a majority | | |out. |

| | |vote | | | |

| |Court system that |Federal court system. |Supreme Court heads the |Chief Justice |Pres. Nominates |

|Judicial Branch |determines whether laws |Deals with |judicial branch. | |Justices. |

|Article III |are working fairly. |constitutional, treaties|Power to stike laws that|Supreme court justices |Lifetime appointment |

| |1787 |and national law. |go against the const. | |Can also be impeached |

| | | |Must change the const. | | |

| | | |to restore a law struck | | |

| | | |down by Supreme Court | | |

| |To protect and guarantee|1st 10 amendments to the|Freedom of religion, |All citizens of the |Called a living document|

|Bill |the rights of all |Const. |speech, right to bear |United State |Can be changed to |

|of |people. |Make sure the Govt. |weapons, due process of | |reflect new ideas about |

|Rights |Added to the Const. in |respects the liberty of |law, free from | |rights and govt. |

| |1791 |all individuals. |unreasonable search of | |1000s of amend-ments |

| | |Fair rights to the |home and other. | |suggested only 27 added |

| | |people, unlike the | | | |

| | |British govt. | | | |

-----------------------

oath

a formal promise or vow

commerce

trade

democracy

a form of government in which power ultimately rests with the people, either directly or through elected representatives

democracy

a form of government in which power ultimately rests with the people, either directly or through elected representatives

equity

state of being equal or fair

allegiance

devotion or loyalty to a person, country, or cause

Can rule that a law is unconstitutional

Approves appointments of Supreme Court Justices

The President

• Manages the government

• Proposes new laws

• Makes treaties

• Heads the armed forces

Can override the Presidents Veto

Can rule that the Presidents actions are unconstitutional

Congress

• Passes taxes

• Makes laws

• Approves treaties

• Approves appojntments

The Supreme Court and other Federal Courts

• Decides whether or not laws are constitutional

• Explains the meanings of treaties

Picture

Picture

Nominates Supreme Court Justices

Can Veto a Bill passed by Congress

Picture

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download