Social Studies Activity Worksheet

Laws affect every aspect of our everyday lives.

1. Students will be able to recognize that laws impact every aspect of life.

2. That laws bring order into society.

3. That laws control human behavior.

4. That without laws there could be no civilization as we know it.
MATERIALS

Teacher materials—large picture of automobile and wallet or purse.

Student materials—wallet or purse
ACTIVITIES AND PROCEDURES

1. Wallet-purse activity: Each student is asked to take three items from their purse or wallet. Students then discuss laws that may relate to each item. Every item has at least an indirect relationship to the law.

Limited government refers to a form of government based on the principle that government should perform only the functions that the people have given it the power to perform. The powers of the government are usually written down in a constitution. The United States possesses a limited government. Students will explain the importance of limited government in protecting political and economic freedom.

Have each student make a list of political freedoms guaranteed to every U.S. citizen (they can refer to the Constitution if necessary). After each freedom is listed, have students explain why that freedom is guaranteed to each citizen. For example, a student might write “freedom of the press” and explain that it is necessary to keep information open, honest, and accessible to everyone so that we have an informed population in our country. Once they have completed their lists, conduct a class discussion where students can share their ideas and clarify any questions that they might have. After this is done, discuss the following question:

1. 
   Use at least two examples from the case to explain how limited government protects political freedom.
   

2. 
   Use at least two examples from the case to explain how limited government protects economic freedom.
   

3. 
   Why is it important that the government should have limited powers in order to protect political and economic freedom?
   

 
Abstract

This unit builds the constitutional foundation for the study of nineteenth century American history. Students examine the structure and functioning of the United States government under the Constitution through the principles of checks and balances, separation of powers, federalism, limited government, and popular sovereignty. In exploring what life would be like without government, students learn about the purposes of government, the social contract theory of government, and the meaning of a constitutional form of government. They examine primary and secondary sources to understand the problems faced by the new nation under the Articles of Confederation. After constructing and debating possible changes to the Articles of Confederation, students simulate a constitutional convention to work out the various compromises achieved by the framers. They then investigate each branch of government with particular focus on the powers, limits, structure, and function of each using both current and historical examples. Through an interpretation of its text as well as historical events and court cases students analyze how the Constitution fulfills the purposes for which it was created. In examining the protections afforded by the Bill of Rights and the purposes for its inclusion in the Constitution, students explore its place in their daily lives. They explore situations in which the principles of the rule of law and limited government operate to protect individual rights and serve the common good. The unit culminates with a discussion of why the Constitution is considered a “living document.”

 

Focus Questions

1. Which amendments to the Constitution best represent American ideals?

2. How well did the Constitution solve problems encountered under the Articles of Confederation?

3. Why is the Constitution described as a “living document?”
Benchmarks

Students will:

• 
  describe philosophical beliefs that influenced the creation of the United States Constitution and explain how they set the foundation for civic life, politics, and government in the United States (I.1.MS.2, III.2.MS.1).
  
• 
  engage each other in conversations which attempt to clarify national issues faced by the Framers when they drafted the U.S. Constitution using primary and secondary sources (I.3.MS.1, VI.2.MS.1).
  
• 
  explain how the federal government in the United States serves the purposes set forth in the Preamble to the Constitution (III.1.MS.1).
  
• 
  explain how the rule of law and limited government protect individual rights and serve the common good (III.1.MS.3, III.1.MS.4).
  
• 
  describe provisions of the United States Constitution which delegate to government the powers necessary to fulfill the purposes for which it was established (III.2.MS.2).
  
• 
  explain the means for limiting the powers of government established by the United States Constitution and how the Constitution is maintained as the supreme law of the land (III.2.MS.3, III.4.MS.2).
  
• 
  examine the role of the United States government in regulating commerce as stated in the United States Constitution (IV.5.MS.2).
  
• 
  distinguish between civil and criminal procedure (III.3.MS.1).
  

1. In writing, use the social contract theory of government to explain the meaning of a constitutional form of government. Include a description of the five principles characteristic of the United States Constitution (checks and balances, federalism, limited government, popular sovereignty, and separation of powers) and identify an example of each within the text of the United States Constitution. Using historical or present-day examples, explain how at least two of these principles set the foundation of civic life, politics, or government (I.1.MS.2, III.2.MS.1).

2. Participate in discussion of a national issue involved in drafting the United States Constitution using primary and secondary sources, and evaluate in writing how well the Framers resolved the issue (I.3.MS.1, VI.2.MS.1).

3. In writing, identify the purposes of government set forth in the Preamble to the United States Constitution and specify a provision in the Constitution that grants power necessary to accomplish each purpose. Identify at least two examples of events from history or the present day and explain how the principles of the rule of law and limited government act to protect individual rights and serve the common good (III.1.MS.1, III.1.MS.3, III.1.MS.4, III.2.MS.2).

4. Construct a graphic organizer that explains how the United States Constitution limits the powers of government through its system of separation of powers and checks and balances (III.2.MS.3, III.4.MS.2).

5. Use legal cases and news reports to explain the constitutional role of the United States government in regulating commerce. (IV.5.MS.2).

6. Describe in writing the difference in standards of proof between civil and criminal cases (III.3.MS.1).

• 
  amendment
  
• 
  Articles of Confederation
  
• 
  checks and balances
  
• 
  federalism
  
• 
  limited government
  
• 
  popular sovereignty
  
• 
  separation of powers
  

Students practice interpretive reading when analyzing the text of the Constitution and summaries of federal court decisions.

 

English Language Arts/ Technology

Students can reflect upon the wisdom of the constitutional protections of patents for inventors and copyrights for authors.

 

Mathematics

Students can ponder the intentions of the Framers in granting Congress the powers to coin money and to fix the standard of weights and measures.

 

Free Speech. The American Civil Liberties Union. 6 May 2001 http://www.aclu.org/issues/freespeech/hmfs.html.

Jenkins, Stephen, and Susan Spiegel. Excel in Civics: Lessons in Citizenship. Eagan, MN: West Publishing Company, 1985. 19-36, 71-94.

 

Some Landmark Supreme Court Rulings. Ed. Morley, Michael, Chris Stiner, and Michael Hammer. 1995-2001. ThinkQuest, Inc. 6 May 2001 http://tqd.advanced.org/2760/cases.htm.

 

United States House of Representatives. 6 May 2001 http://www.house.gov/.

 

United States Senate. 6 May 2001 http://www.senate.gov/.

 

The White House. 6 May 2001 http://www.whitehouse.gov/history/index.html.

 

Teacher Resource

 Bjornlund, Lydia. The U.S. Constitution: Blueprint for Democracy. San Diego, CA: Lucent Books, Inc., 1999.

Commager, Henry S., ed. Selections from The Federalist: Hamilton, Madison, Jay. Wheeling, IL: Harlan Davidson, Inc., 1949.

Davidson, James West, Pedro Castillo, and Michael B. Stoff. The American Nation Teacher’s Edition. Englewood Cliffs, NJ: Prentice Hall, 2000. 112-167.

Fischer, Margaret E. Teaching Today’s Constitution: A Contemporary Approach, 3^rd Edition. Culver City, CA: Social Studies School Service, 1987. 4-8, 42-51.

Hofstadter, Richard, ed. Great Issues in American History Volume II: From the Revolution to the Civil War, 1765-1865. New York: Random House, 1969. 75-139.

Jenkins, Stephen, and Susan Spiegel. Teacher’s Guide to Accompany Excel in Civics: Lessons in Citizenship. Eagan, MN: West Publishing Company, 1985. 19-27, 47-62.

 

Lesson 1: Why Do We Need a Government? The Center for Civic Education. 6 May 2001 http://www.civiced.org/wtp_ms01_tg.html.

 

Reorganizing The Bill of Rights. Ed. Scott Wallace. 12 July 1998. The Academy Social Studies Curricular Exchange, Columbia Education Center. 6 May 2001 http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst089.html.

 

Search and Seizure. Ed. Lynn MacAusland. 12 July 1998. The Academy Social Studies Curricular Exchange, Columbia Education Center. 6 May 2001 http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst026.html.

 

We the People…do ordain and establish this Constitution for the United States of America, Book 1. Calabasas, CA: The Center for Civic Education, 1986. 3-11, 25-31, 61-69, 101-106.

Social Studies

Activity Worksheet

GRADE LEVEL:	Eighth
Course Title:	U.S. History to Reconstruction
Strand:	III. Government
Topic:	Ideals of Government
Grade Level Standard:		8-11 Acquire ideals of American Democracy to American
Reconstruction.
Grade Level Benchmark:		3. Explain means for limiting the powers of government
established by the United States Constitution. (III.2.MS.3)