UNIT 1 WHAT WERE THE FOUNDERS’ BASIC IDEAS ABOUT GOVERNMENT?

3. The Founders were concerned with how to preserve a Republican for of Government.

  • According to theFounders, what was Republican Government?
  • What weaknesses did the Founders think would lead to the failure of Republican government?
  • How did the Founders think these weaknesses could be prevented? Do you think the Founders solutions were correct? Why or Why not?

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WTP Lesson 3

What is republican government?

Define – be able to use correctly

  1. aristocrats______

______

  1. civic virtue______

______

  1. common good ______

______

  1. delegate ______

______

  1. direct democracy______

______

  1. factions ______

______

  1. representative ______

______

  1. representative democracy ______

______

  1. republic ______

______

  1. republican government ______

______

During Lesson – as you read p. 23 complete the following table.

Benefits of a republican system of government / Why is this a benefit? / What might interfere with this benefit?
The people have a say in their government. / 1.
2. / 1.
2.
3.

Page 27 – Cincinnatus: A Model of Civic Virtue

16. Do you agree with the actions taken by Cincinnatus? Why or why not?

17. Describe a person you know or a leader in our nation who you think has civic virtue. Give reasons for your opinion based on the person’s life.

18. Describe some situations where you think you should put the common good above your own interests.

19. Explain some situations in which you might not want to put the common good above your own interests.

20. Explain some situations in which people might disagree about what is best for the common good. What should be done when there are such disagreements? Why?

Lesson Review – use complete sentences to answer the following questions.

  1. What is the difference between direct democracy and representative democracy?______

______

______

  1. Why is it important that citizens and their representatives have civic virtue?______

______

______

  1. How were the values of republican government promoted in the colonies? Why were these values promoted?

______

Look through different issues of a newspaper. Find an article that deal with the common good in our community. Attach the article to this paper. In the space below summarize the article and explain how this article deals with the common good.

UNIT 2WHAT SHAPED THE FOUNDERS’ THINKING ABOUT GOVERNMENT?

1. The Declaration of Independence told the world why the Americans wanted

to free themselves from British rule. The Declaration stated the Founders’

beliefs about government.

● Using the Declaration as your source, in your own words describethe principles of good government.

● Where did the Founders get these ideas?

● Do you think these principles are valid today? Why or why not?

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WTP Lesson 8

What basic ideas about government are in the Declaration of Independence?

Vocabulary –match the definition to the word

1.______/ abolish / A / a higher, unchanging set of rules that govern human relations believed by the Founders to have come from “Nature and Nature’s God” (from Declaration of Independence
2.______/ Loyalists / B / fundamental rights that every person has that cannot be taken away by government
3.______/ natural law / C / to formally put an end to
4.______/ Patriots / D / those Americans who supported the war for independence against Great Britain
5.______/ self-evident / E / another name for those loyal to the home country
6.______/ Tories / F / easy for anyone to see; obvious
7.______/ unalienable rights / G / colonists who opposed American independence and remained loyal to Great Britain during the American Revolution

8. What were the reasons for writing the Declaration of Independence?

______

______

9. What are the four parts of the Declaration of Independence? ______

______

10. What arguments does the Declaration make in support of the colonies’ independence?

______

______

11. What complaints did the colonists have against the king of Great Britain? ______

______

______

______

12. What is the purpose of government as described in the Declaration of Independence?______

______

13. What does the Declaration say people have the right to do if a government does not protect their rights?

______

14. What do the following phrases from the Declaration mean?

“all men are created equal”

(15) “consent of the governed”

(16) “self-evident”

(17) “unalienable rights”

Choose one to complete and turn in.

Create a timeline of the important events discussed in this lesson. Illustrate your timeline with drawings.

Draw two cartoons, one showing how the colonists felt about the Boston Tea Party and the other showing the event from the British point of view.

Read and write a review of Thomas Paine’s pamphlet, Common Sense. Explain the importance of Thomas Paine’s writing to the Revolutionary War.

UNIT 3 WHAT HAPPENED AT THE PHILADELPHIA CONVENTION?

  1. Articles I , II, and II of the Constitution list the powers of the Congress, President, and the Legislative, Executive, and Judicial Branches of the National Government.
  • Describe some of the powers the Constitution gives to the Congress. In what ways does the Constitution limit the power of Congress?
  • Describe some of the Powers of the President. In what ways does the Constitution limit the power of the President?
  • Describe some of the powers of the Judiciary. In what ways does the Constitution limit the power of the U.S. Supreme Court?

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Lesson 15

How did the Framers resolve the conflict about the powers of the legislative branch?

Vocabulary – define and be able to correctly use

1. bill of attainder ______

______

2. enumerated powers ______

______

3. ex post facto law ______

______

4. general welfare clause ______

______

5. necessary and proper clause ______

______

6. unconstitutional______

______

7. writ of habeas corpus ______

______

Lesson Review – use complete sentences to answer the following questions

8. What disagreements about the powers of Congress did the Framers have?

9. How did they resolve these disagreements?

10. What enumerated powers does Article I, Section 8 grant to Congress?

11. What general powers does Article I, Section 8 grant to Congress?

12. Why are these general powers necessary?

13. What limits does Article I place on the powers of Congress?

14. How do these limitations protect the rights of citizens?

15. What are some ways in which the executive and judicial branches can check the powers of Congress?

Lesson 16

How much power should be given to the executive and judicial branches?

Vocabulary – define and be able to correctly use

1. advice and consent ______

______

2. appellate jurisdiction ______

______

3. electoral college ______

______

4. impeach______

______

5. jurisdiction______

______

6. original jurisdiction ______

______

7. Twenty-second Amendment ______

______

Ideas for Discussion – complete the chart on the back of this sheet

Lesson Review – use complete sentences to answer the following questions

8. What challenges did the Framers face in creating the executive branch?

9. What powers does the Constitution grant to the president?

10. Explain the process for selecting a president?

11. Why is it important that judges are appointed to office rather than elected and that they cannot be removed from office unless impeached?

12. Which branch of the federal government has the power to overrule state laws that violate the U.S. Constitution?

Lesson 21

How does the U.S. Supreme Court use the power of judicial review?

Vocabulary – define and be able to use correctly

1. judicial review______

______

2. Marbury v. Madison______

______

3. null and void ______

______

4. opinion of the Court ______

______

Lesson Review– use complete sentences to answer the questions correctly

5. How does the judicial review apply to the laws passed by state governments?

6. How did the U.S. Supreme Court decide the case of Marbury v. Madison?

UNIT 4 HOW WAS THE CONSTITUTION USED TO ESTABLISH OUR GOVERNMENT?

3. Political parties are an important part of our political system today,

yet they are not mentioned in the Constitution.

● Why did the Framers fear political parties?

● Why and how did political parties develop?

● Do political parties play a useful role today?

Why or why not?

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Lesson 20

How did political parties develop?

Vocabulary – define and be able to use correctly

1. Alien and Sedition Acts______

______

2. currency______

______

3. Federalist Party ______

______

4. political parties ______

______

5. Republican Party ______

______

Ideas for Discussion p. 174How well do you understand Jefferson’s concern? – use complete sentences to answer these questions

6. Who would be in a position to decide what was necessary and proper?

7. Who would decide what the general welfare was?

8. What limitations would there be on the student government’s powers?

Review p. 178 – Put an F in front of each statement that describes the Federalist. Put an R in front of each sentence that describes the Republicans. (Handout D4) Federalist or Republican

_____ 9. Believed in strong local governments, as opposed to a strong national government

_____10. Led by Thomas Jefferson

_____11. Favored supporting the English in the war against France

_____12. Wanted to limit the powers of Congress through a strict interpretation of the necessary and proper clause

_____13. Was against using federal power to create a bank

_____14. Believed that the United States should recognize its debt to the French and support them in their war against England

_____15. Believed that America should develop as a manufacturing and trading nation

_____16. Led by Alexander Hamilton

Lesson Review– use complete sentences to answer the questions correctly

17. Why were the Framers of the Constitution against having political parties?

18. What was the disagreement over the meaning of the words in the Constitution?

19. What was the disagreement about the creation of the Bank of the United States?

20. What was the disagreement about foreign affairs?

21. What were the Alien and Sedition Acts and why were they passed?

22. Explain how the disagreements about how to solve the new nation’s problems led to the rise of political parties.

23. Why was the election of 1800 important?

UNIT 5 HOW DOES THE CONSTITUTION PROTECT OUR BASIC RIGHTS?

3. The First Amendment states that laws shall not be passed that abridge freedom of speech.

● Why did the Founders think freedom of speech was so important?

● Do you believe there are times when freedom of expression shouldbe limited? Explain your response.

● Should a public speaker who calls for violent action be protectedby the First Amendment whereas an audience member whoperforms the action can be sent to prison? Why or why not?

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Lesson 23

How does the Constitution protect freedom of expression?

Vocabulary – define and be able to use correctly

1. abridging______

______

2. assemble______

______

3. First Amendment ______

______

4. freedom of expression ______

______

5. redress of grievances ______

______

Lesson introduction p. 198 – Answer the questions using complete sentences; be prepared to discuss your answers with the class.

6. What basic rights are listed in this portion of the First Amendment?

7. Why do you think these particular rights were included?

8. Why do you think the Framers thought it was important to protect freedom of expression in the Constitution?

Solve the Problem p. 204-205–use complete sentences to answer the following questions.

9. What are the conflicting rights and interests in this case?

10. In what ways is this case similar to the Tinker case?

11. In what ways is it different?

12. Examine each of the two opinions on page 205. Which opinion would you select to decide this case? Explain your reasoning.

Lesson Review–use complete sentences to answer the following questions.

13. How would you define freedom of expression?

14. What are the benefits of freedom of expression to the individual and to society?

15. What are some circumstances that might cause government to limit the right of freedom of expression?

16. What rights and interests are involved when liming freedom of expression in the public schools?

UNIT 6 WHAT ARE THE RESPONSIBILITIES OF CITIZENS?

2. Voting is one way a citizen may participate in politics. Many other activities

are available.

● What activities besides voting are available to citizens?

● Which of these activities, if any, do you think is most useful? Explain your answer.

● How should a citizen decide which of these variousactivities to participate in?

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Unit Six

What are the Responsibilities of Citizens?

Define and be able to use these vocabulary words/concepts- where indicated, write the words of the Constitution or use the word in a complete sentence which shows your correct understanding of the definition.

1. citizen______

______

Sentence ______

______

2. international law ______

______

Sentence ______

______

3. nation-state______

______

Sentence ______

______

4. naturalized citizen ______

______

Constitution –

5. legal permanent resident ______

______

Sentence ______

______

  1. Explain the meaning of citizenship and describe how someone becomes a citizen.
  1. Explain the basic rights of a citizen
  1. Explain the basic responsibilities that accompany citizenship in the United States
  1. Explain the procedure that can be used when a citizen thinks a law is unust

Lesson 30

  1. List various ways that citizens can participate in government,
  1. Why should a citizen participate in government?
  1. How much should a citizen participate in government?
  1. What do you do NOW that demonstrates participation in government or in the community?