The Constitution: A More Perfect Union?
US HISTORY GRADES 8-9
Content Area / Grade Level
Social Studies / 8-9
Approximate Time Needed: Three weeks
UNIT OVERVIEW / KEY STANDARDS
D2.Civ.3.9-12
D2.Civ.4.9-12
D2.Civ.5.9-12
D2.Civ.7.9-12
D2.Civ.8.9-12
D2.Civ.14.9-12
Students explore constitutional principles in the USA and in their lives.
COMMON ASSIGNMENTS / LDC TEACHING TASK
  • Pre-Assessment
  • Project Based Assessment: Principles of the Constitution
  • LDC Module (A More Perfect Union?)
/ Task Template IE1 - Informational or Explanatory
After reading informational texts, write an essay in which you define one of the following constitutional principles: consent of the governed (popular sovereignty), rule of law, republic (representative) government, or separation of powers (checks and balances) and explain one instance when the U.S. government has been successful in upholding that principle and one instance in which our government has failed to uphold that principle based on historical evidence. Support your discussion with evidence from the text/s.
AUTHORS: Mickey Campbell, Kevin Melloan, Kristy Craven, Iris Isaacs
Teacher Reflection: When we developed the unit, our group decided that one of the assignments would be a project based learning, instead of a traditional test, worksheet, or quiz. With that particular assignment, we decided to have the students do a PSA on a Constitutional principle. Many of our students created raps and video recorded them and they loved it.

The Constitution A More Perfect Union?

Stage 1—Identify Desired Results
Established Goals/
Standards / DIMENSION 2: Applying Disciplinary Concepts and Tools: CIVICS
D2.Civ.3.9-12. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.
D2.Civ.4.9-12. Explain how the U.S. constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
D2.Civ.7.9-12. Apply civic virtues and democratic principles when working with others.
D2.Civ.8.9-12. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.
D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
DIMENSION 3: Evaluating and Using Evidence
D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source.
DIMENSION 4: Communicating Conclusions & Taking Informed Action
D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or nonlinear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
D4.6.9-12. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
SS-08-1.2.2
Students will explain the reasons why the powers of the state and national/federal
governments are sometimes shared and sometimes separate (federalism) and give
examples of shared and separate powers.
SS-HS-1.2.2
Students will interpret the principles of limited government (e.g., rule of law,
federalism, checks and balances, majority rule, protection of minority rights, separation of p powers) and evaluate how these principles protect individual rights and promote the " c common good."
Transfer / Students will be able to independently use their learning to evaluate the success and failure of the US government actions relating to the constitutional principles.
Meaning / Understandings/Big Ideas
Students will understand that …
  • Fundamental principles of the Constitution that guide government actions
/ Essential Questions
Students will keep considering …
  • What are the foundational principles of the Constitution?
  • What are examples of when the government has upheld these principles or fallen short?

Acquisition / Know (Content)
Students will know …
  • Consent of the governed (popular sovereignty)
  • Rule of law
  • Republic (representative) government
  • Separation of powers (checks and balances)

Do (Skills)
Students will be skilled at …
Discipline Skills
  • knowledge of the Constitution
  • defining government related vocabulary
  • analysis of current/historical evidence
/ Literacy Skills
[Should include reference to LDC task type—e.g., argumentative, cause-effect, etc.]
  • informative/explanatory writing
  • analysis of informative texts
  • vocabulary acquisition

Stage 2—Determine Acceptable Evidence
Assessments
[Key performance tasks, tests, etc., including LDC task]
  • Pre-Assessment
  • Project Based Assessment: Principles of the Constitution
  • LDC Module (A More Perfect Union?)
/ Evaluative Criteria
LDC Informative Rubric
Project Based Assessment Rubric
Supports/Scaffolding
Special Education students: modified formative and summative assessment; modified rubric
Low Performing students: scaffolded directions, graphic organizers
A Picture is Worth a Thousand Words
Stage 3—Plan Learning Experiences and Instruction
Unit Texts and Materials /
  • The Constitution
  • Textbook Chapter(s) explaining the Constitution and/or government
  • Selected articles / current events that examine constitutional principles

Assessment Tasks / [Measurable mile markers of student growth (tasks that will get evaluated)]
Formative pre-assessment(s)
  • Definition / Match with word bank
Formative mid-assessment(s)
  • Passages / Principles of Constitution
  • PBL: Selling a Principle of the Constitution
Summative/unit assessment
  • LDC Module: “A More Perfect Union?” LDC Rubric

Learning Tasks / The following is an example of a day by day unit for the high school level and another pacing guide for the middle school level. These pacing guides can be adapted the fit the need of the teacher, classroom, and/or students.

Example of High School Pacing Guide:

Day/Topic / Standard(s) / Outcome (Students will be able to…) / Topics, Terms, Concepts, Skills
1: Intro to Course / B-1-a / Describe the Service Learning Project.
Define and apply key terms associated with the U.S. government.
2: Roles of Gov’t / SS-HS-1.1.1 / Analyze how governments are created to establish order, provide security, and accomplish goals. / · Roles of government
3: Forms of Gov’t / SS-HS-1.1.1 / Differentiate between the organization of monarchies, democracies, republics, and dictatorships. / · Monarchy
· Democracy
· Republic
· Dictatorship
4: Events Leading up to the Declaration of Independence / SS-HS-1.1.2
B-1-e
B-2-f / Explain why the colonists desired independence and a more limited government. / · Declaration of Independence
5: Articles of Confederation / SS-HS-1.1.2
B-1-e
B-2-f / Analyze the strengths and weaknesses of government under the Articles of Confederation. / · Articles of Confederation
· Constitution
· Shays’ Rebellion
6: Constitutional Convention / B-2-g
B-2-h / Describe the conflicts and compromises that led to the creation and ratification of the Constitution. / · Anti-federalists
· Federalists
· Great Compromise
· 3/5ths Compromise
· Virginia Plan
· New Jersey Plan
· Constitutional Convention
7: Constitution/ Living document / B-2-i
B-2-a
B-2-b
B-2-c / Describe the structure of the Constitution and explain key concepts, including: limited government, separation of powers, popular sovereignty, federalism, and checks and balances.
Explain why the Constitution is considered a “living document” / · Limited government
· Separation of powers
· Popular sovereignty
· Checks and balances
· Amendments
· Bill of Rights
· Article, Section structure
· Federalism

Example of Middle School Pacing Guide:

Day / Topic / Objective / Agenda / Material(s) Needed
1
The Constitution
Popular Sovereignty / Students will be able to describe the purpose of the constitution and show understanding of popular sovereignty. /
  • History Alive Chapter 9, Sections 9.1 & 9.2
  • Consent of The Governed Video
  • Consent of the Governed Video Formative Assessment
/
  • History Alive Textbook
  • Internet access to access video and supplemental materials

2
Separation of Powers / Students will be able to describe the different functions of each branch of government. /
  • History Alive, Chapter 9, Sections 9.3, 9.4, 9.5
/
  • History Alive Textbook

3
Separation of Powers / Students will be able to explain the purpose of the separation of powers in the Constitution. /
  • History Alive, Chapter 9, Sections 9.6 & 9.7
  • Separation of Powers Video
  • Separation of Powers Video Formative Assessment
/
  • History Alive Textbook
  • Internet access to access video and supplemental materials

4
Federalism / Students will be able to define federalism and explain its function in the United States government. /
  • History Alive, Chapter 9, Section 9.8
/
  • History Alive Textbook

5
Representative Government
Rule of Law / Students will be able to define and describe representative government and rule of law. /
  • Representative Government Video
  • Video Guide
  • Rule of Law Video
  • Video Guide
/
  • Internet access to access video and supplemental materials

6
Principles of the Constitution / Students will be able to identify and describe the principles of the Constitution /
  • Constitutional Scavenger Hunt
/
  • Copies of the scavenger hunt

7
PBL Group Project / Students will be able to explain a principle of the Constitution. /
  • PBL Group Project
/
  • Copies of assignment and rubric

8
PBL Group Project / Students will be able to explain a principle of the Constitution. /
  • PBL Group Project Presentations

Days 9-15
LDC Module / Students will be able to analyze a constitutional principle by using text analysis. /
  • LDC Module “A More Perfect Union”

Appendix A: Additional Resources:

Guiding Principles of the Constitution from Teacher’s Curriculum Institute & History Alive

Appendix B: Constitution Scavenger Hunt

Card 1
Article IV, Section 2, Clause 1 / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
Privileges and immunities. The Citizens of each State shall be entitled to all privileges and immunities of Citizens in the Several States. / ?
(Hint: 2) / States cannot discriminate against citizens of other states. This limits the power of state governments and guarantees the rights of individuals.
Card 2:
Article II, Section 2, Clause 2 / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
The Senate checks and balances the president’s power to make treaties and appointments to office. He [the president] shall have Power, by and with the Advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls, Judges of the supreme Court, and all other Officers of the United States. / ?
(Hint: 1) / No treaty signed by the president can go into effect unless two-thirds of the Senate approves it. This acts as a check on the president’s power. The president’s nominees for judges, ambassadors, and other offices must also be confirmed by the Senate.
Card 3: Article I, Section 7, Clause 2 / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
The veto: Every Bill which shall have passed the House of Representatives and the Senate shall, before it becomes a Law, be presented to the President of the United States; If he approves he shall sign it; but if not he shall return it. / ?
(Hint: 1) / The power of Congress to make laws is checked by the president, who can approve or veto them.
Card 4
Tenth Amendment: / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
Powers reserved to the states. The powers not delegated to the United States by the Constitution…are reserved to the States respectively, or to the people / ?
(Hint: 2) / Any powers not specifically given to the federal government or denied to the states are reserved for the states and thus the people.
Card 5
Article I, Section 2, Clause 1 / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
Direct election of the House of Representatives. The House of Representatives shall be composed of Members chosen every second Year by the People of the several States, and the Electors in each State shall have the Qualifications requisite for Electors of the most numerous Branch of the State Legislature. / ?
(Hint: 2) / Members of the House of Representatives are elected by the people every two years. The states set the qualifications for voting.
Card 6
Article I, Section 8, Clause 3 / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
Interstate Commerce Clause. Congress has the power to regulate Commerce with foreign Nations, and among the several States, and with the Indian tribes. / ?
(Hint: 1) / The power to regulate interstate commerce is given to the federal government. This is an example of a delegated power.
Card 7
Preamble / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. / ?
(Hint: 2) / The opening words of the Constitution state that the Constitution state that the Constitution is established by the people to protect the rights and well-being of all citizens. These words also suggest that the Constitution is the basis of law.
Card 8
Article VI, Section 2 / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
Supremacy Clause. The Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the Authority of the United States, shall be the Supreme Law of the Land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any State to the Contrary notwithstanding. / ?
(Hint: 2) / The Supremacy Clause establishes the Constitution as the highest authority in the country, to which all leaders must adhere. It also establishes the authority of the federal law over state law.
Card 9
Article IV, Section 4 / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
Republican form of government and protection against invasion.
The United States shall guarantee to every State in this Union a Republican Form of Government, and shall protect each of them against Invasion; and on Application of the Legislature, or of the Executive (when the Legislature cannot be convened), against domestic violence. / ?
(Hint: 3) / This provision guarantees representative government for the states, as well as federal protection from invasion. Implied within that guarantee are the protection of rights and liberties and rule by the people.
Card 10
Article III, Section 1 / Principle of Principles Exemplified / Explanation of How These Principles Are Exemplified
Supreme Court, lower courts, judges serve for life or good behavior. The judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish. The Judges, both of the supreme and inferior Courts, shall hold their Offices during good Behavior, and shall, at stated Times, receive for their Services a Compensation, which shall not be diminished during their Continuance in Office. / ?
(Hint: 2) / Supreme Court justices hold their terms for life (subject to good behavior). Their pay cannot be reduced while they serve. This creates a judiciary less likely to be influenced by the other branches of government—an additional check.

Card 1 Clue: One of the PRIVILEGES offered in this room is the opportunity to perform in front of a live audience. Unfortunately, you are not IMMUNE to their criticism of your performance.

Card 2 Clue: If the SENATE were to take a mid-day break, they would likely go here to curb their hunger.

Card 3 Clue: You are only allowed a certain window of time for schedule changes. After that, the people in this office will likely VETO your request.

Card 4 Clue: You can go to this place to read about the POWERS RESERVED TO THE STATES. Or you can read about anything, really.

Card 5 Clue: If you want to be DIRECTLY involved in a hands-on project, this (always crowded) classroom would be the best place to go.

Card 6 Clue: Congress might have the power to REGULATE COMMERCE, but the teacher in this room regulates your Government grade!

Card 7 Clue: We all know that the PREAMBLE begins with, “We the people of the United States, in Order to form a more perfect Union…”. I chose to form a sometimes-perfect union with this guy.

Card 8 Clue: The SUPREMACY CLAUSE proves that the federal law dominates any other law. If you want to dominate in the sport I coach, you should go here.

Card 9 Clue: The REPUBLICAN FORM OF GOVERNMENT PROTECTS US FROM INVASION, just like this guy protects this school from invasion.

Card 10 Clue: The SUPREME COURT JUSTICES SERVE FOR LIFE OR GOOD BEHAVIOR. If your behavior is less than ideal, you’ll probably be sent here.

Appendix C: Group Assignment on Principle of the Constitution

Principles of the Constitution Group Project

Create a poster that defines and explains one principle of the constitution. Your poster should include the principle, a definition in your own words, and it’s role in the government. / Create a video that defines and explains one principle of the constitution. Your poster should include the principle, a definition in your own words, and it’s role in the government. / Write a poem or rap that defines and explains one principle of the constitution. Your poster should include the principle, a definition in your own words, and it’s role in the government.
Write a speech that defines and explains one principle of the constitution. Your poster should include the principle, a definition in your own words, and it’s role in the government and why it’s important. / Create a comic strip that defines and explains one principle of the constitution. Your poster should include the principle, a definition in your own words, and it’s role in the government. / Draw a political cartoon that defines and explains one principle of the constitution. Your poster should include the principle, a definition in your own words, and it’s role in the government.

Points Rubric

Component / Points
All students participate in the project throughout the class period. / _____ / 5 points
Identify Constitutional Principle / _____ / 10 points
Define Constitutional Principle / _____ / 15 points
Explains Role of Constitutional Principle / _____ / 20 points
Total / _____ / 50 points