Unit 1, Activity 1, Classifying Governments Chart. Civics

Transcription

1 Unit 1, Activity 1, Classifying Governments Chart Civics Blackline Masters, Civics Page 1

2 Unit 1, Activity 1, Classifying Governments Chart Classifying Governments Chart Democracy Aristocracy Autocracy Blackline Masters, Civics Page 1

3 Unit 1, Activity 4, Types of Government Systems Types of Government Systems democracy pure democracy representative democracy oligarchy aristocracy nobility rules absolute monarch autocracy dictator tyrant Blackline Masters, Civics Page 2

4 Unit 1, Activity 5, Fundamental Principles Word Grid Fundamental Principles Word Grid Country Rule of Law Limited government Consent of the governed Constitutionalism Blackline Masters, Civics Page 3

5 Unit 2, Activity 2, Document Summaries Worksheet Document Summaries Describe how each of the following documents contributed to the establishment of a limited government in the United States. * * * * * Magna Carta The Magna Carta was the charter of English political and civil liberties granted by King John at Runnymede, England, in June of The document limited the king s power and is therefore considered the beginning of constitutional government in England. The most notable of rights guaranteed is trial by jury. * * * * * English Bill of Rights (Rights of Englishmen) The Rights of Englishmen were derived from the Magna Carta and verified in the Glorious Revolution of Essentially, the English parliament, in offering the throne to William of Orange in 1688, demanded that the king approve a bill of rights for all Englishmen, which became known as the English Bill of Rights in These rights included the following: The king could not suspend the laws. Only parliament could tax and expend money. There was freedom of speech in parliament. Bail was not to be excessive. Parliament was to meet regularly. * * * * * English Common Law The common law legal system is a system of laws that originated and was developed in England. The laws are based on court decisions and the doctrines implied in those decisions. These laws are based on customs and usages rather than on codified laws. Blackline Masters, Civics Page 4

6 Unit 2, Activity 2, Document Summaries Worksheet (continued) Document Summaries * * * * * Mayflower Compact The Mayflower Compact of 1620 asserted the rights of American colonists under English Common Law. English kings argued that they should rule as absolute monarchs (autocrats) because they had divine right (i.e., they believed they were ordained as sovereign by God and the Church). The nobility and merchants argued that they had rights as Englishmen to choose representatives to parliament a parliament that would control taxes. The Mayflower Compact was an expression by the Pilgrims who agreed to be governed under a compact (e.g., government by the consent of the governed). * * * * * Declaration of Independence By 1775, the experience with British colonialism taught the American colonists that their rights as Englishmen were in competition with the power of the English king and parliament. Ideas expressed in the Declaration of Independence declared: The King had not protected Englishmen from their enemies. All men have unalienable rights (e.g., life, liberty and the pursuit of happiness). All men are equal before the law. The rights of colonists had been violated by taxation and regulation by the English parliament without colonial representation in that legislative body (e.g., without consent of the governed). * * * * * Articles of Confederation The Articles of Confederation was America s first plan of national government,put into effect in It loosely organized the former thirteen colonies into a confederation of thirteen states under a weak national government. It was replaced later by the federal government created under the U. S. Constitution in Blackline Masters, Civics Page 5

7 Unit 2, Activity 2, Articles of Confederation Opinionnaire Worksheet Articles of Confederation Opinionnaire Worksheet Read through the summaries of the provisions of the Articles of Confederation below. Indicate whether each provision strengthened (S) or weakened (W) the national government provided for under the Articles of Confederation. In the space provided under each provision, explain why you made that choice and how the United States Constitution corrected the problem. 1. The Articles created a loose confederation of independent states that gave limited powers to a central government. Circle S W 2. The national government created a single house of Congress. Circle S W 3. Each state would have one vote. Circle S W 4. A unanimous vote was needed to amend the Articles. Circle S W 5. Each state coined its own money. Circle S W 6. Nine of thirteen states must agree to laws. Circle S W 7. No federal courts were created by the Articles. Circle S W 8. No executive existed under the Articles. Circle S W 9. Collection of taxes was unenforceable. Circle S W Blackline Masters, Civics Page 6

8 Unit 2, Activity 3, Mayflower Compact Worksheet Mayflower Compact Worksheet After reading and discussing the opening sentence of the Mayflower Compact, write a sentence describing how the colonists believed in the divine right of the English King. Mark words from the document that support your statement. In the name of God, Amen. We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord, King James, by the Grace of God, of Great Britain, France and Ireland, King, Defender of the Faith, etc. _ Answer the questions that follow this quote from the Mayflower Compact. Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honour of our King and Country, a voyage to plant the first colony in the northern Parts of Virginia; do by these Presents, solemnly and mutually in the Presence of God and one of another, covenant and combine ourselves together into a civil Body Politick, Where did the colonists plan to settle? What did the colonists mean by covenant and combine ourselves together into a civil Body Politick? Which portions of the following quote from the Mayflower Compact would you cite to indicate that they recognized the: rule of law _ rights of Englishmen consent of the governed for our better Ordering and Preservation, and Furtherance of the Ends aforesaid; And by Virtue hereof to enact, constitute, and frame, such just and equal Laws, Ordinances, Acts, Constitutions and Offices, from time to time, as shall be thought most meet and convenient for the General good of the Colony; unto which we promise all due Submission and Obedience. Blackline Masters, Civics Page 7

9 Unit 2, Activity 5, Vocabulary Card on the Principles of Government Vocabulary Card on the Principles of Government Definition Characteristics Vocabulary Word Examples Illustration Blackline Masters, Civics Page 8

10 Unit 3, Activity 1, Analysis of Articles of the United States Constitution Analysis of Articles IV, V, VI, and VII of the United States Constitution Summarize Articles IV, V, VI, and VII in your own words in the space provided. Article IV. Relationships between states and the federal government What does full faith and credit mean? Why is it important that citizens in one state have the rights of citizenship in all other states? What is extradition? How did the Constitution treat runaway slaves? Why is it important that every state have a republican form of government? _ Article V. Amending Process What are the two ways amendments to the Constitution may be proposed? What are the two ways amendments to the Constitution may be ratified? Why did the Founding Fathers make the amending process so difficult? _ Article VI. Legal Status of the Constitution Why was it necessary for the new government to pay its debts? How does the phrase supreme law of the land define power relationships between federal and state governments? Why would government officials need to take an oath? Why would there be no religious tests in order to be a government official? Article VII. Ratification How many states needed to ratify the Constitution before it would go into effect? Blackline Masters, Civics Page 9

11 Unit 3, Activity 1, Governmental Powers Governmental Powers Powers Reserved Concurrent Powers Congressional Powers To the States (Shared) Delegated: Implied: Blackline Masters, Civics Page 10

12 Unit 3, Activity 2, Opinionnaire Opinionnaire Have students complete the following opinionnaire. Students will discuss their answers following completion of the opinionnaires. What Are Your Opinions About the Branches of Government? Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD (strongly disagree). Then in the space provided, briefly explain the reasons for your opinions. 1. The executive branch is the most powerful branch of our government. Your reasons: 2. The legislative branch is the most powerful branch of our government. Your reasons: 3. The judicial branch is the most powerful branch of our government. Your reasons: Blackline Masters, Civics Page 11

13 Unit 3, Activity 3, Constitutional Analysis Constitutional Analysis Article I, U.S. Constitution Article I creates a national legislature that represents the people in making rules governing the country. The article has ten (10) sections. In the spaces provided below, write a summary of each section in your own words. Section 1. Congress What does vested mean? _ Section 2. House of Representatives Who can vote for House members? What are the qualifications for a member to be elected? What does sole power of impeachment mean? What is enumeration? Why did some people count differently? How many representatives does each state have the right to elect? What is their term of office? Blackline Masters, Civics Page 12

14 Unit 3, Activity 5, Governmental Functions Governmental Functions * * * * * Legislative Branch Congress Louisiana Legislature Parish Level House of Representatives: House of Representatives: Parish Council/: Senate: Senate: Police Jury: Majority Leaders: Majority Leaders: Legislative Checks on Executive Legislative Checks on Executive and Judicial Branches: and Judicial Branches: * * * * * Executive Branch Federal Executive Louisiana Executive Parish Executive President: Governor: Parish President: District Attorney: Sheriff: Vice-President: Lt. Governor: Coroner: Assessor: Executive Checks on Judicial and Legislative Branches: Executive Checks on Judicial and Legislative Branches: U. S. Attorney General: Attorney General: Parish Attorney: Executive Cabinet: Executive Cabinet: * * * * * Judicial Branch Federal Courts Louisiana Courts Parish Courts Supreme Court: Supreme Court: Court of Appeals: Court of Appeals: District Court: District Court: District Court: Clerk of Court: Judicial Checks on Executive Judicial Checks on Executive and Legislative Branches and Legislative Branches: Blackline Masters, Civics Page 13

15 Unit 3, Activity 7, RAFT Writing RAFT Writing R Role (role of the writer- newspaper editor) A Audience (to whom or what the RAFT is being written - newspaper readers) F Form (the form the writing will take, as in letter, song, etc. - newspaper editorial) T Topic (the subject focus of the writing - a bill they wish to see passed or rejected) You are a newspaper editor, and you want to convince people to think the way you do. Pick a bill you wish to see passed or rejected. Write a newspaper article trying to convince others of your point of view. Include fact and opinion in your newspaper article. Include a picture in the box. Name of article by caption Blackline Masters, Civics Page 14

16 Unit 3, Activity 9, The Bill of Rights The Bill of Rights Identify the following freedoms and rights with the specific amendments in the Bill of Rights: Amendment Number Freedom or Right (1) freedom of speech (2) freedom of religion (3) freedom of the press (4) freedom of assembly (5) right to petition government (6) right to bear arms (7) freedom from quartering soldiers (8) freedom from unreasonable searches (9) freedom from unreasonable seizure (10) indictment by grand jury before trial (11) no double jeopardy (12) protection from selfincrimination (13) due process (14) eminent domain compensation (15) right to a speedy trial (16) right to a public trial (17) right to trial by jury of one s peers (18) right to confront witnesses (19) right to counsel (20) right to jury trial in civil cases (21) protection from excessive bail or fines (22) no cruel or unusual punishment (23) rights not listed are retained by people Blackline Masters, Civics Page 15

17 Unit 4, Activity 3, Democrat or Republican Democrat or Republican Students should use books or the Internet to find numbers to complete the following chart. Totals should be placed in each category. Louisiana s two U.S. Senators Democrat Republican Other Louisiana s U.S. Representatives Democrats in the Louisiana House Republicans in the Louisiana House Democrats in the Louisiana Senate Republicans in the Louisiana Senate Democrats in the U. S. House of Representatives Republicans in the U. S. House of Representatives Democrats in the U. S. Senate Republicans in the U. S. Senate States with Republican Governors States with Democratic Governors States with a Democratic Legislature (both houses) States with a Republican Legislature (both houses) States with a divided Legislature Blackline Masters, Civics Page 16

18 Unit 4, Activity 4, Political Ideology Word Grid Political Ideology Word Grid Students fill in the grid, indicating the extent to which the political party possesses the stated ideology. Students may fill in the grid with pluses or minuses or they may use a scale of 0, 1, and 2. Party Liberal Moderate Conservative Democratic Party Republican Party Socialist Party Green Party Libertarian Party Greenback Party Communist Party Blackline Masters, Civics Page 17

19 Unit 4, Activity 4, Democrat or Republican Issues Democrat or Republican Issues Have students place a (D) for Democratic Party or an (R) for Republican Party in front of statements or political issues that best describe their principles. Students may interview parents or a political party member to assist them in completing the form. Government should protect social security as it is. Government should protect the life of a fetus. (Right to life) Government should increase the amount of money spent on national defense. Government should give women the right to choose. (Pro-choice) Government should privatize part of social security. Government should raise taxes to meet the social and economic needs of citizens. Private organizations should provide for the social and economic needs of citizens. Government should reduce taxes to promote the economy. Government should reduce taxes at all income levels. Government should reduce taxes on lower and middle income families. Government should regulate the way people use the environment. Government should set aside public lands for public use. (National forests and parks) Blackline Masters, Civics Page 18

20 Unit 4, Activity 5, Propaganda Technique Comparison Propaganda Technique Comparison Advertising/Propaganda Technique Testimonial Product Advertisement Famous Athlete Political Advertisement Famous Business Organization Blackline Masters, Civics Page 19

21 Unit 4, Activity10, Interest Groups and Political Parties Word Grid Interest Groups and Political Parties Word Grid Search for the websites of the following special interest groups and associations. Assess the special interests of each group and fill in the blanks. Determine how each group aligns with political parties and check off the appropriate symbol: R=Republican D=Democratic N=Neutral B=Both Special Interest Group R D N B National Education Association Chambers of Commerce Airline Pilots Association Sierra Club American Legion National Rifle Association American Automobile Association American Association of Retired Persons AFL-CIO American Trial Lawyers Association Blackline Masters, Civics Page 20

22 Unit 5, Activity 7, Classifying Rights Classifying Rights Rights of Citizens Personal Political Economic Blackline Masters, Civics Page 21

23 Unit 5, Activity 7, Classifying Rights with Answers Classifying Rights Rights of Citizens Personal Political Economic due process X free speech X purchase of goods X voting X free association X pay taxes X jury trial assembly join political party X X X open business X religion driver s license X X Blackline Masters, Civics Page 22

24 Unit 6, Activity 1, Opinionnaire BLM What Are Your Opinions About Foreign Policy? 1. America s foreign policy should always be consistent with its political values. Agree Disagree Your reasons: 2. Foreign policy should be practical or idealistic. Agree Disagree Your reasons: 3. America should ally itself with absolute monarchies (e.g., Saudi Arabia). Agree Disagree Your reasons: Blackline Masters, Civics Page 23

25 Unit 6, Activity 2, Classifying Policy Issues Classifying Policy Issues Mark the following political actions as: D=domestic or F=foreign or B=both Income tax rates are reduced by Congress. Tariffs are increased on steel imports. The Americans with Disabilities Act (1990) is passed. The North American Free Trade Agreement (1994) is signed. The federal government borrows money to cover deficit spending. Blackline Masters, Civics Page 24