UNIT 6 Why THIS type of government? How did we get here?

UNIT 6 Why THIS type of government? How did we get here? Elaborated Unit Focus The idea behind this unit is that students, with all the working knowledge they have acquired the first 5 units, can now take a critical look at how our form of government came to be. By focusing on beliefs and ideals, students will get a better understanding of decisions made at the Constitutional Convention, the historical basis for our government, and the fundamental principles found in the Constitution. By revisiting distribution of power, students will have a better understanding of checks and balances and separation of powers, as well as a framework for comparing our government with other styles of government. The concept of rule of law appears in this unit to help students understand the need for a constitution, the case of Marbury v. Madison, and historical documents that influenced the writers of the Constitution and Declaration of Independence. Standards/Elements SSCG1 The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. a. Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights. b. Analyze the writings of Hobbes (Leviathan), Locke (Second Treatise on Government), and Montesquieu (The Spirit of Laws) as they affect our concept of government. SSCG2 The student will analyze the natural rights philosophy and the nature of government expressed in the Declaration of Independence. a. Compare and contrast the Declaration of Independence and the Social Contract Theory. b. Evaluate the Declaration of Independence as a persuasive argument. SSCG3 The student will demonstrate knowledge of the United States Constitution. a. Explain the main ideas in debate over ratification; include those in The Federalist. b. Analyze the purpose of government stated in the Preamble of the United States Constitution. c. Explain the fundamental principles upon which the United States Constitution is based; include the rule of law, popular sovereignty, separation of powers, checks and balances, and federalism. SSCG4 The student will demonstrate knowledge of the organization and powers of the national government. a. Describe the structure and powers of the legislative, executive, and judicial branches. b. Analyze the relationship between the three branches in a system of checks and balances and separation of powers. SSCG16 The student will demonstrate knowledge of the operation of the federal judiciary. b. Examine how John Marshall established the Supreme Court as an independent, coequal branch of government through his opinions in Marbury v. Madison. SSCG19 The student will compare and contrast governments that are unitary, confederal, and federal; unitary, oligarchic and democratic; and presidential and parliamentary. UPDATED 2/14/11 Page 1 of 6

Enduring Understandings/Essential Questions Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. How does the idea of rule of law manifest itself in the Constitution? In what ways is our idea of rule of law influenced by previous political philosophers? Students will understand that distribution of power in government is based on documents and laws that specify structure combined with contemporary values and beliefs. How effective is the Constitution at distributing power in terms of checks and balances and separation of powers? How does the American distribution of power compare with other forms of government around the world? Students will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. What ideals were in conflict in regards to the ratification of the Constitution? How have the beliefs and ideals found in our early government documents changed or remained the same through our country s development? Sample Balanced Assessment Plan Description of assessment GPS Type of assessment 2 *Informal Observation *Dialogue and Discussion *Self-assessment After reading excerpts from the Declaration of Independence and after some class discussion on social contract theory, have students complete a graphic organizer comparing the two. Once complete, have students assume the role of someone living in the colonies in 1776 who has read the Declaration. They will evaluate in their journal how well the document persuaded them to support the cause for independence. After discussion and assigned reading, have students create a brief skit involving someone who is pro-ratification and someone who is antiratification. 3a *Informal Observation *Dialogue and Discussion Quiz matching connecting certain powers/responsibilities to their correct branch of government. Include a short answer question where students analyze the relationship. 4 *Informal Observation *Dialogue and Discussion *Selected Response Students make a case brief for Marbury v. Madison and create a two stanza limerick describing the importance of the case in terms of separation of powers. *Informal Observation *Self-Assessment Multiple Choice quiz on various government types. 19 *Selected Response UPDATED 2/14/11 Page 2 of 6

Sample Performance Task Performance Task for Unit 6: Why this type of government? Enduring understanding: Students will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. Standards: SSCG 1, 2, 3, 4, 16a, 19 The framers of the Constitution are being accused of plagiarism! A group representing the estates of several political philosophers and writers has served a complaint against members of the Constitutional Convention. Over the next couple of weeks your law firm will assemble a case for the plaintiffs or the defendants. Here is a copy of the complaint: IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLUMBIA The estates of the authors of Magna Carta, the Petition of Rights, and the English Bill of Rights, the estates of Thomas Hobbes, John Locke, and Montesquieu. PLAINTIFFS v. Civil Action The estate of James Madison, et. al. DEFENDANTS Complaint for Compensatory and Injunctive Relief PLAINTIFFS ALLEGE: 1) that this Court has both subject matter jurisdiction over this action and personal jurisdiction over the parties pursuant to 5 U.S.C. 552(a)(4)(B) and 552(a)(6)(E)(iii). 2) that the document entitled The Constitution of the United States of America substantially infringes on specific works written by plaintiffs prior to 1787. a) The Constitution implements theories and ideas specifically put forth in said documents. b) No credit is given to any of the plaintiffs anywhere in the document for creating said theories and ideas, nor are said theories and ideas cited in a bibliography or works cited page. c) This is in violation of copyright law 17 U.S.C. 501. PLAINTIFFS REQUEST: A) an injunction to amend the Constitution with a bibliography citing the sources of the information found within the document. B) award plaintiffs financial damages in an amount no less than $50,000,000. C) the court grant such other relief as it deems necessary. Respectfully submitted, Mr. Lawyer Counsel for Plaintiff UPDATED 2/14/11 Page 3 of 6

Plaintiffs Attorneys: Prepare a presentation to the court citing 10 SPECIFIC examples of theories or ideas from the Constitution and making a link to documents written by the plaintiffs. Be sure to ANALYZE these theories/ideas to make your case stronger. Prepare a closing statement where you describe how beliefs and ideals affect social, political, and economic decisions and why it s important to recognize that. Defendants Attorneys: Prepare a defense where you identify 10 SPECIFIC similarities between the plaintiff s documents and the Constitution, but your job is to ANALYZE these similarities and point out the differences. Prepare a closing statement where you describe how beliefs and ideals affect social, political, and economic decisions but why it is not always necessary to document those ideals. Map and Globe Skills: Information Processing Skills: 1, 3, 4, 6, 8, 11, 15, 16 *Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students. UPDATED 2/14/11 Page 4 of 6

Criteria Scale Content Rubric for Unit 6 Task: Plagiarism Case 1 2 3 (Below Standard) (Needs Improvement) (Meets Standard) 4 (Exceeds Standard) Correctly connects specific ideas in Constitution to a prior document. Makes a direct connection between less that 5 items found in the Constitution and a SPECIFIC document. Makes a direct connection between 5-7 items found in the Constitution and a SPECIFIC document. Makes a direct connection Makes a direct connection between between 8 items found in the MORE than 8 items found in the Constitution to a SPECIFIC Constitution to a SPECIFIC document. document. Identifies specific ideas from the Constitution and describes similarities or differences to their original use. Synthesizes information to explain the importance of beliefs and ideals in terms of either the plaintiff or defendant. For MOST items there is no explanation of how the idea was originally used or how it appears in the Constitution. For MOST items mentioned there is an explanation of how the item was originally used and how it appears in the Constitution. Plaintiffs/Defendants focus on incorrect sides for some items. Summarizes the items Summarizes the items mentioned during the case. mentioned during the case. Plaintiffs explain why it is important to document the beliefs that have influenced our behaviors. Defendants explain how later generations have modified or changed those beliefs so they are not identical anymore. For EACH item mentioned there is an explanation of how the item was originally used and how it appears in the constitution. Plaintiffs focus on similarities. Defendants focus on differences. Summarizes the items mentioned during the case and explains how beliefs and ideals have impacted decisions about government. Plaintiffs explain why it is important to document the beliefs that have influenced our behaviors. Defendants explain how later generations have modified or changed those beliefs so they are not identical anymore. Everything in 3 PLUS: Group picks up on items mentioned from the other side that they did not mention and can correctly explain their side on those items in a rebuttal. Everything in 3 PLUS: Plaintiffs/Defendants use SPECIFIC examples to demonstrate their points. Criteria Scale Visual for presentation is directly linked to case and can be read by teacher from the back of the room. Each group member speaks according to the guidelines. 1 (Below Expectations) Is done, but does not meet any requirements. Two group members give LESS than 2 supporting items OR only one group member speaks during closing argument. Product Rubric 2 (Needs Improvement) Is one of the following: - Not directly linked to presentation - Too small/sloppy to be read from the back of the room. One group member gives LESS than 2 supporting items OR Not all group members give a supporting reason during the closing argument. 3 (Meets Expectations) Meets all requirements. All guidelines are met. 4 (Exceeds Expectations) N/A EACH group member gives MORE than the required examples. UPDATED 2/14/11 Page 5 of 6

Resources for UNIT 6 http://www.constitution.org/ - Contains links to documents that influenced the Constitution and Declaration of Independence and a wealth of other information. UPDATED 2/14/11 Page 6 of 6