WE THE PEOPLE: THE CITIZEN AND THE CONSTITUTION WORKSHOP FOR TEACHERS
Karen Rouse, West Sylvan Middle School, Portland Public Schools
[email protected]
Level 2 / Middle School Packet Contents:
• Cover Sheet: We the People Unit essential questions with topics for each hearing question. .................................................................................................................................................................. 2 • How does the We the People curriculum fit into the 8th grade social studies curriculum? . 3 • How to Prepare Students for Simulated Congressional Hearings .................................................. 4 • Student handout for Unit 2, Lesson 11: Massachusetts Sate Convention: Is a New Constitution Needed? ........................................................................................................................................ 6 • Student handout for Hearing Preparation ................................................................................................ 8 • Student handout: Analysis of Hearing Questions .................................................................................. 9 • Successful Congressional Hearings: what works – student suggestions .................................. 10 • Legislative Hearing Preparation - Individual Scoring Guide ......................................................... 11 • Legislative Hearing Scoring Guide - for Group ...................................................................................... 12
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
Essential Questions
John Locke Republican Form of Government Constitutional Governments
Declaration of Independence Colonial Governments & British Control Articles of Confederation
Economic systems of North and South Articles I, II, & III of the Constitution Representation in Congress
Federalism Judicial Review Political Parties
Freedom of religion Freedom of speech Right to due process
Informed citizenry Participation in politics & community International dependence, influence & interaction
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
We the People: The Citizen and the Constitution Level 2
Rouse How does the We the People curriculum fit into the 8th grade social studies curriculum? The WTP text is a history of the ideas that shaped our Constitution rather than a history of events and people. Therefore it supplements my 8th grade social studies curriculum. Before I reach for the WTP texts, my students study Native Americans, colonization and the early colonies, and the road to Revolution. Introduction: I introduce the WTP curriculum through an older Teachers’ Curriculum Institute (TCI) activity: “Meet the press – Can the People be Trusted to Govern?” In this activity, students portray and question seven 17th & 18th century philosophers of government including John Locke, Thomas Hobbes, Abigail Adams, Benjamin Banneker and others. This activity can be found in the old TCI blue binder, The Constitution in a New Nation. This excellent interactive activity prepares students for WTP’s Unit 1, “What were the founders’ basic ideas about government?” Timing: Each unit can be taught comfortably in two-three weeks, but most can, with edits, be squeezed into a week. If you have less time, then consider completing fewer units in greater depth rather than blasting through all six too quickly. If you intend to complete the entire curriculum thoroughly, assume one quarter. Preparation for the culminating activity, the final simulated legislative hearings, will take another one-two weeks. Of course, as the teacher, you have complete control over how much of the WTP curriculum you cover. Regardless of how many units you cover, be sure to leave time for the simulated legislative hearings. Last year I wrapped up my U.S. history curriculum in early May and ended the year with the students preparing for and participating in simulated hearings. I found this an ideal end to a rigorous year: the group activity challenged and engaged the students at a time when focus is not guaranteed, and they were able to draw on a full year of U.S. history, Supreme Court cases, and current events for their hearing. Incorporate Interactive Teaching Strategies: Throughout the curriculum, consider integrating “best practice” ideas from other sources. The WTP text relies too much on “discuss” as a primary teaching tool. On the other hand, the “Instructional Methodology” section in the introduction of the teacher’s edition explains how to implement numerous interactive teaching strategies, including legislative hearings, legislative debates, pro se court, moot court, town meeting, debate, and more. This is an invaluable resource. Integrate Current Events: The WTP curriculum comes alive for the students when current events are integrated into the lessons each and every day. It is this real-life application that helps the students understand the connection between our Constitution and what’s happening in our world at the local, state, national and global levels. A few sources include: Classroom Law Project’s weekly in-depth analysis of a current event, Junior Scholastic, The New York Times UpFront magazine, CNN Student News, and Flocabulary’s Week in Rap. Community Members as “legislators:” The culminating activity, the simulated hearings, will have the biggest impact on your students if the “legislators” to whom your students are testifying are members of the community – not you. Possible “legislators” include: members of the school board, school principal, district superintendent, city council members, state legislators, staff or active volunteers for civically engaged organizations (League of Women Voters, Bus Project), local attorneys, etc. The Classroom Law Project can help you identify possible folks for this important task. Page 3
Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
We the People: The Citizen and the Constitution Level 2 Rouse How to Prepare Students for Simulated Congressional Hearings The best way to prepare students for the simulated congressional hearings is to actually DO them. Some teachers break their students into six groups at the end of each unit. Each group prepares for and presents their response to one of the three unit questions. Others hold practice hearings at the end of Unit Two and again at the end of Unit Four. For practice hearings, students need about one hour of class time to prepare. Many students will feel more confident if they have that night to fine-tune their writing and speaking. In addition to conducting practice hearings, the following activities will help prepare students for the hearings. Unit 1: What were the founders’ basic ideas about government? - Lesson 4, p. 35-39: Class hearing on limiting the king’s power (based on the tragedy of Antigone.) The “Council of Advisers” will “take testimony” from five groups. o Level 1 alternate: The “Ship’s Dilemma” Unit 2: What shaped the founders’ thinking about government? - Lesson 11, p.101: Debate articles of confederation and the need for a new constitution. Make more “real” by holding a state convention. Students running the debate will be the state’s delegates to the Constitutional Convention. (Lesson included in packet) Unit 3: What happened at the Philadelphia Convention? - Lessons 13-15: Groups solve Constitutional Convention issues of representation, slavery, and powers of congress. o History Alive alternative: Chapter 8, “Creating the Constitution,” includes a reenactment of the Constitutional Convention. Debated issues include representation, slavery and election of the executive. o Zinn Education Project alternative: “Constitution Role Play: Whose ‘More Perfect Union’? and The Constitutional Convention: Who Really Won?” http://zinnedproject.org/materials/constitution-role-play/ Unit 4: How was the Constitution used to establish our government? - Lesson 18, p. 160-163: Federalist and Anti-federalists debate Unit 5: How does the Constitution protect our basic rights? - Lesson 23, p. 204-205: Free speech, Hazelwood School District v. Kuhlmeier (1988). Have students work in groups of three. Each group, a “supreme court,” must read the background and the arguments for the case, discuss the merits of each argument, and render a decision. o History Alive alternative: Chapter 10, “Bill of Rights,” includes response groups for four Supreme Court cases: Tinker v Des Moines; Hazelwood SD v Kuhlmeier; Wallace v Jafree; New Jersey v. T.L.O. This lesson is far more interactive than WTP 23. Students are members of the Supreme Court. - Lesson 25, p. 223: Increasing voter participation. Use the lesson from Deliberating in a Democracy on compulsory voting. All students become familiar with both sides of the Page 4
Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
issue – a key skill in an effective hearing. http://www.did.deliberating.org/lessons/index.html - Lesson 26 enhancement, Zinn Education Project: “‘If There Is No Struggle…’: Teaching a People’s History of the Abolition Movement.” http://zinnedproject.org/materials/ifthere-is-no-struggle-teaching-a-peoples-history-of-the-abolition-movement/. - Lesson 27, p. 236-238: In re Gault (1967). Have students conduct a moot court on the case. http://www.classroomlaw.org/files/Gault_Moot_Court.pdf. “This lesson serves a dual purpose. Students will be able to acquire the substantive knowledge of the issues presented and also learn important concepts about how the judicial system functions to safeguard the fundamental rights of citizens.”
Unit 6: What are the responsibilities of Citizens? - Lesson 29, p. 260-261: Determine a student’s best course of action when s/he determines that a school policy is unfair. o Use a lesson from Deliberating in a Democracy on a controversial issue that your students will find compelling. All students become familiar with both sides of the issue – a key skill in an effective hearing. http://www.did.deliberating.org/lessons/index.html
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
Unit 2, Lesson 11, Massachusetts Sate Convention: Is a New Constitution Needed? Group 1, Defend the Articles What: It’s April in 1787 and your state, Massachusetts, will send a handful of delegates off to the national convention in Philadelphia. In preparation, Massachusetts has called for a state convention to hear the views of the people. Who will be there: defenders of the Articles of Confederation, people that believe that the Articles should be revised to correct their weaknesses, people that want to scrap the Articles and write a new constitution, and the delegates who will attend the national convention in Philadelphia. Your job: Defend the Articles of Confederation as the best way to organize the national government. You should rely on the arguments in favor of a weak national government and strong state governments. Examine the successes of the national government. Argue that the Articles should be kept AS IS. Work as a team: Determine your key arguments and divide up the work. You’ll need an introductory speech (1 minute), and several supporting arguments (and the evidence that supports each argument) written and ready to go. Use ALL resources at your disposal – WTP, History Alive, notes, etc. to develop and support your best arguments. Convention Will Begin:
Unit 2, Lesson 11, Massachusetts Sate Convention: Is a New Constitution Needed? Group 2, Revise the Articles What: It’s April in 1787 and your state, Massachusetts, will send a handful of delegates off to the national convention in Philadelphia. In preparation, Massachusetts has called for a state convention to hear the views of the people. Who will be there: defenders of the Articles of Confederation, people that believe that the Articles should be revised to correct their weaknesses, people that want to scrap the Articles and write a new constitution, and the delegates who will attend the national convention in Philadelphia. Your job: Defend the Articles of Confederation as the best way to organize the national government. However, recognize that the existing Articles are not entirely effective. You should rely on the arguments in favor of a weak national government and strong state governments. Examine the successes of the national government. Argue that the Articles should be kept, but revised to make up for their weaknesses. You will need specific suggestions for what should be changed and why. Work as a team: Determine your key arguments and divide up the work. You’ll need an introductory speech (1 minute), and several supporting arguments (and the evidence that supports each argument) written and ready to go. Use ALL resources at your disposal – WTP, History Alive, notes, etc to develop your best arguments. Convention Will Begin: Page 6
Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
Unit 2, Lesson 11, Massachusetts Sate Convention: Is a New Constitution Needed? Group 3, Write a new constitution What: It’s April in 1787 and your state, Massachusetts, will send a handful of delegates off to the national convention in Philadelphia. In preparation, Massachusetts has called for a state convention to hear the views of the people. Who will be there: defenders of the Articles of Confederation, people that believe that the Articles should be revised to correct their weaknesses, people that want to scrap the Articles and write a new constitution, and the delegates who will attend the national convention in Philadelphia. Your job: Argue to throw away the Articles and write a new constitution. Examine the arguments against a weak national government and the problems with the Articles. Examine the events of Shays’ Rebellion as one example of problems that arise when there is no strong national government. Explain why you believe that the nation needs a new constitution. Work as a team: Determine your key arguments and divide up the work. You’ll need an introductory speech (1 minute), and several supporting arguments (and the evidence that supports each argument) written and ready to go. Use ALL resources at your disposal – WTP, History Alive, notes, etc to develop your best arguments. Convention Will Begin:
Unit 2, Lesson 11, Massachusetts Sate Convention: Is a New Constitution Needed? Group 4, State Delegate – take testimony What: It’s April in 1787 and your state, Massachusetts, will send a handful of delegates off to the national convention in Philadelphia. In preparation, Massachusetts has called for a state convention to hear the views of the people. Who will be there: defenders of the Articles of Confederation, people that believe that the Articles should be revised to correct their weaknesses, people that want to scrap the Articles and write a new constitution, and the delegates who will attend the national convention in Philadelphia. Your job: You are the Massachusetts delegates who will attend the national convention in Philadelphia. You must determine the will of the people, what’s best for Massachusetts and what’s best for the nation. Prepare questions to ask the other three groups. During the convention, which you will lead, listen to the arguments, pose your questions, ask clarifying follow-up questions, and determine the best course of action for the state of Massachusetts. Work as a team: Determine what must be done and divide up the work. Use ALL resources at your disposal – WTP, History Alive, notes, etc to develop your best arguments. Convention Will Begin: Page 7
Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
We the People Hearing Preparation
Essential Ingredients: During the mock congressional hearing, your team has four minutes to answer the assigned question. Every member of your team must participate. Your team gets to determine how to split up the responsibilities. Your response should: - Answer all aspects of the question. This is the most important part! - Fit together as a whole. It should include a brief introduction, cover all points, and wrap up with a conclusion. - Refer to historical documents and events - Connect the issues to current events - Quote historical and/or modern figures - Apply the Constitution - Refer to relevant Supreme Court case(s) You have options for planning your presentation. It doesn’t matter which method you follow as long as EACH PERSON knows for what s/he is responsible. Here are two possible approaches: Option 1 First read and discuss the question. Be sure that everyone understands what the question is asking. Second divide up the question into parts & assign a part to each person in your group. Research and write individually. Come back together to share what you’ve researched & written. Based on this, determine, as a group, how and where to include the essential ingredients (listed above). Help each other. You are a team! OR Option 2 First read and discuss the question. Be sure that everyone understands what the question is asking. Next, assign the tasks listed below to members of your group. Research individually. Come back together to share what you’ve found. Based on this, determine, as a group, who is responsible for answering specific parts of the question. Help each other. You are a team. Topic sentence that restates and clarifies the question 1) Vocabulary to be defined 2) Relevant history 3) Constitutional application 4) Supreme court case if relevant 5) Current events that relates to the main topic 6) Quote that relates to topic 7) Why is it relevant to you. In other words, why is this issue & topic important?
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
We the People
- Analysis of Hearing Questions, Unit ___, Question focus:
Total number of questions included? ___ Essence of each question?
What terms need to be defined & understood?
Are there any implied questions? (questions that aren’t directly stated)
What historical background is needed?
What are the primary Constitutional, legal (e.g. court cases) and/or political issues in the question? What are the potential sources for evidence & reference?
Current issues & current events related to the above? What are the potential sources for evidence?
Why are they asking this question? Why is it important? How is it relevant?
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
Successful Congressional Hearings: What Works
-- Suggestions from 8th grade students at West Sylvan Middle School
Preparation ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
Select a group leader with strong organization skills + rescue 911 to help Understand the question before you answer (what does the question ask?) Use the scoring guide to help prepare Include Historical events & documents (e.g., Magna Carta) Read and use the Constitution! Use previous cases from U.S. Supreme Court- Brown v. Board of Education; Tinker v. de Moines; Re Gault Use famous quotes to make your point Use current events - stay informed Restate the question Present more than one side- “Some people would say...” Define terms- especially those included in the question Stay organized Make sure everyone edits Make sure everyone knows vocabulary Write a strong beginning and ending Everyone needs his/her own note cards for presentation
Presentation
! Plan presentations for only 3 minutes 59 second (don’t go over!); 6 minutes of follow-up question & answer. ! Smile and sit up - dress professionally ! Use your voice well - be heard and expressive ! Make eye contact ! Look at your colleagues when they are talking. Act interested! ! Speak clearly and confidently- No Deer in the Headlights ! Be serious ! Work as a group - one person cannot dominate; all need to speak ! Use a conversation style - back and forth presentation ! Pay attention when you and your unit members are answering follow-ups. ! Answer follow-up questions, even if not entirely sure of answer ! Help each other: “I think what my colleague meant to say...”
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Karen Rouse, West Sylvan Middle School, Portland Public Schools, 2015
