Assignment #4: One-Day Constitution Lesson Plan

For this assigment, you will each pick a partner as you will be working in pairs. Each of ten pairs will be assigned a certain Article(s) of the Constitution to read, discuss, ask and answer questions, and then, to create a one-day lesson plan that you will teach in a small group of five students. On the day that the assignment is due, October 13, you will work in four different groups - one person from each pair will work in a group of five while the other person from each pair will work with the second group of five. This way, every person in the group will learn about each Article of the Constitution. You will have one day during class time to either work together in the classroom, go to the library, or go to a computer lab. You must check in with your professor before going elsewhere to work. I will be available in the classroom for any assistance.

While researching your Article in the Constitution and preparing to create a lesson plan, remember that if your students are going to be interested in the Constitution - a document that effects their everyday lives - it must be taught in a manner that makes it interesting and relevant to your lives. BE CREATIVE WITH THIS LESSON - TEACH IT THE WAY THE CONSTITUTION DESERVES TO BE TAUGHT!!!. Directions for the lesson plan are as follows:

• Pair #1 and 6: Article 1, Sections 1, 2, 3, 4, and 5 - The Legislative Branch.
  • Read Article 1, Sections 1-5 either individually or together.
  • Identify and answer any vocabulary questions.
  • Read the section below "Goal #4: To understand the controversies and compromises that accompanied the creation of the governmental structures under the Constitution." Be sure you fully understand any controversies and compromises that were made when the Founders created Article I, Sections 1-5.
  • Read the website "What is most teachable about the Constitution" at http://users.humboldt.edu/ogayle/hist420/TeachableConstitution.html
  • Address the following questions and be sure you both know the answers.
    • What is the bottom line message in Section 1?
    • What is the most important point in Section 2?
    • What is the most important point in Section 2.2?
    • How and why was Section 2.3 changed by the 14th Amendment?
    • Who are "those bound to Service?"
    • What is the bottom line message in Section 3?
    • How did the 17th Amendment change Section 3.2?
    • Who can be a Senator?
    • What is the Vice President's job?
    • What is impeachment and who in solely in charge of impreachment proceedings?
    • What is important about Section 4?
    • What are the responsibilities of House members in Section 5.1 and why are they be important?
    • How might the Senate practice of filabustering factor into Section 5? And the rule of cloture?
    • What are the requirements of Sections 5.3 and 5.4?
  • Finally, using a modified lesson plan template found by clicking here, write a one-day lesson that focuses on the 5 most important things you should teach your students about Article I, Sections 1-5? You must include any discussion of debate and compromise that occurred while the Founders deliberated Article I, Sections 1-5..

• Pair #2 and 7: Article 1, Sections 6, 7, 8, 9, and 10 - The Legislative Branch
  • Read Article 1, Sections 6-10 either individually or together.
  • Identify and answer any vocabulary questions.
  • Read the section below "Goal #4: To understand the controversies and compromises that accompanied the creation of the governmental structures under the Constitution." Be sure you fully understand any controversies and compromises that were made when the Founders created Article I, Sections 6-10.
  • Read the website "What is most teachable about the Constitution" at http://users.humboldt.edu/ogayle/hist420/TeachableConstitution.html
  • Address the following questions and be sure you both know the answers.
• What is the single most important point for Section 6? How did the 27th Amendment change this, or did it?
• Why is Section 7 considered to be one of the most important sections of the Constitution? What does it require?
• What is a veto? A pocket veto - and how are they discussed in Section 7.2?
• What is an enumerated power? Which of these 18 enumerated powers do you think are most important to understand? Why?
• Article I, Section 8.3 is one of the most important but least understood of the Congressional powers. By what name is this clause commonly referred? What is its bottom line message?
• What is Naturalization (Section 8.4)? How is this changed by the 14th Amendment?
• What is the bottom line message of Section 8.14?
• What is the importantce of Section 9.1?
• Section 9 contains one of two rights specifically mentioned in the Constitution. Where and what is it and how would you define it? Has this right ever been suspended? When?
• Section 10 explains the limits on the powers of the state. Pick 2 of these limitations you feel are most important to understand and explain why.
• Finally, using a modified lesson plan template found by clicking here, write a one-day lesson that focuses on the 5 most important things you should teach your students about Article I, Sections 6-10? You must include any discussion of debate and compromise that occurred while the Founders deliberated Article I, Sections 6-10?.

• Pair #3 and 8: Article II, Sections 1, 2, 3, 4 - The Executive Branch
  • Read Article I1, Sections 1-4 either individually or together.
  • Identify and answer any vocabulary questions.
  • Read the section below "Goal #4: To understand the controversies and compromises that accompanied the creation of the governmental structures under the Constitution." Be sure you fully understand any controversies and compromises that were made when the Founders created Article II, Sections 1-4.
  • Read the website "What is most teachable about the Constitution" at http://users.humboldt.edu/ogayle/hist420/TeachableConstitution.html
  • Address the following questions and be sure you both know the answers.
    • How is the Executive Branch organized?
    • How is the President elected?
    • How is the Vice President selected? What Amendment changes how the Vice President is selected? What are those changes?
    • What is the Electoral College? How is the Electoral College created? Does the number in the Electoral College always stay the same?
    • Can the popular vote for President differ from the vote of the Electoral College?
    • If the President is removed from office what happens to the Vice President? If the President is removed from office who becomes the President?
    • Describe the powers of the President.
    • What does Section 2 say about the powers of the President as Commander-in-Chief ?
    • What is a Cabinet?
    • What is a pardon? Can the President pardon any crime?
    • What are treaties?
    • Describe the duties of the President as written in Section 3 of Article II?
    • What does Section 4 of Article II of the Constitution do?
    • How is the impeachment of the President and other federal officials carried out in Congress?
  • Finally, using a modified lesson plan template found by clicking here, write a one-day lesson that focuses on the 5 most important things you should teach your students about Article II, Sections 1-4? You must include any discussion of debate and compromise that occurred while the Founders deliberated Article II, Sections 1-4?

• Pair #4 and 9: Article III - The Judiciary
  • Read Article III either individually or together.
  • Identify and answer any vocabulary questions.
  • Read the section below "Goal #4: To understand the controversies and compromises that accompanied the creation of the governmental structures under the Constitution." Be sure you fully understand any controversies and compromises that were made when the Founders created Article III.
  • Read the website "What is most teachable about the Constitution" at http://users.humboldt.edu/ogayle/hist420/TeachableConstitution.html
  • Address the following questions and be sure you both know the answers.
• What is the highest court in the country? Is it the only court?
• How are other courts established?
• How long can a Supreme Court judge sit? Can a judge retire or resign when they wish? Are judges paid?
• How many justices are appointed to the Supreme Court? How is the Chief Justice selected?.
• What does original jurisdiction mean? Where does the Supreme Court have original jurisdiction?
• What does appellate jurisdiction mean? Where does the Supreme Court have appellate jurisdiction?
• What right is set up in Section 2?
• Where will your trial occur if you are accused of a crime?
• What kind of case does the judiciary not have jurisdiction over?
• What is treason? Who determines the punishment for treason?
• Finally, using a modified lesson plan template found by clicking here, write a one-day lesson that focuses on the 5 most important things you should teach your students about Article III? You must include any discussion of debate and compromise that occurred while the Founders deliberatedt Article III?

• Pair #5 and 10: Articles IV (States rights and responsibilities), Article V (Amendments), and Article VI ( Roles and Responsibilities of the U.S.)
  • Read Articles IV, V, and VI either individually or together.
  • Identify and answer any vocabulary questions.
  • Read the section below "Goal #4: To understand the controversies and compromises that accompanied the creation of the governmental structures under the Constitution." Be sure you fully understand any controversies and compromises that were made when the Founders created Articles IV, V, and VI.
  • Read the website "What is most teachable about the Constitution" at http://users.humboldt.edu/ogayle/hist420/TeachableConstitution.html
  • Address the following questions and be sure both of you know the answers.
• If you are convicted of a crime in your state, can you move to another state so you have no criminal record?
• What is extradition? Do states have to extradite criminals or can they choose not to if they feel the other state is being unfair?
• When slavery was legal what had to happen to runaway slaves?
• Is it possible for the United States to accept more states into the Union?
• If a large city within the state wanted to break off and become its own state could it?
• If a state joins the Union and had certain lands, could the government determine they no longer had those lands upon entry into the Union?
• Puerto Rico is a territory of the United States. What rights and responsibilities do territories have?
• Could Kentucky's governor decide to appoint all the state's offices and pass all the laws he wants when he wants?
• What happens if California is attacked or invaded?
• What has to happen to make an Amendment to the Constitution?
• How can a National Convention be called?
• What is ratification and how does it occur?
• If there is an argument between a state and the US, which would win?
• If you don't want to uphold the laws of the United States can you become a member of Congress? Of your state government instead of the federal?
• Can the oath of office require you to be Christian?
• The current oath has "So help you God" at the end. Is this a religious test? It can be interpreted as such therefore it may not be required to take office.
• Finally, using a modified lesson plan template found by clicking here, write a one-day lesson that focuses on the 5 most important things you should teach your students about Articles Articles IV, V, and V? You must include any discussion of debate and compromise that occurred while the Founders deliberated Articles IV, V, and V?

On October 20, each pair must come to class with the typed, grammatically correct lesson plan. Then, one person from each pair will enter one group of five while the other person in the pair will enter the other group. Both groups must follow these directions:

• Each person - beginning with the person who co-wrote the lesson plan for Article I, Sections 1-5 and ending with the person who co-wrote the lesson plan for Articles IV, V, and VI - will describe the following components of the lesson plan: the hook, the theme the lesson plan highlights, the content describing the most important things that students must know about the Article(s), and any compromises that occurred when the founders were debating the articles. Any other information can be included. Each presentation must be no more than 15 minutes in length.
• When each person has explained their Article(s), the entire group should engage in a conversation about the "bottom line" ideas that must be taught in any lesson on the Constitution.