TITLE:US CONSTITUTION AND AMENDMENTS AUTHOR:Hollie Boyle, Bandera Junior High, TX GRADE LEVEL/SUBJECT:ΚΚ4 - 12 OVERVIEW:Many students feel the U.S. Constitution has no relevance on their lives. PURPOSE:The students will begin to learn about our framework for government and examine the actual document ans see its direct impact on their lives. OBJECTIVES:The students will be able to: 1. Understand the purposes of government listed in the Preamble. 2. To become familiar with the different Articles and Amendments of the Constitution. 3. To understand the various powers of the Executive, Legislative, and Judicial branches that are listed in the Constitution. RESOURCES/MATERIALS:Copies of the Constitution, butcher paper, magazines ACTIVITIES AND PROCEDURES: The following activities work best if used after a very preliminary discussion of the Constitution. An appropriate time would be after students have studied why the Articles of Confederation failed and eh development of the Constitution. 1. Using an overhead transparency or a copy of the Constitution, read the Preamble. Briefly discuss the purposes of government listed in the Preamble. Divide students into six groups. Assign each group a purpose of government listed in the Preamble. (To form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote general welfare, and secure the blessings of liberty.) On butcher block paper, instruct each group to list specific provisions in the Constitution which grant the government power to fulfill these purposes. Ask each group to select a spokesperson to explain their list to the class. Discuss. 2. Divide the class into groups of three students each. Using magazines or newspapers have them find five pictures each that illustrate a part of the Constitution. For example a picture of President Bush could be used for Article 2 Section 1 Clause 1. This can be abbreviated A2 Si C1. Each student would paste their five pictures on a sheet of paper and write the A S C numbers below the pictures with a brief explanation which in this case would be Chief Executive. Each picture must depict a different part of the Constitution. No two pictures should represent the same thing. 3. Play CLAIM YOUR POWERS. Divide the class into three groups representing the three branches of government; executive, legislative, and judicial. If the class is large, two groups may represent each branch. Provide each group with two signs: "Claim" and "Do Not Claim." Each branch will also need the list of its powers stated in the Constitution. Tell the class that in this activity they will be acting as a branch of government and that it is their responsibility to maintain the powers granted to them in Articles I, II, or III of the Constitution. Tell the class that you will read a series of situations, each involving a power of one or more branches of the government. In some instances, a branch will have the sole power; in others, the power may be shared. After each situation is read, each group will have one minute to discuss the situation and decide if the power described belongs to its branch and to find the part of the Constitution justifying that decision. At the end of one minute, the leader will say the word "vote" and each group must hold up a card, either "Claim" or "Do Not Claim." Every group must vote on each situation. Each group will then explain its reasons for its decision, and the teacher and students representing the other two branches will rule on the accuracy of the choice. Scoring is as follows: a. Two points will be given for correctly claiming and justifying the claim of power. b. One point will be given for correctly voting to not claim a power. c. A zero will be given to a group incorrectly claiming or not claiming a power. You, the teacher, may make up your own situations or use the following: a. A bill is to be considered requiring automobile manufacturers to install seat belts in all new cars. (ex and leg) b. A case is being appealed from the Texas Supreme Court. (jud) c. The President has prepared his budget message for Congress. (ex) d. An amendment to balance the budget has been proposed. (leg) e. The President requires appropriations to fund his "Star Wars" defense plan. (leg) f. A treaty involving nuclear arms limitations is being negotiated between the U.S. and the U.S.S.R. (leg and ex) g. A judge has been convicted of bribery. (jud) h. An ambassador's son is arrested for driving while intoxicated in Washington, D.C. (jud) i. In his campaign platform, the President promised to abolish the 55 mph speed limit. (ex) j. The Justice Department requests that the 1973 abortion decision (Roe v. Wade) be overturned so that states may set their own abortion policies. TYING IT ALL TOGETHER: These activities are wonderful for introducing the Constitution to students as well as reinforcement. The activity where the students depict the Constitution with magazine pictures can be graded on accuracy. Just make sure that if a student interprets in a creative way that it is accepted.
Click here to return to OFCN's Academy Curricular Exchange
Click here to return to OFCN's Academy
Click here to return to OFCN's Main Menu
John Kurilecjmk@ofcn.org