Civics Learning Goals for the 3 Quarter...

1

Civics Learning Goals for the 3rd Quarter 2017-18

Unit: The U.S. and the World C.4.1 – Differentiate concepts related to U.S. domestic and foreign policy.

- Students will recognize the difference between domestic and foreign policy

- Students will identify issues that relate to U.S. domestic and foreign policy

- Students will analyze the domestic implications of U.S. domestic and foreign policy

- Students will identify the goals and objectives of U.S. domestic and foreign policy

- Students will recognize the role of the U.S. State Department in foreign affairs

C.4.2 – Recognize government and citizen participation in international organizations.

- Students will identify major international organizations in which government plays a role

- Students will recognize that international organizations may be located in the United States

- Students will describe ways that individual citizens and government can seek participation in international

organizations

- Students will examine the ways that government and individuals may support international organizations

C.4.3 – Describe examples of how the United States has dealt with international conflicts

- Students will identify specific examples of international conflicts in which the United States has been

involved

- Students will identify the reasons for the United States becoming involved in past international conflicts

- Students will analyze primary source documents pertaining to international incidents to determine the

course of action taken by the United States

- Students will identify the different methods used by the United States to deal with international conflicts

Model UN

- Students will identify vocabulary relevant to Model UN

- Students will identify the phases of a Model UN conference

- Students will engage in a simulation of Model UN

Unit: Florida State & Local Government C.3.8, C.3.9 – Analyze the structure, functions, and processes of the legislative, executive, and judicial

branches. Illustrate the lawmaking process at the local, state, and federal levels.

- Students will examine the processes of the legislative, executive, and judicial branches of government.

- Students will compare local, state, and federal lawmakers.

- Students will distinguish among ordinances, statutes, and acts on the local, state, and federal levels.

- Students will compare and contrast the lawmaking process at the local, state, and federal levels.

C.3.4 – Identify the relationship and division of powers between the federal government and state

governments.

- Students will define the system of federalism.

- Students will analyze how federalism limits government power.

- Students will compare concurrent powers, enumerated powers, reserved powers, and delegated powers as

they relate to state and federal government.

- Students will analyze the issues related to the Tenth Amendment of the U.S. Constitution.

2

C.3.14 – Differentiate between local, state, and federal governments’ obligations and services.

- Students will evaluate scenarios in order to determine which level of government provides specific services.

- Students will classify government services according to level of government in order to evaluate the role

that each plays in their lives.

- Students will compare the obligations/powers of governments at each level.

- Students will compare the reserved, concurrent and expressed/enumerated powers of government.

C.3.13 – Compare the constitutions of the United States and Florida.

- Students will identify the purposes of a constitution.

- Students will recognize the basic outline of the U.S. and Florida constitutions.

- Students will compare the amendment process of the U.S. and Florida constitutions.

- Students will recognize the U.S. Constitution as the supreme law of the land.

Unit: My Rights and Liberties C.2.4 – Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.

- Students will recognize that the Bill of Rights comprises the first ten amendments to the U.S. Constitution.

- Students will recognize the five freedoms protected by the First Amendment.

- Students will evaluate how the Bill of Rights influences individual actions and social interactions.

- Students will use scenarios to identify rights protected by the Bill of Rights.

- Students will use scenarios to recognize violations of the Bill of Rights or other constitutional amendments.

C.2.5 – Distinguish how the Constitution safeguards and limits individual rights.

- Students will recognize that rights are protected, but not unlimited.

- Students will examine rationales for limited individual rights.

- Students will use scenarios to examine the impact of limits on individual rights on social behavior.

- Students will examine the role of the judicial branch of government in protecting individual rights.

C.3.6 – Evaluate the constitutional rights and their impact on individuals and society.

- Students will recognize how individual rights shape involvement in the social, political, and economic

systems.

- Students will recognize how the social, political, and economic systems in the United States are dependent

upon individual rights.

- Students will use scenarios to recognize and/or evaluate options for exercising constitutional rights.

- Students will evaluate the impact of the government upholding and/or restricting individual constitutional

rights.

C.3.7 – Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of

minority groups in the American political process.

- Students will recognize the rights outlined in these amendments.

- Students will evaluate the impact these amendments have had on various social movements.

- Students will analyze historical scenarios to examine how these amendments have affected participation in

the political processes.

- Students will recognize how the amendments were developed to address previous civil rights violations,

SS.7.C.4.1 Page 3

Understanding U.S. Domestic and Foreign Policy

---------------------------------------------------------------------------------

Level Student Task

4

3 SS.7.C.4.1 Differentiate concepts related to U.S. domestic and foreign policy

2

1 With help from the teacher, the student has partial success with the content

SS.7.C.4.1 Page 4

Key Vocabulary

Domestic Policy, Domestic Affairs, Foreign Policy, Foreign Affairs

____________________ includes those laws focusing on need within our country, or

____________________.

Social welfare, health care, education, civil rights, economic issues and social issues, such as

family law, all fall under the _____________________ category.

____________________ focuses on the nation’s international relations and how the U.S.

interacts with other countries, issues that come up between our country and others are known as

____________________.

____________________ focuses on diplomacy, the work of keeping up relations between the

governments of different countries and then making decisions on how to maintain those

relationships.

To accomplish this, the government relies on diplomats, people skilled in diplomacy, to

maintain relationships with other countries.

The president will sometimes outline his or her ___________________ goals in a written

statement, which becomes known as a doctrine.

Write about it! Domestic and foreign policy are alike because:

Domestic and foreign policy differ because:

One current domestic affairs issues is

One current foreign affairs issue is

I can find out about current domestic and foreign affairs issues by

SS.7.C.4.1 Page 5

Understanding Foreign and Domestic Policy

Executive

department

Domestic or

Foreign Policy

or both?

How do you know? What in the

description supports your answer?

Agriculture

Commerce

Defense

Education

Energy

Health and

Human

Services

Homeland

Security

SS.7.C.4.1 Page 6

Housing and

Urban

Development

Interior

Justice

Labor

State

Transportation

Treasury

Veterans

Affairs

SS.7.C.4.1 Page 7

SS.7.C.4.1 Page 8

Foreign Policy Scenarios

1. Upon President Wilson’s request on April 6, 1917, Congress declared war on Germany and gave the

President the power to lead the army and navy to fight Germany in World War I. ________

2. In 2003, President George W. Bush decided to focus support on a worldwide initiative to help countries

prevent and treat HIV/AIDS. _________

3. In 1949, after World War II, the United States and other democratic countries formed NATO, the North

Atlantic Treaty Organization. It said that if any country was attacked by an outside nation, they would help

defend each other. _________

4. The U.S. government provides advice and help for countries wanting to start new democracies by showing

them how to run fair elections. _________

5. In 1968, the major countries of the world agreed to the “Nuclear Non-Proliferation Treaty,” which is aimed at

limiting the spread of nuclear weapons. As of 2010, over 180 countries have joined. ______

6. In 1990, Iraqi leader Saddam Hussein led Iraqi troops to invade and take over neighboring Kuwait. In

January 1991, Congress authorized President George H. W. Bush to lead U.S. troops into Kuwait and force the

Iraqi troops to leave. ________

7. In response to the January 2010 earthquake that devastated Haiti, the United States has given the country

significant aid in the form of food, water, and medical care. ________

8. The U.S. has a program aimed at helping people in developing countries have access to safe drinking water.

________

9. On December 7, 1941, Japan attacked a U.S. navy base on Pearl Harbor, Hawaii, a U.S. territory at the time. This act

would bring the U.S. into World War II. The next day, Congress passed a war declaration giving President Roosevelt the

power the lead the entire U.S. military against Japan. _________

10. In June 1950, communist North Korea invaded South Korea. The U.S. was supporting South Korea at the

time. As a result of the invasion, President Truman sent U.S. troops as part of a United Nations mission to fight

on behalf of South Korea. ________

11. In 1919, President Wilson wanted the U.S. to agree to the Treaty of Versailles, the overall peace treaty

ending the war in Europe, and to join the League of Nations. The U.S. Senate rejected these actions, so the U.S.

did not ratify the treaty or join the League of Nations. ________

12. After World War II ended in 1945, the U.S. gave more than $13 billion to help rebuild countries and support

their democratic governments. _________

13. In 1993, the U.S., Canada, and Mexico agreed to the North American Free Trade Agreement (NAFTA),

whose goal is to make it easier to trade among the three countries. _________

14. On September 11, 2001, Al-Qaeda terrorists attacked the United States. President George W. Bush asked

Congress for a resolution asking to use military force against those responsible; this led to U.S. troops fighting

in Afghanistan, where Al-Qaeda leaders were based. ___________

SS.7.C.4.1 Page 9

4.1 Review Questions

1. Underline at least two key terms from the question or answer choices that help you answer the question.

2. What is the question asking you to do? □ Identify details in the question □ Recall facts □ Make a connection between ideas

□ Analyze or evaluate information or graphics

3. Eliminate two incorrect answer choices and explain why you believe it is wrong.

4. Circle the correct answer choice and explain how you arrived at this conclusion.






Which action is an example of a domestic policy decision?

A. The Senate votes to ratify a treaty

B. The President nominates an ambassador

C. Congress votes to increase the income tax

D. The president asks Congress to declare war

The statement below was made by Secretary of State Hillary Clinton during a January 23, 2013 Senate hearing.

“It has been one of the great honors of my life to lead the men and women of the State Department…nearly

70,000 serving here in Washington, more than 270 posts around the world. They get up and get to work every

day, often in difficult and dangerous circumstances, because they believe, as we believe, the United States is

the most extraordinary force for peace and progress the world has ever known.”

Source: U.S. Department of State

Based on the statement, which is a goal of U.S. policy?

A. Diplomatic Alliances

B. Homeland security

C. Citizen protection

D. Avoiding conflict

SS.7.C.4.1 Page 10

SS.7.C.4.2 Page 11

International Organizations

International Organizations

Non-Example Who is involved? What is their main purpose?

North American

Free Trade

Agreement

(NAFTA)

Level Student Task

4

3 SS.7.C.4.2 Recognize government and citizen participation in international organizations.

2


Intergovernmental Organization Nongovernmental Organization (NGO)

SS.7.C.4.2 Page 12

SS.7.C.4.2 Page 13

Name of

Organization

Where are the

headquarters?

Who is involved? What is their main purpose?

European

Union

Intergovernmental

NGO

North Atlantic

Treaty

Organization

Intergovernmental

NGO

Red Cross/Red

Crescent

Intergovernmental

NGO

United Nations

Intergovernmental

NGO

United Nations

Children’s Fund

(UNICEF)

Intergovernmental

NGO

World Bank

Intergovernmental

NGO

World Court

Intergovernmental

NGO

World Health

Organization

Intergovernmental

NGO

World Trade

Organization

Intergovernmental

NGO

SS.7.C.4.2 Page 14












Which is an example of a way that a citizen can seek participation in an international organization?

A. E-mail about internship opportunities at the International Red Cross

B. “Like” the Facebook page of the World Trade Organization

C. Request a trial before the World Court

D. Ask to join the United Nations

A. They have decreased community involvement

B. They have increased participation in world affairs

C. They have maintained world peace

D. They have strengthened terrorism

SS.7.C.4.3 Page 15

The U.S. and International Conflict

Key Vocabulary

Cooperation, Conflict, Conditions, Motivations, Actions

In international _______________ and cooperation, countries are either working together or against each other.

The ___________________ have to be just right for conflict or cooperation to occur. When the conditions are

right ________________ come into play—what goals does a particular country have? Finally, countries take

____________ to work together or against each other.

Define international conflict in your own words:

Define international cooperation in your own words:

Level Student Task

4

3 SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts.

2


SS.7.C.4.3 Page 16

SS.7.C.4.3 Page 17

SS.7.C.4.3 Page 18

Three Factors for Conflict or Cooperation

Record the three factors and provide a summary and examples from the text

SS.7.C.4.3 Page 19

Scenario Analysis

Read the scenario you are given and cite specific information from the text that summarizes the answers to the

questions below. Once you have completed the reading and listed your evidence, state your opinion and explain

why you think the U.S. should/should not have been involved in the conflict and what the U.S. could have done

differently (if anything).

Include the following information

Name of conflict

Why did the U.S. get involved?

Who else was involved in the conflict?

What methods did the U.S. use to deal with the conflict?

What was the outcome?

Do you think the U.S. should or should not have gotten involved in the conflict?

What, if anything, could the U.S. have done differently?

Primary Source Analysis

What is happening in this photograph?

What are some of the details that stand out to you?

What is the issue that this photograph is focusing on?

Does the photograph tell some kind of a story? If so, what do you think the story is?

How do the photographs provide an additional perspective or understanding of the war?

How do the photographs relate to what you already know?

SS.7.C.4.3 Page 20












Which presidential action was based on Article I of the U.S. Constitution?

A. John F. Kennedy’s statements about missiles in Cuba

B. Franklin Roosevelt asking Congress to declare was or Japan

C. Dwight Eisenhower’s statements about communism in Africa

D. George H. Bush asking Congress to commit troops for Gulf War I

The newspaper headline below describes an event in U.S. history.

Which course of action taken by the United States is represented in the headline?

A. Treaty ratification

B. Veto override

C. Diplomacy

D. Terrorism

Model UN Page 21

Model UN

Model United Nations’ Conferences Every year in September, delegates from around the world meet at the United

Nations in New York City for the opening of the regular session of the General

Assembly. For 10 days, representatives from 194 member-states attend meetings,

negotiate, and debate in order to address the most pressing issues of an increasingly

interdependent world. While this work begins in the fall, it continues throughout

the year in committee sessions and is carried out by blue-helmeted soldiers and aid

workers around the globe.

Model United Nations places students in the position of those General Assembly,

Security Council, and committee delegates. Through this experience, pairs of

students collaborate with their peers to create solutions for issues of global

significance. Rather than speak from their own perspective, students represent the position of assigned countries.

Negotiating with the other country delegations, often with conflicting values and interest, they work together in order to

create resolutions to address these issues.

Video Introduction

What might be the challenges that a delegate at the UN would face?

Why would countries want to work together at the UN?

Former Secretary General Kofi Annan said the following in 1997: “There is no alternative to the UN. It is still the last

great hope of humanity.”

What is meant by the statement ‘there is no alternative,’ why not?

Do you agree disagree? Why did Kofi Annan say this?

UN reviews counter terrorism strategy.

© UN Photo/Derva Berkowitz

Model UN Page 22

What happens at the U.N?

The Question: Should schools get rid of junk food in vending machines?

The Problem: A middle school is considering eliminating all “junk food” from the vending machines at the

school including: chips, sodas, cookies, candies and gum. They have plans to replace those items with foods

such as apples, granola snacks, and cheese sticks.

School food regulation has become a community debate because research shows that a high calorie diet leads to

health problems and may affect kids’ ability to concentrate in school. The school has held an open meeting to

decide what to do. Keep the following things in mind as you debate: Politicians get campaign money from the

soda companies, the potato chip companies give college scholarships to kids, and there is cheese factory in town

that employs many parents.

Once you have been given your position and biography, address these questions from your new perspective:

Why is this topic important for the school to address?

Why do you care about this topic?

What are your recommendations to the committee on how to best resolve the issue?

Phase 1: Roll Call

Use your name tag template on the next page to participate in the Roll Call

Model UN Page 23

THIS PAGE INTENTIONALLY LEFT BLANK

Model UN Page 24

Model UN Page 25

Phase 2: Understanding the Issue and Presenting Positions

Vocabulary check:

Debate - presenting various sides of an argument or conflict

Delegate – a representative of a larger group

Caucus - a meeting of people who are on the same side of an issue

Moderated - formal, with organized steps or processes

Un-Moderated - informal, with the ability to choose where and when to conduct conversation

You will now be able to present your opinion on the school junk-food issue. Listen for other delegates who

might have the same opinions as you. When it’s your turn, use your notes from page 22 and:

1. Speak clearly and coherently 2. Speak on topic

3. Take notes while listening to others’ speeches so that you can refer to them in your own speech

Which other delegates have similar opinions as you? Write down their names to prepare for the next phase:

Model UN Page 26

Phase 3: Developing, Presenting, and Refining Resolutions

To some degree, this phase looks very similar (and thereby requires many of the same skills!) as phase two. The

major difference is that delegates are writing – as groups – during their un-moderated caucus. When a final

resolution is written, a sponsor presents this ‘working paper’ (what a draft resolution is formally called).

Sponsors then explain their resolution and take questions from the group.

Directions: Form groups with other delegates that have a similar view on the issue. Together you will use this template to create a draft resolution. You will then present these ideas to the larger body (class).

Sponsors*: __________________________________________________________________________

Signatories**: __________________________________________________________________________

The General Assembly,

(a) ______________________________________________________________________

_______________________________________________________________________,

(b) ______________________________________________________________________

_______________________________________________________________________,

(c) ______________________________________________________________________

_______________________________________________________________________,

PREAMBULATORY

CLAUSES:

State three reasons the

committee is

addressing the topic.

Begin each phrase

with a perambulatory

clause. Notice that

each clause ends with

a comma. Use the

examples on the next

page.

Model UN Page 27

1.______________________________________________________________________

_______________________________________________________________________;

2. ______________________________________________________________________

_______________________________________________________________________;

3. ______________________________________________________________________

_______________________________________________________________________.

PREAMBULATORY PHRASES: OPERATIVE PHRASES:

Being aware of… Declares…

Expressing… Encourages…

Expecting... Invites…

Observing that… Recommends…

Recognizing that… Suggests…

Regretting… Supports…

Stressing… Urges…

Phase 4: Voting

Remember that in reality, time would be given for more groups to name their positions and come up with

common values to arrive at compromise positions. In the interest of time we are mostly skipping that step to

move on to voting.

*Sponsors: Countries that help to actually write the draft resolution and WILL vote for it.

**Signatories: Countries that support discussion of the ideas in the resolution. They may or may NOT vote in

favor of it.

OPERATIVE

CLAUSES:

Identify three actions

proposed by the

sponsors. Begin each

phrase with an operative

clause. Notice that

operative clauses end in

a semi-colon. The last

clause ends in a period.

Use the examples on the

next page.

Model UN Page 28

SS.7.C.3.8/3.9 Page 29

Process and Lawmaking: State Level

What Goes In the Box?

Level Student Task

4

3 SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial

branches

SS.7.C.3.9 Illustrate the lawmaking process at the local, state, and federal levels

2


After watching the video “3 Branches Superheroes” answer the following:

What are the 3 branches of government?

Name one power for each branch that you learned from the video:

SS.7.C.3.8/3.9 Page 30

Who Represents Me?

Directions: Conduct research to determine who represents you and what they do at every level of government. Use the

following links to get started:

http://www.myfloridahouse.gov/Sections/Representatives/myrepresentative.aspx?Address=&City=&Zip5=&

http://www.fl-counties.com/directory

Federal

Government

President Donald Trump

Write a summary sentence describing the main responsibility of this position:

Head of the executive branch of government, enforces the laws, heads the Cabinet and

Executive Departments, party leader, commander in chief, chief appointer, chief executive,

chief diplomat, chief of state.

U.S. Senate

1. Bill Nelson

2. Marco Rubio

Summary Sentence:

Shares/checks lawmaking responsibilities with the U.S. House of Representatives

U.S. House of

Representatives

Congressional District #_________

My Representative is:

______________________________________________

Summary Sentence:

Shares/checks lawmaking responsibilities with the U.S. Senate.

State

Government

Governor Rick Scott

Summary Sentence:

Chief executive of the state of Florida.

Florida State Senate

Florida Senate District #__________

My Florida Senator is:

____________________________________________

Summary Sentence:

Shares lawmaking responsibilities with the Florida House of Representatives.

Florida House of

Representatives

Florida House District #______________

My Florida Representative is:

http://www.myfloridahouse.gov/Sections/Representatives/myrepresentative.aspx?Address=&City=&Zip5=&http://www.fl-counties.com/directory

SS.7.C.3.8/3.9 Page 31

County

Government

The county I live in is: Pinellas

The county district I live in is: Pinellas

My representative from this district is: ______________________________

(Circle One)

The county I live in has a: County Commission County Council

Summary Sentence:

Some towns in Pinellas are unincorporated, which means they do not have a city

government so they fall under the jurisdiction of the County Commission and Sheriff’s

Office.

Municipal (City)

Government

The municipality I live in is: ______________________________________________

(Circle One)

My municipal government is called a: city town village

(Circle the options that best describe your city)

The city I live in has a: City Council City Commission

Mayor City Manager

The district I live in is: _____________________________________________

Summary Sentence:

The municipality is the smallest arm of the government but can be the most impactful as it

is right where we live.

School Board

The school district I live in is: Pinellas County Schools

The school board district I live in is: ________________________

The school board member for this district is: _____________________________

Summary Sentence:

The school board is charged with representing the community’s interests in education to

further the goals of the general population.

Adapted from Who Represents Me? Webquest from iCivics: http://www.icivics.org/web-quests/who-represents-me

http://www.icivics.org/web-quests/who-represents-me

SS.7.C.3.8/3.9 Page 32

SS.7.C.3.8/3.9 Page 33

STATE & LOCAL GOVERNMENT

State Government

Legislative Branch

Executive Branch

Judicial Branch

Local Government

SS.7.C.3.8/3.9 Page 34

How Laws Are Made in Florida’s Cities

In Florida, a city is recognized with certain rights and privileges, the most important being home rule. Home rule is self-

government by citizens at the local level. Every city is governed or run by a group of people who make and change laws.

These people run the city because the people in the city voted in an election to let them do so. The people elected to run

the city are usually called mayor, councilmember or commissioner.

The Florida Constitution recognizes that cities may enact their own laws, known as ordinances at the local level, as long

as they do not conflict with state or federal law. In order to propose and vote on ordinances, city councils and

commissions create a meeting schedule. Most councils or commissions meet monthly or bi-monthly. Although cities

throughout Florida are different, there are common procedures for proposing and passing ordinances, as outlined in the

Florida Statutes.

Proposed ordinances must be presented to the council or commission in writing.

A proposed ordinance can only be about one subject and that subject must be clear in the title of the proposed ordinance.

10 days prior to a vote on a proposed ordinance, a notice must be posted in a local newspaper that states the date, time, and place of the meeting at which the proposed ordinance will be voted on, the title of the

proposed ordinance, and a place where citizens can view the full text of the proposed ordinance. This

notice must also let citizens know that any interested or concerned citizens will have an opportunity to

be heard during the meeting.

During the meeting, only a majority of the city council or commission members are required to be present. This majority represents a quorum. In order for an ordinance to be passed, a majority of the

quorum must vote in favor of it.

Votes on the proposed ordinance are kept as official record.

Any ordinance becomes effective as outlined in the proposal or 10 days after the vote.

SS.7.C.3.8/3.9 Page 35

3.8/3.9 Review Questions

What powers do the Florida governor and U.S. president have in common?

A. Deliver State of the Union address, four-year term, Commander-in-Chief, grant pardons

B. Six-year term, grant pardons, make treaties, Commander-in-Chief

C. Grant pardons, veto, deliver State of the Union address, six-year term

D. Veto, grant pardons, chief executive, four-year term






The chart shows the structures of local, state, and national governments. Which choice best completes the

last box in Row 1?

A. Chief Justice

B. City Council

C. Representative

D. Senator






SS.7.C.3.8/3.9 Page 36

SS.7.C.3.4 Page 37

Federalism

Explain how this image can help you understand the system of Federalism:

Level Student Task

4

3 SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state

governments.

2


SS.7.C.3.4 Page 38

Federalism

Explain how this image can help you understand the system of Federalism:

Term Definition Visual Representation

Federal

Government

the organization through

which political authority is

exercised at the national

level, government of the

United States

State

Government

the organization through

which political authority is

exercised at the state level,

government of a specific state

Local

Government

the governing body of a

municipality or county

Federalism is a system of government where power is divided and shared between the

federal (national) government, the state governments and the local governments.

SS.7.C.3.4 Page 39

Confusing Terminology Explained

System of

Gov.

(multiple

levels)

Level of

Gov. FBI Police

People who

supported

the

ratification

of the

Constitution

Arguments

written to

support

ratifying the

Constitution

Central

banking

system of

the U.S.

Federalism X

Federal

Level X X

The Feds X X

The Fed X

Federalists X

Federalist

Papers X

The System of Federalism in the United States

Directions: Read the passage below. Draw a square around every “federal” word, a circle around “state” and a

squiggly line around “local” or “city.” Underline the powers that are given to each of those levels of government. When

you have finished reading, complete the graphic organizer above.

Federalism is found in the U.S. Constitution. In the Constitution, there are powers specifically listed for the

federal government and an amendment about state government powers. Powers set aside specifically for the

federal government are called enumerated or delegated powers. Powers for each branch of the federal

government are located in Articles I, II, and III. Powers for state governments are called reserved powers and

are listed in the Tenth Amendment. Some powers belong to both the federal and state governments. These

powers are called concurrent powers. Local governments get their powers from state constitutions. The Florida

Constitution outlines the organization and powers of county and city governments.

Federal

Government

_______________

Powers

Federal & State

Governments

_______________

Powers

State

Governments

_______________

Powers

Local

Governments

U.S. Constitution Which document?

________________

SS.7.C.3.4 Page 40

Type of Power Definition Examples

Enumerated or

Delegated Powers

powers specifically listed in the

U.S. Constitution for the federal

(national) government only

1. The power to raise and support an army and navy. 2. The power to coin money. 3. The power to declare war. 4. The power to conduct foreign policy. 5. The power to regulate trade between states and

internationally.

Reserved Powers powers that are given to the states

by the Tenth Amendment to the

U.S. Constitution

1. The power to run elections. 2. The power to set up and run schools. 3. The power to establish local governments 4. The power to regulate business in the state.

Concurrent Powers powers shared by the federal

(national) and state governments

from the U.S. Constitution

1. The power to levy taxes (tax the people). 2. The power to establish courts. 3. The ability to borrow money.

Local Government

Powers

powers given to towns, cities and

counties by the Florida

Constitution

1. The power to create speed limits. 2. The power to protect citizens from crime. 3. The power to provide services related to garbage, sewage,

fire protection, and traffic control.

Your Turn: Define Federalism in your own words. ____________________________________

_____________________________________________________________________________

Who Has the Power?

Directions: Work in small groups to decide which level or levels (federal, state, or local) of government has the power to

deal with each of the questions on the list and what type of power they have to deal with the issue (enumerated/delegated,

reserved, concurrent or local). Write the level or levels and their associated power in the blank space underneath the

question. Be prepared to explain your answers to the class.

1. Who is going to keep people safe from speeding cars (speed limits)? Level __________________________

type of power _______________________________

2. Who is going to protect us from foreign invasion or threats? Level ________________________________

type of power _______________________________

3. There is a pothole in the street outside my house. Who should I talk to? Level _______________________

type of power _______________________________

4. A group of people want to establish a new city. Who should they talk to? Level ______________________

type of power _______________________________

5. Who decides who might get married legally? Level ____________________________________________

type of power _______________________________

6. Who resolves conflicts between states? Level _________________________________________________

type of power _______________________________

7. My garbage hasn’t been picked up in two weeks, who do I talk to about this issue? Level ______________

type of power_______________________________

SS.7.C.3.4 Page 41

8. Who makes sure that the country’s economy is safe and stable? Level _____________________________

type of power ______________________________

9. My taxes keep going up! Who can I talk to about this? Level ____________________________________

type of power ______________________________

10. Who is in charge of passing laws around here? Level ___________________________________________

type of power ______________________________

Confederal v. Federal Review

Directions: Read the paragraphs and answer the question. As you read focus on how power shifted from the

state governments to the federal government as we moved from the Articles of Confederation to the U.S.

Constitution.

Before the U.S. Constitution, the United States had the Articles of Confederation and was organized

with a confederal system. A confederal system is a system of government where power is held by independent

states and there is little power in the federal (national) government. The U.S. Constitution was written because

of concerns about the weaknesses of the Articles of Confederation. The federal government had very little

power and the states acted as independent nations with too much power. Government power was unbalanced

and there was no sense of national unity (togetherness).

To solve these problems, the U.S. Constitution was written and the United States moved from a

confederal system to a system of federalism. The Founding Fathers had a big goal. They needed to limit state

power because states had too much power under the Articles of Confederation. They also needed to create a

federal government with limited power. As a solution, the Founding Fathers created a system of federalism.

This means that power is shared between the federal, state, and local governments. The federal government has

its own powers, shares some powers with the states, and gives states some of their own powers. By dividing

power between different levels, this limits the power of each level of government and one level of government

cannot become too powerful.

How does federalism limit government power? Highlight the relevant passages in the text that helped you

answer this question.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

SS.7.C.3.4 Page 42


Which is an example of a Tenth Amendment issue?

A. State governments oversee public school

B. State governments coin money

C. National governments make treaties

D. National governments declare war






Requiring children to be vaccinated before entering school is an example of which power?

A. Concurrent

B. Delegated

C. Implied

D. Reserved






SS.7.C.3.14 Page 43

.Government Obligations and Services

.Timeline of the Morning.

Directions: Complete a time line of eight activities you completed this morning before arriving at this class. For

each activity, list the time and a brief description. Leave the last column blank until you receive additional

instructions from your teacher.

Time Activity Government Involved (service provided)

6:00 a.m. Brushed teeth Local government (water management)

_________ ____________________ ___________________________________

_________ ____________________ ___________________________________

_________ ____________________ ___________________________________

_________ ____________________ ___________________________________

_________ ____________________ ___________________________________

_________ ____________________ ___________________________________

_________ ____________________ ___________________________________

_________ ____________________ ___________________________________

Level Student Task

4

3 SS.7.C.3.14 Differentiate between local, state, and federal governments’ obligations and services

2


SS.7.C.3.14 Page 44

Federal Powers

The Constitution assigns, or delegates, specific powers to the

federal government. There are three types of delegated powers,

and they are the only powers that the federal government holds.

Expressed powers are listed clearly in the Constitution. They

include the power to print money or declare war. Implied powers

are not written out clearly in the Constitution. Instead, the

Constitution gives the federal government the power to make laws

that are “necessary and proper” for carrying out the expressed

powers. For example, the Constitution expressly gives the federal

government the power to establish post offices, but it does not

expressly give the power to print postage stamps. Postage stamps

are a “necessary and proper” part of running a post office,

however, so the federal government has the power to print them.

Finally, inherent powers are not listed in the Constitution but are

necessary for the federal government to function. The Constitution

doesn’t talk about immigration or international relations, but the

government still has to act on these items. It is understood that the

federal government must play a role in these areas.

Reading p.2

Name: On the Level

Expressed:

Take a look at the Constitution… it’s

there!

Implied:

Think about the Constitution… it’s

necessary and

proper!

Inherent:

Consider what the Constitution was

trying to establish…

it’s essential!

Counties in the state of Illinois

Powers Reserved to the States

Concurrent

Powers

Powers Given by the Constitution

State Powers

The Constitution does not delegate any specific powers

to the states. There is no list of “state powers.” Instead,

any power the Constitution does not give to the federal

government is reserved to the states. The Constitution

does deny powers to the states, meaning there is a

listing of things that they can’t do. This may sound like the states don’t have much power, but reserved powers

are actually very broad. The Constitution says nothing

about many important powers, such as public safety,

health, education, licenses, and many other things! All of

these powers are reserved to the states. Some state

powers do overlap with the federal government, and

these are called concurrent powers.

Local Powers

The Constitution says nothing about local governments. That’s because the

principle of federalism created by the Constitution has only two levels: the

national and the state level. The power to create local governments is a power

reserved to the states. Local governments get their power from the state where they are located, and each state gives slightly different powers to its local

governments. Counties, cities, towns, townships, boroughs, and parishes are all

types of local government.

Usually, the state will make broad laws about things like public safety, health,

and education. Then it gives local governments the power to make more

detailed laws about these issues or to decide how these laws will be carried out.

SS.7.C.3.14 Page 45

Federal, State, and Local Powers & Services

Directions: Learning new terms and concepts by determining their definition as they appear in the text in context is

an important skill. While reading, your task is to identify the key terms by marking the evidence that helps you

define the term and then summarizing the term.

By the end of this reading, you will be able to summarize the powers for each level of government.

I. Federal Government -

Federal Powers -

a. Delegated powers -

b. Expressed powers -

c. Implied powers -

d. Inherent powers -

Summary of Services -

II. State Government -

State Powers -

a. Reserved powers -

Summary of Services -

III. Concurrent Powers –

Examples:

IV. Local Government -

Local Powers -

Summary of Services –

SS.7.C.3.14 Page 46

Excerpts from Article I, Section 8 of the U.S. Constitution: The Enumerated Powers of the Federal

Government

Directions: For each excerpt of Article I, Section 8, summarize the text in your own words.

What it says: What it means:

SECTION. 8. The Congress shall have Power To lay and

collect Taxes, Duties, Imposts and Excises, to pay the

Debts and provide for the common Defence and general

Welfare of the United States; but all Duties, Imposts and

Excises shall be uniform throughout the United States;

The power to set and raise taxes, tariffs and other

means of raising money for the federal government and

to give Congress the power to pay for necessary

expenses.

To borrow Money on the credit of the United States;

To regulate Commerce with foreign Nations, and among

the several States, and with the Indian Tribes;

To establish an uniform Rule of Naturalization, and

uniform Laws on the subject of Bankruptcies throughout

the United States;

To coin Money, regulate the Value thereof, and of

foreign Coin, and fix the Standard of Weights and

Measures;

To establish Post Offices and post Roads;

To constitute Tribunals inferior to the supreme Court;

To declare War, grant Letters of Marque and Reprisal,

and make Rules concerning Captures on Land and Water;

To raise and support Armies, but no Appropriation of

Money to that Use shall be for a longer Term than two

Years;

To provide and maintain a Navy; To make Rules for the

Government and Regulation of the land and naval Forces;

To make all Laws which shall be necessary and proper

for carrying into Execution the foregoing Powers, and all

other Powers vested by this Constitution in the

Government of the United States, or in any Department

or Officer thereof.

SS.7.C.3.14 Page 47

State & Local Government Functions & Services

The Florida state government has highest authority over local government affairs, as defined by the U.S. federal

system. Local governments, counties and cities, are subdivisions of the state government and may not pass laws

that conflict with state government laws.

State Government Functions & Services

1. Public safety – the FL Department of Law Enforcement provides a police force and the State Fire Marshal regulates fire codes

2. Provides health and financial services 3. Provides public education and grants teaching certificates 4. Assistance and safety management during natural disasters 5. Approves and authorizes business licenses 6. Regulates instate business 7. Regulates code enforcement 8. Oversees state transportation systems and growth plans 9. Creates safety regulations for utilities 10. Grants driver’s licenses 11. Provides a state court system 12. Can tax and borrow money

Local Government - County Functions & Services

1. Public safety – county sheriff and fire protection 2. Provides and maintains county jails 3. Regulates and maintains county roads 4. Provide a recycling program 5. Provides facilities for state courts and oversees county courts 6. Waste management and disposal 7. Animal control services 8. Manages voter registration and conduct elections 9. Issues marriage licenses 10. Issues vehicle registrations 11. Can tax and borrow money

Local Government - City Functions & Services

1. Public safety – has a police force, fire protection, and fire-prevention codes 2. Enforces building safety codes, electrical codes and zoning regulations 3. Regulates and maintains city roads 4. Provides utilities - water, sewage system, and trash collection 5. Provides parks and recreational services 6. May create a public transit system (buses, trains, etc.) and an airport 7. May create and manage libraries and cemeteries 8. Can tax and borrow money

SS.7.C.3.14 Page 48


Which level of government regulates drivers’ licenses?

A. County

B. Federal

C. Local or municipal

D. State






Which level of government provides the most services to citizens?

A. Federal

B. Local or municipal

C. Federal

D. State






SS.7.C.3.13 Page 49

Comparing the U.S. and Florida Constitutions

An excerpt from Article IV of the U.S. Constitution:

This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties

made, or which shall be made, under the Authority of the United States, shall be the supreme Law of the Land;

and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any State to the

Contrary notwithstanding.

Summarize this excerpt.

What does it mean to be “supreme”?

What is meant by “This Constitution…shall be the supreme Law of the Land”?

Level Student Task

4

3 SS.7.C.3.13 Compare the constitutions of the United States and Florida.

2


SS.7.C.3.13 Page 50

SS.7.C.3.13 Page 51

SS.7.C.3.13 Page 52

SS.7.C.3.13 Page 53

SS.7.C.3.13 Page 54

Bringing it all together

How does the image below relate to what you have just learned?

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

REVIEW: Amending the Constitution is a 2-step process

All 27

Amendments have

been proposed this

way!

SS.7.C.3.13 Page 55

Amending the Florida Constitution

Method Name What it Means Illustration

Ballot

Initiative

Process:

According to Article XI, Section 3 of the Florida Constitution, a

committee must register with the Secretary of State. The committee must

collect a number of signatures equal to 8% of the votes cast in the most

recent presidential election from at least one-half of the congressional

districts in the state. Based on presidential voting in 2008, 676,811

signatures were required for amendments to be placed on the 2012 ballot

secured from voters residing in at least 14 congressional districts.

Constitutional

Convention:

Florida voters may call a constitutional convention by collecting a

number equal to 15% of those voting for president in the last presidential

election in Florida. At the next general election, provided that it takes

place at least 90 days later, Florida voters must approve, with a majority,

“Shall a constitutional convention be held?" in order to proceed with a

constitutional convention.

Constitutional

Revision

Commission:

Composed of 37 members, this commission meets every 20 years to

examine the state constitution and propose the amendments deemed

necessary. The commission last met in 1997-1998 and will next meet in

2017. Members of the Constitutional Revision Commission include:

1. The Attorney General

2. 15 members chosen by the Governor

3. 9 members chosen by the Speaker of the House

4. 9 members chosen by the Senate President

5. 3 members chosen by the Chief Justice of the Florida Supreme Court

Legislative

Joint

Resolution:

The Florida Legislature can pass a joint resolution supported by three-

fifths (60%) of the membership of each house of the legislature. The

proposed amendment will appear on the next general election ballot

provided that the next general election is at least 90 days later.

Taxation and

Budget

Reform

Commission:

This is a 22-member Commission that last met in 2007 and will meet

every 20th year thereafter.

Members of the Taxation and Budget Reform Commission include:

1. 11 members chosen by the Governor

2. 7 members chosen by the Speaker of the House

3. 7 members chosen by the Senate President

(Note: No voting member of the Taxation and Budget Reform

Commission may be a member of the state legislature at the time of

appointment)

4. 4 non-voting ex officio members who are members of the legislature

at the time of appointment two of which are chosen by the Speaker of the

House and two of which are chosen by the Senate President. One of the

Speaker’s and one of the Senate President’s selections must be a member

of the minority party in their chamber.

SS.7.C.3.13 Page 56


Which statement describes a similarity between the Florida Constitution and the U.S. Constitution?

A. Neither protects individual rights

B. Both include an amendment process

C. Neither provides for a chief executive

D. Both include a nine-member Supreme Court






The headline describes an action take by citizens. What conclusion can be drawn from the headline?

A. Only elected officials may change constitutions

B. Only elected officials make policy

C. Citizens can be involved in policy making through their representatives

D. Citizens can be directly involved in policy making






SS.7.C.2.4 Page 57

Rights in the U.S. Constitution

Level Student Task

4

3 SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.

2


SS.7.C.2.4 Page 58

The United States Bill of Rights Guided Notes

Amendment I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging

the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for

a redress of grievances.

____________________________________ _________________________________________

____________________________________ _________________________________________

____________________________________

Amendment II

A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall

not be infringed.

__________________________________________________________________________________________________

Amendment III

No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a

manner to be prescribed by law.

__________________________________________________________________________________________________

Amendment IV (four)

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and

seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and

particularly describing the place to be searched, and the persons or things to be seized.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Amendment V (five)

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a

grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or

public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be

compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due

process of law; nor shall private property be taken for public use, without just compensation.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

SS.7.C.2.4 Page 59

Amendment VI (six)

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state

and district wherein the crime shall have been committed, which district shall have been previously ascertained by law,

and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have

compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

____________________________________ _________________________________________

____________________________________

Amendment VII (seven)

In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be

preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to

the rules of the common law.

_____________________________________________________________________________________

Amendment VIII (eight)

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

_________________________________________ ________________________________________

Amendment IX (nine)

The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the

people.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Amendment X (ten)

The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the

states respectively, or to the people.

__________________________________________________________________________________________________

Rights Listed in Amendments

The Bill of Rights, the first ten amendments to the U.S. Constitution, also lists many individual rights. The Bill of Rights

guarantees that the government will not interfere with these rights of the people. These rights can also be referred to as

freedoms. For example, you have the right to exercise the religion of your choice and you have the freedom from the

government establishing a religion.

Over time, other amendments have been added to the U.S. Constitution to reflect additional rights that must be guaranteed

to the people.

13th Amendment Right to not be a slave.

14th Amendment Right to citizenship of any person born or naturalized in the United States. Right to equal

protection of the national and state laws. Right to be free of any law that abridges the privileges or

SS.7.C.2.4 Page 60

immunities of a citizen. Right to be free of any law that deprives a person of life, liberty, or

property without due process.

15th Amendment Right to vote extended to racial and ethnic minorities.

17th Amendment Right to vote for Senators.

19th Amendment Right to vote extended to women.

23rd Amendment Right to vote for presidential electors if a resident of Washington, D.C.

24th Amendment Right to vote without a poll tax.

26th Amendment Right to vote guaranteed for any citizen at least 18 years old.

Applying the Bill of Rights

Directions: For each scenario, write a complete sentence explaining which right has been violated in the scenario, then

name the constitutional amendment that protects the right.

1. Juanita lives near a factory that puts foul-smelling smoke in the air. Juanita and her neighbors call a meeting at Juanita’s house to discuss what they can do about the smoke. However, the police block the entrance to the home

and tell people that they do not have the right to hold a meeting.

Right violated: _________________________________________________________________________________

Amendment that protects the right: _________________________________________________________________

2. The government lacked money to support the nation’s military forces. To save money, General Pulp ordered that troops be placed in the homes of people living close to military bases. Midge lived next to an army base, and two

soldiers moved into her house, even though she did not want them there.

Right violated: _________________________________________________________________________________

Amendment that protects the right: _________________________________________________________________

3. Brendan is accused of armed robbery and given a trial. The jury finds Brendan not guilty. The next day the

prosecutor decides that the verdict was not correct, and he orders Brendan arrested and tried for the crime again.

Right violated: ________________________________________________________________________________

Amendment that protects the right: ________________________________________________________________

4. Mike is in his house watching television when two police officers knock at the door. They accuse Mike of having stolen property, enter the house, and take several things that they say do not belong to Mike. When he asks if the

police officers have permission to take his things, they just laugh and leave with the property.

Right violated: ________________________________________________________________________________

Amendment that protects the right: ________________________________________________________________

SS.7.C.2.4 Page 61












Which constitutional principal is applied when police inform suspects of their rights?

A. Due Process of law

B. Eminent Domain

C. Double Jeopardy

D. Trial by Jury

The image symbolizes a right protected by the Bill of Rights.

What constitutional right does this image symbolize?

A. Speedy trial

B. Trial by peers

C. Legal representation

D. Peaceable assemble

SS.7.C.2.5 Page 62

SS.7.C.2.5 Page 63

The U.S. Constitution and Individual Rights

The United States Constitution: Limiting and Safeguarding Individual Rights

The Framers of the U.S. Constitution wanted to create a federal government that was effective and powerful, but one that

did not step on the rights of the individual or the powers of the states. By ensuring that the rights of individuals and the

powers of states would be protected, this created a system where the powers of the federal government also became

limited.

In Article 1, Section 9 of the U.S. Constitution, there are three key individual rights that are protected, or safeguarded:

The first is contained in this statement:

"The privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or

Invasion the public Safety may require it."

Habeas corpus is an important individual right. This statement in Article I, Section 9 means that an authority has to prove

to a court why it is holding someone. If the government cannot show why a person is being held in jail, that person must

be released.

The second and third are in this statement:

"No Bill of Attainder or ex post facto Law shall be passed."

A bill of attainder is a bill written to punish only one person or one group of people. An ex post facto law is one that

makes an act a crime after it has been committed.

1. Define the terms habeas corpus and ex post facto. Highlight the text that helps you define these terms.

Habeas Corpus:

Ex Post Facto:

2. Why do you think the Framers determined that these were important rights to include in the U.S.

Constitution?

Level Student Task

4

3 SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights.

2


SS.7.C.2.5 Page 64

The Role of the Judicial Branch

The judicial branch plays an important role in how the U.S. Constitution is interpreted and the ways in which individual

rights are safeguarded (protected) and limited. The Framers of the U.S. Constitution designed an independent judiciary

where the judicial branch would have freedom from the executive and legislative branches. The U.S. Constitution

guaranteed that judges would serve “during good behavior” and would be protected from any decrease in their salaries.

Both of these features prevent the other two branches from removing judges or decreasing their salaries if they don’t like a

judge’s opinion or decision in a case. This gave the judicial branch the freedom to make decisions based on the law and

not based on pressure from the other two branches.

4. In a complete sentence, define the term independent judiciary. Highlight the text that helps you define this

term.

How can individual rights be limited?

In the Supreme Court case Schenck v. U.S. in 1919, the court created the “balancing test.” The balancing test focuses on

individual rights and the public interest and allows rights to be restricted, or limited, when the public interest in

threatened. The public interest is something that has common benefit to the community or public. Justice Oliver Wendell

Holmes stated in his opinion that “the most stringent [strict] protection of free speech would not protect a man in falsely

shouting fire in a theatre and causing a panic. […]”

5. What do you think was Justice Holmes’ rationale for stating that shouting “fire!” in a theatre would not be

covered by the First Amendment?

6. How does this limit on individual rights impact social behavior?

The U.S. Supreme Court has ruled that the government sometimes may be allowed to limit individual rights, specifically

freedom of speech and freedom of the press. In general, there must be a balance of individual rights, the rights of others,

and the common good.

Listed below are additional criteria used to limit freedom of speech and freedom of the press.

Clear and Present Danger – Will this act of speech create a dangerous situation? Fighting Words – Will this act of speech create a violent situation? Libel – Is this information false or does it put true information in a context that makes it look misleading? Obscene Material – Is this material inappropriate for adults and children to see in public? Conflict with Government Interests – During times of war the government may limit speech due to national

security.

7. Choose two of the above criteria. What is the rationale for limiting rights in the situation?

8. What is the impact of limiting these rights on social behavior?

SS.7.C.2.5 Page 65

First Amendment Cases

Tinker v. Des Moines Independent Community School District | 1968

John and Mary Beth Tinker attended public school in Des Moines, Iowa in 1965. Their school did not allow students to wear

armbands to protest the Vietnam War. However, the Tinkers decided to wear armbands to school anyway. The school

officials asked the Tinkers to remove their armbands, but the Tinkers refused. John and Mary Beth Tinker were suspended

from school until they agreed to remove the armbands.

The Tinkers sued the school district in the U.S. District Court. The Tinkers believed that the Des Moines school district

violated their right to free speech under the First Amendment to the U.S. Constitution. Even though the students were not

speaking with their voices, they believed that wearing armbands was like speaking. This is called symbolic speech.

The District Court sided with the school officials. The Court said that wearing the armbands could disrupt learning at the

school. Learning without disruption was more important than the free speech of the students.

The Tinkers appealed their case to the next level of courts, U.S. Court of Appeals for the Eighth Circuit: But the Circuit Court

agreed with the District Court. The Tinkers then appealed their case to the Supreme Court of the United States. The Court had

to answer this basic question: Does the constitutional right of free speech protect the symbolic speech of public school

students?

In 1968, the Supreme Court of the United States agreed to hear the case of Tinker v. Des Moines.

Hazelwood School District v. Kuhlmeier | 1987

The journalism class at Hazelwood East High School wrote articles and put them together for the school paper. They gave the

newspaper to their teacher, Howard Emerson. Mr. Emerson showed the newspaper to the principal. He asked the principal if it

was okay to make copies and hand them out to students at the school.

Principal Reynolds did not like what he read. First, there was an article about pregnant students. It described the students, but

it did not give their names. Principal Reynolds was afraid that students would be able to figure out who the pregnant students

were.

There was another article that Principal Reynolds did not like. This one talked about divorce. In it, one student said things

about her father. For example, she said that her father went out too much. She also said that her father didn't spend enough

time with his family. The father did not get a chance to tell his side of the story. Principal Reynolds thought this was unfair.

Principal Reynolds thought the paper needed to be changed. But it was almost the end of the school year. He was afraid that it

would take the class a long time to change it. If it took too long, the school year would be over and the other students would

not get the paper. So he told Mr. Emerson to remove the pages that had the articles about pregnancy and divorce. He said to

make copies of the rest of the paper.

The students were very angry. They had spent a lot of time writing the articles. They could have fixed them if Principal

Reynolds had given them a chance. Instead, he deleted two pages that also contained other articles. They felt that this was a

violation of their First Amendment rights. They went to the U.S. District Court. The court did not agree with them. It said that

school officials may limit students' speech in the school newspaper if their decision has "a substantial and reasonable basis." In

other words, if he has a good reason, it is okay for a principal to limit students' speech.

The students appealed the decision. The Court of Appeals reversed the decision of the U.S. District Court. This court said that

the school paper was a "public forum," or place where students could express their views. The judges said that the school

could not censor the paper except "to avoid . . . substantial interference with school work or discipline . . . or the rights of

others." They did not think that the articles about pregnancy would have interfered with schoolwork. They thought the articles

should have been printed.

The school appealed the decision of the Court of Appeals. The Supreme Court of the United States thought that this was an

important case. It dealt with the rights of students. It agreed to hear arguments from both sides.

SS.7.C.2.5 Page 66

Discussion Questions: 1. Based on what we have read, we know that rights can be limited. Do you think this is the case at school? 2. Are different criteria used in a school setting regarding limiting rights?

Tinker v. Des Moines

3. Do you think that the school policy banning armbands was fair? Why or why not?

4. The Tinkers knew they would be suspended if they wore armbands to school. They decided to wear the armbands anyway. Why did they do this?

5. The First Amendment says "Congress shall make no law . . . abridging the freedom of speech." Do you think that actions, like wearing an armband to protest, are the same as speech? Why or why not?

Hazelwood v. Kuhlmeier

6. In the article about the pregnant students, what was Principal Reynolds worried about?

7. What did Principal Reynolds say was wrong with the article about divorce?

8. What did Principal Reynolds do to fix the problem? Did he have any other choices?

9. What rights did the students say had been violated?

10. Do you think a principal should be allowed to limit what is said in a school newspaper? Why or why not?

In Conclusion

11. How do you think the Supreme Court ruled in these cases? 12. What do you think is the best argument for Tinker and for Kuhlmeier? 13. What do you think is the best argument for Des Moines and Hazelwood?

SS.7.C.2.5 Page 67


Below is a statement from Chief Justice John Roberts.

“…students do not shed their First Amendment rights at the school house gate.” Source: Morse v. Frederick (2007)

Why is this statement significant?

A. The Constitution limits individual rights

B. The Constitution does not limit individual rights

C. The Constitution safeguards individual rights

D. The Constitution does not safeguard individual rights





4. Circle the correct answer choice and explain how y

Civics Learning Goals for the 3 Quarter...

Documents

Transcript of Civics Learning Goals for the 3 Quarter...