The Living Constitution - New Hampshire's PBS Station ACTIVITIES The Suggested Activities offer...

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The Living ConstitutionINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING THE LIVING CONSTITUTION

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Ordering Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20The U.S. Constitution: What does it Mean? . . . . . . . . . . . . . . . . . . . . . . . . . . .21The Bill of Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Life in Other Nations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Writing About the U.S. Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Checking Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .29

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1998 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1998 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1998 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


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VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1998 AIMS Multimedia The Living Constitution11

OBJECTIVESTo understand why the UnitedStates needed a constitution afterthe Revolutionary War was over.

To understand why the federalgovernment needs to collecttaxes, regulate trade, and makelaws.

To list the three branches of gov-ernment, what each branch does,and how the members of theConstitutional Convention arrivedat a plan that called for threebranches of government.

To describe the compromise thatwas reached between large andsmall states regarding electingmembers of Congress.

To explain what the Bill of Rightsis and why it was needed.

The Living Constitution

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THEMES

The major themes in The LivingConstitution are conflicts and resolu-tions, governments, regions, causesand effects of political action, andhow political protest changed theUnited States.

OVERVIEWThis program explains that after theRevolutionary War, members of theContinental Congress worked to forma constitution for the new nation.

In 1787, members of theConstitutional Convention met insecrecy in Philadelphia. Almost allagreed that the federal governmenthad to be strengthened, that itneeded to be able to collect taxes, toregulate trade, and to make andenforce laws.

James Madison, the “Father of theConstitution” developed a plan thatcalled for three branches of govern-ment: an executive branch, a judi-ciary branch, and a legislativebranch. The legislative branch wasfurther divided into the House ofRepresentative and the Senate.

After a majority of states ratified theconstitution, it became law. But some-thing was missing. Soon the statespassed a Bill of Rights that guaran-teed freedom of speech, freedom ofreligion, freedom to keep and beararms, freedom from quarteringtroops, freedom from unlawfulsearches and seizures, freedom fromcruel and unusual punishment, theright to due process of law, and theright to trial by jury.

Today we have fifty states rather thanthirteen. Our population hasincreased. Technology has advanced.But the Constitution still stands. And itstill works.

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12© Copyright 1998 AIMS Multimedia The Living Constitution

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAM

To prepare students for The LivingConstitution, ask volunteers to talkwhat our nation would be like withouta strong federal government. Ask:What does the federal governmentdo that states cannot easily do?

Then have students to list their ideasabout what might happen to a nationwithout a strong federal government.

INTRODUCTION TOVOCABULARY

To ensure that all students understandthe vocabulary used in The LivingConstitution, write the followingwords on the board: amendment, Billof Rights, checks and balances,Congress, Constitutional Convention,delegate, Executive branch, federalgovernment, state government, Houseof Representatives, Judiciary branch,Legislative branch, and Senate.

Then have students look in dictionar-ies or other reference sources to cre-ate one- or two-sentenceexplanations of each of these terms.

DISCUSSION IDEAS

Lead a discussion in which studentstalk about how our federal govern-ment makes and enforces laws, regu-lates trade, and collects taxes. Ask:What might happen if the federalgovernment did not do these things?Do you think the state governmentscould do them? What might happenif all the states had different ideasabout taxes, trade, and laws?

FOCUS

Before viewing the program, havestudents jot down several questionsthey have about the Constitution ofthe United States. Encourage them tothink about answers to these ques-tions based on what they learn in TheLiving Constitution.

If, after viewing the program, theyhave additional questions or theirquestions were not answered,encourage them to find the answersto these on their own and share theirfindings with the class.


JUMP RIGHT IN

Preparation

Read The Living ConstitutionThemes, Overview, andObjectives to become familiarwith program content and expec-tations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing THE LIVING CONSTITUTION

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students view TheLiving Constitution together or insmall groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing THE LIVINGCONSTITUTION

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE THE LIVING CONSTITUTION AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Cultural Awareness

Have students conduct research about life in the American colonies. They may want to con-sider one or more of the following questions: Who was allowed to vote? Who was NOTallowed to vote? Who ran the government? How did the roles of men and women differ? Howis the political process today different from the political process in 1787? Encourage studentsto share their findings with the class.

Meeting Individual Needs

Have students list the ten amendments in the Bill of Rights. Then have them illustrate each oneto show what it means to them.

Writing

In 1853, Lucy Stone, a suffragist and lecturer, said in a speech: “We, the people of the UnitedStates. Which We, the people? The women were not included.” Have students investigate whenwomen were given the right to vote. Have them explain how this nation might be differenttoday if only certain people were allowed to vote. Ask: Why is everyone’s vote important?

Hands-on Activity

Have interested students draw a tree diagram showing the three branches of government.Beneath each branch have students label the functions of each branch.

Critical Thinking

Have students think about how this nation might be different today if the U.S. Constitution hadNOT been ratified by the states. Would each state be responsible for collecting taxes, regulat-ing trade, and enforcing laws? What confusion might result from this? Would the states worktogether, in effect, creating larger regional governments? Would the Constitution have beenpassed in another form?

20 Minutes

15 Minutes

10 Minutes

30 Minutes

20 Minutes


Connection to Mathematics

Every state sends two U.S. Senators to Washington, no matter the population of the state. Thisensures that states with smaller populations get fairly represented in Congress. Look in analmanac to find out the population of each state. Choose the two states with the smallest pop-ulation and the two states with the largest population. How many people does each Senatorfrom these four states represent?

Connection to Literature

Have interested students read a biography about one of the people who influenced the U.S.Constitution, such as George Washington, Benjamin Franklin, James Madison, John Hancock,Thomas Jefferson, Samuel Adams, Thomas Paine, Patrick Henry, or Alexander Hamilton. Wasthe person for or against ratifying the U.S. Constitution? Why? Have students write an essaysummarizing the person’s beliefs about the U.S. Constitution.

Connection to Health

Invite students to choose one of the amendments in the Bill of Rights. Have students considerhow this amendment helps contribute positively to a citizen’s mental and physical health. If U.S.citizens were NOT guaranteed this particular freedom, how would citizens feel? How wouldtheir lives be different?

Critical Thinking

James Madison is credited with developing the three branches of government. If your studentswere members of the Constitutional Convention what different plan could they develop toensure tax collection, trade regulation, and lawmaking at a federal level. Their plan must alsocontain a system of checks and balances to ensure that no one gets too much power. After stu-dents have developed a plan, let them compare their ideas.

Link to the World

Where did members of the Constitutional Convention get their ideas? Students might be inter-ested to discover the influence of the Romantics on people like Thomas Jefferson. More thanjust a bunch of writers who wrote poems about daffodils, the Romantics believed in freedomof the individual, separation of church and state, and rule by the people—all radical notionsin a world ruled by monarchs and dictators. Invite students to create a list of Romantic ideasthat many people today still believe.

20 Minutes

MATH

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LITERATURE

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HEALTH

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Extended Activity

Have interested students read a book or watch a movie about the framing of the U.S.Constitution. Afterward, have students explain the problems that had to be overcome to createthe U.S. Constitution. If students were writing the book or movie, what would they explain dif-ferently?

In the Newsroom

Have students prepare a documentary about the framing of the U.S. Constitution. You maywant to assign roles. Then have each person conduct research to find out what part their char-acter played in the framing of the U.S. Constitution. Have students organize the most impor-tant events into chronological order and videotape them.

Culminating Activity

Arrange the class into one or more “Constitutional Conventions.” Then have each group ham-mer out a new U.S. Constitution. This constitution doesn’t have to be the same as the one wehave today. After groups have developed their constitution, have them compare it with the realU.S. Constitution. What are the advantages and disadvantages of each?

120 Minutes

90 Minutes

60 Minutes

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VOCABULARY

The vocabulary words below are from The Living Constitution. Use each word or phrase below in asentence that shows you understand what it has to do with the U.S. Constitution.

1. amendment ____________________________________________________________________

______________________________________________________________________________

2. Bill of Rights ____________________________________________________________________

______________________________________________________________________________

3. checks and balances ____________________________________________________________

______________________________________________________________________________

4. Congress ______________________________________________________________________

______________________________________________________________________________

5. Executive branch ________________________________________________________________

______________________________________________________________________________

6. “The Great Compromise” ________________________________________________________

______________________________________________________________________________

7. House of Representatives ________________________________________________________

______________________________________________________________________________

8. Judiciary branch ________________________________________________________________

______________________________________________________________________________

9. Legislative branch ______________________________________________________________

______________________________________________________________________________

10. Senate ________________________________________________________________________

______________________________________________________________________________



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CHECKING COMPREHENSION

Complete each sentence below with a word or words that make sense.

1. Each state elects two ____________________ to serve in the House of Representatives.

2. The ____________________ branch of the U.S. government contains the Congress, whichmakes laws.

3. The ____________________ branch of the U.S. government contains the Supreme Court,which upholds and interprets laws.

4. Each state elects a number of ____________________ to Congress based on the state’spopulation.

5. The President of the United States is part of the ____________________ branch of the U.S.government.

6. The ____________________ is made up of two houses: the Senate and the House ofRepresentatives.

7. Our Constitution created a system of ____________________ to ensure that no branch ofgovernment got too much power.

8. The ____________________ contains the first ten amendments to the U.S. Constitution.

9. A(n) ____________________ is a change added to the U.S. Constitution.

10. Members of the ____________________ met in Philadelphia in 1787 to draw up a new U.S.constitution.

WORD BANKchecks and balances

senatorsJudiciaryExecutive

representativesLegislativeCongress

Constitutional ConventionamendmentBill of Rights

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ORDERING EVENTS

Place the events below into the order in which they occurred.

1. After the Revolutionary War, the federal government grew weaker.

2. The Bill of Rights became the first ten amendments to the U.S. Constitution.

3. James Madison devised a plan calling for three branches of government.

4. “The Great Compromise” satisfied delegates from both large and small states.

5. Some larger states would only ratify the Constitution if a Bill of Rights were written.

6. A Constitutional Convention was held to strengthen the federal government.

7. For it to become law, the Constitution now had to be ratified by the states.

A _____

B _____

C _____

D _____

E _____

F _____

G _____



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THE U.S. CONSTITUTION: WHAT DOES IT MEAN?

Look at first few paragraphs of the U.S. Constitution. What exactly does it mean? In the space below,rewrite the first paragraphs of the U.S. Constitution in your own words.

THE CONSTITUTION OF THE UNITED STATES

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THE BILL OF RIGHTS

In the space below, explain what freedom or right each amendment to the U.S. guarantees.

THE BILL OF RIGHTS

1. ______________________________________________________________________________

______________________________________________________________________________

2. ______________________________________________________________________________

______________________________________________________________________________

3. ______________________________________________________________________________

______________________________________________________________________________

4. ______________________________________________________________________________

______________________________________________________________________________

5. ______________________________________________________________________________

______________________________________________________________________________

6. ______________________________________________________________________________

______________________________________________________________________________

7. ______________________________________________________________________________

______________________________________________________________________________

8. ______________________________________________________________________________

______________________________________________________________________________

9. ______________________________________________________________________________

______________________________________________________________________________

10. ______________________________________________________________________________

______________________________________________________________________________



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LIFE IN OTHER NATIONS

Either alone or with a partner, conduct research to find out what kind of government other nationshad during the period our constitution was written. For each nation listed below, list who ruled eachnation and what kind of government each nation had (democracy, monarchy, dictatorship).

ENGLAND

Type of ruler: ______________________________________________________________________

Type of government: __________________________________________________________________

FRANCE

Type of ruler: ______________________________________________________________________


GREECE

Type of ruler: ______________________________________________________________________


CHINA

Type of ruler: ______________________________________________________________________


MEXICO

Type of ruler: ______________________________________________________________________


GERMANY

Type of ruler: ______________________________________________________________________


INDIA

Type of ruler: ______________________________________________________________________


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LIFE IN OTHER NATIONS (CONTINUED)

Answer the following questions using the information you gathered about life in other nations.

1. Was democracy (rule by the people) common?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What type of government does each of these nations have today?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Why do you think many nations have become democratic over time?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



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WRITING ABOUT THE U.S. CONSTITUTION

Below you will find several quotations about the U.S. Constitution. Select one to write about. Explainwhy you agree or disagree with the quotation. Also tell why you think the person made thisstatement.

When the Constitution was first framed I predicted that it would last fifty years. I was mistaken. But

I was mistaken only in point of time. The crash will come, but not quite so quick as I thought.

—Aaron Burr, 1857

There are very good articles in [the U.S. Constitution], and very bad. I do not know which

preponderate.—Thomas Jefferson, 1787

The Constitution is unquestionably the wisest ever yet presented to men.—Thomas Jefferson, 1789

In the United States, the Constitution is a health chart left by the Founding Fathers which shows

whether or not the body politic is in good health.—Dick Gregory, 1972

All that is valuable in the Constitution is one thousand years old.—Wendell Phillips, 1861

The United States Constitution has proved itself the most marvelously elastic compilation of rules of

government ever written.—Franklin D. Roosevelt, 1930

We may be tossed upon an ocean where we can see no land—nor, perhaps, the sun or stars. But

there is a chart and a compass for us to study, to consult, and to obey. That chart is the Constitution.

—Daniel Webster, 1847

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CHECKING VOCABULARY

Hidden in the chart below are 15 terms that relate to the U.S. Constitution. The letters of these wordsmay be arranged horizontally, vertically, or diagonally, either spelled forward or backward. Findand circle these 15 terms.


E C P I N O I T N E V N O C E G N E W

D X R S T H G I R F O L L I B O R P T

D M E B E N F R A N K L I N S T S I X

O H T C S Y L A S A M P F I N A R Y E

M C E O U T I I R T E S D H P D O N V

M N S C O T U G A R A A T E U U J R I

U A T F L A I E L E M E G T T A S C T

X R M R H G R V N S I L L E M I I A A

D B R E O R E D E A L P I I E E C T T

S E U S N T A M M B N E N I A S G N N

C V L I F D A C E R R F H A O N S R E

O I R E W J M S S E R A S S E R G N S

M T C I G X R E T A D L N E O G S B E

P A T R E A I L N O S N O C N I H W R

R L D B R F T K E T M S E W H A S O P

O S O T P R L E R C C P A A I O T R E

M I R E U I E H C O N G R E S S N O R

I G E S N E E E L I N T H E O H H A R

S E L O H C N A R B Y R A I C I D U J

E L C H E C K S A N D B A L A N C E S

E R A N O T G N I H S A W E G R O E G

AMENDMENTBILL OF RIGHTSCHECKS AND BALANCESCONGRESSCONVENTION

DELEGATEEXECUTIVE BRANCHBEN FRANKLINCOMPROMISEREPRESENTATIVE

JUDICIARY BRANCHLEGISLATIVE BRANCHJAMES MADISONSENATORGEORGE WASHINGTON


Name

TEST

Circle the best possible answer

1. Who has been called the “Father of the Constitution”?

A James MadisonB John HancockC George WashingtonD Benjamin FranklinE None of the above.

2. James Madison’s plan called for the following three divisions of government:

A House of Representatives, Senate, and President.B President, Congress, and chief executive.C President, Supreme Court, and Congress.D Congress, Senate, and President.E None of the above.

3. The number of senators each state has

A depends on the number of people in the state.B is the same for all states.C depends on the land area of the state.D depends on the wealth of the state.E None of the above.

4. How does our system of checks and balances allow Congress to watch over the President?

A The Congress can veto any laws written by the President.B The Congress can elect a new President.C The Congress has the power to impeach the President.D The Congress can take away some of the President’s powers.E None of the above.

5. When did the delegates to the Constitutional Convention sign the Constitution?

A July 26, 1788B April 30, 1789C September 17, 1787D July 4, 1776E None of the above.

Name

TEST (CONTINUED)

6. What was the Constitution missing that prevented the states from immediately ratifying it?

A It did not protect freedom of speech.B It did not protect freedom of religion.C It did not require trials by jury.D It didn’t mention freedom from sheltering troops.E All of the above.

7. Virginia finally agreed to ratify the U.S. Constitution, but only if

A New York ratified it first.B George Washington became President.C a Bill of Rights was added to it.D John Hancock signed it.E None of the above.

8. Which of the following is NOT in the Bill of Rights?

A freedom of religionB freedom from unlawful searches and seizuresC freedom of speechD freedom for all citizens to voteE freedom from housing troops

9. Most delegates to the Constitutional Convention agreed that the federal government must be

A able to regulate trade.B able to collect taxes.C independent of state governments.D able to make and enforce laws.E All of the above.

10. The Constitution created a new national government. The first President of the newgovernment was

A Benjamin FranklinB John HancockC George WashingtonD James MadisonE Thomas Paine



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

American History: Birth of a Nation SeriesColonial America in the 1760sTaxation Without RepresentationPrelude to RevolutionLexington, Concord, and IndependenceFighting for FreedomA Nation in Crisis

ANSWER KEY for page 18


VOCABULARY

The vocabulary words below are from The Living Constitution. Use each word or phrase below in asentence that shows you understand what it has to do with the U.S. Constitution.

1. amendment ____________________________________________________________________

______________________________________________________________________________

2. Bill of Rights ____________________________________________________________________

______________________________________________________________________________

3. checks and balances ____________________________________________________________

______________________________________________________________________________

4. Congress ______________________________________________________________________

______________________________________________________________________________

5. Executive branch ________________________________________________________________

______________________________________________________________________________

6. “The Great Compromise” ________________________________________________________

______________________________________________________________________________

7. House of Representatives ________________________________________________________

______________________________________________________________________________

8. Judiciary branch ________________________________________________________________

______________________________________________________________________________

9. Legislative branch ______________________________________________________________

______________________________________________________________________________

10. Senate ________________________________________________________________________

______________________________________________________________________________

ANSWERS WILL VARY



CHECKING COMPREHENSION

Complete each sentence below with a word or words that make sense.

1. Each state elects two ____________________ to serve in the House of Representatives.

2. The ____________________ branch of the U.S. government contains the Congress, whichmakes laws.

3. The ____________________ branch of the U.S. government contains the Supreme Court,which upholds and interprets laws.

4. Each state elects a number of ____________________ to Congress based on the state’spopulation.

5. The President of the United States is part of the ____________________ branch of the U.S.government.

6. The ____________________ is made up of two houses: the Senate and the House ofRepresentatives.

7. Our Constitution created a system of ____________________ to ensure that no branch ofgovernment got too much power.

8. The ____________________ contains the first ten amendments to the U.S. Constitution.

9. A(n) ____________________ is a change added to the U.S. Constitution.

10. Members of the ____________________ met in Philadelphia in 1787 to draw up a new U.S.constitution.

WORD BANKchecks and balances

senatorsJudiciaryExecutive

representativesLegislativeCongress

Constitutional ConventionamendmentBill of Rights

representatives

Legislative

Judiciary

senators

Executive

Congress

checks and balances

Bill of Rights

amendment

Constitutional Conv.



ORDERING EVENTS

Place the events below into the order in which they occurred.

1. After the Revolutionary War, the federal government grew weaker.

2. The Bill of Rights became the first ten amendments to the U.S. Constitution.

3. James Madison devised a plan calling for three branches of government.

4. “The Great Compromise” satisfied delegates from both large and small states.

5. Some larger states would only ratify the Constitution if a Bill of Rights were written.

6. A Constitutional Convention was held to strengthen the federal government.

7. For it to become law, the Constitution now had to be ratified by the states.

A _____

B _____

C _____

D _____

E _____

F _____

G _____

1

2

5

7

4

3

6



THE U.S. CONSTITUTION: WHAT DOES IT MEAN?

Look at first few paragraphs of the U.S. Constitution. What exactly does it mean? In the space below,rewrite the first paragraphs of the U.S. Constitution in your own words.

THE CONSTITUTION OF THE UNITED STATES

ANSWERS WILL VARY



THE BILL OF RIGHTS

In the space below, explain what freedom or right each amendment to the U.S. guarantees.

THE BILL OF RIGHTS

1. ______________________________________________________________________________

______________________________________________________________________________

2. ______________________________________________________________________________

______________________________________________________________________________

3. ______________________________________________________________________________

______________________________________________________________________________

4. ______________________________________________________________________________

______________________________________________________________________________

5. ______________________________________________________________________________

______________________________________________________________________________

6. ______________________________________________________________________________

______________________________________________________________________________

7. ______________________________________________________________________________

______________________________________________________________________________

8. ______________________________________________________________________________

______________________________________________________________________________

9. ______________________________________________________________________________

______________________________________________________________________________

10. ______________________________________________________________________________

______________________________________________________________________________

ANSWERS WILL VARY



LIFE IN OTHER NATIONS

Either alone or with a partner, conduct research to find out what kind of government other nationshad during the period our constitution was written. For each nation listed below, list who ruled eachnation and what kind of government each nation had (democracy, monarchy, dictatorship).

ENGLAND

Type of ruler: ______________________________________________________________________


FRANCE

Type of ruler: ______________________________________________________________________


GREECE

Type of ruler: ______________________________________________________________________


CHINA

Type of ruler: ______________________________________________________________________


MEXICO

Type of ruler: ______________________________________________________________________


GERMANY

Type of ruler: ______________________________________________________________________


INDIA

Type of ruler: ______________________________________________________________________


KING GEORGE III

MONARCHY

KING LOUIS XVI

MONARCHY

SULTAN

UNDER TURKISH RULE

EMPEROR

CHING DYNASTY

VICEROY

RULED BY SPAIN

PRINCES RULED EACH GERMAN STATE

MONARCHY

KING

RULED BY ENGLAND



LIFE IN OTHER NATIONS (CONTINUED)

Answer the following questions using the information you gathered about life in other nations.

1. Was democracy (rule by the people) common?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What type of government does each of these nations have today?

3. Why do you think many nations have become democratic over time?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

NO

Answers will Vary

England: (parliamentary monarchy) ruled by prime minister elected by the peopleFrance: (presidential republic) ruled by president elected by the people Greece: (republic) ruled by president elected by parliament elected by the peopleChina: (communist) ruled by premierMexico: (federal republic) ruled by president elected by the peopleGermany: (democratic federal state) ruled by president elected by parliament electedby the peopleIndia: (democratic republic) ruled by prime minister appointed by ceremonial president



WRITING ABOUT THE U.S. CONSTITUTION

Below you will find several quotations about the U.S. Constitution. Select one to write about. Explainwhy you agree or disagree with the quotation. Also tell why you think the person made thisstatement.

When the Constitution was first framed I predicted that it would last fifty years. I was mistaken. But

I was mistaken only in point of time. The crash will come, but not quite so quick as I thought.

—Aaron Burr, 1857

There are very good articles in [the U.S. Constitution], and very bad. I do not know which

preponderate.—Thomas Jefferson, 1787

The Constitution is unquestionably the wisest ever yet presented to men.—Thomas Jefferson, 1789

In the United States, the Constitution is a health chart left by the Founding Fathers which shows

whether or not the body politic is in good health.—Dick Gregory, 1972

All that is valuable in the Constitution is one thousand years old.—Wendell Phillips, 1861

The United States Constitution has proved itself the most marvelously elastic compilation of rules of

government ever written.—Franklin D. Roosevelt, 1930

We may be tossed upon an ocean where we can see no land—nor, perhaps, the sun or stars. But

there is a chart and a compass for us to study, to consult, and to obey. That chart is the Constitution.

—Daniel Webster, 1847



CHECKING VOCABULARY

Hidden in the chart below are 15 terms that relate to the U.S. Constitution. The letters of these wordsmay be arranged horizontally, vertically, or diagonally, either spelled forward or backward. Findand circle these 15 terms.

E C P I N O I T N E V N O C E G N E W

D X R S T H G I R F O L L I B O R P T

D M E B E N F R A N K L I N S T S I X

O H T C S Y L A S A M P F I N A R Y E

M C E O U T I I R T E S D H P D O N V

M N S C O T U G A R A A T E U U J R I

U A T F L A I E L E M E G T T A S C T

X R M R H G R V N S I L L E M I I A A

D B R E O R E D E A L P I I E E C T T

S E U S N T A M M B N E N I A S G N N

C V L I F D A C E R R F H A O N S R E

O I R E W J M S S E R A S S E R G N S

M T C I G X R E T A D L N E O G S B E

P A T R E A I L N O S N O C N I H W R

R L D B R F T K E T M S E W H A S O P

O S O T P R L E R C C P A A I O T R E

M I R E U I E H C O N G R E S S N O R

I G E S N E E E L I N T H E O H H A R

S E L O H C N A R B Y R A I C I D U J

E L C H E C K S A N D B A L A N C E S

E R A N O T G N I H S A W E G R O E G

AMENDMENTBILL OF RIGHTSCHECKS AND BALANCESCONGRESSCONVENTION

DELEGATEEXECUTIVE BRANCHBEN FRANKLINCOMPROMISEREPRESENTATIVE

JUDICIARY BRANCHLEGISLATIVE BRANCHJAMES MADISONSENATORGEORGE WASHINGTON



TEST

Circle the best possible answer

1. Who has been called the “Father of the Constitution”?

A James MadisonB John HancockC George WashingtonD Benjamin FranklinE None of the above.

2. James Madison’s plan called for the following three divisions of government:

A House of Representatives, Senate, and President.B President, Congress, and chief executive.C President, Supreme Court, and Congress.D Congress, Senate, and President.E None of the above.

3. The number of senators each state has

A depends on the number of people in the state.B is the same for all states.C depends on the land area of the state.D depends on the wealth of the state.E None of the above.

4. How does our system of checks and balances allow Congress to watch over the President?

A The Congress can veto any laws written by the President.B The Congress can elect a new President.C The Congress has the power to impeach the President.D The Congress can take away some of the President’s powers.E None of the above.

5. When did the delegates to the Constitutional Convention sign the Constitution?

A July 26, 1788B April 30, 1789C September 17, 1787D July 4, 1776E None of the above.



TEST (CONTINUED)

6. What was the Constitution missing that prevented the states from immediately ratifying it?

A It did not protect freedom of speech.B It did not protect freedom of religion.C It did not require trials by jury.D It didn’t mention freedom from sheltering troops.E All of the above.

7. Virginia finally agreed to ratify the U.S. Constitution, but only if

A New York ratified it first.B George Washington became President.C a Bill of Rights was added to it.D John Hancock signed it.E None of the above.

8. Which of the following is NOT in the Bill of Rights?

A freedom of religionB freedom from unlawful searches and seizuresC freedom of speechD freedom for all citizens to voteE freedom from housing troops

9. Most delegates to the Constitutional Convention agreed that the federal government must be

A able to regulate trade.B able to collect taxes.C independent of state governments.D able to make and enforce laws.E All of the above.

10. The Constitution created a new national government. The first President of the newgovernment was

A Benjamin FranklinB John HancockC George WashingtonD James MadisonE Thomas Paine

The Living Constitution - New Hampshire's PBS Station ACTIVITIES The Suggested Activities offer...

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Transcript of The Living Constitution - New Hampshire's PBS Station ACTIVITIES The Suggested Activities offer...