Learning Content Information Page
Constitution at Work
By Rebecca Smith & Mary Kirvin
rsmith@mohonasen.org
Grade 11/U.S. History & Government
Mohonasen High School/Mohonasen Central School District
Introduction
Students
will use both print media such as newspapers and magazines and Internet sources
to search for current examples of basic constitutional principles. The principles include separation of powers,
federalism, checks and balances, popular sovereignty and flexibility as
illustrated through the amendments.
Students need to provide a written definition of the principle, a
current example of the principle, and a written analysis of how a current event
illustrates the principle. Students
will be given two to three weeks to complete the project.
Learners
Both regular education and
special education students enrolled in Grade 11 Regents U.S. History &
Government will use the Constitution at Work project.
Instructional Modifications
Students will need access to
both print media and the Internet within a classroom setting. This will require a collection of current
newspapers, magazines and computers with Internet access.
Resources
Students
will need the following resources:
computer, Internet access, printer, news magazines, newspapers, paste or
scotch tape, scissors, paper, folder or plastic jacket for finished project. Below is a list of sources that may be
accessed for the required articles.
"The New York Times On the
Web." Revised daily. New York Times Company. 15/07/2003. <http://www.nytimes.com>.
"timesunion.com". Capital
Newspaper Division, Albany, NY. Revised daily. The Hearst Corporation.
15/07/2003. <http://www.timesunion.com>.
"The Gazette Electronic
Edition." Revised daily. The Schenectady Gazette. 15/07/2003. <http://www.dailygazette.com/>.
"The Boston Globe
Online." Revised daily. The New
York Times Company. 15/07/2003. <http://www.boston.com/globe/>.
"Los
Angeles Times: latimes.com".
Revised daily. The Los Angeles Times. 15/07/2003. <http://www.latimes.com/>.
"washingtonpost.com". Revised daily. The Washington Post Company.
15/07/2003 <http://www.washingtonpost.com/ >.
"usnews.com." . Revised
daily. U.S. News & World Report, L.P. 15/07/2003. <www.usnews.com/usnews/home.htm>.
"Newsweek". Revised
daily. Microsoft Corporation. 15/07/2003. <www.newsweek.com>.
"Time Online Edition".
Revised daily. Time Inc. 15/07/2003. <www.time.com/>.
"CNN.com". Revised daily.
ALO Time Warner Company. 15/07/2003. <www.cnn.com/>.
Supplemental Activities
Supplemental activities will
be integrated throughout the year as students learn U.S. History content and
show how historical examples illustrate constitutional principles. One example is a multimedia project on the
causes of the Civil War. Also,
throughout the year students will write thematic essays and document-based
essays that include the principles covered in the project.
NYS Learning Standards and Performance
Indicators
Standard 1: History of the United States and New York Students
will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in the history of
the United States and New York.
Performance Indicator 1:
The study of New York State and United States history requires an
analysis of the development of American culture, its diversity and multicultural
context, and the ways people are unified by many values, practices, and
traditions.
Students:
- analyze the
development of American culture, explaining how ideas, values, beliefs,
and traditions have changed over time and how they unite all Americans
- describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents.
Standard 5: Civics, Citizenship,
and Government Students will use a variety of intellectual skills
to demonstrate their understanding of he necessity for establishing
governments; the governmental system of the United States and other nations;
the united States Constitution; the basic civic values of American
constitutional democracy; and the roles, rights, and responsibilities of
citizenship, including avenues of participation.
Performance Indicator 2: The state and federal governments
established by the Constitutions of the United States and the State of New York
embody basic civic values (such as justice, honesty, self-discipline, due
process, equality, majority rule with respect for minority rights, and respect
for self, others, and property), principles, and practices and establish a
system of shared and limited government. (Adapted from The National Standards
for Civics and Government, 1994)
Students:
- trace the
evolution of American values, beliefs, and institutions
- analyze the
disparities between civic values expressed in the United States
Constitution and the United Nation Universal Declaration of Human Rights
and the realities as evidenced in the political, social, and economic life
in the United States and throughout the world
- identify, respect,
and model those core civic values inherent in our founding documents that
have been forces for unity in American society
- compare and
contrast the Constitutions of the United States and New York State
- understand the dynamic relationship between federalism and state’s rights.
Process
Each student will complete
the project on an individual basis. Two
to three days of class time will be given to check student progress and address
questions. The bulk of the project will
be completed outside of class. Students
will be shown model projects from previous students. The current day’s newspaper will be used to introduce the project
and illustrate how students can locate examples of constitutional principles.
Evaluation
Students will be responsible
for providing five news articles, a definition of the constitutional
principle/amendment, short summary of the article and a written analysis of how
the principle applies to the news article for a total of 20 points with a break
down as follows:
2
points for news article
3
points for definition
5
points for summary
10
points for analysis
The
entire project is worth 100 points.