Middle School Civics Summer Packet 2015-2016 Page of 28 · Middle School Civics Summer Packet 2015-2016 ... On the flow chart, Presidential Appointment Process, ... The executive

School District of Palm Beach County K-12 Curriculum: Secondary Social Studies

Middle School Civics Summer Packet 2015-2016

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Introduction

Use and implementation of the activities contained in the summer packet are

optional and voluntary. Activities were selected based on traditionally difficult

areas of student skill mastery while at the same time providing worthwhile practice

with civics. Topics were chosen based on Next Generation Sunshine State

Standards benchmarks tested on the Florida Civics End-Of-Course assessment.

Purpose of the Summer Packet

The activities in the summer packet were selected to allow students to experience

some fun with civics over the summer hiatus while simultaneously supporting

practice with skills they will need to demonstrate on assessments near the end of

the coming school year. This method of home-school academic connection

serves to maintain acquired skills while students are enjoying their summer break.

Activities in this packet are identified by Next Generation Sunshine State

Standards specifically targeted to grade level expectations for the students. Each

activity has been selected due to its high level of engagement and interest.

Background information is included for each activity in order to provide students

with a supportive platform to complete the contents of the packet.



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Suggestions for Implementation

Project-based research

Essay development/Writing prompt

Topic review

Make-up Assignments

Lesson Topic 1: Federalism

Benchmark(s):

SS.7.C.3.4: Identify the relationship and division of powers between the federal

government and state governments.

Background: In 1877, a majority of Americans feared a national government that

was too strong. They had just fought a war to detach themselves from a

government that was too controlling in Britain. Americans wanted a government

that would reflect the needs of the people and not just the central government.

Under the Articles of Confederation, however, the federal government did not have

enough power. The states held most of the power and were able to conduct

government to suit their geographical needs. However, there was not enough

national unity to conduct governmental business as a country. So the framers of

the Constitution set up a government with a balance of power between individual

states and the federal government. Federalism, a feature of the Constitution,

means that governmental powers are divided among the national, state, and local

governments.

Procedure:

1. Students should review the text of the Tenth Amendment and Article I, Section 8 of the U.S. Constitution.



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2. Using the National, State or Local? student handout as a reference, students

will label the Venn Diagram handout with the powers of the various levels of

government. They will need to distinguish the powers of each level as well

as the powers that the different levels share (concurrent powers).

3. Using an online source for the U.S. Constitution such as

http://www.archives.gov/exhibits/charters/constitution.html, complete the

activity, Federalism, by giving examples of federalism found in each article

of the Constitution.

Tenth Amendment U.S. Constitution 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.

U.S. Constitution Article 1, Section 8 Enumerated Powers of Congress

• The Congress shall have the power to lay and collect taxes, duties, imposts and excises, to pay the debts and provide for the common defense and general welfare of the United States; but all duties, imposts and excises shall be uniform throughout the United States;

• 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;

http://www.archives.gov/exhibits/charters/constitution.html



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• To provide for the punishment of counterfeiting the securities and current coin of the United States;

• To establish post offices and post roads; • To promote the progress of science and useful arts, by securing for limited

times to authors and investors the exclusive right to their respective writings and discoveries;

• To constitute tribunals inferior to the Supreme Court; • To define and punish piracies and felonies committed on the high seas, and

offenses against the law of nations; • 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 provide for calling forth the militia to execute the laws of the union,

suppress insurrections and repel invasions; • To provide for organizing, arming, and disciplining, the militia, and for

governing such part of them as may be employed in the service of the United States, reserving to the states respectively, the appointment of the officers, and the authority of training the militia according to the discipline prescribed by Congress;

• To exercise exclusive legislation in all cases whatsoever, over such District (not exceeding ten miles square) as may, by cession of particular states, and the acceptance of Congress, become the seat of the government of the United States, and to exercise like authority over all places purchased by the consent of the legislature of the state in which the same shall be, for the erection of forts, magazines, arsenals, dockyards and other needful buildings; and

• To make all laws which shall be necessary and proper for carrying into execution the foregoing powers, and all other powers vested by this



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Constitution in the government of the United States, or in any department or officer thereof.



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Federalism Word Bank

Legal System

• establish local governments • oversee elections • set time, place, and manner of elections • ratify amendments to the federal Constitution • establish a national court system Safety/Security

• issue licenses • provide an army and a navy • provide police and fire protection Economic Activities

• tax • take private property for public purposes with just compensation • borrow money • coin money • sets tax rate on property • regulate commerce with foreign countries • spend money for the general welfare • charter banks and corporations Lawmaking

• make and enforce laws • conduct foreign relations • make laws “necessary and proper” to carry out these powers • declare and conduct war



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• pass city ordinances



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State

Local

National

Federalism Directions: Complete the following research tasks below using an online source for the U.S. Constitution such as http://www.archives.gov/exhibits/charters/constitution.html.

Relevant Quote: “…a kind of assemblage of societies, that constitute a new one, capable of increasing by means of new associations, till they arrive to such a degree of power as to be able to provide for the security of the united body” Alexander Hamilton, Federalist #9.

Define what the quote means in your own words: ______________________________________

____________________________________________________________________________________________________________________________________________________________

Using your copy of the United States Constitution, find examples of federalism:

Article I: ________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________

Article II: _______________________________________________________________

________________________________________________________________________________________________________________________________________________

Article III: ______________________________________________________________

_______________________________________________________________________

Article IV: ______________________________________________________________

________________________________________________________________________________________________________________________________________________

Article V: ______________________________________________________________

_______________________________________________________________________

Article VI: ______________________________________________________________

_______________________________________________________________________

http://www.archives.gov/exhibits/charters/constitution.html



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Lesson Topic 2: The Presidential Appointment Process

Benchmark(s):

SS.7.C.3.8: Analyze the structure, functions and processes of the legislative,

executive and judicial branches.

Background: The success of a president in carrying out his or her public policy agenda often depends on the loyalty and effectiveness of cabinet secretaries, ambassadors and department heads in his or her administration. In choosing the right person for the job, the president must navigate the political minefield of the nomination process. This activity requires students to investigate the history and function of the presidential cabinet and identify the key players in the nomination process.

Procedure:

1. Students should read, The U.S. Consitution and Presidential Appointments,

and answer the two discussion questions in complete sentences.

2. Students should read, The President’s Cabinet. 3. On the flow chart, Presidential Appointment Process, students should

identify the constitutional requirements shown in the flow chart.

4. Using online resources, student should complete the Cabinet Scavenger Hunt, by researching the 15 cabinet departments and locating information

to complete the table. Students will identify the year the cabinet position

was created, identify the current cabinet secretary, and briefly describe the

major functions or responsibility of each department.

5. Students should study the Factors That Influence Presidential Appointments.

Using a pen or a pencil, students should rank the factors in order of

importance (1 being the most important factor, 11 being the least

important).



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THE U.S. CONSTITUTION

AND PRESIDENTIAL APPOINTMENTS

In the US Constitution, Article II describes the executive and appointment powers of the President:

The executive Power shall be vested in a President of the United States of America.

….he may require the Opinion, in writing, of the principal Officer in each of the executive Departments, upon any subject relating to the Duties of their respective Offices

….he shall nominate, and by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls… and all other Officers of the United States….

Questions for Discussion:

1. Identify the Constitutional requirements for appointing federal government officials.

2. How do these requirements promote checks and balances of the three branches of the federal government?



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The President's Cabinet

The purpose of the Cabinet is to advise the President on matters relating to the duties of

their respective offices. As the President's closest and most trusted advisors, members of

the Cabinet attend weekly meetings with the President. The Constitution does not directly

mention a "Cabinet," but the Constitutional authority for a Cabinet is found in Article II,

Section 2. The Constitution states that the President "may require the opinion, in writing of

the principle officer in each of the executive departments, upon any subject relating to the

duties of their respective offices." The Constitution does not says which or how many

executive departments should be created.

Who makes up the Cabinet?

The Cabinet traditionally includes the Vice President and the heads of 15 executive

departments-the Secretaries of Agriculture, Commerce, Defense, Education, Energy,

Health and Human Services, Homeland Security, Housing and Urban Development,

Interior, Labor, State, Transportation, Treasury, and Veterans Affairs, and the Attorney

General. Cabinet-level rank has also been given to the Administrator of the Environmental

Protection Agency; the Director of the Office of Management and Budget; the Director of

the National Drug Control Policy; the Assistant to the President for Homeland Security; and

the U.S. Trade Representative.

When requested by the President, other officials are asked to attend these weekly

meetings including, the President's Chief of Staff, the Director of the Central Intelligence

Agency, the Chairman of the Council of Economic Advisors, the Counselor to the

President, the Director of the Federal Emergency Management Agency, the Administrator

of the Small Business Administration, and the U.S. Representative to the United Nations.

How does one become a member of the Cabinet?

The 15 Secretaries from the executive departments are appointed by the President, and

they must be confirmed by a majority vote (51 votes) of the Senate. They cannot be a

member of Congress or hold any other elected office. Cabinet appointments are for the

duration of the administration, but the President may dismiss any member at any time,



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without approval of the Senate. In addition, they are expected to resign when a new

President takes office.

Source: http://bensguide.gpo.gov/9-12/government/national/cabinet.html

Step 2

Step 3

Step 1-A

Step 1-B

Step 1-C

Step 1-D

Step 4

Step 1

Cabinet



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Directions – Your task is to research the 15 cabinet departments below and include the following information in the table below: 1) identify the year created, 2) identify the current cabinet secretary, and 3) briefly describe the major function or responsibility of each department. The websites below are excellent resources: http://www.usa.gov/Agencies/Federal/All_Agencies/index.shtml http://www.whitehouse.gov/our_government/executive_branch/#cabinet

Department/ Year Created

Current Cabinet

Secretary

Major Functions/Responsibilities

Agriculture Year ______

Commerce Year ______

Defense

Year ______

Education Year ______

Energy

Year ______

Health &

Human Services Year ______

http://www.usa.gov/Agencies/Federal/All_Agencies/index.shtml

http://www.whitehouse.gov/our_government/executive_branch/#cabinet



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Homeland Security

Year ______

Housing & Urban

Development Year ______

Interior Year ______

Justice

Year ______

Labor Year ______

State

Year ______

Transportation

Year ______

Treasury

Year ______

Veterans Affairs

Year ______



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Factors That Influence Presidential Appointments

• Party affiliation (usually 80% or higher,

depending on President) • Political ideology

• The president’s policy agenda • Background of the nominee: professional experience,

expertise, education, family, etc. • Political favors – rewarding personal or political friends

• Fulfill campaign promises

• Feedback from important party leaders

• Interest group input

• Securing a “safe” nominee acceptable to the Senate • Press coverage of nominee: positive or negative



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Lesson Topic 3: Constitutional Rights

Benchmark(s):

SS.7.C.3.6: Evaluate constitutional rights and their impact on individuals and

society.

Background: The first 10 amendments to the Constitution make up the Bill of

Rights. Written by James Madison in response to calls from several states for

greater constitutional protection for individual liberties, the Bill of Rights lists

specific prohibitions on governmental power. The Virginia Declaration of Rights,

written by George Mason, strongly influenced Madison.

One of the many points of contention between Federalists and Anti-Federalists was the Constitution’s lack of a bill of rights that would place specific limits on government power. Federalists argued that the Constitution did not need a bill of rights, because the people and the states kept any powers not given to the federal government. Anti-Federalists held that a bill of rights was necessary to safeguard individual liberty.

Madison, then a member of the U.S. House of Representatives, went through the Constitution itself, making changes where he thought most appropriate. But several Representatives, led by Roger Sherman, objected that Congress had no authority to change the wording of the Constitution itself. Therefore, Madison’s changes were presented as a list of amendments that would follow Article VII.

The House approved 17 amendments. Of these 17, the Senate approved 12. Those 12 were sent to the states for approval in August of 1789. Of those 12, 10 were quickly approved (or, ratified). Virginia’s legislature became the last to ratify the amendments on December 15, 1791.

The Bill of Rights is a list of limits on government power. For example, what the Founders saw as the natural right of individuals to speak and worship freely was protected by the First Amendment’s prohibitions on Congress from making laws

http://billofrightsinstitute.org/resources/educator-resources/americas-founders-online/george-mason



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establishing a religion or abridging freedom of speech. For another example, the natural right to be free from unreasonable government intrusion in one’s home was safeguarded by the Fourth Amendment’s warrant requirements.

Essential to the study of American democracy is a careful examination of the

enumerated freedoms and liberties found in the Bill of Rights. Using art, this activity

requires students to analyze the language of the Bill of Rights and apply its

principles to everyday life.

Procedure:

1. Using the Making Connections: The Bill of Rights in Art handout , students should: a. Write down the amendment and examine the picture associated with each

one. For each amendment, students should address why it is important to American citizens. For amendments with multiple rights (Examples: 1st, 5th and 6th), you may want to break the amendment down and discuss each part.

b. Students should provide specific examples of how the Bill of Rights has directly impacted their lives.

2. Using the Bill of Rights Scavenger Hunt, students must decide whether the action is protected by the Constitution or not. Please provide the Amendment that the scenario refers to, and cite the specific text of the Amendment that supports or prohibits the action.



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Directions: For each of the following scenarios, decide whether the action is

protected by the Constitution or not. Provide the Amendment that the scenario

refers to, and cite the specific text of the Amendment that supports or prohibits the

action.

1. A group of college students create a website with detailed instructions about how to create a homemade explosive.

a. Is this situation Constitutional? b. Amendment # _____ c. Cite relevant text in Amendment:

2. Robert is disgruntled with the current political party in Presidential office. He

decides to publicly voice his opinions in the middle of the city square with a speech outlining the faults of the party, the mistakes of the President, and the overall decline of the administration.


3. Jane is student in a public elementary school. Every day before lunch, her teacher instructs the class to remember to say grace before the meal.


4. Nancy is a writer for a well-known city newspaper. She is writing an article about one of the Congressional candidates. Having a strong personal



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dislike for the candidate and wanting to sensationalize her article, Nancy decides to make up a story about the candidate having an extramarital affair, which would cast him in a bad light with voters.


5. John works in a department store at the mall. The other day, a bag of illegal drugs was found in the parking lot of the mall. As a result, the police proceeded to open and search through all of the cars in the parking lot at that time.


6. Bobby’s brother went to trial on charges of stealing last year. He was found not guilty. This past week, a witness came forward with concrete evidence that Bobby’s brother was to blame for the theft, and the victim wants him tried again.


7. The Webb family’s farmhouse is the last piece of private property along a certain highway. The government wants to extend the highway through that piece of land and sent the family a letter detailing those plans and offering a $60,000 for the land, a price comparable to similar pieces of property being sold at that time.




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8. Daniel Johnson is a homeless man arrested for stealing from a large department store. The judge set bail at 1 million dollars, an unusually disproportionate amount.


9. The streets of Snowden were filled with violent protesters, and the National Guard was called in to help with the crowds. When some of the officers came to Alice’s house and demanded that she give them food and lodging for the night, she flatly refused and locked the door in their faces.


10. Mr. Jones’ gun was confiscated by the police at a traffic stop, even though he showed them the proper permit and license for ownership of the gun.


11. Jackie was arrested by the police as she was coming out of work. When she asked what charges she was being arrested under the police refused to tell her, and when she requested a lawyer, the police simply laughed at her and told her they were all too busy for her.


12. George is the new principal at a South Carolina high school. Although there are state governed guidelines for the school system, he has decided to implement a new set of rigorous testing standards for the students. These



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tests are similar to the testing standards he had at his old school in Wisconsin, a system that he believes is far superior to South Carolina’s.


13. Carl was arrested for assault five years ago. He has been sitting in jail awaiting his trial ever since then, and the court claims that the process has been lengthened due to complications with logistics concerning court dates and witness information.


14. Since Anna was convicted of stealing, the judge thought it would be an appropriate punishment to cut off one of her hands as a reminder to never steal again.


15. Police officers are going through the neighborhood fundraising for an outreach program. When they reach Darrell’s house, they ask for a glass of water, because it’s extremely hot outside. While they wait for him to bring them some water, the officers smell the pungent odor of homemade explosives. When Darrell returns they demand to come in and take a look around. Darrell refuses and the officers leave to get a search warrant. When they return, they find the explosives they smelled. They arrest him.

a. Is this situation Constitutional? b. Amendment # _____ c. Cite relevant text in Amendment



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Directions: Analyze each piece of artwork below and connect it to one of the amendments listed in the Bill of Rights. For each of the pieces of art, complete the following tasks: 1) Identify the appropriate amendment(s) and provide the specific right(s) or freedom(s) that apply [ex: 1st Amendment, freedom of speech], 2) provide an explanation regarding why and how you think the artwork relates to the chosen amendment(s) and discuss the current implications of this amendment for society. Artwork #1

Artwork #2

1) Amendment & right(s) -

2) Explanation -

Source: http://chronicle.uchicago.edu/031106/guns.jpg

Artwork #2


2) Explanation -

Source: http://www.unicover.com/EE5KFAOA.HTM

http://chronicle.uchicago.edu/031106/guns.jpg

Artwork #3


2) Explanation -

Artwork #4


2) Explanation -

Artist: Norman Rockwell, The Four Freedoms Exhibit Source: http://www.nrm.org/exhibits/current/four-freedoms.html

Artist: Norman Rockwell, The Four Freedoms Exhibit Source: http://www.nrm.org/exhibits/current/four-freedoms.html


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Artwork #5


2) Explanation -

Source http://www.ericturkewitz.com/watergate/12jurors.htm

Artwork #6

Artist Van Gogh, The Prison Courtyard Source: http://www.abcgallery.com/V/vangogh/vangogh90.html


2) Explanation -

http://www.ericturkewitz.com/watergate/12jurors.htm


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Artwork #7


2) Explanation -

Source: http://www.courtroomartist.com/recent_trials.htm

http://www.courtroomartist.com/recent_trials.htm


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Sources

The three activities were adapted from the Youth Leadership Initiative lessons at

University of Virginia Center for Politics and modified for independent student use.

All credit for these activities belongs to the above listed author(s) and source.

Additional Summer Break Activities

Register as a student at iCivics http://www.icivics.org/ and explore the games and

activities you find there.

http://208.81.226.245/

http://www.icivics.org/


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Contact

Dr. Nikkia Deluz, Secondary Social Studies Program Planner [email protected] (561) 357-7556 PX 47556

Mission Statement The School Board of Palm Beach County is committed to

excellence in education and preparation of all our students with the knowledge,

skills and ethics required for responsible citizenship and productive employment.

mailto:[email protected]

Documents

Middle School Civics Summer Packet 2015-2016 Page of 28 · Middle School Civics Summer Packet 2015-2016 ... On the flow chart, Presidential Appointment Process, ... The executive