wcpsselementarysocialstudies.pbworks.comwcpsselementarysocialstudies.pbworks.com/w/file/... · Web viewStudents will need access to the NC Constitution website for this activity

Unit Overview

Objectives:

4.C&G.1 Understand the development, structure and function of North Carolina’s government.

4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.

4.C&G.1.2 Compare the roles and responsibilities of state elected leaders.

4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state.

4.C&G.1.4 Compare North Carolina’s government with local governments. 4.C&G.2 Analyze the North Carolina Constitution.

4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities.

4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution.

4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution.

Essential Questions:

What are the key principals from the North Carolina Constitution? And what does this say about the people who wrote it?

How has our Constitution changed over time? What rights are guaranteed to all citizens in the constitution?

o What responsibilities do citizens have? o How does being a responsible citizen protect the rights of

others?

Why is our government divided into three separate branches? How are our state and local governments similar and different?

Assessment:

Assessment should be done throughout the unit, as you see student understanding of concepts through class discussion. Short quizzes can be given at any appropriate time within the unit, based on the essential questions of the lesson. Several quizzes are embedded within the unit, but these can be altered at teacher discretion. By the end of the unit, students should be able to answer all of the essential questions listed above. The goal is understanding of concepts rather than memorization of facts.

Revised September 2013

CONTINUOUS WORK In PROGRESS - Revised Sept 2013

Standard Essential Question Lesson Teacher Preparation AssessmentDay 1 4.C&G.1.1 Summarize the key

principles and revisions of the North Carolina Constitution.


What are the key principals from the North Carolina Constitution? What does this say about the people who wrote it?

How has our Constitution changed over time?

Students will use note taking handout and NCpedia article to summarize the 5 stages of governorship in NC, focusing on the sequence of events and who had decision making power.

Have projector available, or make copies of NCpedia article.Make copies of note taking handout.

Informal/Observation

Day 2 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution.




Students will look at a primary source: Instructions to the Delegates from Orange in the Halifax Congress, to be held in November, 1776Students will examine this document to discover what the people desired from their new government.

Have projector available for viewing primary source.Consider differentiation for students who struggle with note taking without a graphic organizer (you may want to provide notes for these students)Preview primary source and become familiar with format and content







Students will look at the Declaration of Independence, and then at the Preamble of the United States Constitution to look at how one affects the other. What does this say about the purpose of the Constitution and the beliefs of the people?

Choose picture book related to the Declaration of Independence.Have projector available to display School House Rock video.Make copies of Preamble handout for students.









Students will compare the Preamble of the US Constitution to the Preamble of the NC Constitution. Students will complete a writing activity where they will answer the question:Why is important that our country have a Constitution (written plan for Government)

Make copies of the Preamble handout for students






Students will look at the text of the three North Carolina Constitutions to determine whether or not the wishes of the people were met. Students will also observe changes to the Constitution that were made over time.

Have projector available for viewing primary sources.Copy 1776 Constitution for each small groupPreview primary sources and become familiar with format and content






Students will learn vocabulary related to voting rights in North Carolina. Students will then participate in a jigsaw activity where they will look at primary sources related to how voting rights have changed over time in North Carolina. They will then take a “quiz” which is actually a sample literacy test from Alabama. Lesson will culminate in a class discussion about the importance of knowing what is in the constitution and voting.

Have projector available for viewing PowerPoint.Make copies of primary sources on colored paper (one color per source if possible, for ease of transition)Copy jigsaw activity sheet for each studentPreview jigsaw activity sheet to anticipate any differentiation that will be necessary for struggling readers. Consider assignment of students to groups. Copy Literacy Test for each student

Informal/ObservationDay 7


Day 8 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders.

Why is our government divided into three separate branches?

Students will take a quiz as a short assessment. Students will then discuss how our government is divided into 3 separate branches which have different duties. Students will complete an independent/partner activity.

Access projector for displaying primary sources. Access Harcourt Books, or print and copy information from link.Copy Graphic Organizer for students.

Quiz

Day 9 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders.


Students will summarize the responsibilities of the governor and executive branch through class discussion of the state Constitution.

Decide which optional activity will be completed.Access projector (smartboard if possible) for displaying primary sources.


Day 10



Students will complete a scavenger hunt using the Constitution’s legislative section. Students will then take a short quiz.

Access computers or print copies of constitution for use by students.Copy scavenger hunt for each student.

Quiz

Day 11



Students will view a website that explains the structure of the Judicial branch, and then will read scenarios and act as a judge to read the Constitution and decide on a verdict

Access computers for this lesson. Print out copies will not be easy to use.Copy student pages


Day 12



Students will learn about how a bill becomes a law and will discuss the importance of all branches of government in the process.

Access projector for viewing video clips and presentation.Copy student pages


Day 13


4.C&G.1.4 Compare North Carolina’s government with local governments.


How are our state and local governments similar and different?

Students will determine the difference between state government and local government by exploring the Town of Apex website (or another town website) and the Wake County Government website. Students will complete a comparison chart

Access computers – at least 1 for every pair of students.Copy Comparison Chart


Day 14



What rights are guaranteed to all citizens in the constitution?

Students will analyze the NC Constitution to find rights that are guaranteed to citizens. Students will then create a Classroom Bill of Rights in small groups and present to the class.

Access projector for viewing primary sources


Day 15


Day 16



What responsibilities do citizens have?

How does being a responsible citizen protect the rights of others?

Students will analyze the NC Constitution to find what responsibilities citizens are expected to carry out for our country to run effectively

Access Harcourt books, or choose a picture book that explains the responsibilities of citizens.


Day 17



What responsibilities do citizens have?

How does being a responsible citizen protect the rights of others?

After viewing several examples, students will create a public service announcement urging citizens to be responsible. This will show their understanding of the rights and responsibilities of citizens in North Carolina

Access projector for showing PSA samplesCopy project sheet and reflection sheet for each studentMake available appropriate resources for independent projects

Project

Day 18

Day 19

Day 20


Day 1

History of Governorship in NC

Concepts:

North Carolina’s government has changed over time.

North Carolina has not always been ruled by a governor that was elected by the people.

Resources:

NCPedia Article - http://www.ncpedia.com/government/governorship

Note-taking sheet – History of Governorship in North Carolina

Optional – Biographies of the original Lords Proprietors http://www.learnnc.org/lp/editions/nchist-colonial/1668

Process:

Begin by asking students what they already know about the government in North Carolina. Allow students to respond by sharing previous knowledge.

Tell students that today they will be reading an article about the history of how North Carolina’s government began. Display article on projector (preferred method) or pass out copies of the article to students. Distribute copies of note-taking sheet to each student.

Explain to students that the development of North Carolina’s government happened in 5 major stages.

Choosing the method appropriate for your students (read aloud, partner reading, independent reading), read one section at a time of the article, pausing after each section for discussion and to fill out the note-taking chart.

Higher level discussion questions are included at the bottom of the note-taking sheet. These can be discussed with partners first and then whole class, or just with the whole class, depending on time constraints. Writing out the answers to these questions is not necessary.

*Note: Students will most likely not be able to complete this activity independently without class discussion. This should not be assigned as an independent activity or assessment.


http://www.learnnc.org/lp/editions/nchist-colonial/1668

http://www.ncpedia.com/government/governorship

History of Governorship in North Carolina


____________________Ruled by:

1585-1662

____________________Ruled by:

1662-1663

____________________Ruled by:

1663-1729

____________________Ruled by:

1729-1776

____________________Ruled by:

1776-Present

Thinking Questions -

1. How did the governorship of North Carolina change over time?2. Why did the Lords Proprietors have a hard time governing the colony? How did this affect future changes?3. Why has North Carolina’s governorship stayed the same since 1776?

History of Governorship in North Carolina Teacher Guide


The Southern PlantationRuled by: Commander of the Southern Plantation,

specifically Samuel Stephens

1662-1663

Thinking Questions -

4. How did the governorship of North Carolina change over time?5. Why did the Lords Proprietors have a hard time governing the colony? How did this affect future changes?6. Why has North Carolina’s governorship stayed the same since 1776?

The Virginia ColonyRuled by: Governor, appointed by the King or

Queen of England

1585-1662

The Lord’s ProprietorsRuled by: Eight Lords Proprietors who were appointed by the king

1663-1729

The State of North CarolinaRuled by: Governor, elected by the people (though originally appointed by the General Assembly, who

was elected by the people)

1776-Present

Royal ColonyRuled by: Governor, appointed by the King or

Queen of England

1729-1776

Day 2

Plans for Democracy

Concepts:

Explain the influence of the colonial history of North Carolina on the

governing documents of our state.

Resources:

Primary Source: Instructions to the Delegates from Orange in the Halifax

Congress, to be held in November, 1776.-

http://www.learnnc.org/lp/editions/nchist-revolution/4329

Notebook Paper for taking notes while reading (optional)

Process:

Ask students to discuss with a partner or small group: After the American Revolution, the people of each state were faced with a new challenge. What challenge do you think they faced?

Explain that after the American Revolution, North Carolina delegates had to

create our first Constitution, or plan for government.

Read “As you Read” to the class as an introduction to the primary source,

stopping for explanation where necessary.

Have students use notebook paper to document what they notice,

responding to this question throughout the lesson: “What was important to

the people who wrote our original Constitution?”

This list will not need to be memorized, but is a summarization activity that

will help students build understanding. This list should be generated by

students through class discussion and then written out together on chart

paper (or other method). Teacher master contains anticipated responses.

Students will be expected to explain 2-3 reasons on a future assessment.

Because this is a primary source, it will be difficult /impossible for fourth

graders to read and understand independently. Use teacher judgment while

reading through this document, skipping and explaining as necessary.

Yellow highlighted notes are helpful explanations in plain language.

Emphasize that this is not the ACTUAL constitution, but the plan that the

people from Orange county wrote for what they wanted to be included in

their state constitution



Key Points:

“We, the people of the County of Orange, who have chosen you to

represent us in the next Congress of Representatives delegated by the

people of this State require you to take notice that the following are our

instructions to you which you are required to follow in every particular with

the strictest regard.” – Explain to the students that the people wrote out

these instructions to make sure that their representatives were actually

representing what the people believed and wanted.

“The principal and supreme power is possessed only by the people at large,

the derived and inferior power by the servants they employ.” – Explain that

this means that the people are the ones who should hold the power of

government, and that the elected officials should be servants to the people.

Officials only have power that is given to them by the people.

“Secondly.” – This long and wordy paragraph is important, but will be best

explained by the yellow highlighted comment.

“Thirdly.” – This paragraph discusses freedom of religion. The first yellow

highlighted comment will be helpful in explaining why this was a priority for

the people.

“Fourthly” – This paragraph identifies the importance of the three branches

of government.

“Fifthly-Ninthly”- These paragraphs define additional protections and roles

of the government.

“Tenthly” discusses the need to have a general assembly with two parts

which are both elected.

“Eleventhly” discusses who should be allowed to vote. Note: yellow

comment contains a quote from Ben Franklin that includes the word

“jackass”. Be prepared to explain to students, or skip this comment box.

“Twelvethly” discusses method for elections, to be done by ballot. Yellow

comment gives historical information about how elections were done in the

past.

“Thirteenthly” discusses term limits for governors. Comment explains why

this would have been important to the people at the time.

Finish note taking and wrap up discussion by asking students to think, and

then discuss with a partner, one thing that they agree with from the list of

priorities and one thing they disagree with. Allow 1 minute for silent

thinking, and then 3-4 minutes for discussion with partner. Then ask for

volunteers to share if time allows. Explain to students that the priorities that

the colonists developed became the key principles (foundational beliefs that

guide decision making) that would help create our Constitution.


Plans for Democracy – Note-Taking (Teacher Master)

What was important to the people when our constitution was written?

Representation

People have the power.

Elected officials work for the people.

The constitution must be approved by the people before it can go into effect,

and only the people (not the legislature) can change it.

Freedom of religion

Power should be divided among three branches that have separate roles.

All representatives in the legislature should be elected by the people.

Landowners and adult men who paid taxes were the only ones who could

vote in elections.

Elections should be done by secret ballot.

A new governor should be elected each year to make sure no governor ever

had too much power.


Day 3Key Principals of the Constitution

Concept:

Explain the influence of the colonial history of North Carolina on the governing documents of our state.

Resources:

Appropriate picture book describing the Declaration of Independence (choose based on what is available at your school, many titles available)

Handout – Preamble of the US Constitution

Guide to the Preamble (for teacher use in explaining) http://www.usconstitution.net/consttop_pre.html (ads at the top, be sure to scroll down)

Constitution for Kids (another good resource for explaining) http://const4kids.forums.commonground13.us/?p=19

School House Rock Video – Preamble http://www.youtube.com/watch?v=SQdDjBAJt7c&feature=related

Process:

Ask students if they remember what document was signed that led to the American Revolution (Declaration of Independence). Introduce the Declaration of Independence by reading an appropriate picture book. There are many titles related to this topic. After reading, ask the students: What did the colonists want? (freedom, rights, etc.) Compare what they say to the list that was created yesterday. These are the key principals that the colonists believed in, and they were the foundation of our Constitution and government.

Tell students that when the Constitution was written, the writers added an introduction to share their beliefs. We call this the Preamble.

Pass out copies of the Preamble to the US Constitution handout. Read the preamble together, pausing to define words that the students may not understand. There is space on the handout for students to add more common vocabulary, and it has been chunked by phrase to aid in comprehension.

After going through the entire preamble, ask the students to write in their own words what our founding fathers were trying to say. Give students about 5 minutes to do this, and then ask several to share.

Wrap up the discussion by asking students: What does the Preamble tell us about what the colonists believed?

If time allows, the School House Rock video on this topic is a fun way to increase understanding. Students may wish to watch more than one time. Since they will have the words to the Preamble in front of them, they will be able to sing along.


http://www.youtube.com/watch?v=SQdDjBAJt7c&feature=related

http://www.youtube.com/watch?v=SQdDjBAJt7c&feature=related

http://const4kids.forums.commonground13.us/?p=19

http://www.usconstitution.net/consttop_pre.html

We the People, of the United States,

in order to form a more perfect union,

establish justice, insure domestic tranquility,

provide for the common defense,

promote the general welfare and

secure the Blessings of Liberty

to ourselves and our posterity,

do ordain and establish this Constitution

for the United States of America.


Day 4Comparing the US and NC Preambles

Concept:

Analyze the North Carolina Constitution. Explain the influence of the colonial history of North Carolina on the governing documents of our state.

Resources:

Handout – Preamble to the United States Constitution (from Day 3)

Handout – Preamble to the North Carolina Constitution

Notebook Paper

Process:

Begin by reviewing the word Preamble. What is a Preamble? Why was it included in the US Constitution?

Tell students that our North Carolina Constitution was modeled after the US Constitution, and also has a preamble. Pass out copies of the North Carolina Preamble. Allow students in pairs or small groups to look at the two preambles side by side. On a sheet of notebook paper, ask students to write down what words they notice are important in both preambles. (We, the people, Union, blessings, liberties, posterity, ordain and establish this Constitution). Once students have a list of words, ask them to write down what they think this says about the people who wrote our state constitution (they valued many of the same things). Ask students, Why does this matter? (It is important that our state government align with our federal government)

Introduce independent writing activity – this may be used as an assessment.

Pose this question to the class: Why is it important that our country, and our state, have a Constitution (written plan for government). Students should write a short essay to explain their opinion, and may use any notes that they have taken or been given to help them. The extent to which students write should be decided on a class by class basis, depending on time and student ability, however students should be able to show accurate reasoning for their opinion.

If time allows, give students an opportunity to share their writing with a partner or small group.


We, the people of the State of North Carolina,

grateful to Almighty God,

the Sovereign Ruler of Nations,

for the preservation of the American Union

and the existence of our

civil, political and religious liberties,

and acknowledging our dependence upon Him

for the continuance of those blessings to us

and our posterity, do, for the more certain

security thereof and

for the better government of this State,

ordain and establish this Constitution.


Day 5Changes to the NC Constitution

Concepts:

Summarize the key principles and revisions of the North Carolina Constitution.

Resources:

Teacher Edition – Harcourt Social Studies book – pg. 150 (optional) Handout – History of the North Carolina Constitution Constitution – 1776: With definitions and commentary

http://www.learnnc.org/lp/editions/nchist-revolution/4330 Notes from Day 2 Constitution – 1868: http://books.google.com/books?

id=eao4AAAAIAAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Constitution – Current http://www.ncga.state.nc.us/legislation/constitution/ncconstitution.html

Process:

Read from Harcourt Social Studies – The Constitutions of North Carolina – pg. 150 as an introduction to the North Carolina Constitution. If this is not available, introduce lesson by briefly reviewing discussion from yesterday.

Tell students that today they will be looking at the three different constitutions that North Carolina has adopted.

Project the first website – The 1776 Constitution (available through LearnNC) – Read aloud the first paragraph of the “As you Read” section. Remind students that yesterday we read the instructions for what the people wanted representatives to do while writing the Constitution. Today we will see if they followed the instructions of the people and fairly represented their wishes. Divide students into groups of 2-4 (depending on your class). Distribute one copy of the 1776 Constitution (or make available on one laptop per group). Give students 5-10 minutes to skim the document to look for things they see that relate to the notes they took yesterday. Give assistance as needed with interpreting this document.

Ask students to jot down any ideas they want to share on a sheet of notebook paper as they work.

After 5-10 minutes, call for attention and discuss the class findings as a group. Students should discover that most of the requirements were fulfilled in the original Constitution.

Explain to students that over time, the Constitution has had to change. Ask if students know of any ways that this constitution is different from the one we have today (students may have some previous knowledge about this, and may point out voting rights, or the length of term for the Governor)

Distribute handout: History of the North Carolina Constitution

Read together the information about the 1776 Constitution. Tell students that even though we have only had three official Constitutions, the Constitution has been changed many times. Any time the people, or the General Assembly, feel that the Constitution should be changed they can call for a Constitutional Convention. Discuss the changes made in 1835 and 1862.

In 1868, after the Civil War, a new Constitution was written. Display the text of the 1868 Constitution using a projector. Refer to handout for main changes to Constitution, and point these out in the original text for students. Continue to refer to handout to explain changes to the 1868 Constitution after its ratification.

In 1967 a study was done that showed that the Constitution was out of date. A new constitution was created in 1971. Refer to handout to explain additional changes, referring to the full text if time allows (students will examine this version at length in later lessons).

Additional Resources for Teacher Reference:

http://www.learnnc.org/lp/editions/nchist-civilwar/5164

http://www.ncpedia.com/government/nc-constitution-history

http://www.civics.unc.edu/resources/docs/HistoryofNCConstitutionPowerPoint.pdf

http://en.wikipedia.org/wiki/North_Carolina_Constitution


http://en.wikipedia.org/wiki/North_Carolina_Constitution

http://www.civics.unc.edu/resources/docs/HistoryofNCConstitutionPowerPoint.pdf

http://www.ncpedia.com/government/nc-constitution-history

http://www.learnnc.org/lp/editions/nchist-civilwar/5164

http://www.ncga.state.nc.us/legislation/constitution/ncconstitution.html

http://books.google.com/books?id=eao4AAAAIAAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false




History of the North Carolina Constitution


Constitution of 1776Created Declaration of Rights for citizens

Separated powers – General Assembly was elected, other officials were appointed by the General Assembly

Governor was only allowed to serve 1 year terms

Voting Rights - Male land owners (including free African Americans) over the age of 21

Convention of 1835

Amended Constitution of 1776

Governor now elected by the people for a 2 year term.

Abolished African American voting rights

Convention of 1861-1862

Removed North Carolina from the Union and made them part of the Confederacy

Constitution of 1868Declaration of Rights became Article I

Nullified secession and abolished slavery

All major state officials would now be elected, and Governor was given a 4 year term.

Voting Rights – All men, including African Americans, could vote

Free public schools were established

Convention of 1875

Established racial segregation in public schools – “separate but equal”

Gave additional power to the General Assembly to abolish or change local governments, or to create new courts

Amendments of 1900

Added a literacy test and poll tax for anyone who wanted to vote

Anyone who had a direct ancestor who was allowed to vote in 1867 (before African Americans were given voting rights) was exempt from these tests and taxes.

Constitution of 1971In 1967 it was decided that the constitution had become confusing and obsolete due to its many amendments.

Language was updated to make it easier to read, and it was organized into sections based on topic.

Some Amendments since 1971Prohibits all poll taxes

Allows governor and lieutenant governor to run for two consecutive terms

Requires all judges to be lawyers

Gives Governor the power to veto a bill

Day 6 and 7

Voting Rights of African Americans - Looking at the NC Constitution -Lesson from the North Carolina Civic Education Consortum

Lesson has been adapted for fourth grade students, but the original can be found at the link below -http://www.civics.unc.edu/resources/docs/AARightsNCConstitution8.pdf

Concept:

Summarize the key principles and revisions of the North Carolina Constitution.

Resources: - Should be printed from link to original lesson above - print pg 10-30 of document

“African American Voting Rights and North Carolina’s Constitution Power Point” accompaniment, available in the Database of Civic Resources at www.civics.org/resources/docs/AfAmVotingRights8PowerPoint.pdf

Primary source documents (Copy each primary source on a different color of paper if possible.)

African American Voting Rights and North Carolina’s Constitution Jig Saw activity

Jig Saw answer key Copy of Literacy Test and answer key

Process:

1. To introduce the day’s lesson, display warm up on powerpoint presentation. Allow students 5-7 minutes to reflect and write about this topic. Allow students to share responses if they wish. Share with students that the image is an 1867 sketch depicting blacks voting freely in the first open elections in the South; these elections took place after the Civil Rights Act of 1866 had mandated that African Americans be given the right to vote.

2. Introduce new vocabulary by following instructions from powerpoint. This can be adjusted based on your students and time

constraints. Pre-teaching this vocabulary will allow students to be more successful with reading primary documents in the later parts of the lesson.

3. Write the word “vote” on the board and discuss, noting student responses on the board:

Do you have the ability to vote in an election? Why or why not? What are the requirements for voting in North Carolina? What groups of people throughout history have not always been

allowed to vote in this country? (Answers should include African Americans, women, Native Americans, people who did not own property, people under 21, people under 18, convicted felons, etc.)

Tell the students that they’re going to be focusing on the history of African American voting rights in North Carolina. Remind students that African Americans were not always able to vote in North Carolina. Highlight the fact that although it is illegal today to keep people from voting based upon race, gender, etc. this was not always the case. Early state constitutions included provisions that made it perfectly legal to disenfranchise people based upon race, gender, etc.

4. Jigsaw Activity:

Either assign eight groups or have students number off from one to eight (one for each primary source). Tell students where in the room each numbered group should report to once told to do so. Assign each group one of the attached primary sources to read and analyze (allow approximately 10-15 minutes for this.)

Teacher Note: To make the transition to the second groups easier, teachers may want to copy each primary source on a differed color of paper. Thus, students in the first groups will all be working on the same primary source (the same color of paper.) When students transition to the second groups in the step below, there should be 8 different colors of paper in each group (thus, 8 primary sources being taught about.)


http://www.civics.unc.edu/resources/docs/AARightsNCConstitution8.pdf

Breakpoint

Once the groups have completed their analysis, re-divide students into groups of 8, with one primary source represented in each group. Each of the 8 students will take a turn teaching their new group members about their primary source. Instruct students to go in the same order as the documents are listed on the handout.

By the end of the second group meeting, all students should have their entire handout filled out based on what their classmates teach them. Teachers should circulate as students teach one another about their primary source. If discrepancies are overheard or students seem to struggle with any particular document, do a more detailed review of those areas as a class once groups have finished, using the attached answer key.

5. Class Discussion – Common phrases around election time include “my vote doesn’t matter” or “who cares about voting, it’s not important.”

If voting is not an important part of American life, why did many states pass laws to exclude whole groups of people from voting?

Conversely, why did many groups fight difficult struggles to gain the right to vote? How do you imagine those people who fought (and even died) for the right to vote would feel hearing such apathetic opinions?

Why is it important to vote, in local, state, and national elections? Can one person make a difference?

Why is it important to be aware of your state’s constitution, knowing what types of amendments are being passed?

If we are unaware of what our legislators are doing, or what is being amended in our state constitution, what would keep such unfair laws from being passed today?

6. Quiz Time – Literacy TestsTell the students they are going to take a quiz about voting and the Constitution. Pass out the attached quiz, which is actually a sample literacy test from Alabama (do not inform students of this yet.) Students will likely grumble, but tell them they have 10 minutes to read and complete the “quiz.”

To really raise the stakes and heighten resentment, teachers may want to tell students that you feel the information on the quiz is so important that you will be counting it as 20% of their final grade. After the allotted time, have students exchange or grade their own papers as you share the correct answers. It is likely that many students will have done poorly. Ask students the following discussion questions:

Did you pass the quiz? Did you think it was a difficult quiz? Why or why not? Why was this quiz frustrating and stressful?

Finally, tell students that the quiz they just took it will not actually count as part of their grade. Explain that it is a sample literacy test from Alabama and have students restate their understanding of literacy tests, as shared in the opening vocabulary activity from the previous day of class.

Give students additional information regarding literacy tests:

A typical test consisted of three-parts. In "Part A" the applicant was given a selection of the Constitution to read aloud. The registrar could assign you a long complex section filled with legalese and convoluted sentences, or he could tell you to read a simple one or two sentence section. The Registrar marked each word he thought you mispronounced. In some cases you had to orally interpret the section to the registrar's satisfaction. You then had to either copy out by hand a section of the Constitution, or write it down from dictation as the registrar spoke (mumbled) it. White applicants usually were allowed to copy, Black applicants usually had to take dictation. The Registrar then judged whether you were able to "read and write," or if you were "illiterate." In Parts "B" and "C," you had to answer two different sets of four written questions each. Part "B" was 4 questions based on the excerpt you had written down. Part "C" consisted of 4 "general knowledge" questions about state and national government. Your application was then reviewed by the three-member Board of Registrars — often in secret at a later date. They voted on whether or not you passed. It was entirely up to the judgment of the Board whether you passed or failed. If you were white and missed every single question they could still pass you if — in their sole judgment — you were "qualified." If you were Black and got every one correct, they could still flunk you if they considered you "unqualified." (Source: http://www.crmvet.org/info/lithome.htm)


http://www.crmvet.org/info/lithome.htm

Explain to students that literacy tests were used in our own state of North Carolina to deny African Americans the right to vote without violating the 15th Amendment. The reasoning was that people were being denied the right to vote because they could not pass a test, not because of a person’s “race, color, or previous condition of servitude.”

Some white males were illiterate and could not pass the tests; this problem was solved with a ‘grandfather clause” which allowed people whose grandfather’s voted before 1867 to vote if they did not pass the tests. African Americans were exempt from grandfather clauses because their ancestors could not vote in North Carolina before 1867 (the end of the Civil War).

Discuss (teachers may want to have students first review their jig saw handout from the previous class):

Can you imagine how it would feel if you were forced to take a literacy test and denied the right to vote based on this unfair practice? (Allow students to share their feelings, discussing how in actuality, it is difficult for us to really imagine or understand such injustice.)

When did the transition happen that voting became less important to people? Meaning, you just noted how angry or frustrated you would be if denied the right to vote in this way, yet because we have the right, we don’t utilize it.

What does this say about society? What did it take to get literacy tests, grandfather clauses, and other

unjust laws and practices eradicated?

What year did North Carolina pass constitutional amendments that included the use of literacy tests and grandfather clauses? (1900)

Why do you think these laws were passed in 1900? (Tell students to remember that African Americans were granted the ability to vote under the 1868 NC Constitution. Southern “redeemer” governments came to power after Reconstruction ended. Without the Federal Government looking over their shoulder, they wanted to return the South to a lifestyle similar to one before the Civil War.)

When were literacy tests and grandfather clauses made unconstitutional in the United States?Grandfather Clauses – 1915 – Guinn v. United StatesLiteracy Tests – 1965 – Voting Rights Act of 1965Teachers can point out the fact that the current NC Constitution still has a literacy test requirement for voting, but it is null and void because of the Supremacy Clause.

7. Wrap up discussion. These questions will be used in the assessment on Day 8.

What is a Constitution? What were the main priorities of the representatives who wrote our

original Constitution? How has the North Carolina Constitution changed over time? Why is

this important? Do you think the state Constitution will continue to change? Why or

why not?


Day 8

Introduction to the Three Branches of Government

Concepts:

Compare the roles and responsibilities of state elected leaders.

Resources:

Quiz Questions from Day 7

Constitution – 1776: With definitions and commentary http://www.learnnc.org/lp/editions/nchist-revolution/4330


Three Branches Graphic Organizer

Harcourt Social Studies Books (or print information from this link: http://www.whitehouse.gov/our-government/state-and-local-government)

Additional Information about the branches - http://www.ncleg.net/CitizenGuide/CitizenGuide.html\

Process:

Begin class with quiz questions from day 5 to assess understanding of the development of the NC government. These can be displayed for students and students can write responses on notebook paper.

Once students have finished this assessment, begin lesson with an introduction, drawing students back to the original 1776 constitution. Ask for responses – what did the original writers of our constitution do to establish the structure of our government? (divided power into three branches) Go back to the primary source to find where it was added originally. (Declaration of Rights IV) Ask students: Why do you think this was so important to the people at that time?

Class Discussion – Tell students: We know that the constitution is a plan for government. That means that if we want to know how our government is structured (set up) we can look to the constitution to find out. Let’s do that. (Project the current constitution.) Tell students: Our current constitution is housed on the North Carolina government website, so that all citizens have access to it. Do you think that citizens in 1776 had access to the constitution like we do? Why, why not? Why is it easier for us to have access to documents like this? (technology) Looking at the current website, ask students where they think they will find the line that separates the powers of government. (Declaration of Rights). Click on link and allow students to skim to find it. They should see that the wording is very similar to the original wording. Ask students if they think they can guess the names of the three branches of government based on what is written in the constitution. Take guesses, but write the names of the three actual branches on the board.

Distribute the Three Branches graphic organizer. Tell students that today they are going to do some reading with a partner about the roles of each of the branches of government. Students can use the Harcourt Social Studies book (pg. 171-173) as a resource, or if these are not available, use the link above to print information and copy for students. Note: If using the website instead of the textbook you may need to supplement the information about the executive branch. This source does not explicitly state what the duties are.

Give students 10-15 minutes to work on filling out their graphic organizer. When most students have finished, call back together and check answers together. To wrap up, ask students if they found anything that surprised them or was interesting. Allow them to share with a partner at their tables and then call on 2 or 3 students to share with the class.


http://www.ncleg.net/CitizenGuide/CitizenGuide.html%5C

http://www.whitehouse.gov/our-government/state-and-local-government



Branches of GovernmentLegislative Executive Judicial

Leader

Duties

Why is it important that all branches of government work together?

What could happen if there were not different branches of government?


Branches of GovernmentLegislative Executive Judicial

Leader General Assembly – Divided into the Senate (50

members)

House of representatives (120 members)

Governor Supreme Court

Duties

Makes LawsMakes sure that laws are

carried out

Makes sure that laws are carried out fairly, and that they agree with the state

constitution

Why is it important that all branches of government work together?

Power is divided, so for things to be done correctly all of the branches must work together.

What could happen if there were not different branches of government?

If there were not different branches, then it would be easier for one branch, or one person, to gain too much power and control over the state and its people.


Day 9

Functions of the Executive Branch

Concepts:


Resources:


Notebook paper – to take notes

Optional Website - http://www.governor.state.nc.us/SetGovStraight/faq.html

Process:

Introduction – Review branches of government. Ask students to share with a partner why our government is structured into three branches (so that no person or branch can ever have too much power)

Begin by looking at the current constitution. If possible, use SmartBoard for this activity so that words can be highlighted and underlined.

Explain to students that our plan for government (constitution) tells exactly what each branch should do. This tells us the specific roles and responsibilities that each branch has. Today we will look at the roles and responsibilities of the Executive branch. Click on the link for Executive.

We learned yesterday that the Governor is the head of the Executive branch. Let’s look at the responsibilities/duties of the Governor. Together as a class, summarize the duties of the Governor by reading each one and putting it into the students’ own words. You can display these summary

statements on the projector, or on chart paper. Students should copy their own notes from the class notes (differentiate as necessary). Some of the wording will require the teacher to summarize for students, as students will not be able to interpret meaning independently. Skim/skip as necessary. Spend 10-15 minutes on this activity.

Next, ask students if they noticed any other elected officials that are part of the executive branch. Briefly outline other officials and their responsibilities within the branch. Spend no more than 5 minutes on this.

Optional Activity – Currently (Early 2012), the Governor is doing some restructuring of the Executive branch of government, due to budget constraints. If time allows, this is a wonderful opportunity to tie in current events. Preview website before using to familiarize yourself with the most current state of restructuring. Spend some time looking at the website with students, and then allow for class discussion about the purpose of this restructuring. Ask students if the constitution allows the Governor to do this. See if you can find where the constitution says it is allowed. After spending 10-15 minutes discussing and viewing the website, ask students to spend some time thinking about their opinion of this restructuring. Allow students 15 minutes to write a letter to the Governor sharing what they think about this restructuring, giving reasons for or against. Remind students that even though they are not voters yet, they will be someday, and it is our job as citizens to pay attention to what our elected officials do, and to share our opinions with them so they can make decisions that represent the people.

Optional Activity – If this site is no longer available, or is outdated, use the rest of class time to allow students to imagine that they are running for the office of governor. Have students write a speech that shows why they would make a good governor. Remind students that certain qualities make a good leader, and encourage them to think about what it would take to be good at that job. Students should use their notes to help them and should include some of the responsibilities of the Governor in their speech.


http://www.governor.state.nc.us/SetGovStraight/faq.html


Day 10

Functions of the Legislative Branch

Concepts:


Resources:


Computers with internet access, or printed copies of the Legislative section of the Constitution for student use

Copies of Legislative Branch Scavenger Hunt

Process:

Begin by reviewing the three branches of government, and the roles of the Executive branch.

Today, students will complete a scavenger hunt to find answers to questions about the Legislative branch. Distribute copies of the scavenger hunt to each student. This can be completed independently or in partners, depending on your class. Make the current constitution available to students, either on computers or printed copies. Allow students 20 minutes to complete scavenger hunt. Once most students have finished, call them back together to go over answers together.

Students will then complete a writing activity/assessment. Post the following questions on the board/projector, and allow students 15-20 minutes to respond in writing on notebook paper. Students should be able to answer questions without their notes, but allowing access to notes may be an appropriate modification depending on your students.

How are the Executive and Legislative branches alike? How are the Executive and Legislative branches different?



Legislative Branch – Scavenger Hunt Name: ____________________

Use the North Carolina Constitution to find the answers to the following questions.

How many senators make up the North Carolina Senate? _____________

Are senators elected or appointed? _______________

How many representatives make up the North Carolina House of Representatives? ______________

Are representatives elected or appointed? _______________

How old must you be to become a senator? _______________

Are there more qualifications to be a senator or a representative? ______________________________________

Why do you think this is? ________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

How often are the elections for senators and representatives? __________________________________________

When members take an oath, what do they promise to uphold? _________________________________________

Why do you think the President of the Senate not get a vote?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Who elects the Speaker of the House? ______________________________________________________________

From reviewing the rest of the constitution, what do you think the Legislative Branch’s main job is?

______________________________________________________________________________________________


Legislative Branch – Scavenger Hunt Name: ____________________

Use the North Carolina Constitution to find the answers to the following questions.

How many senators make up the North Carolina Senate? 50

Are senators elected or appointed? Elected

How many representatives make up the North Carolina House of Representatives? 120

Are representatives elected or appointed? Elected

How old must you be to become a senator? 25 years old

Are there more qualifications to be a senator or a representative? Senator

Why do you think this is? Answers may vary. Possible response: There are fewer senators, and therefore they represent a greater number of citizens.

How often are the elections for senators and representatives? Every 2 years

When members take an oath, what do they promise to uphold? The State and Federal Constitutions

Why do you think the President of the Senate not get a vote?

The President of the Senate is actually the Lieutenant Governor, and a member of the Executive Branch. The President of the Senate only gets a vote if the Senate is equally divided.

Who elects the Speaker of the House? Members of the House of Representatives

From skimming the rest of the constitution, what do you think the Legislative Branch’s main job is?

Acting on bills, making laws


Day 11

Function of the Judicial Branch

Concept:


Resources:

Website: http://congressforkids.net/Judicialbranch_supremecourt.htm

You Be the Judge handout


US Constitution – http://www.usconstitution.net/xconst.html

Process:

Introduce lesson by reviewing the roles of the Executive and Legislative branches of government.

Begin today’s lesson by discussing the Judicial branch. Ask students what they remember about the role of the Judicial branch.

Spend 10-15 minutes exploring the website above. This site discusses the judicial branch of the US government, but parallels can be drawn to the NC judicial branch. Students should recognize that the judicial branch makes decisions about whether or not laws follow the constitution.

After becoming familiar with the structure of the Judicial system, students will read scenarios and use the constitution to decide on a verdict. Distribute “You Be the Judge” to students. Students will need access to the NC Constitution website for this activity (The PDF is 37 pages long, and students will have a hard time navigating through the printed copies). If it is not possible for all students to access computers, students can work in small

groups of 2-3, or this can be done as a whole class activity. If students become overwhelmed at the task, feel free to give them hints about which section they will find the information in the constitution. Heterogeneous groups are recommended.

Once students have finished the first 4 scenarios, call them back together to discuss their findings. Ask groups to show where in the constitution they based their answer from when sharing. Give students the correct answers and explanations if they did not come up with them on their own.

Decide whether to assign the challenge to students based on time and success with the first activity. If students struggled with Scenario 1-4, it may be best to omit the challenge, or complete whole class.

Wrap up by discussing why it is important to have a branch of government which checks to make sure all laws uphold the Constitution.


http://www.usconstitution.net/xconst.html


http://congressforkids.net/Judicialbranch_supremecourt.htm

You Be the Judge!The job of a Supreme Court Judge is to make sure that all laws uphold the Constitution.

Read the scenarios below. Use the Constitution to determine which side you agree with. Include your verdict, as well as your reasoning, on the lines provided. If you need additional room you may use an extra sheet of paper.

Scenario 1:

The state of North Carolina legislature passes a measure that shuts down all public schools for five years. The state intends to take the money saved from schools and use it towards building new cancer research hospitals, homeless shelters, elderly care centers, as well as repaving damaged roads. A group of parents calling themselves the “Coalition for Public Education” sue the state arguing that it is unconstitutional to eliminate public schools. The state argues that parents still have access to education through private schools and home schooling. It is up to the North Carolina Supreme Court to decide if the state should provide universal public schooling for all children.

Verdict ______________________________

Explanation _____________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Scenario 2:A group, called “We Hate America BeCause Offensive (WHACO)” is going around the country to funerals and celebrating Americans’ deaths. They claim that death is rightful punishment for all of “America’s offenses,” which include polluting the earth, watching Sesame Street, inventing baseball, and breaking away from Great Britain. This group peacefully protests by holding signs that say “The Only Good American Is a Dead One,” or “Death to America.” As a result of numerous protests throughout North Carolina, the General Assembly passes a law that bans WHACO. WHACO sues the state saying that the government is infringing on their rights. The state argues that WHACO is offensive, ignorant, and hurtful towards people. It is the job of the North Carolina Supreme Court to determine if the state is allowed to pass a law that can ban WHACO.

Verdict ______________________________

Explanation _____________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________


Scenario 3:

Undergoing tough economic times, Hoke County is having trouble paying for the local education system. In an attempt to increase revenue to fund schools, the town council passes a law called the “Voting Appropriations Supplemental Act (VASA).” It states that, “one must pay an appropriation of no less than one dollar but no more than five dollars to the polling precinct where there ballot is being cast. Appropriation levels are to be determined the Hoke County Board of Elections.” Gregg Hughes, a Hoke County bus driver, sues the county for inhibiting his natural right of voting by forcing him to pay to vote. The state argues that it is allowed to place a miniscule fee for voting if it has the intention of benefiting the public good. It is the job of the North Carolina Supreme Court to determine if Hoke County is allowed to pass and enforce VASA.

Verdict ______________________________

Explanation _____________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Scenario 4:

In order to increase revenue to build more roads and schools, the state of North Carolina passes a law that increases the income tax rate from 6.5% to 9%. A group of citizens calling themselves, “Carolinians Against Taxes (CATs)” sue the state saying “the tax rate is way too high and the state government is trying to raise taxes without our approval.” The state argues that as long as they use the money for its stated purpose, schools and roads, they are legally allowed to raise income taxes to 9%. It is the job of the North Carolina Supreme Court to determine if the tax increase is within the bounds of the law.

Verdict ______________________________

Explanation _____________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________


Challenge – Use both the North Carolina and US Constitutions to determine your verdict for this scenario:

Gordon Harper, a Quebecker who grew up speaking French, just became a citizen of the United States and North Carolina after living here for 2 years. On Election Day he goes to the polls to vote and when he gets there he is forced to read and write a section of the North Carolina Constitution chosen by an election worker. Although fluent in speaking English, he has difficulty reading and writing and is unable to pass the test. As a result he is unable to vote. Gordon sues the state for disenfranchisement arguing that he meets all of the requirements to vote in North Carolina. The state argues that it is reasonable to test someone’s literacy skills before voting. It is up to the North Carolina Supreme Court to decide if the state can require a literacy test before voting.

Verdict ______________________________

Explanation _____________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________


Teacher Key

Scenario 1:

This law is clearly unconstitutional according to the NC Constitution:Article I, Sec 15 – “Citizens of NC have the right to an education.”Article IX – “NC provides for a general and uniform system of free public schools. NC Schools must provide equal opportunities for all students.”

Scenario 2:

The state cannot ban WHACKO from exercising their rights to free speech, expression, etc. under both the NC and US Constitutions: NC Constitution:

Article I, Sec 14. “Freedom of speech and of the press are two of the great bulwarks of liberty and therefore shall never be restrained [..]”

Scenario 3:

It is unconstitutional for Hoke County to pass a poll tax law regardless of the intent or amount of the fee according to the US and NC Constitution.

NC Constitution: Article V: “No poll tax can be levied by the General Assembly, a county, a city, or a town.”

Scenario 4:

The state is well within their rights to raise the income tax rate to 9% according to the NC Constitution:Article V: “The income tax rate cannot exceed 10 percent.”

Challenge –

Gordon Harper should be allowed to vote without having to take a literacy test. It is allowed under the NC Constitution (Article VI), but outlawed by the Federal Government because of the Voting Rights Act of 1965. Under Article VI of the US Constitution, Federal law is supreme regardless of state constitutions.


Day 12How a Bill Becomes a Law

Concept:


Resources:

How an Idea Becomes a Law – Online Movie http://www.ncga.state.nc.us/NCGAInfo/Bill-Law/haibal.swf

Note about Youtube videos – Please check links ahead of time, as they tend to change. Also, make sure you preview all videos before showing to your class.

I’m Just a Bill – School House Rock - http://www.youtube.com/watch?v=_TI8xqLl_-w

Copies of lyrics to I’m Just a Bill

Graphic Organizer – How a Bill Becomes a Law

Notebook paper for answering questions

Process:

Introduce lesson by reviewing the three branches of government. Ask students why we need to have three branches (this should be easy to answer at this point). Explain to students that today we will look at how the three branches work together to create the laws we follow.

Play video clip, I’m Just a Bill for students to watch. Pass out the lyrics of the song so that they can sing along. At this point students will probably not fully understand what they are singing, but they should by the end of the class period.

Hand out graphic organizer – How a Bill Becomes a Law

Together as a class, watch the online movie. This is more of a presentation than a movie. Pause for discussion, and fill out graphic organizer as you go. There are many more steps in the presentation than there are in the graphic organizer. Explain that the organizer is an overview of what they should remember.

Once students have completed graphic organizer, give them 5 minutes with a partner to see if they can identify how all three branches of government are involved in the process. (House and Senate write and vote on bill, Governor approves, Judges must later make sure the law follows the constitution) Call back together for discussion. Ask students to share responses and correct any misconceptions.

Post the following questions on the board. These can be done in partners or small groups, depending on your class.

Would you say it is easy for a bill to become a law? Why or why not? Why do you think there are so many steps involved in creating our

laws? Why do all three branches have to be involved in creating our laws? If you wanted to create a new law, what should you do? What might happen if we didn’t have separate branches of

government involved in creating laws?

Once students have answered questions end class discussion by allowing students to share out what they discussed.

Assessment questions can be given at this time, if time allows, or postponed to another day. Questions should be posted, and students can answer on a blank sheet of notebook paper.

What are the main roles of each branch of government? How do the branches of government work together to create laws in North

Carolina? Why is it important that our government is divided into three branches?


http://www.youtube.com/watch?v=_TI8xqLl_-w

http://www.youtube.com/watch?v=_TI8xqLl_-w

http://www.ncga.state.nc.us/NCGAInfo/Bill-Law/haibal.swf

Boy: Woof! You sure gotta climb a lot of steps to get to this Capitol Building here in Washington. But I wonder who that sad little scrap of paper is?

I'm just a bill.Yes, I'm only a bill.And I'm sitting here on Capitol Hill.Well, it's a long, long journeyTo the capital city.It's a long, long waitWhile I'm sitting in committee,But I know I'll be a law somedayAt least I hope and pray that I will,But today I am still just a bill.

Boy: Gee, Bill, you certainly have a lot of patience and courage.

Bill: Well I got this far. When I started, I wasn't even a bill, I was just an idea. Some folks back home decided they wanted a law passed, so they called their local Congressman and he said, "You're right, there oughta be a law." Then he sat down and wrote me out and introduced me to Congress. And I became a bill, and I'll remain a bill until they decide to make me a law.

I'm just a billYes I'm only a bill,And I got as far as Capitol Hill.Well, now I'm stuck in committeeAnd I'll sit here and wait While a few key Congressmen discuss and debateWhether they should let me be a law.How I hope and pray that they will,But today I am still just a bill.

Boy: Listen to those congressmen arguing! Is all that discussion and debate about you?

Bill: Yeah, I'm one of the lucky ones. Most bills never even get this far. I hope they decide to report on me favourably, otherwise I may die.

Boy: Die?

Bill: Yeah, die in committee. Oooh, but it looks like I'm gonna live! Now I go to the House of Representatives, and they vote on me.

Boy: If they vote yes, what happens?

Bill: Then I go to the Senate and the whole thing starts all over again.

I'm just a billYes, I'm only a billAnd if they vote for me on Capitol HillWell, then I'm off to the White HouseWhere I'll wait in a lineWith a lot of other billsFor the president to signAnd if he signs me, then I'll be a law.How I hope and pray that he will,But today I am still just a bill.

Boy: You mean even if the whole Congress says you should be a law, the president can still say no?

Bill: Yes, that's called a veto. If the President vetoes me, I have to go back to Congress and they vote on me again, and by that time you're so old...

Boy: By that time it's very unlikely that you'll become a law. It's not easy to become a law, is it?

Bill: No!

But how I hope and I pray that I will,But today I am still just a bill.

Congressman: He signed you, Bill! Now you're a law!

Bill: Oh yes!!!


How a Bill Becomes a Law


A member of the House or Senate introduces a bill.

The bill becomes a law

Day 13State vs. Local Government

Concept:

Compare North Carolina’s government with local governments.

Resources:

Town Website, For Example: http://www.apexnc.org/

County Website, For Example: http://www.wakegov.com/kids/countygovernment.htm

Comparison Handout

Computer access – 1 computer for every two students at least

Process:

Now that students have learned a considerable amount about the structure and function of the state government, they should be prepared to study how this compares to our local government (students should have learned about local government extensively in 3rd grade, and should bring with them much previous knowledge on the subject). Allow students 30 minutes to explore these two websites. While they explore, they should take notes comparing the two types of government.

After students have had sufficient time to explore, call the class back together and allow groups to share what they found out. Students should discover that the county and town governments are also divided into three branches, and that each branch has its own role and responsibilities. Students should also know that local officials are elected just like state officials are. Students may not discover all similarities and differences during the 30 minutes allotted, so this sharing time is important to build understanding. Allow students to add to their lists as their classmates share. Be sure to clear up any misconceptions.


http://www.wakegov.com/kids/countygovernment.htm

http://www.apexnc.org/

Comparing State and Local Governments Name _______________________________________________

State Government Both Local Government

.


Day 14 - 15Rights of Citizens

Concept:

Give examples of rights and responsibilities of citizens according to North Carolina Constitution.

Resources:

Bill of Rights - http://bensguide.gpo.gov/9-12/citizenship/rights.html

NC Constitution: Declaration of Rights http://www.ncga.state.nc.us/Legislation/constitution/article1.html

Teacher Background - http://ncpedia.org/history/1776-1860/republic

Process:

Ask students to recall some of the key principals that were important to the colonists when they began writing the constitution. Tell students that many of those key principals became a part of what North Carolina called the Declaration of Rights in our Constitution, and what our US Constitution calls the Bill of Rights.

Show students the NC Declaration of Rights. Read through this together, making a list on chart paper of rights that are guaranteed in the NC Constitution. It is not necessary to write down each and every right that is listed.

Next, look at the US Bill of rights. Tell students that the Bill of Rights was written after the North Carolina Constitution was written. Originally North Carolina representatives would not sign the Constitution because it did not have a section guaranteeing the rights of the citizens, and initially we did not join the Union because of it. Ask students: What does this say about the beliefs of the people?

Small Group Activity – Allow students to make up a Classroom Bill of Rights. Assign to groups of 3-4, or allow students to choose their own groups. Students should brainstorm a list of the most important 5 rights that they want their classmates to always follow in the classroom. All of the rights chosen for the classroom should be represented in the NC or US Constitution. (For example, Free Speech would mean that students have the right to share their opinion in class without being laughed at or criticized)

After students develop their rough draft, they can use a variety of methods to present their Bill of Rights. Based on availability of materials, students may want to make a poster, use Discovery Ed Board Maker, make a powerpoint, or act out a short skit. Students will have class time on Day 14 and then half of the class period on Day 15 to prepare their presentations, and then will share their presentations with the class on Day 15.

While students are presenting, keep a list of the rights that are chosen by each group. At the end of the presentation time, wrap up the lesson with a discussion about the ones that were chosen most frequently? What does that say about the values of the members of our class? How are we similar to the colonists?


http://ncpedia.org/history/1776-1860/republic

http://www.ncga.state.nc.us/Legislation/constitution/article1.html

http://bensguide.gpo.gov/9-12/citizenship/rights.html

Day 16Responsibilities of Citizens

Concept:

Give examples of rights and responsibilities of citizens according to North Carolina Constitution.

Resources:

NC Constitution - http://www.ncga.state.nc.us/legislation/constitution/ncconstitution.html

Computers – 1 per pair of students

Process:

Begin by reading pg. 165 in the Harcourt SS book to introduce the main responsibilities of citizens. (Voting, being an informed citizen, paying taxes, obeying laws, serving on a jury when asked) If the Harcourt book is not available, another appropriate picture book about the same topic will serve the same purpose. Make a list of these responsibilities on chart paper or on the board.

Ask students: If our rights are guaranteed by the constitution, do you think our responsibilities are outlined in the constitution as well? Let’s find out.

Split up the 5 responsibilities outlined above among pairs in your class (you will have more than one pair working on each one). Each group should have access to a computer. Allow students 10-15 minutes to see if they can prove whether or not the Constitution requires their responsibility. This may be challenging to students. Give hints as necessary, and if it proves to be too difficult, end the activity and begin class discussion at any time.

Teacher Key

Voting - No – Voting rights are outlined in the constitution, but it is not required by law.

Being an informed citizen – No – Being informed is very important, but is not required by law.

Paying taxes – Yes, the finance section indicates that citizens are required to pay taxes as their lawmakers determine is appropriate, however the constitution sets up limitations to what taxes can be charged, to protect citizens

Obeying laws – Yes, the Constitution indicates punishments for not obeying the laws, therefore indicates that following the laws is required

Serving on a jury when asked – No (This is a tricky one. State laws do require a person to serve on a jury when asked, but the Constitution does not require this)

Discuss with the class, why are some responsibilities not required by the Constitution? Should citizens still do these things, even if they aren’t required? Why, or why not?



Day 17-20Final Project – Encouraging others to be Responsible Citizens

Concept:

Differentiate between rights and responsibilities reflected in the North Carolina Constitution.

Resources:

Links to sample PSAs relating to voting– Many more available

http://vimeo.com/27681960

http://www.youtube.com/watch?v=HeerbGrNlRQ

http://www.youtube.com/watch?v=WC3fVTWRatY

http://www.youtube.com/watch?NR=1&v=18_gYSYyK9A&feature=endscreen

http://www.flickr.com/photos/chrispiascik/2457588128/ - Poster Idea

http://www.samanthamansfield.com/voteposter.html - Poster Idea

http://www.aiga.org/external/gotv2008/151_jennifer_idol_liberty_199.pdf

Process:

Review responsibilities of citizens. Discuss as a class, when citizens take their responsibilities seriously, how does this protect the rights of others?

Tell students that now that they know so much about rights and responsibilities, they are going to create a public service announcement to convince others to serve as a responsible citizen. Explain that public service announcements are advertisements, either video, radio, or in newspapers or magazines, that try to persuade the public into doing something that is good for them and for others.

Show several public service announcements about being a responsible citizen (several are linked above) as examples. Give out the project sheet, and allow students time to brainstorm. Students should focus on only one responsibility. They should also make sure to tie in why it is important for citizens to uphold this responsibility. Give students freedom to creatively present their idea, within the limits of the resources you have available at your school. Projects could range from a simple poster, to a video PSA made with a Flip camera.

This will serve as an assessment of students’ understanding of rights vs. responsibilities. Students will share presentations on Day 20. After all presentations have been given, students will complete the reflection sheet, which will also serve as a final assessment.


http://www.aiga.org/external/gotv2008/151_jennifer_idol_liberty_199.pdf

http://www.samanthamansfield.com/voteposter.html

http://www.flickr.com/photos/chrispiascik/2457588128/

http://www.youtube.com/watch?NR=1&v=18_gYSYyK9A&feature=endscreen

http://www.youtube.com/watch?v=WC3fVTWRatY

http://www.youtube.com/watch?v=HeerbGrNlRQ

http://vimeo.com/27681960

Final Project Name ____________________________

Task: Create a public service announcement that will encourage others to be a responsible citizen.

Focus your PSA on one responsibility (voting, obeying laws, serving on a jury, being informed, etc.) Be sure to explain to your audience why it is important to be a responsible citizen, and how this responsibility

affects the rights of others.

Directions:

1. Create a plan below for what your PSA will be about and what format you will use. Ask your teacher for options if you aren’t sure what to try.

2. Show your plan to your teacher for approval. 3. Create your rough draft of your PSA. (If you are creating a skit or video, you will need to have a written script)4. Create your final draft of your PSA.

Public Service Announcement Planning

My public service announcement will teach others that they can be a responsible citizen by

_______________________________________________. (Focus on one responsibility)

This is important so that _________________________________________________________________________

_____________________________________________________________________________________________

This protects the rights of others by _______________________________________________________________

_____________________________________________________________________________________________

The format I would like to use to create my PSA is ____________________________________________________

Materials I will need to create my PSA are:


Documents

wcpsselementarysocialstudies.pbworks.comwcpsselementarysocialstudies.pbworks.com/w/file/... · Web viewStudents will need access to the NC Constitution website for this activity