We the People: The Citizen and the Constitution

The We the People: The Citizen and the Constitution Program promotes civic competence and responsibilityamong the nation’s upper elementary and secondary students. The program enjoys active support from state bar associations and foundations,and other educational, professional, business, and community organizations across the nation. Since the inception of the We the People program in 1987, more than 28 million students and 75,000 educators have participated in this course of study.

On September 16, 1987, about 140,000 people gathered at the nation’s capitol to celebrate citizenship and the American people

on the bicentennial of the drafting of the U.S. Constitution.

In 1985, President Ronald Reagan named Warren E. Burger, Chief Justice of the United States, chairman of the Commission of

the Bicentennial of the United States Constitution.

From its inception, the Commission focused on providing America’s young people with a “history and civics lesson” to

commemorate the bicentennial of the Constitution.

The Center for Civic Education’s Executive Director, Charles N. Quigley (center), reported during the Commission’s second meeting in August 1985 that the Center had developed a national high school program on the Constitution.

That program, the National Bicentennial Competition on the Constitution and Bill of Rights, was funded by the Commission

from 1987 to 1992.

The National Bicentennial Competition on the Constitution and Bill of Rights would use a specially designed curriculum to reach more than 2 million students from 1987–1992.

The centerpiece of the program would be a competition that would test students’ knowledge of the Constitution and Bill of Rights.

In 1992, with the close of the bicentennial, funding for the National Bicentennial Competition on the Constitution and Bill of rights was transferred to the U.S. Department of Education and renamed We the People: The Citizen and the Constitution.

During its twenty-year history, more than 28 million students and 90,00 educators have participated in the We the People: The

Citizen and the Constitution program.

We the People enhances students’ understanding of the history and foundations of the institutions of American constitutional democracy.

The culminating activity of We the People is a simulated congressional hearing in which students testify

before a panel of judges.

During simulated congressional hearings, students demonstrate their knowledge and understanding of constitutional principles.

We the People students evaluate, take, and defend positions on relevant historical and contemporary issues.

About 1,200 high school students and their teachers participate annually in the We the People national finals.

While in Washington, students visit historic sites and museums, and meet with members of Congress and other prominent officials.

Independent studies by the Educational Testing Service revealed that We the People students “significantly outperformed comparison students on every topic of the tests taken.”

Students involved in the We the People program develop greater commitment to democratic principles and values

than students in comparison groups.

For more information about We the People: The Citizen and the Constitution, visit

www.civiced.org.

http://civiced.org/images/stories/WeThePeople/The_Program/Hearings/Hearing_Questions/hsnationalhearingquestions2013-14.pdf

There are three commonly used methods that other teachers have used to organize their class into groups. You may use one of these, a combination of these suggestions, or create your own unique system.

Student Choice

Advantages• excited about whom they will work with a sense

of ownership in the project. • less personality conflicts

Disadvantages• groups are sometimes lopsided as far as talents

and skills are concerned. • too familiar with each other may.

Advantages• balanced and equivalent. • reduced awkwardness if they are unable to

find friends to organize into a group.

Disadvantages• forced into a group setting and reluctant to

work well. • may be difficult to determine which students

work well and in what area.

Teacher Choice

Teacher/Student Choice

After input or requests from students, the teacher finalizes the group organization. What input each student gives is entirely up to what you, as the teacher, request from them. This system allows for everyone in the class to play a role in team organization. But, the teacher should be prepared that not every request can typically be granted. Be clear as to who will have the final say in group organization.

Who Goes Where?

Unit 1: What Are the Philosophical and Historical Foundations of the American Political System?

• AP European History Students• The abstract thinker does better with the

philosophies

Who Goes Where?

Unit 2: How Did the Framers Create the Constitution?

• APUSH students• The student that feels more confident with historical

events rather than current policies or court cases.• Students who are interested in or excited about

studying the "Founding Fathers."

Who Goes Where?

Unit 3: How Did the Values and Principles Embodied in the Constitution Shape American Institutions and Practices?

• AP U.S. History students• Those who have done well when studying the three

branches of government.

Who Goes Where?

Unit 4: How Have the Protections of the Bill of Rights Been Developed and Expanded?

• Look for the student who is passionate about minority or civil rights.

• A Civil War history buff• Can understand precedent and court cases

Who Goes Where?

Unit 5: What Does the Bill of Rights Protect?

• Maybe a future lawyer.• Loves to study case law and read court cases.

Who Goes Where?

Unit 6: What Are the Roles of the Citizen in American Democracy?

• Volunteers and service-oriented students.• Very patriotic• Student leaders or students with outside civic service

experience.• International students

Research, Research, Research, and More Research.

• Plan library days or computer lab days• Depth and width research• Write the essay early and revise as you go• Follow-ups are most important• Present in front of class• Have classmates give feedback

Individual Grading• Each student is responsible to show his/her contribution to

the research• Create index cards for question practice drills• Students might pass of index cards to the teacher • During a presentation, grade each student individually as a

group• Grade only the section of the speech that a student wrote

Group Grading• Grade the speech overall, finished product and everyone

gets that score• Grade the collective research• Score a presentation for the whole group• Reward or require students to meet as a group outside of

class time• Extra credit or required credit to meet as a group with the

teacher after school.

COMMON CORESPEAKING AND LISTENING STANDARDS 6-121. Engage effectively in a range of collaborative discussions.• a. Come to discussions prepared, having read or researchedmaterial under study; explicitly draw on that preparationby referring to evidence on the topic, text, or issue toprobe and reflect on ideas under discussion.• b. Follow rules for collegial discussions and decision-making,track progress toward specific goals and deadlines, anddefine individual roles as needed.• c. Pose questions that connect the ideas of several speakersand respond to others’ questions and comments withrelevant evidence, observations, and ideas.• d. Acknowledge new information expressed by others, and,when warranted, qualify or justify their own views in lightof the evidence presented.

We the People AlumFlorida Senator Anitere Flores