Civics and 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.

Overview

Students will draw on prior knowledge from third grade where they learned about local leaders in a community and use this information to apply it to government leaders at the state level.

Compelling Question

Who really runs North Carolina?

Supporting Questions

#1 Who is the governor and what is his/her job?

Document #1 from- http://www.governor.state.nc.us/about

About Pat McCrorySince taking office, Governor Pat McCrory has worked to improve North Carolina in three key areas: the economy, education

and efficiency.

Governor McCrory has made tough decisions to confront the serious problems that face North Carolina.

He signed historic tax reform into law, reducing all personal income and corporate tax rates, eliminating special interest

loopholes and putting more money in the pockets of every working North Carolina family. His economic policies have

contributed to the drop of North Carolina’s unemployment rate by more than two points.

He enacted bipartisan transportation reform that will now fund projects on need, safety and economic development.

Focused on improving North Carolina’s education, he reconvened the Education Cabinet. The governor created a Teacher

Advisory Committee for input on issues like compensation and over-testing. The Center for Safer Schools was established to

protect North Carolina’s students, and vocational training legislation was signed to give students greater educational

pathways.

Striving for efficient government, he established the Innovation Center to test and streamline information systems throughout

state government.

The governor’s emphasis on customer service has meant reduced wait times in the state’s Department of Motor Vehicles

offices as well as extended hours at selected locations.

Continuing North Carolina’s tradition of protecting the operational readiness of its military operations and welcoming and

honoring the state’s veteran population is a high priority of the McCrory administration.

Governor McCrory’s focus on service reflects his lifelong dedication to improving the lives of others, a fact that was evident

to the people of Charlotte who elected him mayor for a record seven terms.

Governor McCrory has been married to his wife Ann for 25 years and the couple has a Labrador retriever mix named Moe.

Document #2 from Article 3- Executive- NC Constitution

Sec. 5.  Duties of Governor.(1)        Residence.  The Governor shall reside at the seat of government of this State.(2)        Information to General Assembly.  The Governor shall from time to time give the General Assembly

information of the affairs of the State and recommend to their consideration such measures as he shall deem expedient.(3)        Budget.  The Governor shall prepare and recommend to the General Assembly a comprehensive budget of the

anticipated revenue and proposed expenditures of the State for the ensuing fiscal period.  The budget as enacted by the General Assembly shall be administered by the Governor.

The total expenditures of the State for the fiscal period covered by the budget shall not exceed the total of receipts during that fiscal period and the surplus remaining in the State Treasury at the beginning of the period.   To insure that the State does not incur a deficit for any fiscal period, the Governor shall continually survey the collection of the revenue and shall effect the necessary economies in State expenditures, after first making adequate provision for the prompt payment of the principal of and interest on bonds and notes of the State according to their terms, whenever he determines that receipts during the fiscal period, when added to any surplus remaining in the State Treasury at the beginning of the period, will not be sufficient to meet budgeted expenditures.  This section shall not be construed to impair the power of the State to issue its bonds and notes within the limitations imposed in Article V of this Constitution, nor to impair the obligation of bonds and notes of the State now outstanding or issued hereafter.

(4)        Execution of laws.  The Governor shall take care that the laws be faithfully executed.

(5)        Commander in Chief.  The Governor shall be Commander in Chief of the military forces of the State except when they shall be called into the service of the United States.

(6)        Clemency.  The Governor may grant reprieves, commutations, and pardons, after conviction, for all offenses (except in cases of impeachment), upon such conditions as he may think proper, subject to regulations prescribed by law relative to the manner of applying for pardons.  The terms reprieves, commutations, and pardons shall not include paroles.

(7)        Extra sessions.  The Governor may, on extraordinary occasions, by and with the advice of the Council of State, convene the General Assembly in extra session by his proclamation, stating therein the purpose or purposes for which they are thus convened.

(8)        Appointments.  The Governor shall nominate and by and with the advice and consent of a majority of the Senators appoint all officers whose appointments are not otherwise provided for.

(9)        Information.  The Governor may at any time require information in writing from the head of any administrative department or agency upon any subject relating to the duties of his office.

(10)      Administrative reorganization.  The General Assembly shall prescribe the functions, powers, and duties of the administrative departments and agencies of the State and may alter them from time to time, but the Governor may make such changes in the allocation of offices and agencies and in the allocation of those functions, powers, and duties as he considers necessary for efficient administration.  If those changes affect existing law, they shall be set forth in executive orders, which shall be submitted to the General Assembly not later than the sixtieth calendar day of its session, and shall become effective and shall have the force of law upon adjournment sine die of the session, unless specifically disapproved by resolution of either house of the General Assembly or specifically modified by joint resolution of both houses of the General Assembly.

(11)      Reconvened sessions.  The Governor shall, when required by Section 22 of Article II of this Constitution, reconvene a session of the General Assembly.  At such reconvened session, the General Assembly may only consider such bills as were returned by the Governor to that reconvened session for reconsideration.   Such reconvened session shall begin on a date set by the Governor, but no later than 40 days after the General Assembly adjourned:

(a)        For more than 30 days jointly as provided under Section 20 of Article II of this Constitution; or(b)        Sine die.  If the date of reconvening the session occurs after the expiration of the terms of office of the

members of the General Assembly, then the members serving for the reconvened session shall be the members for the succeeding term. (1969, c. 932, s. 1; 1977, c. 690, s. 1; 1995, c. 5, s. 2.)

http://ballotpedia.org/Governor_of_North_Carolina

http://www.secretary.state.nc.us/kidspg/gov.htm

http://ncpedia.org/government

http://www.governor.state.nc.us/

http://www.teacherspayteachers.com/Product/North-Carolina-State-Constitution-390265

http://translate.google.com/translate?hl=en&sl=en&tl=es&u=http://www.ncleg.net/&anno=2

Procedure for question #1-

Ask students to share what they remember about local government from third grade. Allow children to share in groups or whole group.

Then give children the short biography about Pat McCrory. In groups, they can read about our current governor and have them figure what qualifications he has to be governor. Children can list them in a T-chart. Then children can read through and discuss document #2 and read what the duties of a governor are for the governor for NC. They can write these on the other side of the T-chart. Children will use these notes for later.

#2 What is the function and purpose of each branch of government?

Document #1 from http://www.ncleg.net

North Carolina State Government

Legislative Branch- The Legislative Branch makes laws for North Carolina. It is made up of the Senate and the House of Representatives, which together are known as the General Assembly. The Legislature meets biennially and all members are elected for two-year terms.

Executive Branch- The Executive Branch of government enforces laws made by the legislature. The head of this branch is the Governor, who is elected every four years. Along with the Governor, the Executive Branch also includes the Lieutenant Governor, the Council of State, and many State agencies.

Judicial Branch- The Judicial Branch interprets what our laws mean and makes decisions about the laws and those who break them. The Courts of the Judicial Branch are split into three divisions, the Appellate Division, the Superior Court Division, and the District Court Division.

Document #2

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

http://www.flocabulary.com/3-branches-of-government/

http://www.secretary.state.nc.us/kidspg/

http://www.brainpop.com/educators/community/bp-topic/branches-of-government/

http://bensguide.gpo.gov/3-5/government/branches.html

http://www.internet4classrooms.com/grade_level_help/governance_civics_branches_of_government_fourth_4th_grade_social_studies.htm

Procedure for Question #2

Ask children if they remember the branches from third grade. If so then have them describe what they remember about the jobs each branch had and who held that job. If they don’t remember, then children will get into groups and be given the documents to read through. Children will create a representation that shows

what each branch does and describes the purpose for each branch. When children are finished, have them present to each other what they found out. As a group, then have children discuss these questions:

1. What is the organizational structure of the government?2. Why is the government divided into 3 branches?3. How are local and state governments similar/different?

#3- Does the governor do it all by themselves?

Document #1 from http://www.ncleg.net

THE GENERAL ASSEMBLY

Before Raleigh became the capital city, the North Carolina General Assembly, which consisted of one house, moved from town to town. They would meet in courthouses, local schools, and residences, or any structure big enough to hold the legislators. The General Assembly first met in Raleigh in 1794. They met in a simple two-story brick building that was the first Capitol building until it was destroyed by fire in 1831. A new Capitol building was finished in 1840 and is the building you see on the Capitol grounds when you visit Raleigh. This building was used by the General Assembly until the present Legislative Building was completed in 1963. Today, the General Assembly of North Carolina is made up of two houses - - the House of Representatives and the Senate. All members of the General Assembly are elected by the voters from their respective districts. The primary duties of the members are to amend and pass laws. The General Assembly meets every two years beginning at 12:00 Noon on the third Wednesday after the second Monday in January after their election. The Governor may call a special session when it is deemed necessary or when petitioned by three-fifths of the members of both the House and the Senate.

THE HOUSE OF REPRESENTATIVES

The House of Representatives consists of 120 members who serve a term of two years. The presiding officer of the House of Representatives is the Speaker of the House. The Speaker is elected by the members from their membership for a two year term. The Speaker’s duties include maintaining order in the House and appointing members to the House standing committees. The members also elect a Speaker Pro Tempore from their membership, who carries out the duties of the Speaker in an absence. The Principal Clerk, who is responsible for the administrative duties of the House, is elected by the members every two years. The Reading Clerk and Sergeant-at-Arms are appointed by the Speaker.

THE SENATE

The North Carolina Senate is composed of 50 members who serve a term of two years. The Lieutenant Governor is the presiding officer of the Senate and is elected in a statewide election every four years. The main duty of the Lieutenant Governor is to maintain order in the Senate. Committee appointments in the Senate are made by the President Pro Tempore, who is elected by the members of the Senate from their membership. If the Lieutenant Governor is absent, the President Pro Tempore carries out the duties of the presiding officer. The members of the Senate also elect a Principal Clerk, Reading Clerk, and Sergeant-at-Arms.

Document #2

THE LIEUTENANT GOVERNOR from http://ballotpedia.org/Lieutenant_Governor_of_North_Carolina

North Carolina's Lieutenant Governor is the only elected official to have powers in both the legislative and executive branches of state government. The lieutenant governor's primary responsibility is to preside over the North Carolina State Senate. The lieutenant governor is a member of the North Carolina Council of State, the North Carolina Board of Education, the North Carolina Capitol Planning Commission and the North Carolina Board of Community Colleges.

The Lieutenant Governor is head of the North Carolina State Senate, but only casts a vote when the regular members are tied. She is also the first to succeed, either temporarily or permanently, when the Governor is incapacitated.

She has such other responsibilities and duties as the Governor shall assign.

http://www.northcarolinahistory.org/commentary/145/entry

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

Procedure for question #3-

Have children read the jobs of the general assembly; the Senate and the House of Representatives, and the lieutenant governor. Children can take notes on the jobs of these four sections of the government. Then have children answer these questions in their groups.

1. Do these sections help the governor do his/her job? 2. How do they help? 3. How do these sections compare to each other?

At the end, children should be able to answer the question “Who really runs North Carolina” and give solid evidence of why they answered the question the way they did.

Children can be assessed by:

1. Creating a Newspaper article that tells about the governor, the lieutenant governor, etc. and their importance2. Having a debate and explaining whose job in the government is more and important and having evidence from

what was learned to support this3. Write an opinion/ persuasive story about which branch is more important and why which would go with the 2nd

quarter writing prompt

NC Government extension activities:

Children can create what the three branches of government would look like for the classroom.

Children can create brochure that would explain our government to someone new to our state.

Government and Civics

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.

Overview

Students will be introduced to the North Carolina Constitution and deepen their understanding of governmental organization in our state by taking notes on the documents presented. They will then participate in different activities to further their understanding of government, the importance of the constitution, and why we have rules for city, county, state, and country.

Compelling Question

Do we really need rules?

Supporting Questions

#1 What is a Constitution and why do we have it?

Document #1- From The United States Constitution- The Supremacy Clause

“This Constitution, and the Laws of the United States which shall be made in Pursuance thereof; and all Treaties made, or which shall be made, under the authority of the United States, shall be the supreme Law of the land; and the Judges in every State shall be bound thereby, any Thing in the Constitution or Laws of any State to the Contrary notwithstanding.”

Article VI, Paragraph

Document #2- From The North Carolina Constitution- Preamble:

"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."

Procedure For Question #1- (couple of days)

As a warm-up, ask students to think about:

1. What would our classroom and our school be like if there were no rules? 2. What might occur? 3. How might people feel? 4. How might other schools view our rules based on this? 5. Why are rules important? 6. Who/what determines the rules our school must follow? 7. Who/what determines the rules our community/state must follow? 8. What determines the rules our country must follow? 9. What comes to mind when you hear the word constitution? 10. What constitutions can you identify? 11. Why do we have a US Constitution and a State Constitution? 12. How do you think these documents differ?

Project the US Constitution’s Supremacy Clause. Have a student volunteer read it aloud then discuss in groups.

Have children use these questions to go along with the clause:

1. What is the purpose of this “Supremacy Clause?” 2. What does this clause establish? (Guide the discussion of the establishment of the US Constitution as the

“supreme law of the land.”)

Then project the Preamble from the North Carolina. Have a volunteer read it aloud and discuss in groups.

Have children discuss these questions to help guide them in their discussions:

1. What does the preamble mean?2. What is the purpose of starting out the NC constitution with the preamble? 3. What basic ideas are included in the preamble?4. If the US Constitution sets forth the supreme law of the land, what is the purpose of North Carolina’s

Constitution?

After children have basic understanding of the NC constitution and its function the children can be introduced to the North Carolina Constitution.

Share Background knowledge: Discuss with students that in 1777, one year after the Declaration of Independence was written, the Continental Congress asked all 13 states to set up their own governments by creating a state constitution, or written plan of government, explaining what state governments could and could not do and what rights of citizens would be protected. Meanwhile, the Second Continental Congress worked on a plan for national government, the Articles of Confederation. The Articles of Confederation were then revised into the United States Constitution.

Explain that the North Carolina Constitution, which includes a Declaration of Rights, was completed in 1776. This Constitution was later replaced in 1868 after the Civil War when the United States required all states to eliminate slavery and swear allegiance to the Union. North Carolina’s current state Constitution was adopted in 1970 and took effect in 1971.

#2 What are the rights and responsibilities of our citizens?

Document#1- ARTICLE I- DECLARATION OF RIGHTS

That the great, general, and essential principles of liberty and free government may be recognized and established, and that the relations of this State to the Union and government of the United States and those of the people of this State to the rest of the American people may be defined and affirmed, we do declare that:

Section 1. The equality and rights of persons.

We hold it to be self-evident that all persons are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, the enjoyment of the fruits of their own labor, and the pursuit of happiness.

Sec. 2. Sovereignty of the people.

All political power is vested in and derived from the people; all government of right originates from the people, is founded upon their will only, and is instituted solely for the good of the whole.

Sec. 3. Internal government of the State.

The people of this State have the inherent, sole, and exclusive right of regulating the internal government and police thereof, and of altering or abolishing their Constitution and form of government whenever it may be necessary to their safety and happiness; but every such right shall be exercised in pursuance of law and consistently with the Constitution of the United States.

Sec. 4. Secession prohibited.

This State shall ever remain a member of the American Union; the people thereof are part of the American nation; there is no right on the part of this State to secede; and all attempts, from whatever source or upon whatever pretext, to dissolve this Union or to sever this Nation, shall be resisted with the whole power of the State.

Sec. 5. Allegiance to the United States.

Every citizen of this State owes paramount allegiance to the Constitution and government of the United States, and no law or ordinance of the State in contravention or subversion thereof can have any binding force.

Sec. 6. Separation of powers.

The legislative, executive, and supreme judicial powers of the State government shall be forever separate and distinct from each other.

Sec. 7. Suspending laws.

All power of suspending laws or the execution of laws by any authority, without the consent of the representatives of the people, is injurious to their rights and shall not be exercised.

Sec. 8. Representation and taxation.

The people of this State shall not be taxed or made subject to the payment of any impost or duty without the consent of themselves or their representatives in the General Assembly, freely given.

Sec. 9. Frequent elections.

For redress of grievances and for amending and strengthening the laws, elections shall be often held.

Sec. 10. Free elections.

All elections shall be free.

Sec. 11. Property qualifications.

As political rights and privileges are not dependent upon or modified by property, no property qualification shall affect the right to vote or hold office.

Sec. 12. Right of assembly and petition.

The people have a right to assemble together to consult for their common good, to instruct their representatives, and to apply to the General Assembly for redress of grievances; but secret political societies are dangerous to the liberties of a free people and shall not be tolerated.

Sec. 13. Religious liberty.

All persons have a natural and inalienable right to worship Almighty God according to the dictates of their own consciences, and no human authority shall, in any case whatever, control or interfere with the rights of conscience.

Sec. 14. Freedom of speech and press.

Freedom of speech and of the press are two of the great bulwarks of liberty and therefore shall never be restrained, but every person shall be held responsible for their abuse.

Sec. 15. Education.

The people have a right to the privilege of education, and it is the duty of the State to guard and maintain that right.

Sec. 17. Slavery and involuntary servitude.

Slavery is forever prohibited. Involuntary servitude, except as a punishment for crime whereof the parties have been adjudged guilty, is forever prohibited.

Sec. 18. Court shall be open.

All courts shall be open; every person for an injury done him in his lands, goods, person, or reputation shall have remedy by due course of law; and right and justice shall be administered without favor, denial, or delay.

Sec. 19. Law of the land; equal protection of the laws.

No person shall be taken, imprisoned, or disseized of his freehold, liberties, or privileges, or outlawed, or exiled, or in any manner deprived of his life, liberty, or property, but by the law of the land. No person shall be denied the equal protection of the laws; nor shall any person be subjected to discrimination by the State because of race, color, religion, or national origin.

Sec. 23. Rights of accused.

In all criminal prosecutions, every person charged with crime has the right to be informed of the accusation and to confront the accusers and witnesses with other testimony, and to have counsel for defense, and not be compelled to give self-incriminating evidence, or to pay costs, jail fees, or necessary witness fees of the defense, unless found guilty.

Sec. 24. Right of jury trial in criminal cases.

No person shall be convicted of any crime but by the unanimous verdict of a jury in open court. The General Assembly may, however, provide for other means of trial for misdemeanors, with the right of appeal for trial de novo.

Sec. 25. Right of jury trial in civil cases.

In all controversies at law respecting property, the ancient mode of trial by jury is one of the best securities of the rights of the people, and shall remain sacred and inviolable.

Sec. 26. Jury service.

No person shall be excluded from jury service on account of sex, race, color, religion, or national origin.

Sec. 27. Bail, fines, and punishments.

Excessive bail shall not be required, nor excessive fines imposed, nor cruel or unusual punishments inflicted.

Sec. 28. Imprisonment for debt.

There shall be no imprisonment for debt in this State, except in cases of fraud.

Sec. 29. Treason against the State.

Treason against the State shall consist only of levying war against it or adhering to its enemies by giving them aid and comfort. No person shall be convicted of treason unless on the testimony of two witnesses to the same overt act, or on confession in open court. No conviction of treason or attainder shall work corruption of blood or forfeiture.

Sec. 30. Militia and the right to bear arms.

A well-regulated militia being necessary to the security of a free State, the right of the people to keep and bear arms shall not be infringed; and, as standing armies in time of peace are dangerous to liberty, they shall not be maintained, and the military shall be kept under strict subordination to, and governed by, the civil power. Nothing herein shall justify the practice of carrying concealed weapons, or prevent the General Assembly from enacting penal statutes against that practice.

Sec. 31. Quartering of soldiers.

No soldier shall in time of peace be quartered in any house without the consent of the owner, nor in time of war but in a manner prescribed by law.

Procedure: For Question #2- a couple of days

Review what was learned about the constitution. Then ask children to share what they think the rights and responsibilities are of citizens. Show children the Declaration of Rights from the NC constitution. Divide children into groups of 3-4. Then divide the declaration of Rights among the groups so children only have a few to research and read through. In each group children will read their rights and figure out what it means. Children will write a brief summary with an illustration of what it means. Then children will present to the class. Teacher will facilitate learning by walking around the room and helping children with what certain phrases or words that might confuse them. These will hang up in the classroom to refer back to throughout the government unit.

#3 Do I have to go to school and are there consequences for not attending school?

Document #1- ARTICLE IX- EDUCATION

Section 1. Education encouraged.

Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools, libraries, and the means of education shall forever be encouraged.

Sec. 2. Uniform system of schools.

(1) General and uniform system: term. The General Assembly shall provide by taxation and otherwise for a general and uniform system of free public schools, which shall be maintained at least nine months in every year, and wherein equal opportunities shall be provided for all students.

(2) Local responsibility. The General Assembly may assign to units of local government such responsibility for the financial support of the free public schools as it may deem appropriate. The governing boards of units of local government with financial responsibility for public education may use local revenues to add to or supplement any public school or post-secondary school program.

Sec. 3. School attendance.

The General Assembly shall provide that every child of appropriate age and of sufficient mental and physical ability shall attend the public schools, unless educated by other means.

Sec. 4. State Board of Education.

(1) Board. The State Board of Education shall consist of the Lieutenant Governor, the Treasurer, and eleven members appointed by the Governor, subject to confirmation by the General Assembly in joint session. The General Assembly shall divide the State into eight educational districts. Of the appointive members of the Board, one shall be appointed from each of the eight educational districts and three shall be appointed from the State at large. Appointments shall be for overlapping terms of eight years. Appointments to fill vacancies shall be made by the Governor for the unexpired terms and shall not be subject to confirmation.

(2) Superintendent of Public Instruction. The Superintendent of Public Instruction shall be the secretary and chief administrative officer of the State Board of Education.

Sec. 5. Powers and duties of Board.

The State Board of Education shall supervise and administer the free public school system and the educational funds provided for its support, except the funds mentioned in Section 7 of this Article, and shall make all needed rules and regulations in relation thereto, subject to laws enacted by the General Assembly.

Sec. 6. State school fund.

The proceeds of all lands that have been or hereafter may be granted by the United States to this State, and not otherwise appropriated by this State or the United States; all moneys, stocks, bonds, and other property belonging to the State for purposes of public education; the net proceeds of all sales of the swamp lands belonging to the State; and all other grants, gifts, and devises that have been or hereafter may be made to the State, and not otherwise appropriated by the State or by the terms of the grant, gift, or devise, shall be paid into the State Treasury and, together with so much of the revenue of the State as may be set apart for that purpose, shall be faithfully appropriated and used exclusively for establishing and maintaining a uniform system of free public schools.

Sec. 7. County school fund; State fund for certain moneys.

(a) Except as provided in subsection (b) of this section, all moneys, stocks, bonds, and other property belonging to a county school fund, and the clear proceeds of all penalties and forfeitures and of all fines collected in the several counties for any breach of the penal laws of the State, shall belong to and remain in the several counties, and shall be faithfully appropriated and used exclusively for maintaining free public schools.

(b) The General Assembly may place in a State fund the clear proceeds of all civil penalties, forfeitures, and fines which are collected by State agencies and which belong to the public schools pursuant to subsection (a) of this section. Moneys in such State fund shall be faithfully appropriated by the General Assembly, on a per pupil basis, to the counties, to be used exclusively for maintaining free public schools. (2003-423, s.1.)

Sec. 8. Higher education.

The General Assembly shall maintain a public system of higher education, comprising The University of North Carolina and such other institutions of higher education as the General Assembly may deem wise. The General Assembly shall provide for the selection of trustees of The University of North Carolina and of the other institutions of higher education, in whom shall be vested all the privileges, rights, franchises, and endowments

heretofore granted to or conferred upon the trustees of these institutions. The General Assembly may enact laws necessary and expedient for the maintenance and management of The University of North Carolina and the other public institutions of higher education.

Sec. 9. Benefits of public institutions of higher education.

The General Assembly shall provide that the benefits of The University of North Carolina and other public institutions of higher education, as far as practicable, be extended to the people of the State free of expense.

Sec. 10. Escheats.

(1) Escheats prior to July 1, 1971. All property that prior to July 1, 1971, accrued to the State from escheats, unclaimed dividends, or distributive shares of the estates of deceased persons shall be appropriated to the use of The University of North Carolina.

(2) Escheats after June 30, 1971. All property that, after June 30, 1971, shall accrue to the State from escheats, unclaimed dividends, or distributive shares of the estates of deceased persons shall be used to aid worthy and needy students who are residents of this State and are enrolled in public institutions of higher education in this State. The method, amount, and type of distribution shall be prescribed by law.

For Question #3- a couple of days

Review what has been learned about the rights of citizens. Then tell children we will be focusing on one section (article ix) of the NC constitution. This section deals with education in NC. Children will have these questions in a T-chart. Before starting children will write their answers to these questions based on any prior knowledge or opinions. Children will get into groups of 3-4. They will be given the questions and use article IX to find the answers. Then Children will locate the information needed to come up with a generalization to answer the question.

Have them answer:

1. Do children have to go to school?2. What consequences are there for not going to school?3. What other choices do people have if they don’t want to go to public school?

Afterwards, Discuss with students how classrooms must follow school rules, and schools must follow district rules, etc. You can also tell children that the US constitution doesn’t have anything about education in it. Children can further this by researching policies on attendance, grading, etc.

At the end, children should be able to answer the question “Do we really need rules” and give solid evidence of why they answered the question the way they did.

Children can be assessed by:

4. Creating a Newspaper article explaining 2 rules we have and why they are important5. Having a debate and explaining which rules are the most important and why6. Write a persuasive story by choosing a rule that is important and providing examples of its importance which

would go with the 2nd quarter writing prompt

NC Constitution Extension Activities

Children can use the NC Constitution to Create a Class Constitution.

Children can create a new state and then have to construct a constitution for this state.

Websites

http://create-a-state.weebly.com/

http://ballotpedia.org/North_Carolina_Constitution

https://prezi.com/vii6rknz5k0g/rights-and-responsibilities-of-nc-citizens/

http://www.brainpop.com/educators/community/bp-jr-topic/rights-and-responsibilities/

http://www.learnnc.org/lp/editions/nchist-revolution/4330

http://www.livebinders.com/play/play?id=477814

The Growth of a State4.G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth, transportation, communication and land use).

4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina.

Compelling question

Is North Carolina better off today than 200 years ago?

Supporting questions

#1 What changes did NC experience as it grew?

#2 How did the changes impact people that already lived here?

#3 How does this impact us today?

State Economic DevelopmentCompelling questions

Does the Red Wolf of NC deserve to be saved?

Supporting questions

#1 What are some reasons the Red Wolf is endangered?

The red wolf (Canis rufus) is one of the world's most endangered canids. Once common throughout the eastern and south-central United States, red wolf populations were decimated by the early part of the 20th Century as a result of intensive predator control programs and the degradation and alteration of the species' habitat. The red wolf was designated an endangered species in 1967, and shortly thereafter the U.S. Fish and Wildlife Service initiated efforts to conserve the species. Today, more than 100 red wolves roam their native habitats in eastern North Carolina, and nearly 200 red wolves are maintained in captive breeding facilities throughout the United States.

http://www.fws.gov/redwolf/

http://www.endangeredwolfcenter.org/educational-resources/red-wolf/#.

http://www.eparks.org/wildlife_protection/wildlife_facts/redwolf.asp

http://nywolf.org/our-wolves/ssp/red-wolves/134-red-wolf-history

#2 How has human activity impacted our natural resources?

#3 What are some positive/negative affects of humans?