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The curriculum, Being an American: Exploring the Ideals that Unite Us, was made possible by a generous grant from the Hatton W. Sumners Foundation.
Mission Statement
Established in 1999, the Institute is a 501(c)(3) not for profit charity focused on providing educational resources on America's Founding documents and principles for teachers and students of American History and Civics. Our mission is to educate young people about the words and ideas of the Founders, the liberties guaranteed in our Founding documents, and how our Founding principles continue to affect and shape a free society.
Six core lesson plans with extension activities Understand the importance of the American experiment American HeroesCharacter Cards Declaration of Independence
Being An American: Exploring the Ideals that Unite Us Lesson Overview Quote Summary Objectives Materials List
Common Core State Standards for English Language Arts & Literacy in History/Social Studies 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). 9. Analyze seventeenth-, eighteenth-, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features.
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Which of these phrases is included as a purpose of the national government in the Preamble of the U.S. Constitution?
1. to provide freedom from fear 2. to secure the blessings of liberty 3. to ensure the greatest happiness of the greatest number 4. to take from each according to his ability, to give to each according to his need 5. not sure
Which of the following statements most closely reflects the Founders view about the importance of civic virtue?
a. Civic virtue requires individuals to sacrifice their own interests for the common good. b. Public virtue cannot exist in a nation without private virtue, and public virtue is the only foundation of a republic.
c. Civic virtue depends on government institutions to require citizens to learn and display virtue.
d. It is more important for public officials to display civic virtue than it is for ordinary citizens. e. Not Sure
American Character
A fundamental belief and faith in selfgovernment. A distinct and unique culture shaped by people from every part of the globe.
If the character traits that unite us are more important than the issues that may divide us, what makes us American?
A shared history of struggle and success.
virtue cannot exist in a nation without private, and public virtue is the only foundation of republics. ~John Adams John Adams, by
John Trumbull (1793)
If Virtue & Knowledge are diffused among the People, they will never be enslavd. This will be their great Security. ~Samuel Adams
Samuel Adams, by John Singleton Copley (1772)
Civic Virtues
Activity II, p. 27 Civic Values and You Scenario Cards --Is there more to being virtuous citizen than being a good friend? Courage is not simply one of the virtues, but the form of every virtue at the testing point. ~C.S. Lewis Primary Source Analysis, p. 43 - 52 Handouts D-H: analysis of 5 great speeches Handout I: analysis of provisions of the Constitution
Explain We mutually pledge to each other our Lives, our Fortunes, and our sacred Honor. Why include a long list of grievances?
What was the reason for pointing out that the colonists had tried to get the King to change the way he treated them? Which section do you believe was the most important section? Why?
2. How could the Continental Congress approve this document when so many of its members owned slaves?
3. Does the fact that many of these men owned slaves mean these ideals are wrong or less important?
Thomas Jefferson Charles Willson Peale, (1791)
Handout D: A Note on the Signers We mutually pledge to each other our Lives, our Fortunes and our sacred Honor.
Scene at the Signing of the Constitution of the United States, Howard Chandler Christy, (1940)
Being an American: The United States Constitution What is the most sacred duty and the greatest source of our security in a Republic? The answer would be, an inviolable respect for the Constitution and the laws p. 9
Being an American: The United States Constitution Page 9 Teacher-friendly lesson plan, p. 911.
See Handout A: Why do we have a national government? With a partner, take a few moments to jot down responses on your notepad. Share & discuss responses. Identify categories to classify responses.
We, the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the How are these purposes related to the common defence,government contained in the conception of promote the general Welfare, Declaration? and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
Preamble Posters
On each poster, make 3 columns: We the People
In your own words Example Nonexample
Start at the BOTTOM of the paper, writing your answers within the 3 columns. When your group is done, fold the paper back, hiding your answers so the next group cannot see what youve written. Be sure to get to all seven postersonly about 2-3 minutes at each!
Preamble Posters
Times UP! Please unfold the poster where you are & discuss the responses you see there. Please return to the poster where you started, and discuss the responses. Make a note of any comments that you think are especially interesting; share with the group. In what ways would this lesson be useful for your students?
DISCUSSION QUESTIONS:
If the Preamble can be considered the promise of what good government should be, how did the men who wrote the Constitution turn that promise into reality?
How do Articles I through VII fulfill the promise of the Preamble?
Rank the importance of the six goals of government found in the Preamble, 1 being the most important.
A. Form a more perfect union B. Establish justice C. Ensure domestic tranquility D. Provide for the common defense
What rights are most important to you? Select your personal #1.
A. Due Process B. Freedom of Religion C. Free Assembly D. Free Press E. Right to an Attorney F. Limits on Search and Seizure G. No Quartering Troops H. Right to Bear Arms I. Property Rights J. Freedom of Speech
Lesson Plan p. 9
Government should be formed to secure and to enlarge the exercise of the natural rights of its members James Wilson
What techniques do you use to teach about the Bill of Rights? Review the Bill of Rightssee p. 127.
1. Gennie, an eighteen-year-old college student, is arrested for stealing a classmates designer sweater and selling it on eBay. When she appears before the judge, she asks for a lawyer. The judge tells her if she is smart enough to be in college, she knows enough to defend herself. Besides, she is not charged with a felony, so the stakes are not very high.
2. Susette bought a house and spent years restoring it. She loves her home. One day, she gets a notice that the local government will take her property in order to turn her land over to a private company. The local government says it can do this because of the public benefit of new jobs and tax revenue.
Depends on the state. Kelo v. New London (2005) allowed for a similar taking under 5th Amendments public use/eminent domain clause.
3. Carolyn is arrested for shoplifting a candy bar from a neighborhood convenience store. At trial, she is found guilty. The judge decides that the appropriate punishment is to cut off Carolyns hands so that she will not be able to shoplift again. 8th A. No Violation Amendment protection B. Third Amendment against cruel C. Fifth Amendment & unusual punishment D. Seventh Amendment E. Eighth Amendment
4. Congress wants to find ways to cut costs because of the soaring budget deficit. Congress passes a law to require American citizens to house U.S. soldiers in their homes during peacetime.
5. Bretts science teacher asks the class to exchange papers to correct last nights homework. Brett refuses to do so and is sent to the principal.
A. No Violation B. Fourth Amendment C. Fifth Amendment D. Sixth Amendment E. Ninth Amendment
6. Concerned about rising crime, lawmakers for the District of Columbia ban all handguns in the city, and require that shot-guns be kept unloaded and/or disassembled.
A. No Violation B. Second Amendment C. Fifth Amendment D. Sixth Amendment E. Ninth Amendment
2nd Amendment right of the people to keep and bear arms; District of Columbia v. Heller (2008)
7. John, a fourteen-year old public school student, wears a shirt to school that says, Be happy, not gay. to express his belief that homosexuality is wrong. His dean tells him he must change his shirt or be suspended from school. John refuses, and is suspended for a week.
1st free speech, or No Violation. Tinker v. Des Moines (1969): students may wear politically expressive clothing at school, as long as it does not disrupt school discipline. However, some lower courts have upheld dress code rules.
high school. She is an honor student and wants to sing in the choir. The teacher tells her she must take a drug test to participate. She refuses and is kicked out of choir.
A. No Violation B. First Amendment C. Fourth Amendment D. Sixth Amendment E. Eighth Amendment
No violation. Board of Education of Pottawatomie County v. Earls (2002)drug test requirements are ok for all extracurricular activities.
9. A man suspected of a violent crime is brought in to the police station. The alleged victim picks him out of a lineup as the man who attacked her. Police inform him that he has the right to refuse to answer questions, but they do not offer to let him speak to a lawyer. After being questioned for two hours, the man admits the crime.
A. No Violation B. First Amendment C. Fourth Amendment D. Sixth Amendment E. Eighth Amendment
5th Amendment freedom from self incrimination and 6th Amendment right to counsel; Miranda v. Arizona (1966)
11. Members of Congress are unhappy with students standardized test scores. They pass a federal law that abolishes local school boards and requires a standardized national curriculum.
A. No Violation B. First Amendment C. Fourth Amendment D. Ninth Amendment E. Tenth Amendment 10th Amendment power reserved to the states
12. A public school principal smells smoke in the hallway, and believes it is coming from the girls restroom. She walks in and finds Susan standing by the sink. She suspects Susan has been smoking, and demands to search her purse for cigarettes or other evidence of smoking. A. No Violation B. Second Amendment C. Third Amendment D. Fourth Amendment E. Fifth Amendment No violation. Reasonable suspicionNew Jersey v. TLO (1985)
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3. 4.
5.
not sure
Which of these phrases is included as a purpose of the national government in the Preamble of the U.S. Constitution?
1. to provide freedom from fear 2. to secure the blessings of liberty 3. to ensure the greatest happiness of the greatest number 4. to take from each according to his ability, to give to each according to his need 5. not sure
Which of the following statements most closely reflects the Founders view about the importance of civic virtue?
a. Civic virtue requires individuals to sacrifice their own interests for the common good. b. Public virtue cannot exist in a nation without private virtue, and public virtue is the only foundation of a republic.
c. Civic virtue depends on government institutions to require citizens to learn and display virtue.
d. It is more important for public officials to display civic virtue than it is for ordinary citizens. e. Not Sure
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