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Topic 1.5 - Ratification of the Constitution

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Topic 1.5 - Ratification of the Constitution

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Students could read the portion of the Constitution outlining the Legislative branch and then analyze the data above by creating two questions about the data, i.e. Identify a state that wanted both more state power and representation by population.; Based on the information in the graphs, which state would be most likely to support the New Jersey Plan?

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Topic 1.5 - Ratification of the Constitution

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Topic 1.5 - Ratification of the Constitution

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After reading the part of the Constitution that outlines the Legislative branch, students could write a thesis (with a line of reasoning) that answers the following: Develop an argument as to whether or not the compromises made in the Constitution were more beneficial to small or large states.

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Topic 1.7 - Relationship between the state and national government - EK 1.7.A.5 (different forms of funding)

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Topic 1.7 - Relationship between the state and national government - EK 1.7.A.5 (different forms of funding)

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I don't have a chart at the moment, but I'm imagining a chart that compares the sources of funding for the states and asking students questions about the different forms of funding based on the data in the charts. (Skills 3A and 3D)

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Topic 1.5 - Ratification of the Constitution (Skill 4.A)

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Topic 1.5 - Ratification of the Constitution (Skill 4.A)

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I have students read Brutus 1, but I offer them annotated notes already made for each section. I cut those notes out and give them to a pair of students. The Brutus 1 doc that I give them has wide margins and then students paste their annotated note cutouts next to the section they think best parallels the part of the passage. They then highlight the actual words in the passage as a confirmation. I have a Key for the annotated notes and go around and check them. This takes something that is pretty complicated 1700s language and makes it easy for students to deal with because the notes are already in layman's terms. Later on in the year I make them do Fed70 and Fed78 on their own. Half the class does one and half the class does the other then they switch and do the same activity with the other doc that they did with Brutus 1. You can do this on a paper copy or digitally (I have linked my digital key here)

also my student copy: https://docs.google.com/document/d/1VQZZHG6TVYcy1j7vcC8vRo1lWYxRaGiLdVMSKB9etQs/edit?usp=drive_link

Just annotations: https://docs.google.com/document/d/1j7nA66TwGQxB1H-mo6eyz-FG86m6NJAkeKvsqxZAFiY/edit?usp=drive_link

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Brutus No. 1 Text (KEY w/Margin Annotations)

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Skill 2.B Explain how a required Supreme Court case relates to a foundational document or to other primary or secondary sources.

SHAW V. RENO (1993) Under the Fourteenth Amendment’s Equal Protection Clause, majority-minority districts, created under the Voting Rights Act of 1965, may be constitutionally challenged by voters if race is the only factor used in creating the district.

Debate whether this ruling violates the equal protection clause of 14Amendment

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Topic Topic 1.6-Principles of American Government

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Topic Topic 1.6-Principles of American Government

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Students could use the graphic organizer to summarize the details of Marbury v. Madison, identify the constitutional issue discussed, summarize both sides of the argument, and discuss the opinion. Based on this court case, how did the relationship between the Courts and the other two branches of government change moving forward?

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Topic 1.3: Government Power and Individual Rights

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Topic 1.3: Government Power and Individual Rights

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After annotating both Brutus 1 and Federalist 10, students with individually make tables in their notes outlining the major points of either author. Students will exchange their tables with a partner, that partner will take their points addressed and relate them to how they are potentially addressed in articles of the Constitution and how they are potentially neglected. Students will conclude by meeting back with their partners and discussing their additions to their table.

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Topic B-Support an argument or claim/thesis using relevant evidence.

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Topic B-Support an argument or claim/thesis using relevant evidence.

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Students can write a paragraph using claim, evidence, and reasoning to support a claim. Students can take the claim that they support and provide two pieces of evidence to support the claim and their reasoning for that evidence and link it to the claim.

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Topic 3.12 - Balancing Minority & Majority Rights

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Topic 3.12 - Balancing Minority & Majority Rights

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Students could be given samples/excerpts from a Green Book or state black codes to analyze how minority rights have once been restricted based on “separate but equal” ideology. You could even find images of establishments that had “NO/ONLY (Fill in the Blank) ALLOWED/WELCOME/etc. ” to use as well. I would likely use the Hashtag instructional strategy for this topic and skill.

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From their prior knowledge (after class discussion) about the weaknesses of the Articles, have students actually find 3 of those weaknesses in the text of the Articles of Confederation. Next, have students find excerpts from the Constitution that addressed those weaknesses.

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For this political cartoon, one possible activity would be to have small groups interpret using C.A.P. (Context, Audience, Purpose) to frame their response. They would then need to present to the class their conclusion as to what is the argument about federalism being presented here. A follow up could include: 1. Does the group agree with this argument (why or why not), 2. This image was published in 1949, are there current examples of this argument in play today? (example: continued political critique of ACA)

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1.C Compare Political principles, institutions, processes, policies, and behaviors.

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1.C Compare Political principles, institutions, processes, policies, and behaviors.

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Students should draw at least TWO inferences about this data related to age, party affiliation, and/or groups influencing policy outcomes.

Students could suggest THREE campaign, platform, policy strategies that might be employed to sway "leaners" from either major party based on their age demographics.

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Students will compare campaign strategies, analyzing context and the use of principles of democracy. How well do they reflect the ideas of the formation of the Constitution in modern times? They will examine the evolution of political parties, their processes, and behaviors.

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"The idea that you can merchandise candidates for high office like breakfast cereal is the ultimate indignity to the democratic process."
-Democratic candidate Adlai Stevenson, 1956

"Television is no gimmick, and nobody will ever be elected to major office again without presenting themselves well on it."
-Television producer and Nixon campaign consultant Roger Ailes, 1968

In a media-saturated environment in which news, opinions, and entertainment surround us all day on our television sets, computers, and cell phones, the television commercial remains the one area where presidential candidates have complete control over their images. Television commercials use all the tools of fiction filmmaking, including script, visuals, editing, and performance, to distill a candidate's major campaign themes into a few powerful images. Ads elicit emotional reactions, inspiring support for a candidate or raising doubts about his opponent. While commercials reflect the styles and techniques of the times in which they were made, the fundamental strategies and messages have tended to remain the same over the years.

The Living Room Candidate contains more than 300 commercials, from every presidential election since 1952, when Madison Avenue advertising executive Rosser Reeves convinced Dwight Eisenhower that short ads played during such popular TV programs as I Love Lucy would reach more voters than any other form of advertising. This innovation had a permanent effect on the way presidential campaigns are run.

The 2020 edition of The Living Room Candidate has been made possible in part by the National Endowment for the Humanities: Exploring the human endeavor.

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"The idea that you can merchandise candidates for high office like breakfast cereal is the ultimate indignity to the democratic process." -Democratic candidate Adlai Stevenson, 1956 "Television is no gimmick, and nobody will ever be elected to major office again without presenting themselves well on it."

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Topic 1.3 Government Power and Individual Rights

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Topic 1.3 Government Power and Individual Rights

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After reading and annotating Federalist 10 and Brutus 1 students will fill out a table with two columns, one for Federalists and one for Anti-Federalists, that list the main views of each side.

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The lesson could begin with students researching their federal congressional representative. Students should then look for party affiliation, years served, and if they began their term on a presidential or mid-term year. Utilizing skill 1.D, students could identify whether their congressional representative is benefiting from the incumbent effect, compare their affiliation and time served with presidential eras, and take a look at voting turnout data from their first year elected. Students could follow-up by locating and analyzing campaign videos from their elected representative to see major themes from the candidate as well. The extension activity would be writing a letter to their congressional representative directly.

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Federal, State, and Local Government Revenue

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Federal, State, and Local Government Revenue

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To help the students understand the distribution of power between states and the federal government, students will analyze where the federal government, state governments, and local governments get their revenues from. They can then discuss how revenue impacts government power and their functions.

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Topic 1.4 - Challenges of the Articles of Confederation

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Topic 1.4 - Challenges of the Articles of Confederation

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I know we don't like cartoons as much anymore... I would utilize this image as like an ice-breaker into discussing the issues with the Articles of Confederation. I could possibly pair it with some source analysis by having students read and pick out the sections in the A.O.C. that this cartoon makes reference too. Then discuss if there are any other issues that we see in the A.O.C. that this image did not mention. This could transition to discussing how these issues caused it's failures or go right into how the Constitution fixes these issues.

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After analyzing modified excerpts of Hobbes/Locke on the idea of a social contract for governance, students write a thesis for a compare/contrast paper on which respective view was more influential on the drafting of the Constitution and why

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Topic 1.6 - Principles in American Government - Using Federalist 51 and Political Cartoons? 

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Topic 1.6 - Principles in American Government - Using Federalist 51 and Political Cartoons? 

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In reading the topic of Principles in American Government, it is highlighted that the students are required to be able to explain the constitutional principles of separation of powers and checks and balances (as well as their effects on the US political system). One way the skill of source analysis could be used is to have them read through Federalist 51 and possibly complete an activity like a think pair share to collect the information on the separation of power and the checks and balances. I also wonder if another application of this skill can be used using political cartoons or other imagery that relate to the political principles. This can also be of service to the use of political cartoons on the AP Exam. I'm also thinking that this can tap into the visual learners within the classroom. Maybe even have the students create their own political cartoons?

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Topic 1.5 Ratification of the Constitution

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Topic 1.5 Ratification of the Constitution

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After reading and discussion, students could write a thesis that answers the following: Which of the compromises made during the drafting and ratification of the constitution continue to have the most significant impact today?