Displayed is an outline of the many steps in our Federal lawmaking process from the introduction of a bill by any Member through passage by the U.S. House of Representatives and U.S. Senate and approval by the President of the United States. Since the large majority of laws originate in the House, the example shown below starts with that body
Material Type: Diagram/Illustration
Need to teach the legislative branch in a hurry? This lesson is designed to cover the basics in a single class period. Students learn what Congress is, what the Constitution says about the legislative branch, and how a bill becomes law. They analyze some actual language from the Constitution, compare the House and the Senate, and simulate the lawmaking process by reconciling two versions of the same fictional bill.
Material Type: Lesson
In this lesson, students will examine a copy of twelve possible amendments to the United States Constitution as originally sent to the states for their ratification in September of 1789. Students will debate and vote on which of these amendments they would ratify and compare their resulting “Bill of Rights” to the ten amendments ratified by ten states that have since been known by this name.
Material Type: Lesson
This lesson focuses on the drafting of the United States Constitution during the Federal Convention of 1787 in Philadelphia. Students will analyze an unidentified historical document and draw conclusions about what this document was for, who created it, and why. After the document is identified as George Washington’s annotated copy of the Committee of Style’s draft constitution, students will compare its text to that of an earlier draft by the Committee of Detail to understand the evolution of the final document.
Material Type: Lesson
In this lesson, students will learn about the history and current relevance of the Equal Rights Amendment. They will have a mini debate on whether or not the amendment should be ratified, and discuss the implications of such an amendment.
Material Type: Activity/Lab, Lesson
"He shall from time to time give to Congress information of the State of the Union and recommend to their Consideration such measures as he shall judge necessary and expedient." — Article II, Section 3 of the U.S. Constitution The U.S. Constitution states that the President of the United States shall "from time to time" deliver an address to the Congress. The word "deliver" was interpreted differently from president to president, with George Washington doing so orally and in person, while Thomas Jefferson decided to have a letter delivered to Congress. Over time, however, presidents have needed and chosen to be in communication with the American public on a more regular basis. From telegraphs to television to Twitter, how, why, and when presidents address the nation and global community has changed across U.S. history. This lesson examines the messages and mediums used by presidents and asks students to engage in point of view and change over time analyses as part of their evaluation. Analyze presidential addresses in order to create inquiry questions for research and discussion. Why do presidents deliver a State of the Union Address? How have changes in technology affected how presidents communicate with the public and how the public communicates with a president? To what extent do presidential addresses provide opportunity to develop civic and media literacy skills? Analyze print and digital media sources to interpret motivations, messaging, and audience for presidential addresses. Create a position statement on an issue that considers messaging, setting, means of communication, and audience.
Material Type: Learning Task, Lesson, Primary Source
Twelve Angry Men, originally written for television by Reginald Rose in 1954 and subsequently adapted for stage (1955), film (1957) and television again (1997), effectively conveys the central importance of the right to a jury trial afforded by Article III of the Constitution as well as Amendments V, VI, and XIV. Focusing on the right to a trial by "an impartial jury of the State and district wherein the crime shall have been committed," the play/film also addresses related constitutional provisions, including the presumption of innocence until proven guilty and the right to counsel. More broadly, the play/film embodies the central insight of Alexis De Tocqueville in his classic work Democracy in America, that the jury system is one of the most important political institutions for democratic self government. It educates citizens about the law and legal process, helps them understand their duties as citizens and in the best case, improves their deliberations as citizens. How does "Twelve Angry Men" deepen our understanding of the constitutional guarantee of the right to trial by jury and the role of the jury system in American democracy? To what extent does a trial by jury provide for equal protection under the law? Analyze the Constitution to understand what the right to a trial by jury includes. Analyze the causes and effects surrounding the Gideon v. Wainwright (1963) ruling. Evaluate the extent to which a trial by jury ensures equal justice under the law.
Material Type: Formative Assessment, Lesson
This lesson plan introduces students to the pivotal role that Congressional committees play in the legislative process, focusing on how their own Congressional representatives influence legislation through their committee appointments. Students begin by reviewing the stages of the legislative process, then learn how committees and subcommittees help determine the outcome of this process by deciding which bills the full Congress will consider and by shaping the legislation upon which votes are finally cast. With this background, students research the committee and subcommittee assignments of their Congressional representatives, then divide into small groups to prepare class reports on the jurisdictions of these different committees and their representatives' special responsibilities on each one. Finally, students consider why representation on these specific committees might be important to the people of their state or community, and examine how the committee system reflects some of the basic principles of American federalism. What role do Committees play during the legislative process? How is Committee membership determined? What role do Committees play with regard to oversight and checks and balances? Analyze the legislative process of the United States Congress by focusing on the role of Committees. Evaluate how Congressional representatives can influence legislation through their specific committee assignments. Evaluate how Committees uphold the Constitutional responsibilities of the Legislative Branch.
Material Type: Activity/Lab, Formative Assessment, Learning Task
At the time the Founders were shaping the future of a new country, John Adams suggested the President should be addressed as “His Excellency.” Happily, others recognized that such a title was inappropriate. Though the proper form of address represents only a small detail, defining everything about the Presidency was central to the idea of America that was a work-in-progress when the nation was young. How was the role of "President" defined in the Articles of Confederation? What were the weaknesses in the Articles of Confederation regarding the role of the President? Describe the role of "President of the United States in Congress Assembled" under the Articles of Confederation. Explain how the President was elected.
Material Type: Activity/Lab, Formative Assessment, Learning Task
"The Supreme Court, of course, has the responsibility of ensuring that our government never oversteps its proper bounds or violates the rights of individuals. But the Court must also recognize the limits on itself and respect the choices made by the American people." —Elena Kagan, Associate Justice of the Supreme Court and the first woman to serve as Solicitor General of the United States. As one of the three branches of the U.S. federal government, the Supreme Court is an essential part of civics education. In this lesson, students will learn about the structure and purpose of the Supreme Court and analyze the landmark Tinker v. Des Moines (1969) case about student free speech in schools. Once students have analyzed the case and its significance in U.S. history, they will participate in a research-based simulation about student free speech and social media before their own Supreme Court. What are the Constitutional responsibilities and powers of the Supreme Court? How does the judiciary system function alongside the other two branches of government? How does the Supreme Court protect your First Amendment rights? Analyze the Constitutional roles and responsibilities of the judiciary system and the Supreme Court. Analyze Supreme Court rulings and develop an evidence-based argument regarding the First Amendment. Simulate how a Supreme Court case is researched and argued, and evaluate the proceedings and outcome.
Material Type: Case Study, Lesson, Simulation
Statue of Chief Justice John Marshall outside the West entrance of the Philadelphia Museum of Art.Photo caption Statue of Chief Justice John Marshall outside the West entrance of the Philadelphia Museum of Art. Flickr Creative Commons "It is emphatically the province and duty of the judicial department to say what the law is." —Chief Justice John Marshall, in Marbury v. Madison, 1803 Who was the most influential American of the founding era of the United States: George Washington, due to his military and political achievements? Thomas Jefferson, for the Declaration of Independence and the acquisition of the Louisiana Purchase? James Madison, for his "writing" of the Constitution and subsequent service in the House of Representatives, as Secretary of State, and President? Or might it be John Marshall, who served as Chief Justice of the U.S. Supreme Court for 34 years, longer than any other Chief Justice, and whose ground-breaking decisions still affect the lives of every American? This lesson is designed to help students understand Marshall's strategy in issuing his decision, the significance of the concept of judicial review, and the lasting significance of this watershed case. What is the proper role of the Supreme Court regarding laws passed by Congress and state legislatures? How has the establishment of judicial review shaped the power of the Supreme Court in U.S. history? To what extent does the Supreme Court establish laws? Explain the role and responsibilities of the Supreme Court with regard to interpreting the U.S. Constitution. Analyze the competing perspectives that resulted in the Marbury v. Madison case. Evaluate the lasting significance of Marbury v. Madison and judicial review. Evaluate the nature of how a system of checks and balances has functioned and changed over time.
Material Type: Activity/Lab, Formative Assessment, Learning Task
"However [political parties] may now and then answer popular ends, they are likely in the course of time and things, to become potent engines, by which cunning, ambitious, and unprincipled men will be enabled to subvert the power of the people and to usurp for themselves the reins of government, destroying afterwards the very engines which have lifted them to unjust dominion." —President George Washington, Farewell Address, 1796. Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. Though dominant, these sentiments were not held by all Americans. A delegate to the Massachusetts ratifying convention, for example, asserted that “competition of interest…between those persons who are in and those who are out office, will ever form one important check to the abuse of power in our representatives.” (Quoted in Hofstader, p. 36) Hamilton argued from a slightly different perspective in Federalist #70: “In the legislature, promptitude of decision is oftener an evil than a benefit. The differences of opinion, and the jarrings of parties in that department of the government, though they may sometimes obstruct salutary plans, yet often promote deliberation and circumspection, and serve to check excesses in the majority.” Political parties did form in the United States and had their beginnings in Washington's cabinet. Jefferson, who resigned as Washington's Secretary of State in 1793, and James Madison, who first began to oppose the policies of Alexander Hamilton while a member of the House of Representatives, soon united, as Jefferson wrote in his will, "in the same principles and pursuits of what [they] deemed for the greatest good of our country" (on the Thomas Jefferson Digital Archive, a link from the EDSITEment-reviewed website The American President). Together, they were central to the creation of the first political party in the United States. In the meantime, those who supported Hamilton began to organize their own party, thus leading to the establishment of a two-party system. What are the chief characteristics of political opposition in a democracy? What are the essential elements of an organized political party? Are political parties necessary for the advancement of democracy? Analyze the factors that to the development of the Federalists and Democratic-Republicans. Evaluate the immediate effect of the establishment of political parties in the U.S.
Material Type: Learning Task, Lesson, Primary Source
Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. Though dominant, these sentiments were not held by all Americans. A delegate to the Massachusetts ratifying convention, for example, asserted that “competition of interest … between those persons who are in and those who are out office, will ever form one important check to the abuse of power in our representatives.” (Quoted in Hofstader, p. 36) Hamilton argued from a slightly different perspective in Federalist #70: “In the legislature, promptitude of decision is oftener an evil than a benefit. The differences of opinion, and the jarrings of parties in that department of the government, though they may sometimes obstruct salutary plans, yet often promote deliberation and circumspection, and serve to check excesses in the majority.” What are the essential elements of an organized political party? What differences in philosophy led to the development of the Federalist and Democratic-Republican parties? Evaluate the factors that led to the development of the Federalists and Democratic-Republicans. Analyze the events that transpired during the turn of the 19th century to evaluate their impact on the advancement of democracy in the U.S.
Material Type: Activity/Lab, Lesson Plan, Primary Source
Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. Though dominant, these sentiments were not held by all Americans. A delegate to the Massachusetts ratifying convention, for example, asserted that “competition of interest…between those persons who are in and those who are out office, will ever form one important check to the abuse of power in our representatives.” (Quoted in Hofstader, p. 36) Hamilton argued from a slightly different perspective in Federalist #70: “In the legislature, promptitude of decision is oftener an evil than a benefit. The differences of opinion, and the jarrings of parties in that department of the government, though they may sometimes obstruct salutary plans, yet often promote deliberation and circumspection, and serve to check excesses in the majority.” What were the key positions of the parties? How important to the parties' positions were their basic attitudes toward constitutional interpretation? Which positions of either party resonate in the politics of today? Summarize the key positions of the Federalists and Democratic-Republicans. Evaluate the contributions of a political party system to the advancement of democracy in the U.S.
Material Type: Lesson Plan, Primary Source
At the time the Founders were shaping the future of a new country, John Adams suggested the President should be addressed as “His Excellency.” Happily, others recognized that such a title was inappropriate. Though the proper form of address represents only a small detail, defining everything about the Presidency was central to the idea of America that was a work-in-progress when the nation was young. What actions are necessary in order to start a new government? What would one of the major concerns be in preserving the new government and country? What should be the role of the leader or president of the country? Describe the role of the government and the president in establishing a new country. Describe some of the actions the government bodies would probably take to ensure order and security. List some of the challenges and problems, as well as accomplishments that might occur in forming a new government.
Material Type: Lesson, Lesson Plan
With the signing of the Treaty of Paris in 1783, the U.S. firmly established itself as an independent nation. In 1789, George Washington was elected the first President, initiating the form of government, based on the Constitution, that we recognize today. Before 1789, the young nation had been ruled by the Articles of Confederation, written in 1781 in reaction to years of British rule. By 1787, however, it was clear that a more perfect Union was required; while protecting the independence of member states, the Articles of Confederation did not describe the powers of a federal chief executive or a judicial system. The creation of our Constitution and present form of government was informed by these and other considerations that arose during the years of the Confederation. Archival materials and other resources available through EDSITEment-reviewed websites can help your students begin to understand why the Founders felt a need to establish a more perfect Union and how they proposed to accomplish such a weighty task. How does the language of the Preamble to the U.S. Constitution reflect historical events and the goals the Founders had for the future? What does the Preamble mean? What does "a more perfect union" require? Explain the purposes of the U.S. Constitution as identified in the Preamble to the Constitution. Identify fundamental values and principles as they are expressed in the Preamble to the U.S. Constitution. Create your own interpretation of what the Preamble means.
Material Type: Diagram/Illustration, Lesson Plan, Teaching/Learning Strategy
The presidential election of 1824 represents a watershed in American politics. The collapse of the Federalist Party and the illness of the "official candidate" of the Democratic-Republicans led to a slate of candidates who were all Democratic-Republicans. This led to the end of the Congressional Caucus system for nominating candidates, and eventually, the development of a new two-party system in the United States. In the election, Andrew Jackson won a plurality of both the popular and electoral vote. But John Quincy Adams became president. Four crucial elements of our election system were highlighted in the election of 1824: the nomination of candidates, the popular election of electors, the Electoral College, and the election of the president in the House when no candidate receives a majority in the Electoral College. Why was the election of 1824 thrown to the House of Representatives? What constitutional provisions applied? What was the result? Explain why the election of 1824 was decided in the House of Representatives. Summarize relevant portions of the Constitution on presidential election procedures.
Material Type: Case Study, Lesson Plan, Primary Source, Simulation
This 10-minute video examines the 2007 collapse of the I-35W bridge in Minneapolis which fell into the Mississippi River during rush hour. Thirteen people were killed. The collapse led to a search for the cause and highlighted the need for bridge inspections and repairs. An investigation revealed that the bridge had been rated in poor condition for 17 years. The Minnesota Department of Transportation was found to be underfunded, and limited in how many infrastructure projects they could finish in a given year. The collapse highlighted tensions at different levels of government on whether to spend money on new infrastructure projects or to put money into maintenance and repairs.
Material Type: Lesson Plan
This eight-minute video explores how with the economic pain of the pandemic, new groups of American workers are pushing to form labor unions at restaurants, stores and warehouses. It’s the biggest surge of activism since the 1930s. At the height of the Great Depression, with as many as 13 million Americans out of work, President Franklin Roosevelt pushed New Deal reforms through Congress, including the 1935 National Labor Relations Act. It guaranteed private sector workers the right to form unions. This lesson asks students to examine the push for workers’ rights beginning with the Industrial Revolution in the United Kingdom, continuing to the Great Depression in the United States and on to contemporary efforts.
Material Type: Lesson Plan
This 11-minute video examines how in the 1980s, the attempted assassination of Ronald Reagan and the shooting of his press secretary, Jim Brady, led to the passage of the Brady Handgun Violence Prevention Act, also known as the Brady Bill. It was the first piece of legislation to mandate background checks for gun purchases, and set the stage for further regulation in the 1990s. Decades later, lawmakers and the American public continue a debate over gun control against a backdrop of continued mass shootings.
Material Type: Lesson Plan
