U.S. History

Attachments

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Attachments A

CLE: 1.A.a-c

Federalism and the Prevention of Abuse of Power in the US Federal Government

Description

This multiple day lesson plan is designed to show the ideas, values, and principles of the United States Constitution and other writings that helped to shape the government of the United States. Students demonstrate understanding of the federal government of the United States (Federalism, Democracy vs. Republic, Rights vs. Freedoms) through regular formative assessments and a summative assessment. Students will also identify examples of abuse of power and identify attempts by the US federal government to prevent abuse of power.

Materials

-Pen or Pencil

-Paper

-Textbook

-Copy of the US Constitution for each student (either in a textbook or from an Internet Web page)

-Copy of Federalist 10 for each student

-Overhead projector and overhead copies of Constitution and Federalist 10 are recommended

-Internet access from either teacher computer or student computer (preferably both).

-Copy of Summative for each student (Attached File)

-Copy of Summative key for teacher (Attached File)

Preparations

1. Create overhead copies of Venn diagrams and 'KWL' charts.

2. Provide hard copies (or computers with access to) of Federalist 10.

3. Create overhead copy of 5 Principles of a Democracy.

4. Obtain copies (or use textbooks with copies of) the US Constitution.

5. Be familiar with graphic organizers such as 'KWL' charts and Venn diagrams.

6. Duplicate the Summative assessment and key in the attached file.

7. Explore the listed Websites for information for you and the students.

Procedures

Days 1-12

NOTE: Each procedure is one day's lesson including discussion and formative feedback review/correction from the previous day.

Instruction: Begin by having students create a 'Know, Want to know, and Learned' chart (otherwise known as a 'KWL Chart') about the US Constitution

and the Federal government. Focus on the 'K' and 'W' portions here. Teachers: if students do not offer these items on their own, please direct them to

include the following: Federalism, the Bill of Rights, Branches of government, Democracy, and Republic. This chart will be collected (so the teacher

can offer appropriate written feedback) at the conclusion of lesson #6. Students participate in classroom discussion each day and take notes on the

following subjects of discussion:

1. Ask students: What are the different branches of the United States Federal Government, and what are their responsibilities? Discuss the purpose of

checks and balances and give examples. At the end of the discussion the students should be able to identify examples of checks and balances in

each of the 3 branches of government. Assign for homework a bubble diagram using the term "Checks and Balances." This should be reviewed and

collected on the next class day. Review this in class the next day and discuss as a class. Allow students to correct and add information using a

different color of ink on their bubble diagrams. (This technique allows you to see what the student wrote originally and what the student had to add or

correct, without a penalty being attached.)

2. Ask students: What are the functions of government? Discuss which level of government (Federal, State, County, City) is involved for a particular

activity such as (but not limited to) collection of taxes, running elections, building and maintaining roads, highways and bridges, law enforcement, and

operation of airports. Define and discuss the concept of federalism (A system of government in which power is divided between a central authority and

constituent political units).

Ask: What is federalism? Why is it necessary? At the end of the discussion students should be able to identify (in a matching non-graded quiz) which

level of government is appropriate for the activities that were discussed and explain (in short answer response) the concept of federalism. At this point

the students will use their notes to answer oral questioning by the teacher (on lessons #1 and #2). Students may use this opportunity to update or

revise their notes if necessary.

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CLE: 1.A.a-c

3. Discuss with students: What responsibilities does the US federal government have as outlined in the US Constitution? What are its limitations?

What role do the states play? Students should be able to show (through written or oral questioning) what the responsibilities of the federal government

are. Assign

simple to assess, ten to fifteen true/false questions on responsibilities and non-responsibilities of each level of government in order to identify which

student needs further assistance.

4. Ask students: Does Congress have the authority to be involved in certain activities (such as, but not limited to, funding day care, funding arts, social

security, Medicare) according to the US Constitution? Use current events (from television, newspaper, magazine, etc.) to expand on this. Discuss

Article I, section 8 of the US Constitution (See Weblinks). Review the 18 constitutionally authorized powers of Congress. Discussion: Does

congressional involvement in activities outside of the 18 found in Article I, section 8 represent an abuse of power? At the conclusion of this lesson,

students should be able to identify the powers of Congress as outlined in Article I, section 8 of the US Constitution. At this point the students will use

their notes to answer oral questions posed by the teacher (based on lessons #3 and #4). These answers should be collected to review student

responses. Students may use this opportunity to update or revise their notes (if necessary).

5. Discuss the Bill of Rights (first 10 amendments to the US Constitution). Ask: What are your rights as a US citizen?

What is a right?

What is a freedom?

Compare and contrast rights vs. freedoms (using a Venn diagram, if you desire). At the conclusion of this discussion, students should be able to

identify and name the first 10 amendments to the US Constitution and identify the differences between a freedom and a right.

6. Discuss: What is a democracy? Review the concepts of a democracy (civil rights over natural rights, equality, compromise, majority rule, and worth

of the individual). Discuss: What is a republic? (A political order in which the supreme power lies in a body of citizens who are entitled to vote for

officers and representatives responsible to them, natural rights over civil rights, minority rights, etc.) Discussion topic: Is the United States a

democracy? Give particular attention to the concept of majority rule. Ask:

Do we, in fact, live by majority rule?

Ask: Why does the word democracy' not appear in the Declaration of Independence, the US Constitution, or a Presidential speech (until the mid-

1900s)? Include a discussion of Federalist 10 by James Madison. Discuss Madison's 2 great points of difference between a democracy and a republic

(first, the delegation of the government, in the latter, to a small number of citizens elected by the rest; secondly, the greater number of citizens, and

greater sphere of country, over which the latter may be extended). Students should be able to identify the 5 basic concepts of a democracy and have

an understanding of Madison's point that the United States is a republic and not a democracy at the end of this section. Students should also

understand Madison's concerns about democracies.

Using the concepts of a democracy and Federalist 10, have students construct a Venn diagram to compare and contrast the concepts of a democracy

vs. a republic. At this point students will use their notes to answer oral questioning by the teacher (based on lessons #5 and #6). Students may use

this opportunity to update or revise their notes (if necessary).

7. Students break into small groups (3 to 4 students in each) to design a change to the US Constitution (either an additional amendment or a repeal of

an existing amendment) complete with explanation and desired result. Class discussion will occur after each presentation. Topic: What could be a

possible unexpected result (either positive or negative). Students will show understanding of the US Constitution and possible changes in society from

alterations of the US Constitution. A review of current or recent events/trends in US government might help students with ideas. Be prepared to devote

an entire class period (or more) for this as some ideas may generate more of a response than others. If you are pressed for time, an alternative could

be to post the ideas (without identifying the students who came up with the idea) in the classroom and have students review and discuss them as a

class.

8. Conclude by completing the KWL chart that was created at the beginning of the unit. At this point focus on the final 'L' portion of the 'KWL' chart.

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CLE: 1.A.a-c

Assessments

Formative Assessment:

On #1, formatively assess the students' bubble diagram.

On #2, formatively assess the non-graded quiz.

On #3 formatively assess the true-false questions.

On #4, formatively assess the students' written responses to the teacher's oral questions.

On #5, formatively assess the written differences between a right and a freedom.

On #6, formatively assess the Venn diagram.

On #7, formatively assess the students' presentations of the addition/deletion of an amendment.

On #8, formatively assess the L part of the KWL chart.

(Formative assessment should occur, including comments by the teacher. Criteria for each formative assessment is found in the procedure to which it

corresponds. Students should have an opportunity to correct or add to their assessments the next day after a review or discussion, in order to use

them on the final assessment. It is important for each student to have adequate and correct information in their notes and formative assessments.)

Summative Assessment:

Assess the Summative using the answer key in the Attached File.

(Additional objective or multiple choice/true false questions can be added as needed by individual teachers using this lesson plan.)

Extensions

ESOL and ESE students should be allowed extra time and or preferential seating. ESOL students should be allowed to work in groups with students

that speak their same language.

ESE Modifications should include, but not be limited to:

1. Written notes, outlines, study guides

2. Lessons broken down into smaller segments

3. Highlight materials for reading and emphasis

4. Varied pacing of instruction

5. Allow extra time for processing/responding

6. Extended time for exams

7. Preview questions

8. Allow oral exams with oral responses

9. Peer assistance as needed

Web Links

Here is the text of the tenth essay of the Federalist Papers written by James Madison. This link is for both student and teacher use for class

discussion.

Federalist 10

This Website contains the full text of the Constitution of the United States.

US Constitution

This Website is dedicated to the concept of federalism in the United States.

U.S. Federalism Site

This Website explains the differences between a republic and a true democracy. This site does a good job in explaining James Madison's concerns

about democracies.

Republic vs. Democracy

This is the official Website of the United States House of Representatives.

US House of Representatives Home Page

This is the official Web page of the United States Senate.

US Senate Home Page

This Website is dedicated to explaining the differences between a democracy and a republic.

Another Republic vs. Democracy Page

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Attachments C

CLE: 1.A.a-c

TITLE: Forming a Government

GRADE LEVEL: Written for students 7- 12

OVERVIEW: The formation of a government, and the development of laws, is a concept taught from the

beginning to the end of school. The lesson helps students understanding of governmental systems, the laws

they create and the punishments assigned for the violation of those laws. Through the use of a cooperative

learning activity the students will develop their own government, author laws, and designate the consequence

for the violation of those laws.

LESSON PREMISE: The lesson finds the students on an island after their ship has wrecked, or their plane

has crashed. Food, fresh water, and shelter are in short supply. The students must form a government,

develop laws and penalties.

OBJECTIVE(s): The first objective would be that the student would learn something. The chances of this are

good if the students are left to work out the lesson on their own. Even if the lesson goes down the tubes, they

will have learned what our founding fathers had to go through to form this country. The skills that students

will develop are as follows:

1) Cooperative learning skills, they will have to work together just like in real life.

2) Leadership skills, some one in the class will have to take charge.

3) Law related skills, they will have to make up their own laws and consequences for violations of those

laws.

4) Written language skills, everything they do will need to be recorded. Who knows they may even write

their own constitution.

5) Geography skills, they will have to find out where they are.

6) Imagination skills, here is a skill not used very often today. Depending on where the student and the

teacher carry the lesson, skill development is endless.

ACTIVITIES AND PROCEDURES:

1) Choose a place and a period in time for the student to crash or wreck on the island.

2) Inform them that food, water and shelter are in short supply. They will, also, need to know that their

chance of rescue is zip.

3) At the end of the activity they will be required to turn in the following written work:

a) A description of the type of government that they have chosen,

b) a list of laws that the new government has developed,

c) and a list of the penalties for violation of these laws.

4) Explain to the students that during the activity the teacher will be grading each student on his or her own

participation.

5) Develop a self evaluation for the students (don't skip this, it is an important part of the lesson and will be

the best record of what the student have learned.).

6) Let them go at it and don't interfere. (It's best if you start with a set time frame and then work from there.)

7) When they have finished discuss the outcome as a group.

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ALTERNATIVE ACTIVITIES:

1) Do a geography lesson first to help them understand where they have landed.

2) Have them write a constitution or a bill of right for their new country.

3) Let each student describe in their own words what the government or country is like.

4) Have coup de' etat, the teacher can take over and set up a social dictatorship.

5) Read The Lord of the Flies

6) Develop a mock trial testing one of the laws the class has created.

The list is endless!

TYING IT ALL TOGETHER - Let the student's work as group -- they may surprise you. In the discussion at

end of the lesson have the students evaluate their law and the punishments that they have assigned to them.

See if they feel the punishment fits the crime. The teacher may want to relate the student's penalties to those

assigned to our laws. If the class has assigned the death penalty as a consequence this can open a whole new

area for discussion. The design of the lesson is to take advantage of those teachable moments, let the students

lead for a little while and you will be amazed at what you can teach them.

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Attachments D

CLE: 1.A.c

Judicial Review

Description: This lesson plan will reinforce the concept of judicial review discussed in third judicial telecast.

Objectives:

To reinforce the concepts discussed in the telecast on judicial review.

To demonstrate how judicial review is an important function of the courts in a governmental system founded

on the principles of separation of powers and checks and balances..

Suggested grade levels: 9-12

Materials needed: Handouts for and access to either a writing board or a flip chart.

Procedures:

1. Distribute the student handout—The Establishment of Judicial Review. Have the students read it

silently or read aloud as a class. This article provides background on judicial review. (Most of this material

is reprinted from Constitutional Rights Foundation (www.crf-usa.org) Bill of Rights online lesson materials.

Edits, additions, discussion questions and student handouts are provided by The Missouri Bar.

2. Do the discussion question at the end of the handout.

3. Distribute the student handout—Consider This…, or make it into a transparency. Do the discussion

questions.

4. Debrief:

a. What did you learn? What surprised you?

b. What do still need to know?

c. How will you use this information?

5. Enrichment: Distribute the student handout—How do Judges Interpret the Constitution, or make it into

a transparency. Have student research historical cases like Brown v. Board of Education or Roe v. Wade or

Hazelwood v. Kuhlmeier, or recent cases such as Vernonia v. Acton or Kelo v. City of New London, and

consider which of the methods of interpreting the Constitution the Court seemed to be leaning toward in those

cases.

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Attachments D

CLE: 1.A.c

The Establishment of Judicial Review

The United States Constitution says nothing about the one job the Supreme Court of the United States is most known for

today. That is the power to review federal and state laws to determine whether or not they are constitutional. On the other

hand, the Missouri Constitution specifically grants the power of judicial review to Missouri Courts:

The supreme court shall have exclusive appellate jurisdiction in all cases involving the validity…of a statute or provision of

the constitution of this state… (Article V, Section 3.)

Some scholars have argued that the framers assumed that the Supreme Court would have this power without having to spell it

out in the Constitution. They cite, for example, Alexander Hamilton in The Federalist Papers, a series of articles published to

support the ratification of the Constitution. He wrote:

The interpretation of the laws is the proper and peculiar province of the courts. A constitution is, in fact, and must be

regarded by judges, as fundamental law. It therefore belongs to them to ascertain its meaning, as well as the meaning of any

particular act proceeding from the legislative body.

(See Federalist Paper #78)

In the 1803 case of Marbury v. Madison, John Marshall, the fourth Chief Justice of the Supreme Court of the United States,

used judicial review to declare an act of Congress null and void. In that opinion, John Marshall wrote, “The powers of the

legislature are defined and limited; and that those limits may not be mistaken or forgotten, the Constitution is written.” This

was the first time that the judiciary truly asserted its independence and power.

While judicial review expanded the power of the judiciary, it also placed judges in a new role. In deciding whether a

governmental act meets constitutional standards, judges had to interpret the meaning of the Constitution. Their

interpretation, even if based on law and reason, can run contrary to the views of legislators, presidents, or the public. (See the

handout—Ways to Interpret the Constitution.)

How Judicial Review Has Evolved Through the Years

Ever since the time of John Marshall, the judiciary has been embroiled in political squabbles, some that have threatened its

independence. In fact, the famous case of Marbury v. Madison itself began when President Adams tried to appoint a loyal

Federalist Party man to a judgeship, and the new president Jefferson rejected the appointment favoring judges from his own

political viewpoint.

President Andrew Jackson quarreled with Chief Justice Marshall over the court’s decision in the case of Worcester v. Georgia.

Jackson reportedly said, “Well, John Marshall has made his decision, now let him enforce it.” Though it is likely that Jackson

never really used these words, the statement illustrates one of the real limits on judicial power. It must rely on the other

branches of government to enforce its rulings.

Democratic President Franklin Roosevelt, frustrated with Supreme Court actions striking down much of his New Deal legislation, proposed a plan to increase the number of justices so that his appointees would be able to outvote the sitting justices. He also once prepared a radio address to tell the American people why he would not comply with a Supreme Court

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ruling, but at the last minute the court voted in his favor. Roosevelt’s proposed plan to “pack” the Supreme Court set off a firestorm of public criticism, even from his own supporters. Viewed as a naked attack on the independence of the judiciary, no one ever proposed such a strategy again. (Later, the number of Supreme Court Justices was set at nine by federal statute.)

At times the court has also made decisions that have run contrary to the will of Congress. Under the Constitution, Congress has

numerous checks that it can use against the judiciary. First, it has control over funding the federal judiciary’s budget. Though it

cannot lower judges’ salaries during their terms in office, it can reduce staff, lower operating costs, and withhold money for

court-ordered actions. Second, Congress can propose new laws or constitutional amendments to override specific court

decisions. Third, it can restrict the kinds of cases that can be appealed to the federal courts. In fact, though unlikely, Congress

has the power to completely abolish the lower federal courts.

Over the last five decades, America’s independent judiciary has done much to shape our history. Through its decisions, the

court extended voting rights, abolished laws legalizing racial segregation, recognized the rights of those accused of crime, and

expanded the rights of free speech and the press. While many of these decisions became accepted by the vast majority of

Americans, others have raised ongoing controversy. Court decisions guaranteeing a woman’s right to an abortion, banning

prayers and Bible reading in schools, excluding illegally seized evidence in criminal trials, and permitting the burning of the

American flag have led to charges that the court has gone too far in interpreting the Constitution.

These decisions have given rise to new calls for limiting the power of the judiciary. In recent years, Congress has passed

legislation limiting the discretion federal judges have in determining sentences in criminal trials. Proposals have been made to

limit the jurisdiction of federal courts in certain matters. The Senate has also shown its willingness to carefully scrutinize

presidential appointments to the Supreme Court and to the lower federal courts under its “advice and consent” power. The

trend toward limiting the power of the judiciary can also be seen at the state level.

Some worry that if these trends continue, the delicate balance between the powers of the judiciary and the other branches of

government in our system could be undone. Others fear that these trends could compromise judicial independence making

judges less likely to make decisions based on law and conscience and more likely to make decisions that serve political ends.

As we have seen, these debates are not new to our history. It is likely that they will continue into the new millennium and

beyond.

For Discussion

1. Do you agree with Hamilton and others that ―it only makes sense‖ in a system of checks and balances

that a court can declare acts of the legislative and executive branches null and void? Why or why not?

2. Do you think judicial review is consistent with the principle of representative democracy? Why or

why not?

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CLE: 1.A.c

Consider This...

1. One of the recurring criticisms at both the federal and some state levels is that an unelected

body—the Supreme Court—overturns the actions of the legislative an executive branches

and, therefore, goes against the majority of the people. Abraham Lincoln believed that

there were certain things that the majority should not be able to do—things that violate

natural rights, which is the purpose of the Constitution—to protect our natural rights.

React: Should the courts be able to overturn the “will of the majority”? Do you consider

this undemocratic? Which is most consistent with how our Founders felt—majority rule or

protection of minority rights?

2. In a recent column—Reviewing Judicial Review—George Will was defending judicial review

and ended his column with this:

Finally, since Jefferson, no significant politician has flatly opposed judicial review.

Even when the Supreme Court was most athwart public opinion—striking down New Deal

legislation—voters sharply rebuked President Roosevelt for his plan to “pack” the court by

enlarging it. So this is another powerful argument for the compatibility of judicial review

with American’s democratic values: the demos—the public—supports it.

React: Do you agree with George Will? Why or why not? Do you think the public

supports judicial review? Do you think the “public” is aware of concept of judicial review?

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Attachments E

CLE: 2.A.a

Warm-up activity: 5 concepts of democracy

Prepare a list of key concepts related to democracy. Suggestions follow.

Fundamental Worth of the Individual

Majority Rule with Minority Rights

Necessity of Compromise

Individual Freedom

Equality of All Persons

Write each concept on a piece of newsprint or large Post-It and place them around the room. Place a magic marker with each

poster.

Begin class by asking students to think about how each of the concepts listed on the board relates to democracy. Then ask

students to rank the concepts in order of importance to a democratic society. reinforce that there is no correct answer.

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Attachments F

CLE: 2.C.a

HOME-MADE POLITICAL PARTIES

Appropriate for grades 9-12.

OVERVIEW: "Let me...warn you in the most solemn manner against the baneful effects of the spirit of

Party..."

George Washington

Farewell Address, 1796

George Washington was not the first to warn the nation against political parties. The framers of the

Constitution feared that man's natural tendency to join together with others of similar opinions would

encourage divisions into special interest groups rather than a commitment to the "general welfare." They

hoped the Constitution would control the "factions" and prevent them from pursuing their selfish interests at

the expense of other citizens' interests or the common welfare. They established the system of checks and

balances to this end. However, the political party, an institution that many of those who wrote the

Constitution hoped would never arise in America -- is now vital in the general operation of our political

system.

Parties are crucial throughout the election process as they offer choices and clarify issues for the voting public.

They help administer the local, state and national conventions from which candidates and platforms emerge.

Our two-party system provides leadership to develop policies and govern while in power...or...constructive

criticism while out of power. While not mentioned once in the Constitution political parties have in fact

become an institution of government and an understanding of their role is essential for all citizens.

PURPOSE: The purpose of this activity is to provide students with an understanding of the role of political

parties in our democracy, by offering them an opportunity to participate in one of the primary activities of any

party, writing a platform.

OBJECTIVES: Students will be able to:

1. Identify the two major political parties and the key element of their platforms.

2. Identify several minor political parties.

3. Describe the process used for development of a party platform at the local, state and national levels.

4. Describe the democratic process used by a committee to develop a platform.

5. Explain personal views on several current issues.

6. Compare personal views with those of the two major political parties.

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ACTIVITIES:

Day 1: Introduce students to the activity by providing a copy of the Voter Registration Form for your state.

Point out that they will be asked to record a party preference on this form. Explain to the students that there

are two major political parties as well as minor parties in the United States today and that each party explains

what it believes in a party platform.

Provide students with unlabeled summaries of the Republican and Democratic Party Platforms and ask

students to make a check by the position with which they agree most. Based on this survey, place the students

into two groups and ask them to compare views looking for areas where they have consensus. Each group

should elect a spokesperson and recorder. Have the spokesperson share the areas of consensus with the entire

class.

Day 2: Explain to students that when political platforms are written there is usually a great deal of debate and

dissention and compromise is required to agree on the final document. Sometimes, however, the issues are

too important to individuals to compromise and they find it necessary to break away and start their own party.

Students are to begin this process, using the democratic process of majority vote and the spokesperson must

have a progress report at the end of the period.

Day 3: Students will have this day to work on their platforms. After viewing examples of actual platforms

(minus names) each group is to prepare and sign a final draft of their platform. The party should be named

and the group prepared to defend the party's positions.

Day 4. Presentations of Party Platforms and question/debate as time allows.

Day 5. Students will return to the Democratic and Republican Platform summaries handed out in Day 1, and

determine if their selection between the parties would be the same. The parties would then be identified.

Students would be asked to write a paper comparing their views on current issues with those of the two major

parties.

RESOURCES/MATERIALS NEEDED: To write for Party Platforms:

Republican Party Democratic Party

310 First St., S.E. 430 Capitol St., S.E.

Washington, DC 20003 Washington, DC 20003

American Party of the U.S. Communist Party U.S.A.

P.O. Box 597 235 West 23rd St.

Provo, UT 84604 New York, NY 10001

Socialist Party U.S.A. Libertarian National Committee

516 W. 25th St. 301 W. 21st

New York, NY 10001 Houston, TX 77008

Prohibition National Committee Americans for Democratic Action

P.O. Box 2635 815 15th St, N.W.

Denver, CO 80201 Washington, D.C. 20005

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TYING IT ALL TOGETHER: This activity can be adapted for use in a variety of classes. In a U.S. History

class the Federalist (Hamiltonian) and Democratic-Republic (Jeffersonian) platforms can be used giving

students a greater understanding of the foundations of the two major political parties in our country. It can be

used in a high school government or civics class to aid students in formulating views on current issues,

selecting a political party, or understanding the democratic process. The activity can be extended to reinforce

levels of government by requiring two or more classes to come together (as a state party) and two or more

schools to come together as a national party to develop platforms. It can also provide an introduction to the

election process by requiring the parties to nominate a candidate to run for office, then fulfill its obligations in

the political campaign. Once the activity is completed it is very interesting to discuss whether the Founding

Fathers concerns were valid, whether the Constitution has done an adequate job of protecting the minority

from political "factions," or whether political parties serve an important function in our political system.

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Attachments G

CLE: 3a.P.a

Workers “Strike” Back

Background: Poor working conditions and low pay set the stage for the renewed labor movement in the late

nineteenth century that tried to protect the rights of workers. Although labor unions were faced with

opposition from employers, internal struggles, and a diverse work force, they slowly gained influence. In 1877

about 100,000 workers participated in a railroad strike to protest wage cuts. The strike caused violent

confrontations and nearly brought the nation’s railway system to a standstill. The Knights of Labor had a

membership of 700,000 people in 1885, but membership declined after the Haymarket Square riot in Chicago.

The American Federation of Labor, a union that accepted only skilled workers, organized members into

separate unions according to their crafts. Immigrants were sometimes blamed for low wages, notably in

California, where an anti-Chinese movement grew among white workers. Unions were only partly effective,

but did achieve progress in establishing better wages, shorter hours, and healthier working conditions for

workers.

Task: You are a labor organizer in the later 1800s who is in charge of distributing handbills encouraging

workers to go on strike or to join labor unions. Create the handbill, using historical facts as the basis for your

information. The handbill will explain:

1. The reason for the strike or for joining the union.

2. What the strike or union hopes to gain for the workers

3. When the strike is to take place.

4. the labor force involved

5. Some of the vocabulary we have learned from our station activity (i.e. scab, yellow-dog contract, etc.)

Your handbill may also discourage scabs and non-union workers and educate workers about their rights.

Purpose: The purpose of this activity is to persuade workers to strike against a company or to join a labor

union and give them information about why the strike is fair or labor union is needed.

Target Audience: Your audience is comprised of workers who receive your handbills.

Procedure:

1. Review information about unions, the labor movement, and strikes in the late 1800s.

2. You will be assigned a labor union or strike below. Conduct research to find as many facts as possible

about the strike (at least 5): the labor organization involved, the decision to strike, the working

conditions, whether arbitration was used, and whether management issued a blacklist. Make notes on

your research.

3. Consult primary sources, including examples of handbills, flyers, and posters that encourage workers

to join a union or strike. Notice how these materials try to motivate people to action.

4. Create a headline that will capture the attention of your audience, and write it on the line below.

_____________________________________________________

5. Consider the facts that will persuade your audience to join or strike, and write an outline of your

handbill.

6. Write a rough draft of your handbill. Use language that will encourage the workers to act. Include the

facts that you found which support your strike or labor union.

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Scoring Guide

Name _______________________________

Criteria Points

Possible

Points

Earned

1. The handbill has a clear objective

2. The headline for the handbill captures the attention of the intended

audience.

3. The information presented in the handbill or pamphlet shows that

the author understands the most important events that led to the

writing of the handbill.

4. The information in the handbill is clearly presented and is

historically accurate.

5. The wording of the information in the handbill encourages and

motivates the audience to participate in the activity described in the

handbill.

6. The handbill is designed in an attractive manner.

7. The students present the information clearly and accurately in the

oral presentation of their completed handbill.

TOTAL: ______________ _____________

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Domestic Policies As it emerged from World War II the American Dream of having a secure job, owning a house, and using

labor-saving appliances came within reach of many Americans. Fueled by the postwar baby boom, the

economy rocketed forward in the late 1940s and 1950s.

Primary Learning Outcomes

Why did businesses reorganize after World War II? How did technological advances transform life in

America? How did changes in the working lives of Americans influence the growth of suburbs, highways, and

consumer credit?

Essential Question

What major changes occurred due to population distribution?

What domestic issues were Americans facing after WWII?

Procedures/Activities

Step 1 – Duration 15 minute

Students will develop a short speech (3 paragraphs) to be delivered by President Truman. The speech should

include a description of how the country will return to peacetime. The speech should include descriptions of

plans for returning soldiers (found in the GI Bill), the end of rations (Lifting wartime price controls), and the

overall change of the wartime economy (implementing the 21 points of the Fair Deal) to a peacetime

economy. Students should be prepared to have the rough draft speech checked for understanding.

Step 2 – Duration 40 minutes

Students will develop maps displaying the population shifts that occurred in the United States since the end

of World War II. Students will use the maps to complete a series of questions concerning the impact of

moving populations.

Materials and Equipment

Textbooks

Library resources

Internet resources

Total Duration

55 minutes

Assessment

Check Domestic Legislation cause and effect relationships for scoring and grading

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Domestic Policies The contrast between the presidencies of John Kennedy and Lyndon Johnson is striking. While Kennedy

articulated plans for domestic reform, few of his programs actually advanced through Congress, perhaps

because of his preoccupation with foreign affairs. When Johnson took office after Kennedy’s death, he used

his legislative skill to push through Congress some of the most significant social programs in the nation’s

history.

Primary Learning Outcomes

What are some of the key programs of the Great Society? How was President Lyndon Johnson able to pass

such progressive legislation?

Essential Question

What conflicts & tensions arose due to controversies generated by Supreme Court decisions?

Procedures/Activities

Step 1 – Duration 25 minutes

Students will create and complete a table displaying the major Supreme Court Decisions of the Domestic

Policies era (1950-1990). Students will interact with the following cases (Roe v Wade, Gideon v

Wainwright, Miranda v Arizona, Tinker v Des Moines School District, Hazelwood v Kuhlmeier). Students

will provide the following labels for the table: Case Question, Case Answer, Constitutional Justification, and

Guaranteed Rights. Students will need to fill in appropriate information as class discussion proceeds.

Step 2 – Duration 10 minutes

Students will be given time to develop first web connection for Movements and Court Cases web

connections due Day 10. Students will use information gather in the table to develop web connection for

Roe v Wade.

Materials and Equipment

Movements and Court Cases web connections

Total Duration

35 minutes

Assessment

None

Extension

None

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CLE: 3a.Y.a

How did American Culture and Attitude Change in the 1920's?

The 1920's were a time of great social change characterized by apparent prosperity, new ideas, and personal

freedom. Known as the "roaring twenties" America was reacting to the depression of the World War. It was

like a giant party. New technology, new ideas and great change. Yet under the surface the same conservative

values still flourished. The economic boom of the era was short-lived, but most of the social changes were

lasting.

What were some of the manners and moral changes that occurred?

1. America's population generally shifted from rural areas to more urban ones.

More than half of the nations population now lived in cities and towns.

2. Urban communities life was now unquestionably lively and stimulating. There were many things to see-

museums, art exhibits, plays, athletic events, trade expositions, and the like.

3. New ideas in science were examined and often accepted. Of course this was the case in the cities more so

than in the small towns. In small town America most people remained relevtivley conservative. (See Scopes

Monkey Trial) People now tended to be judged on their accomplishments rather than on their social

background.

As life in the United States began to undergo changes, many felt the gnawing insecurity associated with

change. The heroic person who could face the trials of competition or the dangers of the unknown became

larger than life. The hero had come up against the strongest adversaries and won. For people living in

uncertain times, the hero was proof that a brave and strong-willed man or woman could win out over fears of

the unknown or the impossible.

What qualities seem to have been idolized in the 1920's?

1. Writers Speak for the twenties

A. F. Scott Fitzgerald published This Side Of Paradise and The Great Gatsby. He won instant acclaim as the

spokesman for the twenties generation. In these novels and others, he described the confusion and tragedy

caused by a frantic search for material success.

B. Ernest Hemingway expressed disgust with prewar codes of behavior and the glorification of war. He also

developed a clear, straightforward prose that set a new, tough, "hard-boiled" literary style

2. Sport Heroes

A. Babe Ruth - Perhaps the greatest baseball player who ever lived. He led the Yankees to seven world series

and his record for Home Runs (Total and in a season - 60) stood for years. Ruth was a media icon and fan

favorite.

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B. Harold Edward "Red" Grange - College football hero, this running back drew tens of thousands to

watch him play and helped popularize college football.

C. Jack Dempsey - One of the greatest heavyweight boxers of all time. Lost a dramatic title match to Gene

Tunney.

D. Bill Tilden and Helen Wills--Tennis champions who epitomized grace and poise. These star athletes

helped popularize the sport of tennis.

E. Johnny Weismuller - Olympic gold medal winning swimmer who later starred in Hollywood as Tarzan

Lord of the Jungle.

3. Other important Heros

A. Charles A. Lindbergh--He flew a nonstop flight from New York to Paris in thirty-three and a half hours.

He was the man who epitomized heroism in the twenties. Lindbergh became a world and national hero who

charcaterized courage and doing the impossible.

B. Louis Armstrong--a trumpeter who played the first jazz heard north of Mason-Dixon line.

C. W. E. B. Du Bois--founder of the NAACP and worked hard to improve the lives of blacks in America.

How Did the Role of Women Change in the 1920's?

During World War 1, women served their country in almost every possible capacity. They took jobs in steel

foundries, chemical plants, and munitions factories. Many went overseas as nurses in the newly created Army

Corps of Nurses. Their experiences away from home and traditional women's work gave them a strong moral

argument for the right to vote. The many tactics of the women and the shameful way they were treated finally

forced Congress to deal with the issue. President Wilson, finally declared himself in favor of woman suffrage

and the Nineteenth Amendment was ratified on August 26th

1920.

Many women's styles changed as well. The popular hair style of the time was for women's hair to be cut short

into a bob. These modern women were known as "flappers."

Between 1910 and 1930 the proportion of women in the labor force remained at about 20 percent. However,

there was a notable change in the kinds of work that some women did. The number of female cooks, dress

makers, household servants, and farmhands dropped. The number of women doctors, bankers, lawyers, police

and probation officer, social workers, and hairdressers rose.

For all the changes in status during the twenties, it was still generally accepted-even by most women-that

"woman's place is in the home." Men should earn more than women, it was thought, because usually they

supported wives and children. Women workers generally were single. In some states, women teachers who

married lost their jobs.

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PRESENTATION SCORING GUIDE

GROUP _____________________________ SCORE ______

SPEAKING VOICE clear, strong excellent

carry conversational rate

10 pts/9 pts

good tone good

inflection rate of

speech 8 pts

adequate voice tone and

inflection 7 pts

weak or soft voice

speaks too fast or too

slow 6 pts

INTEREST AND

ENTHUSIASM

strong excitement

enthusiasm throughout

10 pts/9 pts

shows interest in

project personality 8

pts

some interest emotion

and personality 7 pts

no emotion or

personality 6 pts

VISUAL AIDS model 8-10 visuals

excellent quality 20 pts

props nicely done 6-8

visuals dress for

occasion 16 pts

good visibility 4-6 visuals

some props 14 pts

adequate size all can

see 2-3 visuals 12 pts

CREATIVE AND

INTERESTING

highly original creative

unique 10 pts/9 pts

originality lacks

something 8 pts

some creativity is

evident 7 pts

no creativity presented

6 pts

ORGANIZATION attention getting highly

structured excellent

transition 10 pts/9 pts

good beginning good

structure summary 8

pts

identified topic some

structure transition 7 pts

poor transition presents

things out of order 6 pts

FACTUAL, WELL

RESEARCHED

1 encyclopedia 3 books

6-8 Internet sources 20

pts

1 encyclopedia 2 books

4-5 Internet sources 16

pts

1 encyclopedia 1 book 3

Internet sources 14 pts

1 encyclopedia 1 book 1

Internet source 12 pts

WELL DONE neatly typed assembled,

etc. 10 pts/9 pts

done, good

presentation, etc. 8 pts

neat, adequately done 7

pts

written, glue not dry 6

pts

GROUP KNOWS

SUBJECT

presents material total

eye contact 10+ minutes

10 pts/9 pts

good eye contact

information and content

7-9 minutes 8 pts

little eye contact refer

often notes adequate

info 5-6 minutes 7 pts

read to audience no eye

contact minimal info 3-4

minutes 6 pts

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CLE: 3a.Z.a

Missouri grew and expanded after the Revolutionary War. Soon a new conflict was dividing our young

country. The northern states did not permit slavery, but it was legal in the southern states. Research the

abolitionist movement and how it changed slavery. How did the Civil War change the way African Americans

lived? How did life change for all Americans after the Civil War?

Research the causes and effects of the Civil War. Here are some questions to guide your research.

Besides slavery, what was different about the North and the South before the Civil War?

What did some abolitionists do to help enslaved people?

What caused the Civil War?

How was Missouri affected by the Civil War?

What were the effects of Reconstruction?

How did new inventions and industry change Missouri after the Civil War?

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The Origins of World War II

Goal of this lesson: To achieve student understanding of the causes of World War II.

Materials: Textbook, Lesson Notes, Map Handout, Transparency of Europe, Dry Erase Marker, Worksheet

Clerical/Administrative Tasks:

1. Take Roll

2. Make transparency of Europe

3. Make copies of European Map

4. Make copies of worksheet

Introduction:

Have you ever had a problem with a bully? The bully may take your lunch money or force you to do

his/her homework. In the late 1930s Hitler was bullying the rest of Europe and got his way several

times. Finally, France and Britain had enough and the result was World War II.

Developmental Activities:

1. Question and Answer Session based upon the previous night’s reading assignment. I will supplement each

answer with my own thoughts and if the students struggle, I will hint around to lead them to a good

conclusion.

Q: What was the Treaty of Versailles and how did it treat Germany?

A: It was the treaty which ended World War I. The treaty placed the blame for the war on Germany and

demanded that they pay reparations for damages to the victorious countries of the war.

Q: How did the treaty aid in Hitler’s rise to power in Germany?

A: The German people felt alienated from the rest of the world and the reparations were putting a terrible

strain on the German economy. Hitler’s Nazi Party used Nationalism, pride in one’s own country, to rally the

German people behind his cause.

Q: What was the Munich Conference and why is it seen today in such a negative light?

A: Leaders from Britain and France met with Hitler and agreed to give him a portion of Czechoslovakia where

many ethnic Germans lived. The Munich Conference is seen today negatively because Britain and France

appeased Hitler. They gave into his demands instead of standing up to him.

Q: Why did Britain and France give into Hitler’s demands?

A: Neither country wanted to fight another large scale war. The French were especially terrified about fighting

the Germans again after the massive number of casualties and damage resulting from WWI.

Q: What was the Nazi-Soviet Pact and why was it important?

A: The Nazi-Soviet Pact was a non-aggression pact between Germany and the Soviet Union. It was important

because Britain and France had been trying to arrange a pact with the Soviet Union but were unsuccessful.

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Q: Why did Hitler make a deal with the Soviet Union?

A: Hitler did not want to fight a two front war against Britain/France in the west and against the Soviet

Union in the east. The Germans needed raw materials to fight the coming war against Britain and

France. The Soviet Union is a huge country abundant with raw materials.

Q: Hitler’s invasion of what country finally led to war? Why?

A: Germany’s invasion of Poland on September 3, 1939 caused the British and French to declare war

on Germany. The British and French had promised to aid Poland if it were attacked.

Time estimate for Question and Answer Session: 30 minutes

2. Now that we’ve covered much of the build up to World War II, let’s look the step by step moves

made by Hitler which lead to World War II. (Pass out the map handout to the students and randomly

hand out note cards with the name of an important country or area on it.)

Place Europe transparency on the overhead and go through the note cards chronologically asking each

student to come up and fill in their corresponding country. After each country is filled in I will state

that country’s importance and draw in other important features of World War II. This will give

students a geographic appreciation of the war and allow them to participate in the lesson.

Time Estimate for Hands-On Activity: 15 minutes

3. Worksheet based upon question and answer session as well as the map exercise.

Make sure to hang on to those map handouts because I assure you that something similar will show up

on the test. I will pass out to each student a worksheet to be completed by the next class meeting.

Time Estimate for Worksheet: 2 minutes to pass out, it is a take home activity

If time permits: The students will be able to ask me any questions they have about the lesson or the

map exercise. Students can begin to work on their worksheets which are due at the beginning of the

next class.

Assessment/Evaluation:

The students will complete a worksheet to be handed in at the beginning of the nest class meeting.

Conclusion:

Now that we have covered the causes of World War II and the initial battles, next class we will look at

the relationship between the Soviets and Germans as well as the Battle of Britain.

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Accommodations/Adaptations for:

Students with Special Needs:

The student with ADHD will be seated in the front of the classroom so that he will not be distracted by

students sitting in front of him/her. The student will also be seated away from the windows to avoid

distraction. If I notice the student wandering off task, I will use non-verbal cues such as eyeballing or

proximity to regain the student’s attention.

Technology Integration:

1) If I only had one computer in my room but had projection, I could display the questions for my

question and answer session as well as clues to lead the students to answers if they struggle. I could

also find pictures to display the destruction caused by Hitler’s Blitzkrieg of Poland. I could visit

websites which give detailed personal accounts of Polish people who lived through the event.

2) If I had a 1:4 computer to student ratio, I could have the students rotate at different stations doing

very small hands-on projects including an online project to find good pictures of important people in

WWII. I could also assign group work to students in groups of four which would include doing

research online about a topic relative to early WWII. (Munich Conference, Sudetenland, Blitzkrieg,

Rise of Hitler)

3) If I had enough computers for each student I could assign a research project to each of them for a

specific topic in regards to WWII. I could have them visit specific websites which provide accounts of

the German advance into Poland at the beginning of WWII as well as pictures which would make the

event more real.

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Page 1

Name:

Date:

Class Period:

The Origins of World War II

Match the left column with the letter of the statement in the right column which best describes it.

1. ___Germany a. This country along with France declared war on Germany

after Hitler invaded Poland.

2. ___France b. This country made a non-aggression pact with Germany.

3. ___Britain c. Hitler was appeased at the Munich Conference with a

portion of this country called the Sudetenland.

4. ___Austria d. This country was blamed for World War I and forced to

pay huge reparations to the victor countries.

5. ___Czechoslovakia

e. This country fortified its borders with Germany except

for an area called the Ardennes forest which they assumed

could not be penetrated by a large army.

6. ___Soviet Union f. Hitler invaded this country only to get to the northern part

of France.

7. ___Belgium g. This country was unwillingly annexed by Germany in a

move called the Anschluss.

8. ___Poland h. The invasion of this country sparked the beginning of

World War II.

Answer the following short essays based upon the discussion in class.

1. What was the Munich conference? Why did the French and British give into Hitler’s demands?

2. What was the Nazi-Soviet Pact? Why did Hitler make a deal with the Soviet Union?

Bonus: What was the name of the region in Western Germany which Hitler illegally reoccupied?

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Page 2

Fill in the names of the countries we discuss and list their importance in the space provided below.

Country/Region Importance

Ruhr

Austria

Czechoslovakia

Soviet Union

Poland

Belgium

France

Great Britain

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The Origins of World War II Worksheet Answer Key:

Section 1 matching

1. d

2. e

3. a

4. g

5. c

6. b

7. f

8. h

Short Answer

1. Leaders from Britain and France met with Hitler and agreed to give him a portion of Czechoslovakia where

many ethnic Germans lived. Neither country wanted to fight another large scale war. The French were

especially terrified about fighting the Germans again after the massive number of casualties and damage

resulting from World War I.

2. The Nazi-Soviet Pact was a non-aggression pact between Germany and the Soviet Union. It was important

because Britain and France had been trying to arrange a pact with the Soviet Union but were unsuccessful.

With the Soviet Union now neutral, Britain and France were out of possible powerful European allies. Hitler

did not want to fight a two front war against Britain/France in the west and against the Soviet Union in the

east. The Germans needed raw materials to fight the coming war against Britain and France. The Soviet Union

is a huge country abundant with raw materials.

Bonus: The Ruhr Region

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ANSWER KEY:

Fill in the names of the countries we discuss and take notes on their importance in the space provided below.

Country/Region Importance

Ruhr

Area of western Germany which Hitler illegally reoccupied with troops and military

equipment. Illegal based upon Versailles Treaty of WWI.

Austria

In March 1938, Hitler’s army marched in and occupied Austria. This is referred to as

the Anschluss.

Czechoslovakia

The Czechs had already lost the Sudetenland and in March 1939, Hitler’s army

marched in and took the Western half of the country and declared Slovakia an

independent country.

Soviet Union

On Aug. 23, 1939, the Germans and Soviets signed a non-aggression pact which

included a secret protocol for dividing up Poland which was Hitler’s next target.

Poland

France and Britain had promised to protect Poland if it was invaded and the Germans

did invade on Sept. 1, 1939. On September 1, 1939, France and Britain declared war on

Germany. World War II had begun.

Belgium

Belgium was a victim of circumstance in WWII. Hitler only invaded Belgium to get to

France.

France

When the Germans invaded, the French army was of equal size to the German army.

But due to lack of morale, poor leadership, and fear left over from WWI the French

were defeated by the Germans in only 6 weeks. Germans attacked with a maneuver

called a Pincer. Half of their army came from the North through Belgium and the other

half surprised the French by attacking through the thick Ardennes forest in Western

France. Germans set up a puppet government in Vichy, France.

Great Britain

After the fall of France, the British were left all alone to fight the Germans for almost a

year and a half until the United States entered the war in December of 1941.

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CLE: 7.B.a

Create a political cartoon

CATEGORY 4 above standards 3 meets standards 2 approaching standards 1 below standards

Political content

Cartoon makes a great connection to the past either on the drawing or the message that shows comprehension of the topic.

Cartoon makes some connection to the past either in the drawing or the message that show some comprehensions of the topic.

Cartoon makes little connection to the past either in the drawing or the message and shows little comprehension of the topic.

Cartoon makes no connection to the past either in the drawing

Hidden message

Student is able to include 4-5 visual cues in their cartoon to support their views.

Student is able to provide 3 visual cues in the cartoon to support their views.

Student is able to include 2 visual cues in the cartoon to support their views.

Student is able to include only one visual cue in the cartoon to support their views.

Creativeness Student is able to create an attractive and creative visual of their cartoon and its topic that is able to be viewed by the class.

Student is able to create a somewhat attractive and creative visual of their cartoon and its topic that is able to be viewed by the class.

Student is able to create a visual of their cartoon and its topic that is able to be viewed by the class.

Student is able to create a visual of their cartoon and its topic that is able to be viewed by the class.

Phrasing Student is able to portray in their message a creative/complete way of identifying the views of the student.

Student is able to somewhat portray in their message a creative/complete way of identifying his views.

Student is able to slightly portray in their message a creative/complete way of identifying his views.

Student is not able to portray his views.

Defend Student can support their messaging in the cartoon and defend why they created it

Student can somewhat support their messaging in the cartoon and defend why they created it.

Student cannot support their messaging in the cartoon OR defend why they created it.

Student cannot support their messaging in the cartoon AND defend why they created it.

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CLE: 7.E.a

Historical Event Research Paper

CATEGORY A excellent B very good C fulfilled requirements minus points unacceptable

Essay Includes all parts of the Historical research paper, all topics support clearly stated thesis 3-5 pages

Thesis is fairly clear, documentation could be stronger 3-5 pages

Vague thesis Some support 3-5 pages

No thesis statement Less than 3 pages

Supporting evidence

10 pieces of evidence which supports paper--this includes direct quotes, summaries, and paraphrases, with transitions

7 pieces of evidence which supports paper--this includes direct quotes, summaries, and paraphrases, with transitions

5 pieces of evidence which supports paper--this includes direct quotes, summaries, and paraphrases, with transitions

Fewer than 5 pieces of evidence

Citations All citations are correctly done according to class activity and MLA format.

Points deducted for errors

Perspectives Personalized. Shows an excellent understanding of the topic and the ramifications.

Personalized. Shows that the topic is clearly understood.

Works Cited Work cited page includes 8 sources, correctly formatted.

Work cited page includes 6 sources, correctly formatted.

Work cited page includes 4 sources, correctly formatted.

Points deducted for incorrect entries.

Fewer than 4 sources.

MLA format Adheres to MLA format with only minor errors

Points deducted for errors that have been discussed in class

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CLE: 7.E.a

Historical Person Research Paper

CATEGORY 4 3 2 1

Organization Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Amount of Information

There is a clear introduction and conclusion, and the scientist's life is extensively detailed and connected to his/her work.

There is a good introduction and conclusion, and the scientist's life is well detailed and connected to his/her work.

There is an introduction and conclusion, and the scientist's life is adequately detailed and connected to his/her work.

Introduction or Conclusion missing, poor account of scientist's life and poorly connected to his/her work.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Diagrams & Illustrations (optional)

At least three illustrations are included that add to the reader's understanding of the topic.

Two illustrations are included that add to the reader's understanding of the topic.

One illustration is included that adds to the reader's understanding of the topic.

Diagrams and illustrations are not included OR do not add to the reader's understanding of the topic.

Citations At least three citations from research sources are included and are correctly punctuated.

Two citations from research sources are included and are correctly punctuated.

Only one citation from research sources are included and are correctly punctuated

No citations are included, or the ones that are included are incorrectly punctuated.

Sources At least three different kinds of sources are used (book, magazine, website)

Two different kinds of sources are used (from the following: book, magazine, website)

Only one kind of source is used (from the following: book magazine, website)

No research sources are used