1

Unit 2: The Constitution

Name ______________________________________ Per

Lesson 1:

Lesson one has two main assignments. At the end of these

assignments you will take a closed note quiz. After these lessons you

will be expected to be able to: (one or more of these objectives may

appear as a short answer question on the quiz)

Critique the debates that occurred during the Constitutional

Convention on the subjects of:

o Representation

o Slavery

o Powers of the national government

Thoroughly describe:

o Virginia Plan

o New Jersey Plan

o Great Compromise

o Three-Fifths

Compromise

Explain the concept of “federalism”.

Standards in This Lesson

8.2 Students analyze the political principles underlying the U.S. Constitution and

compare the enumerated and implied powers of the federal government

2.3 Evaluate the major debates that occurred during the development of the

Constitution and their ultimate resolutions in such areas as shared power among

institutions, divided state-federal power, slavery, the rights of individuals and states

(later addressed by the addition of the Bill of Rights), and the status of American Indian

nations under the commerce clause.

2.7 Describe the principles of federalism...

2

1. The Constitutional Convention took place at the State House in ,________________

Pennsylvania.

2. The Constitution was drafted in ________________ months.

3. There were __________ delegates to the Convention.

4. Rhode Island did not send delegates to the Convention, so only _________ of the

______ states were represented.

5. The original goal of the Convention was to ________________ the Articles of

_________________.

6. Today we call this group of people our “________________________”.

7. List the goals of the Founding Fathers

8. Explain the roles of George Washington and James Madison

9. Describe the process of writing the Constitution

The Constitutional Convention of May 1787 was held in Philadelphia, Pennsylvania, where delegates

from 12 of the 13 states were present. The state of Rhode Island refused to send a delegate because

it was afraid of losing its states' rights. Their original goal was to strengthen the Articles of

Confederation after the threat of Shays’ Rebellion. However, the delegates worked for 4 months

behind closed doors of the State House to draft a new document known later as the "Constitution."

In Philadelphia, fifty-five delegates from twelve of the original thirteen colonies met to begin writing

the Constitution of the United States. These delegates were selected by their states. They were

educated, patriotic, and experienced men, ranging from the ages of 40 to 81. Benjamin Franklin was

the oldest delegate. Some men were landowners and some were lawyers or judges. All delegates held

at least one public office. This group is sometimes called the "Founding Fathers." There were no

women or minorities. Directions: Use this reading to answer the questions below.

Read the class handout titled “The Constitutional Convention: An Overview” and

answer the questions below.

3

10. Why was there division between the states with large populations and smaller

populations?

11. How did Roger Sherman propose to settle these disputes? What do we call his plan?

12. Explain the process of the signing of the Constitution.

13. What was the plan after the Convention? How would the Constitution become the law

of the land?

In order to create a Constitution

that was agreeable to all the

delegates the Founding Fathers had

to debate several issues: how

apportion representation in

Congress, how to deal with the issue

of slavery, and how much power the

federal government should have.

Add notes to this assignment as

your teacher lectures to the class.

4

Round

1

Representation: The delegates had decided to include a

legislative branch of government. This branch would be

responsible for making the laws of the country. Some of

the states had larger population and some of the states

had smaller populations. The delegates had to decide how

much representation each state would get in this branch

(how many people each state got to send to the legislative branch to help make laws.

Virginia Plan (Large States)

Representation

Organization of Government

Powers of Government

President

New Jersey Plan (Small States)

Representation

Organization of Government

Powers of Government

President

5

Round

2

Slavery: Another issue for debate was how to handle the issue of slavery. Should

it be allowed? Limited? If allowed should the slaves count as a part of the

population?

Free States

Slaves States

6

Round

3

Powers of Government: Some of the most intense disagreements came over

the powers of the new national government. Many of the delegates were still

afraid of creating another situation like they had with Great Britain. Other

delegates pointed out the weaknesses of the national government under the

Articles of Confederation.

Federalists

Anti-Federalists

7

Lesson 2:

Lesson two has two main assignments. At the end of these

assignments you will take a closed note quiz. After these lessons you

will be expected to be able to: (one or more of these objectives may

appear as a short answer question on the quiz)

Describe the philosophy of the Constitution regarding the

organization of government and the powers of each branch.

o Legislative Branch

o Executive Branch

o Judicial Branch

Explain the principles of the Constitution

Understanding the organization and structure of the Constitution.

Standards in This Lesson

2.6 Enumerate the powers of government set forth in the Constitution and the

fundamental liberties ensured by the Bill of Rights.

2.7 Describe the principles of federalism, dual sovereignty, separation of

powers, checks and balances, the nature and purpose of majority rule, and the

ways in which the American idea of constitutionalism preserves individual rights.

8

How the Government Works

Turn to the back of the previous page. Turn the page sideways and

divide the page into a left and a right half. Title the left hand side

“Legislative Branch” and the right hand side “Executive Branch”. Turn

to the back of this page and divide the page in half again. Title the

left side “Judicial Branch” and the right side “Structure and

Organization of Constitution”.

The Legislative Branch: Read p.132-133 of your textbook and complete following tasks.

1. What is the main job/role of the Legislative Branch?

2. Name the two houses (or bodies) that make up this branch.

3. What is the name we give to this branch when we put both houses together?

4. Sketch two houses. Title one house “Senate” and the other “House of Representatives”.

Add notes in each sketch describing each body of Congress.

5. How is a “bill” different from a “law”.

6. List the main steps in how a bill becomes a law.

7. Define “veto” and “override”.

The Executive Branch: Read p.134-135 of your textbook and complete following tasks.

1. What are the main jobs/responsibilities of the Executive Branch?

2. List the members of this branch.

3. Why are the powers of the President sometimes confusing?

4. Sketch a policeman’s shield. Inside the shield write notes that answer these questions:

a. Length of term for president

b. Name of system that elects president

c. List some of the powers of the president

The Founding Fathers created a national government that had three branches of

government. These three branches would be responsible for running the country and

keeping the citizens safe. The three branches are called: the Legislative Branch, the

Executive Branch, and the Judicial Branch.

9

The Judicial Branch: Read p.136-137 of your textbook and complete following tasks.

1. What is the job of the federal district courts?

2. How is the role of the Courts of Appeal different from the district courts?

3. What is the highest court in the U.S. called?

4. List two of this court’s responsibilities.

5. Draw an old-fashioned scale like the one in the margin. Around the

sketch write words that describe how the Supreme Court works.

6. Explain what the Supreme Court’s most important power is.

The Organization and Structure of the Constitution: Read p.128-129 and complete the following

tasks.

1. List the main parts of the Constitution.

2. What does the “Preamble” do?

3. Sketch a brick wall. Your wall must have at list 6 large bricks. In each brick list a goal of

the Preamble. Make sure you know what these mean!

4. What is the main body of the Constitution called? How many of these are there?

5. What areas do the first three articles cover? Be specific.

6. What is an amendment?

7. How many amendments have been made to the Constitution?

8. What are the first ten amendments called?

Think In Pictures! Inside each shape, draw a symbol or sketch that illustrates the main job of

each of three branches of government. Label the shape with the name of the branch being

depicted.

10

Popular

Sovereignty

7

Principles of

the

Constitution

Directions: Read pp.130-131 of your textbook. List the

principles in the first row of bubbles. Add a second layer

of bubbles to each principle. Use those bubbles to

describe that principle. One has been started for you.

People =

power

Government

= people

11

Lesson 3:

Lesson three has three main assignments. At the end of these

assignments you will take a closed note quiz. After these lessons you

will be expected to be able to: (one or more of these objectives may

appear as a short answer question on the quiz)

Explain the purpose and significance of the Federalist Papers.

Describe the rolls and viewpoints of various Founding Fathers.

o James Madison

o George Washington

o Roger Sherman

o Gouverneur Morris

o James Wilson

Explain the purpose and freedoms granted in the Bill of Rights

Standards in This Lesson

2.4 Describe … the Federalist Papers (authored by James Madison,

Alexander Hamilton, and John Jay) and the role of such leaders as

Madison, George Washington, Roger Sherman, Gouverneur Morris,

and James Wilson in the writing and ratification of the Constitution.

2.6 Enumerate the powers of government set forth in the

Constitution and the fundamental liberties ensured by the Bill of

Rights.

12

There were 55 delegates from 12 of the 13 states working to create the Constitution.

All of their contributions were significant. In this assignment you are going to read

placards about 5 of these delegates. After reading about each person you are to design

a “facebook” page for each of them.

You must:

Record their beliefs on each of the 3 issues

Record their name and the state they represent

Create an original “status” update

Add a minimum of 6 posts on each “wall”. At least 3 of these posts must be from

other Founding Fathers.

Status

13

Status

Status

14

Status

Status

15

Explain the concerns

of some citizens

How would the

Constitution become

law?

What were

Hamilton’s views

and his role?

How did Madison

and Jay help?

How did these

essays impact

ratification?

What do we call

these essays and

what is their

legacy?

The Federalist Paper

Read the class handout and answer the following questions.

16

Fast Forward . . . The year is 2056. The world as you know it has been completely destroyed by alien

invaders. You and a group of survivors have just won a terrifying battle against the aliens, who have now left the

planet. Now you’re free, but everyone is still afraid because there is nothing on paper to guarantee people will

have rights.. The leaders of the group have decided to create the Pamphlet of Protections. The Pamphlet will

define what rights people will have. The following are rights that some of the leaders think should be included

in the Pamphlet of Protections. They want your input. Mark your top 10 choices below:

Rewind . . . The year is 1791. The world as Americans knew it has recently been turned upside down by the end of the

Revolutionary War—a war that gave them their freedom from England. Now American colonists will no longer have to

submit to an unfair king who wanted to keep Americans from having rights of their own. America is independent, but

there is nothing on paper to guarantee the new government will give people the rights and freedoms they want. A group

of leaders decides to add a Bill of Rights to the Constitution to define what rights people will have.

17

Bill of Rights

1) Follow along the teacher’s PowerPoint to help define some of the key words.

2) Compare the amendments below with the Pamphlet of Protects on the previous page.

Write in the Pamphlet number next to the real amendment from the Bill of Rights

18

Bill of Rights Continued…

19

20