We the PeopleThe Citizenship and the Constitution

DAC Presentation

Feb. 11, 2013

A nonprofit, nonpartisan organization based in California, dedicated

to promoting a responsible citizenry committed to democratic

principles and actively engaged in the practice of democracy in the

United States and other countries.

The Center has its roots in the interdisciplinary Committee on Civic

Education formed at UCLA in 1964 to develop more effective

curricular programs in elementary and secondary education.

The Center for Civic Education

We the People: The Citizen and the Constitution

Curriculum

Since its inception in 1987, the We the People Programs have reached more than 30 million students.

A nationally acclaimed civic education instructional program that enhances students’ understanding of the institutions of American constitutional democracy, We the People allows students to discover the contemporary relevance of the Constitution and Bill of Rights.

CVUSD introduced the program into classrooms in 2001-2002. Currently it is being taught at the 5th grade and 8th grade levels throughout the district.

5th Grade(taught primarily in the3rd Trimester)

Unit 1What Basic Ideas about Government Did the Founders Have?

Unit 2How Did the Framers Write Our Constitution?

Unit 3How does the Constitution Organize Our Government?

Unit 4How Does the Constitution Protect Our Basic Rights?

Unit 5What Are the Responsibilities of Citizens?

Grade Levels8th Grade(taught throughout the year)

Unit 1What were the Founders Basic Ideas about Government?

Unit 2What Shaped the Founders’ Thinking about Government?

Unit 3What Happened at the Philadelphia Convention?

Unit 4How was the Constitution Used to Establish our Government?

Unit 5How Does the Constitution Protect our Basic Rights?

Unit 6What Are the Responsibilities of Citizens?

Common Core StandardsSPEAKING AND LISTENING STANDARDS K-5

1. Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners

on grade 5 topics and texts, building on others’ ideas and

expressing their own clearly.

a. Come to discussions prepared, having read or studied

required material; explicitly draw on that preparation

and other information known about the topic to

explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out

assigned roles.

c. Pose and respond to specific questions by making

comments that contribute to the discussion and

elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions

in light of information and knowledge gained from

the discussions.

SPEAKING AND LISTENING STANDARDS 6-12

1. Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 8 topics,

texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researchedmaterial under study; explicitly draw on that preparationby referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making,track progress toward specific goals and deadlines, anddefine individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and,when warranted, qualify or justify their own views in light of the evidence presented.

It is a performance-based assessment in which students demonstrate their understanding

of the United States Constitution, Bill of Rights and American history.

The class is divided into groups, each group is assigned one of the units contained in the

We the People text. Each group prepares a statement to be read to a simulated

congressional committee, made up of community leaders.

During the Hearing, groups assume the role of constitutional experts.

The hearing begins with the students reading their prepared statements. Following the

prepared statements, students respond to follow-up questions posed by the committee of

community leaders.

The purpose of the follow-up questions is to give students the opportunity to demonstrate

the depth of their understanding of the Constitution, Bill of Rights, and American history

and to allow students time to clarify issues they may have raised in their prepared

statement.

Culminating Activity �A Simulated Congressional Hearing

�According to the Founders, what are the basic purposes of government? (UNIT 1, 5TH Grade)

�What major conflicts required the Framers at the Philadelphia Convention to make compromises? (UNIT 2, 8TH Grade)

�How did the Framers use separation of powers and checks and balances to limit the powers of government? (UNIT 3, 5TH Grade)

�What are the advantages and disadvantages of the federal system? Give some current examples. (UNIT 4, 8TH Grade)

�How should justices determine the meaning of the words of the Constitution?(UNIT 4, 8TH Grade)

�How does a responsible citizen promote the common good? (UNIT 5, 5TH Grade)

Sample of Hearing Questions

Can you give an example of a time when someone must give up their individual rights or

natural rights to protect the common good?

If a constitutional convention were to be assembled today, who do you think should

serve as representatives? Explain your choices.

In your opinion, who has the most difficult job of the three branches? Why?

What restrictions, if any, do you think should be placed on the internet?

How can students provide their ideas to government, and have a voice in it, even if they

are not yet able to vote?

Does our government still serve the purposes the Framers intended?

Has the U.S lived up to the ideals stated in the Declaration of Independence? Why or

why not?

Suggested Follow-up Questions

Elementary Hearings

All Elementary School Classes attend

the Celebration over the course of

one week in May, approximately 12

classes a day.

Each student receives an achievement

certificate for their completion of the

program.

Teachers recognize their top unit from

their class, based on performance and

improvement.

District Wide Hearings � A CelebrationMiddle School Hearings

Middle Schools hold on site competitions for

both College Prep and Honors classes.

On site hearings determine two classes to

represent the site, one CP and one Honors.

Each student receives an achievement

certificate for their completion of the

program.

Teachers recognize the top unit from their

site, based on performance and

improvement.

The Students . . .

�Opportunity

�Empowerment

�Knowledge

�Confidence

�Voice

Kim TetzlaffBanyan ElementaryWe the People, District Coordinatorktetzlaff@conejousd.org

Q & A