Lesson 1: U.S. Constitution

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

WHAT DO YOU NEED TO KNOW?

Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

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BACKGROUND:
Like we talked about in class over the last couple of days many of the ideas that eventually made their way into the Constitution were taken from enlightenment thinkers.  After victory in the war of Independence the founding fathers had an opportunity to set up a new form of government.  As we saw the articles of confederation simply did not cut it.  take a quick look at the following link to review some of the weaknesses.






LESSON: 
We talked a great deal about how the founding fathers achieved fair representation and ensured that no branch of government or individual would have ability to abuse their power.  Remember checks and balances or separation of power?  Those two main ideas: representation and separation of power were the basis of the Constitution.  And although most agreed that it was a great document, it was far from perfect.  The last topic that we discussed was the addition of the Bill of Rights to the Constitution in order for it to be ratified and the last thing I told you before you left was the you were either a "Federalist" or an "Anti-Federalist".   And then you all gave me over twenty student rights that you thought you should have and we listed them on the board.  I don't think the weekly pizza parties are going to fly, but most of them were pretty good.

Assignment:

Based on your assigned affiliation (federalist or anti-federalist) you will take the point of view that the Oceanside High School student hand book is sufficient in protecting your rights and should be left to stand alone as your rights are "inferred" or included.  Or you will argue that there should be a specific student "Bill of Rights" included in the student handbook.

Tasks:
Federalists
1) Review the student handbook , Anti-Federalists versus Federalists and The Federalist Papers
2) Identify one area where you think that student rights are implied in the student had book and post it to this blog by Monday morning and respond to at least one post from an Anti-Federalist.

 

Anti-Federalists:
1) Review the student handbook, Anti-federalists versus Federalists and the Anti-Federalist Papers.
2) Identify one student right that you feel is not protected in the student hand book and post it to this  blog by Monday morning and respond to at least one post from a federalist.

On Monday morning I will give each group 20 minutes to discuss the posts listed and we will then debate (from your assigned point of view) whether or not we need to amend the student handbook.
After that decision is made you will each write a letter to the school board either supporting the student handbook as it stands or outlining our new Student Bill of Rights. 

Assessment:
Grades made easy:
1)  Post this weekend. 
2)  Response post to a classmate of the opposite side.
3)  Letter to the school board.

You will receive 10 points each for your initial post and your response post.  The rubric for the letter can be found by going to http://rubistar.4teachers.org/ and entering the following code: 2339886.