History of the Bill Of Rights

http://www.courts.wa.gov/education/lessons/index.cfm?fa=education_lessons.display&displayid=Histrybo

Description: After an overview of the Bill of Rights, enjoy this game. List rights contained in the Bill of Rights and know there are other rights in the U.S. Constitution and subsequent amendments. Explain why the U.S. Constitution of 1787 did not contain a Bill of Rights and identify the players in the process to obtain a Bill of Rights. Apply the 10 amendments in the Bill of Rights to your life today. Standard 5.7.2, 8.2.3, and 8.2.6

Author: Margaret Fisher and Tarry L. Lindquist, Washington State Office of the Administrator for the Courts

Lesson ID: 505

How Has the Constitution Shaped the Economic System in the U.S.?

http://ecedweb.unomaha.edu/lessons/fecg1.htm

Description: Students find examples from the newspaper of the six characteristics of a market economy as they exist in the U.S. today. Then find how the U.S. Constitution supports those characteristics. Finally, compare the economic provisions of the U.S. Constitution with that of China to understand the difference between a command and a free system. Standards 8.2.6 8.2.7, 11.1.1, 12.1.3, 12.1.4, and 12.1.5 civics, 12.2.2 civics, and 12.3.1 economics

Author: Focus on Economics in Civics and Government, National Council on Economic Education

Lesson ID: 531

Integrity and Our Constitutional Democracy

http://www.constitutioncenter.org/education/ForEducators/LessonPlans/SeparationofPowers/5484.shtml

Description: In the course of this lesson, students will consider the value of integrity both as ideal for human behavior and as a characteristic of the American political system. In Part I, students reflect on the meaning of integrity as presented in selected statements from the Founders. Part II focuses the students on the definition and idea of integrity as it relates to their personal lives. The Small Group Discussion in Part III reinforces the integrated nature of the principles contained in our Founding Documents. In Part IV, students examine how the principle of separation of powers is essentially an integrating principle: all three branches of government working together as one. In a class-wide discussion, students assess how a person of integrity would act in certain situations. Finally, students attempt to apply the value of integrity in their own lives. Standard 8.2.7

Author: Bill of Rights Institute

Lesson ID: 569

Liberation and Deliberation: The North Carolina Ratification Debates of 1788

http://www.learnnc.org/lessons/mmcglinn8312004553

Description: This lesson focuses on the deliberations over ratification of the US Constitution by the North Carolina legislators. In particular it traces the arguments of the Federalists and Anti-federalists found in the primary sources digitized in the Documenting the American South collection. Standards 8.2.3 and 8.2.4

Author: Mark Laskowski, University of North Carolina

Lesson ID: 1349

On the Edge and Under the Gun

http://www.thirteen.org/wnetschool/origlessons/under_gun/index.html

Description: Examine the issues of gun control, the right to bear arms, and gun related violence in America at the start of a new millennium. After exploring the complexities of this problem, examine what can, and has been done to redress the situation using the Million Mom March as a reference point. Synthesize web information on the topic in the form of a research paper. Standards 8.2.6, 8.3.5, 12.1.6, and 12.5.1

Author: Phil Bildner, Manhattan School for Children

Lesson ID: 777

Preamble to the Constitution: How Do You Make a More Perfect Union?

http://edsitement.neh.gov/view_lesson_plan.asp?id=233

Description: 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? 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. Standard 5.7.3 and 8.2.2

Author: EdSitement, National Endowment for the Humanities

Lesson ID: 844

President's Powers

http://catalog.socialstudies.com/c/@y4XQDFILNxnSU/Pages/article.html?article@president

Description: The "Founding Fathers" of the United States wanted to make sure that no one person had too much power. This is why they created the three branches that are the main components of our federal government. Even though the Constitution spells out specific powers and duties for the president, presidents have frequently taken on powers and responsibilities that are not stated in the Constitution. In this activity, you need to consider the role of the president and think carefully about how much power and privilege you think the president should have. Standards 8.2.6., 8.2.7 and 12.4.4 civics

Author: , Social Studies School Service

Lesson ID: 849

The Bill of Rights

http://memory.loc.gov/ammem/ndlpedu/lessons/constitu/const-l2.html

Description: On 12 September 1787, during the final days of the Constitutional Convention, George Mason of Virginia expressed the desire that the Constitution be prefaced by a Bill of Rights. Elbridge Gerry of Massachusetts proposed a motion to form a committee to incorporate such a declaration of rights; however the motion was defeated. Examine the First Congress's addition of a Bill of Rights as the first ten amendments to the Constitution. Standards 8.2.6 and 11.2.1

Author: American Memory, Library of Congress

Lesson ID: 1022

The Right Stuff: What Qualified Washington to Be President?

http://www.georgewashington.si.edu/kids/activity2.html

Description: Create a list of the characteristics, qualifications, and skills that make an effective President of the United States. After reading a selection provided, determine the characteristics, qualifications, and skills that George Washington had that made him the right choice for President of the United States. Compare and contrast the changing needs for the job of President of the United States today and at the time of Washington. Standards 3.4.6, 5.7.4, 8.2.4, and 8.3.0

Author: National Portrait Gallery

Lesson ID: 1069

Three Religions in Virginia

http://curry.edschool.virginia.edu/curry/dept/cise/soc/resources/jvc/unit/webquests/religion/

Description: On this journey, you will assume a role representing the English colonists, the Africans, or the Native Americans of Jamestown. The governor has decided to give each group the opportunity to voice opinions and support reasons for wanting to have religious liberties. He would like for each group to draft a document defining its faith and to give reasons why its religion best suits the colony. He has ordered his men to instruct each group to research its religion and to examine the social issues surrounding these beliefs. Through this journey, each group will create a document of religious liberties to which they believe that they are entitled to practice while residing in Jamestown. Standards 5.4.3, 8.2.5 and 11.3.0 general

Author: Chad C. Fairey and Michelle Ahn, JamesQuest Project

Lesson ID: 1100