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Learning Objectives
7.1 Activity: How does Congress Work?
Purpose Process After reviewing the image, answer the following questions:
Now, review the following quotes about Congress’s lawmaking process by a leading scholar of the founding era and of the constitutional thought of James Madison and Alexander Hamilton, Federalist No. 70 “The differences of opinion, and the jarrings of parties in [Congress], though they may sometimes obstruct salutary plans, yet often promote deliberation and circumspection, and serve to check excesses in the majority.” Reflect on the quotes and record your answers to the following questions:
Launch Give students time to analyze the political
cartoon and as a group answer the guiding questions. Then, you can pivot to the founders’ vision and the benefits of the system. Give students time to analyze the scholarly quotes about the value of a demanding political process and as a group answer the guiding questions. The Colleen Sheehan quote is from the following article: A Madisonian Constitution for All. Activity Synthesis
Activity Extension (optional)
Constitution 101 Resources 7.2 Activity: Structure, Powers and Limits of Congress
Purpose Article I is the longest part of the Constitution. That’s because the Founding generation expected Congress to be the most powerful—and most dangerous—branch of government. Article I also sets out the powers of Congress and lists certain limits to those powers. In this activity, you will explore the structure, powers, and limits of Congress. Process Next, your group will then be assigned an additional Interactive Constitution Common Interpretation essay on Congress. Read the assigned essay and complete the final section of the Activity Guide: Powers and Structure of Congress worksheet for your group. As a class, read the following article:
Then read the following sections:
When finished, work with your groups to create a class poster that shows how Congress works.
Launch
Split the class into groups and assign part(s) of Article I. Then, ask students to complete the Activity Guide: Powers and Structure of Congress worksheet for your assigned group. Each group will contribute to a full class poster that shows how Congress works. The poster will be a large Venn diagram that will list structure, powers, and limits, and students will define the structure, power, or limit on a Post-it note and add it to the correct circle. Combination jobs will be added to the center. Activity Synthesis Constitution 101 Resources 7.3 Video Activity: Powers of Congress
Purpose Process Then, complete the Video Reflection: Powers of Congress worksheet. Identify any areas that are unclear to you or where you would like further explanation. Be prepared to discuss your answers in a group and to ask your teacher any remaining questions. Launch Hand out the Video Reflection: Powers of Congress worksheet and ask students to organize the decisions by the Supreme Court and the effects on congressional power over time. Activity Synthesis Activity Extension (optional) Constitution 101 Resources 7.4 Activity: Tests of Congressional Power
Purpose Process
After you review the case brief, complete the Case Brief: Tests of Congressional Power worksheet. After you have completed the worksheet, create a podcast (3-5 minutes) with your group covering the following topics:
Launch Looking for some support on how to do a podcast in class? Check out this list of helpful websites to support this fun and educational learning experience for your students.
Activity Synthesis Activity Extension (optional)
Constitution 101 Resources Constitution 101 Resources Constitution 101 Resources Constitution 101 Resources 7.5 Activity: How a Bill Becomes a Law
Purpose Process After you write your law, you can begin to work with other teams to persuade, re-write, and compromise to make a law that is consistent with the Constitution and works for the entire country. Launch A key to productive consensus building is building norms and civil dialogue practices in your classroom. For more information on these classroom tools check out the Civil Dialogue Toolkit. Activity Synthesis Activity Extension
(optional)
Constitution 101 Resources 7.6 Test Your Knowledge
Purpose Congratulations for completing the activities in this module! Now it’s time to apply what you have learned about the basic ideas and concepts covered. Process Complete the questions in the following quiz to test your knowledge. Launch This activity will help students determine their overall understanding of module concepts. It is recommended that questions are completed electronically so immediate feedback is provided, but a downloadable copy of the questions (with answer key) is also available. Knowledge Check Constitution 101 Resources Education
Modal body text goes here. Which of the following scenarios is an example of how a state can restrict protected speech under the First Amendment choose 1 answer?Which of the following scenarios is an example of how a state can restrict protected speech under the First Amendment? "The school officials banned and sought to punish petitioners for a silent, passive expression of opinion, unaccompanied by any disorder or disturbance on the part of petitioners.
What is the most important device the court uses to interpret the Constitution?The best-known power of the Supreme Court is judicial review, or the ability of the Court to declare a Legislative or Executive act in violation of the Constitution, is not found within the text of the Constitution itself. The Court established this doctrine in the case of Marbury v. Madison (1803).
Which statement accurately summarizes the impact of the McDonald v Chicago 2010 decision?Which statement accurately summarizes the impact of the McDonald v. Chicago (2010) decision? (In McDonald v. Chicago (2010), the Court ruled the Second Amendment's right to keep and bear arms for self-defense in one's home is applicable to the states through the 14th Amendment.)
Which of the following constitutional provisions Does the case described in the scenario have in common with McDonald v Chicago?Which of the following constitutional provisions does the case described in the scenario have in common with McDonald v. Chicago (2010)? "An unjust law is a code inflicted upon a minority which that minority had no part in enacting or creating because it did not have the unhampered right to vote.
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