Wanted—A “Just Right” Government

Wanted—A “Just Right” Government

Wanted—A government that:
much say states power rights Give students two minutes to use these words to complete the cloze “wanted” note on the notetaking worksheet. When they are finished, ask for the answers by reading each phrase, pausing at the blank, and asking the class for a choral response.

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.” Read this quote together, then have students fill in the blanks on their notetaking worksheets.

“That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government…” Slides 4 – 7: Read this quote together. Direct students’ attention to their notetaking worksheets where it says “The Declaration goes on to say that:” Help students use the quote to fill in the blanks. Answers appear as you advance through the slides.

“That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government…”

“That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government…” Suggestion: Ask students to explain who is “the governed.”

“That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government…” All right, then! We’re ready to create a new government! But wait—maybe it’s not so easy.

The First Attempt: These Articles Ain’t Workin!
central representatives President government (x 2) Articles independent one Make sure students understand we’re talking about the first attempt at a new government. Then give students 2-3 minutes to fill in the first cloze paragraph with these words. Check answers by reading the sentences and pausing for choral response.

A confederation is a group of individuals united together for
a purpose. First, read the definition of “confederation” out loud while students fill in the blanks. Then show this slide.

Hey, This is Great! What did people like about the
Articles of Confederation? Slides 10 – 18: Read each line in the bulleted list to students as they fill in the blanks. Click forward in the presentation slides for the answers to each line.

Hey, This is Great! States get to keep their power and independence

Hey, This is Great! States get to keep their power and independence
No government telling the states what to do

Hey, This is Great! States get to keep their power and independence.
No government telling the states what to do. Congress had the power to create a military to protect all the states.

Articles of Confederation?
But Wait… What was wrong with the Articles of Confederation?

But Wait… Congress had no way to enforce its laws.

But Wait… Congress had no way to enforce its laws.
That meant states could ignore laws.

That meant states could ignore laws. Congress did not have the power to collect taxes to pay for the military.

That meant states could ignore laws. Congress did not have the power to collect taxes to pay for the military. The Articles could only be changed if all states agreed. Next, have students turn the page over.

Mini Quiz #1 The Articles of Confederation
True or False? Slides 19 – 28: Click through the slides to quiz students. The class should give a choral response of “true” or “false.” The answer to each statement appears on the next slide.

True or False? 1. The Articles made a President in charge of the country. Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.

True or False? The Articles made a President in charge of the country. (F) States would still be independent under the Articles. Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.

True or False? The Articles made a President in charge of the country. (F) States would still be independent under the Articles. (T) The Articles were easy to change. Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.

True or False? The Articles made a President in charge of the country. (F) States would still be independent under the Articles. (T) The Articles were easy to change. (F) The more people a state had, the more votes it got in Congress. Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.

True or False? The Articles made a President in charge of the country. (F) States would still be independent under the Articles. (T) The Articles were easy to change. (F) The more people a state had, the more votes it got in Congress. (F) Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.

True or False? 5. Congress did not have the power to collect taxes. Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.

True or False? Congress did not have the power to collect taxes. (T) Congress could pass laws that the states had to follow. Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.

True or False? Congress did not have the power to collect taxes. (T) Congress could pass laws that the states had to follow. (F) The Articles of Confederation created the first American government. Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.

True or False? Congress did not have the power to collect taxes. (T) Congress could pass laws that the states had to follow. (F) The Articles of Confederation created the first American government. (T) Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.

“This government is too small !”
Show this slide while reading the “Goldilocks and the…” text box on the notetaking worksheet.

Trouble in Paradise Without a strong central government, there were _________ between the _____________ that the powerless Congress could not ______________. For example, states made their citizens pay __________ on goods that came from other ____________. Slides 30 – 35: Read and discuss paragraph with students while they fill in blanks. Advance slides to reveal answers.

Trouble in Paradise Without a strong central government, there were ___conflicts__ between the _____________ that the powerless Congress could not ______________. For example, states made their citizens pay __________ on goods that came from other ____________.

Trouble in Paradise Without a strong central government, there were ___conflicts__ between the ____states____ that the powerless Congress could not ______________. For example, states made their citizens pay __________ on goods that came from other ____________.

Trouble in Paradise Without a strong central government, there were ___conflicts__ between the ____states____ that the powerless Congress could not ____control____. For example, states made their citizens pay ______ on goods that came from other __________.

Trouble in Paradise Without a strong central government, there were ___conflicts__ between the ____states____ that the powerless Congress could not ____control____. For example, states made their citizens pay _taxes_ on goods that came from other __________.

Trouble in Paradise Without a strong central government, there were ___conflicts__ between the ____states____ that the powerless Congress could not ____control____. For example, states made their citizens pay _taxes_ on goods that came from other __states__.

States had different needs.
Slides 36 – 41: Read the bullets to students while they fill in blanks. Advance slides to reveal answers.

For example, some states depended on fishing, while others mostly grew crops.

For example, some states depended on fishing, while others mostly grew crops. States had different sizes.

For example, some states depended on fishing, while others mostly grew crops. States had different sizes. Some states had many people and some states had few.

For example, some states depended on fishing, while others mostly grew crops. States had different sizes. Some states had many people and some states had few. People had different opinions.

For example, some states depended on fishing, while others mostly grew crops. States had different sizes. Some states had many people and some states had few. People had different opinions. Some people feared a central government while others thought a central government was necessary. After this slide, guide students orally through the next sentence on the notetaking worksheet (Something had to change! Even so…).

Mini Quiz #2 Problems Among States
True or false? 1. Everybody thought the central government should have more power. Slides 42 – 47: Quiz class using choral response. Advance slides to reveal answers and new questions.

True or false? Everybody thought the central government should have more power. (F) Some people were afraid states might lose their independence.

True or false? Everybody thought the central government should have more power. (F) Some people were afraid states might lose their independence. (T) Different states had different needs for government to meet.

True or false? Everybody thought the central government should have more power. (F) Some people were afraid states might lose their independence. (T) Different states had different needs for government to meet. (T) The states all got along with each other.

True or false? Everybody thought the central government should have more power. (F) Some people were afraid states might lose their independence. (T) Different states had different needs for government to meet. (T) The states all got along with each other. (F) The government created by the Articles of Confederation had everything under control between the states.

True or false? Everybody thought the central government should have more power. (F) Some people were afraid states might lose their independence. (T) Different states had different needs for government to meet. (T) The states all got along with each other. (F) The government created by the Articles of Confederation had everything under control between the states. (F)

Articles of Confederation
New Idea Legislative branch only Slides 48 – 49: Discuss comparison charts on notetaker worksheet out loud with students while they fill in blanks. Use slides as visual representation of ideas discussed.

Articles of Confederation
New Idea Split power between: Legislative Executive Judicial Legislative branch only

VA v. NJ Populations in 1787 ~ 747,000 ~ 184,000
Show as visual aid while you go through Virginia and New Jersey comparison with students out loud and students fill in blanks. ~ 747,000 ~ 184,000

Poll: What do you think? Is it more fair for every state to have the same amount of power or for states with more people to have more power? All states should have the same power Larger states should have more power Why? Poll the class. Call on random students to explain their choices.

Ta-Da! Presenting… The Constitution!
Finally!

Preamble “We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.” Read the Preamble as a chorus with the class. On the Constitution page of the notetaking worksheet, discuss answers orally with students.

Article The Legislative Branch Makes Laws
Slides 54 – 62: Use slides as visual aid while you discuss the first three articles and students fill in blanks.

Article The Legislative Branch Makes Laws CONGRESS

House of Representatives
Article The Legislative Branch Makes Laws CONGRESS House of Representatives

House of Representatives
Article The Legislative Branch Makes Laws CONGRESS House of Representatives Senate

Article The Executive Branch Carries Out Laws
The Legislative Branch Makes Laws House of Representatives Senate

Article The Executive Branch Carries Out Laws The President
The Legislative Branch Makes Laws House of Representatives Senate

Article The Judicial Branch Interprets Laws The Supreme Court
The Legislative Branch Makes Laws The Executive Branch Carries Out Laws The President House of Representatives Senate

Article The Judicial Branch Interprets Laws
The Legislative Branch Makes Laws The Executive Branch Carries Out Laws The President House of Representatives Senate

THE BRANCHES The Executive Branch Carries Out Laws The President
The Legislative Branch Makes Laws The Judicial Branch Interprets Laws House of Representatives Senate The Supreme Court

Mini Quiz #3 The Three Branches
Choose the correct words: 1. Congress can make/carry out laws but cannot make/carry out laws. Slides 63 – 66: Quiz class using choral response. Students choose between the two possible italicized words. Advance slides to reveal answers.

Choose the correct words: Congress can make laws but cannot carry out laws. The President can make/carry out laws but cannot make/carry out laws.

Choose the correct words: Congress can make laws but cannot carry out laws. The President can carry out laws but cannot make laws. The courts cannot make/carry out or make/carry out laws, but they can interpret what laws mean.

Choose the correct words: Congress can make laws but cannot carry out laws. The President can carry out laws but cannot make laws. The courts cannot make or carry out laws, but they can interpret what laws mean.

Article Slides 67 – 78: Discuss Articles IV-VII with students as they fill in blanks. After each article, advance slide to reveal a comparison question about the Articles of Confederation. Advance again for the answer.

Article Did the Articles of Confederation require states to treat other states’ citizens the same as their own citizens? YES NO

Article Did the Articles of Confederation require states to treat other states’ citizens the same as their own citizens? NO

Article

Article How could the Articles of Confederation be changed?
 Majority vote  Unanimous vote

Article How could the Articles of Confederation be changed?
Unanimous vote!

Article

Article Did the Articles of Confederation require states to follow the laws Congress passed? YES NO

Article Did the Articles of Confederation require states to follow the laws Congress passed? NO

Article

Article The Articles of Confederation had to be approved by all states involved! (How many was that?)

Article The Articles of Confederation had to be approved by all states involved! 13

(That means stuff they added later.)
The Amendments (That means stuff they added later.) Did they add spots? No, silly! They added rights! Slides 79 – 84: Use your teacher guide to read the sentence about the amendments out loud to students while they fill in the blanks. Click through the slides for examples of rights that were added.

The Amendments Freedom of speech

The Amendments Freedom of speech No cruel and unusual punishment

The Amendments Freedom of speech No cruel and unusual punishment
Abolish slavery

Abolish slavery Right to vote at age 18

Abolish slavery Right to vote at age 18 …And many others!

Last Mini Quiz! Under the Constitution…
Laws are made by the _____ branch. A B executive legislative Slided 85 – 104: Quiz class using choral response. Students may either say “A” or “B” or say the actual word, but tell them in advance which one you expect.

Laws are made by the _____ branch. A B executive legislative

2. States must treat people from other states _______. A B the same differently

3. Laws passed by Congress are _____ to state laws. A B superior inferior

Last Mini Quiz! Under the Constitution… 4. Congress has _______. A B
one chamber two chambers

5. Each state gets two representatives (votes) in the _______. A B House of Senate Representatives

6. In the House of Representatives, the number of representatives each state gets is based on its _______. A B Population Taxes

7. The President is the head of the ____ branch. A B Legislative Executive

8. The executive branch ______ laws. A B Carries out Interprets

9. One goal of the Constitution is to establish ______. A B Justice Anarchy

10. The articles of the Constitution don’t say anything about _____. A B Rights Laws

The End! All done!

Wanted—A “Just Right” Government

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