Unit Summary

The United States of America is unique among nations in that it was founded upon an idea. What unites Americans is a shared commitment to those ideas and ideals. Any analysis of the structure of American government requires that students first understand the foundational concepts that provide the rationale for a constitutional democracy.

In this unit, students explore the key concepts and principles upon which the government of the United States was established. Through inquiry, discussion, and analysis of historical and contemporary issues, students develop an understanding of the relationship between citizens, government institutions, and democratic ideals.

Essential Question

How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good?

NJ Student Learning Standards for Social Studies

• 6.3.8.CivicsHR.1: Construct an argument as to the source of human rights and how they are best protected.
• 6.3.8.CivicsPI.1: Evaluate, take, and defend a position on why government is necessary and the purposes government should serve.
• 6.3.8.CivicsPR.1: Analyze primary sources to explain how democratic ideas in the United States developed from the historical experiences of ancient societies, England, and the North American colonies.
• 6.3.8.CivicsPR.5: Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.

Suggested Practices for Social Studies

Apply the New Jersey Social Studies Practices through inquiry, collaborative discussion, analysis of primary and secondary sources, evidence-based argumentation, civic participation, and informed action.

Differentiation for Middle School Social Studies

Instruction should provide multiple entry points for learners through scaffolded readings, visual supports, collaborative learning opportunities, inquiry-based activities, and differentiated assessments.

NJ ELA Grade 6–8 Companion Standards

• RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history and social studies.
• RH.6-8.6: Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
• RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text-complexity band independently and proficiently.

See also: New Jersey Student Learning Standards for English Language Arts.

Technology Standards

• 8.1E.6-8: Use a variety of search tools and filters to access multiple databases (e.g., Census data, Bureau of Labor Statistics, Departments of Education, Agriculture, and Health & Human Services) to find information relevant to solving a real-world problem.

Career Readiness, Life Literacies, and Key Skills

• CRP1: Act as a responsible and contributing citizen and employee.
• CRP4: Communicate clearly and effectively and with reason.
• CRP5: Consider the environmental, social, and economic impacts of decisions.
• CRP8: Utilize critical thinking to make sense of problems and persevere in solving them.
• CRP9: Model integrity, ethical leadership, and effective management.

Social and Emotional Learning in Middle School Social Studies Instruction

Learning experiences should support responsible decision-making, relationship-building, perspective-taking, self-awareness, and respectful participation in civic discourse.

Inquiry Question

How can natural/human rights be protected?

Supporting Questions

• What are natural/human rights?
• How do natural rights represent the dignity of each human being?
• How does the “consent of the governed” protect human rights?

Enduring Understandings

• Every human being is entitled to certain natural rights.
• The concept of natural or human rights arises from common religious and philosophical beliefs regarding the dignity of each human being.
• John Locke defined natural rights as “life, liberty, and property.”
• The Declaration of Independence is based on the concept of human rights.

Inquiry Questions

• Why do we need government?
• What makes government legitimate?

Supporting Questions

• What would life be like in a state of nature?
• How does government balance the need for social order and individual liberty?
• What is the difference between power and authority?
• What is the source of authority?
• What is meant by “consent of the governed”?
• What is a social contract?
• What forms can governments take?
• What are the advantages and disadvantages of each form of government?
• What is the “rule of law” and why is it necessary for authority to be legitimate?
• According to the Declaration of Independence, what are the main purposes and goals of government?

Enduring Understandings

• In a state of nature, the strong may take advantage of the weak. People establish governments with the authority to protect individual rights, resolve conflicts, and maintain order.
• Through the social contract, individuals give up some freedoms to a government in exchange for peace, security, and stability.
• A strong commitment to the rule of law is essential for limiting the abuse of authority and the arbitrary use of power.
• Governments establish and enforce laws to maintain safety and order.
• Governments can take many forms. Some forms of government, such as dictatorships, are based primarily on power rather than consent.
• The legitimacy of a government depends on the consent of the governed, adherence to the rule of law, and protection of human rights.
• Democratic governments work to balance social order with the protection of individual rights and liberties.

Vocabulary

• Authority
• Autocracy
• Consent of the Governed
• Democracy
• Dictatorship
• Government
• Individual Rights
• Legitimate
• Monarchy
• Oligarchy
• Order
• Popular Sovereignty
• Power
• Republic
• Rule of Law
• State of Nature

Lessons, Activities, and Resources

• What would life be like in a state of nature? Why do we need government?
  • Center for Civic Education: Why Do We Need a Government?
  • iCivics: Why Government? Hobbes & Locke Philosophy Lesson
  • C-SPAN Classroom: https://www.c-span.org/classroom/document/?8394

  Conclude: We need government and authority...

  • To protect the weak from the strong
  • To protect individual rights
  • To provide order and safety
  • To settle arguments and disputes
  • To ensure that benefits and burdens are fairly shared
• What is the difference between power and authority?
  • Center for Civic Education: Why Do We Need Authority?
  • NJ Center for Civic Education: Power and Authority
• What is “consent of the governed” and how is it demonstrated?
  • Center for Civic Education: How Does Government Secure Natural Rights?
  • NJ Center for Civic Education: What Does "Consent of the Governed" Mean?
  • Center for Civic Education: What Is Democracy? This lesson provides a simple introduction at an accessible reading level for lower middle school grades.
• What forms can governments take? What are the advantages and disadvantages of each form of government?
  • NJ Center for Civic Education: Comparing Forms of Government
  • Common Sense Education: Forms of Government Lesson: Anarchy, Monarchy, Dictatorship, Oligarchy, Republic, and Democracy
• What is the “rule of law” and why is it necessary for authority to be legitimate?
  • New Jersey Courts: What Is the Rule of Law?
  • Facing History & Ourselves: The Rule of Law and Why It Matters
  • iCivics: Rule of Law and What It Might Be Like Without It lesson.

Inquiry Questions

• How does the idea of the “common good” give rise to a social contract?
• What is the proper balance between individual freedom and the common good?
• Why is “civic virtue” necessary for a democracy to survive?

Supporting Questions

• What ideas from the classical republics about the need for civic virtue did the Founders adopt?
• What is the social contract?
• What is civic virtue?
• What is the “common good”?
• Why is a commitment to the common good important in a democratic society?
• How does the social contract limit individual freedom for the common good?

Enduring Understandings

• The Founders based their concept of a democratic republic on ideas of civic virtue and the common good derived from ancient Greek and Roman republics.
• Civic virtue requires citizens to place the interests of the community, the common good, or the general welfare above individual interests. This includes informed participation in civic life through voting, volunteering, and acting responsibly.
• Civic virtue is the foundation that helps hold a democratic society together.

Vocabulary

• Civic Virtue
• Classical Republics
• Common Good
• Individual Rights
• Liberty
• Order
• Social Contract

Lessons, Activities, and Resources

• What ideas from the classical republics about the need for civic virtue did the Founders adopt?
  • Center for Civic Education: Commitment to the Common Good (60-second podcast)
  • National Constitution Center: Civic Virtue and Why It Matters (article)
  • Center for Civic Education: Common Welfare and Civic Virtue lesson
  • Center for Civic Education: Civic Virtue Makes Republican Rule Possible (podcast)
• What is the social contract?
  • iCivics: John Locke and the Social Contract mini-lesson
  • NJ Center for Civic Education: Social Contract
• How do we promote the common good?
  • NJ Center for Civic Education: What Is the “Common Good”?
  • Facing History & Ourselves: How Can We Make Choices That Promote the Common Good? (COVID-focused lesson)

Inquiry Questions

• What are American ideals?
• What American ideals are the basis for the American social contract (the Constitution)?

Supporting Questions

• What is the difference between an ideal and a practice or institution?
• Where in the nation's founding documents are American ideals expressed?

Enduring Understandings

• American ideals are the core values and principles that the structures and practices of the constitutional system are designed to realize and protect.
• While citizens may debate the best ways to achieve them, American ideals represent essential elements of a national consensus necessary for democracy to survive.
• American ideals reflect the American experiment in representative government at its best and are enshrined in the nation's founding documents.

Vocabulary

• Consent of the Governed
• Domestic Tranquility
• Equality
• Freedom / Liberty
• Ideals
• Justice
• Limited Government
• Property
• Property Rights
• Religious Tolerance
• Rights
• Rule of Law

Lessons, Activities, and Resources

• What are ideals? What are practices?
  • American Ideals and Practices Flashcard Activity
• What are American ideals?
  • Bill of Rights Institute: America's Civic Values
  • Facing History & Ourselves: Exploring Individual and American Identity
• Where do we find our American ideals in the founding documents?
  • Constitution Center: U.S. Constitution (PDF)
  • Choices Program: Ideals in U.S. Founding Documents
• NJ Center for Civic Education: Using American Ideals to Teach About Controversial Issues and Elections

  This lesson asks students to identify American ideals found in the Constitution and the Declaration of Independence. It serves as useful preparation for discussions of controversial issues and elections by focusing analysis on the ideals expressed in the nation's founding documents.

Inquiry Questions

• How can conflicts be resolved peacefully in a democratic society?
• Why are active listening and civil discourse about conflicting political ideologies or viewpoints necessary in a democratic society?

Supporting Questions

• What are the sources of conflict?
• How are conflicts resolved?
• How can conflicts be resolved peacefully in a democratic society?
• Why is respect for diverse perspectives a crucial component of civil discourse?
• What strategies can help incorporate multiple perspectives into civil discourse?

Enduring Understandings

• Conflicts are often unavoidable. One of the roles of government is to create institutions, particularly courts, to resolve conflicts among individuals through litigation.
• Individuals can learn and apply skills that help resolve conflicts peacefully in their daily lives.
• Peaceful conflict resolution requires active listening, mutual respect, and consideration of diverse perspectives.

Vocabulary

• Active Listening
• Avoidance
• Civil Discourse
• Compromise
• Conflict
• Ideology
• Litigation
• Mediation
• Negotiation
• Perspectives
• Positions
• Pride
• Respect
• Underlying Interests

Lessons, Activities, and Resources

• What are the sources of conflict? How are conflicts resolved? How can conflicts be resolved peacefully?
  • NJ Center for Civic Education: How Can Conflicts Be Resolved Peacefully?
  • NPR: Conflict and Its Resolution
• What strategies can help encourage civil discourse regarding controversial issues?
  • Classroom discussion norms and guidelines (e.g., Mr. Savino's Controversial Topic Discussion Guidelines)
  • KidsHealth: Teacher's Guide to Conflict Resolution (Grades 6–8)
  • New York Times: Talking Across Divides: 10 Ways to Encourage Civil Classroom Conversation on Difficult Issues
  • NJ Center for Civic Education: How Can Conflicts Be Resolved Peacefully?
  • Constitutional Rights Foundation: Civil Conversation and Role Plays Curriculum Library
• What strategies can help incorporate multiple perspectives into civil discourse?
  • Learning for Justice: Perspectives for a Diverse America (Identity, Diversity, Justice, and Action)
  • Facing History & Ourselves: Fostering Civil Discourse
  • StoryCorps: Active Listening Activity
• Why is respect for diverse perspectives a crucial component of civil discourse?
  • Choices Program: Values and Public Policy

Inquiry Questions

• Why is the right to vote critical in a democratic republic?

Supporting Questions

• What are the requirements for voting in New Jersey?
• What are the responsibilities of elected representatives?
• How can you determine the accuracy of what you read and view?
• How can you evaluate candidates for positions of authority?

Enduring Understandings

• Elections are the means by which the public identifies and approves individuals who will make political decisions for the common good. This reflects the principle of “consent of the governed.”
• Elections are also opportunities for discussing and debating political issues. Because elections are inherently controversial, critical thinking skills are necessary to evaluate facts, perspectives, and policy positions.
• Elections are at the core of how a representative democracy functions. The right to vote is a critical component of American political life.

Vocabulary

• Accuracy
• Confirmation Bias
• Consent of the Governed
• Controversy
• Distracting News
• Elected Representatives
• Evaluate
• Fabricated News
• Facts
• Media
• Mock Election
• Reliable
• Responsibilities
• Right to Vote
• Sources

Lessons, Activities, and Resources

• Why is voting important?
  • iCivics: Voting Matters
• What are the voting requirements in New Jersey?
  • New Jersey Department of State Elections Division
• How do elections work?
  • Center for Civic Education: Becoming a Voter
  • iCivics: The Electoral Process
  • New Jersey Department of State Elections Division
  • Center for Civic Education: Being an Informed Voter
• Who represents me?
  • iCivics: Who Represents Me? WebQuest
  • C-SPAN Classroom: Researching Your Members of the House of Representatives
• What are the responsibilities of elected representatives?
  • EDSITEment: The President's Roles and Responsibilities
• How can you determine the accuracy of what you read and view (Media Literacy)?
  • NJ Center for Civic Education: Media Literacy
  • Learning for Justice: Digital and Civic Literacy
  • International Federation of Library Associations: How to Spot Fake News
  • Facing History & Ourselves: Media Literacy
  • FactCheck.org: https://www.factcheck.org/

    A nonpartisan, nonprofit “consumer advocate” for voters that seeks to reduce deception and confusion in U.S. politics by monitoring the factual accuracy of statements made in television advertisements, debates, speeches, interviews, and other public communications.

• How can you evaluate candidates for positions of authority?
  • How well do a political party’s views align with your values? Explore the Pew Research Center political party affiliation quiz.
  • Center for Civic Education: How Can You Choose People for Positions of Authority?
  • iCivics: How Can We Evaluate Candidates for Positions of Authority?

Unit Summary

This unit examines how the foundational concepts identified in Unit One are articulated in the nation's founding documents and established in the structure of American government.

Students will explore the ideals expressed in the Declaration of Independence, providing the background for the next unit's study of how the Declaration inspired generations of Americans to more fully realize its core concepts of liberty, equality, and justice.

The United States Constitution and state constitutions provide the structural framework for limited government and constitutional democracy. Understanding these documents is an essential component of active citizenship.

The unit concludes with an examination of the Bill of Rights and the amendment process as students come to understand that the Constitution is a living document and that American democracy is an ongoing experiment requiring active participation by its citizens.

Essential Question

How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?

NJ Student Learning Standards for Social Studies

• 6.1.8.HistoryUP.3.a: Use primary sources as evidence to explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.
• 6.1.8.HistoryCC.3.d: Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of the national government.
• 6.1.8.CivicsPI.3.d: Use data and other evidence to determine the extent to which demographics influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia Plans.
• 6.1.8.Civics.PD.3.a: Cite evidence to determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.
• 6.3.8.CivicsPR.5: Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.

Suggested Practices for Social Studies

Apply inquiry, analysis of primary and secondary sources, evidence-based argumentation, collaborative discussion, and civic participation to deepen understanding of constitutional democracy.

Differentiation for Middle School Social Studies

Instruction should be differentiated through scaffolded readings, visual supports, structured discussions, collaborative learning, and multiple options for demonstrating understanding.

NJ ELA Grade 6–8 Companion Standards

• RH.6-8.3: Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
• RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
• WHST.6-8.4: Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience.

See also: Student Learning Standards for English Language Arts.

Technology Standards

• 8.1D.6-8: Demonstrate the ability to differentiate the degree of credibility and accuracy of various forms of digital content.

Career Readiness, Life Literacies & Key Skills

• CRP1: Act as a responsible and contributing citizen and employee.
• CRP7: Employ valid and reliable research strategies.
• CRP8: Utilize critical thinking to make sense of problems and persevere in solving them.

Social and Emotional Learning in Middle School Social Studies Instruction

Learning experiences should strengthen communication, collaboration, empathy, perspective-taking, responsible decision-making, and constructive participation in democratic processes.

Inquiry Questions

• To what extent did the founding documents (Declaration of Independence, Constitution, and Bill of Rights) articulate and establish American ideals?
• To what extent does democracy depend on citizens, elected representatives, and appointed officials adhering to democratic norms?

Supporting Questions

• What led to the Declaration of Independence?
• What did the Founders believe about government?
• Why was the Declaration of Independence written?
• What is popular sovereignty?
• How did the Constitution address the problems of the Articles of Confederation?
• What are the norms and values that support a democratic society?
• What character traits did the Founders expect of their elected and appointed representatives?
• According to the Preamble, what are the six main purposes of government?
• How does the U.S. Constitution organize government to prevent abuse of authority?
• How do the three branches of government interact through separation of powers and checks and balances?
• How does the Constitution promote economic development?

Enduring Understandings

• The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government while protecting individual rights.
• Debates about individual rights, states' rights, and federal power shaped the development of the political and economic institutions and practices of the new republic.

Vocabulary

• Articles of Confederation
• Checks and Balances
• Constitution
• Popular Sovereignty
• Separation of Powers
• The Enlightenment

Lessons, Activities, and Resources

Inquiry Questions

• Why did the Founders create three branches of government?
• Should the legislative branch continue to be considered “first among equal” branches?

Supporting Questions

• What are the powers, responsibilities, limits, and role of Congress?
• How can we protect against abuse of authority by Congress?

Enduring Understandings

• Congress represents the diverse interests of the American people.
• Congress is the most important link between citizens and the federal government.
• Lawmaking is the primary and most important function of Congress.
• Members of Congress must fulfill several roles as lawmakers, politicians, and servants of their constituents.
• State and local legislatures carry out many of the same powers and responsibilities as the national legislature.

Vocabulary

• Bicameral Legislature
• Checks and Balances
• Congress
• House of Representatives
• Senate

Lessons, Activities, and Resources

• Why do we have three branches of government?
  • U.S. House of Representatives: Branches of Government
• How do the three branches of government interact? Separation of Powers and Checks and Balances
  • NEH EDSITEment: Balancing the Three Branches
  • National Archives: Checks and Balances in Action
  • National Archives: Separation of Powers or Shared Powers
• The Legislative Process: How Does a Bill Become a Law?
  • iCivics: Legislative Branch
  • National Archives: Congress in Article I of the Constitution
  • National Archives: The Legislative Process: Congress at Work
  • ERIC: Legislative Lobbying Simulation
• How many representatives should each state have?
  • NJ Center for Civic Education: New Jersey and the Federal Convention

Inquiry Questions

• How can the United States government ensure effective administration while protecting against abuse of power by the President?

Supporting Questions

• What are the powers, responsibilities, limits, and role of the President?
• How and why has the authority of the President expanded over time?
• How can we protect against abuse of authority by the President?

Enduring Understandings

• The Constitution defines the roles, responsibilities, powers, and qualifications of the President.
• The role of the Executive Branch has expanded significantly since the founding of the United States.
• Throughout American history, presidents have interpreted and expanded the powers of the office, and debates about the proper scope of presidential authority continue today.
• Cabinet members serve as the President's chief advisors and play influential roles in decisions that affect the nation.
• The Electoral College and the presidential election process have been the subject of significant debate and controversy.
• State and local governments also include executive offices that carry responsibilities similar to those of the President of the United States.

Vocabulary

• Cabinet
• Electoral College
• Electors
• President
• Veto
• Vice President

Lessons, Activities, and Resources

• The Power and Role of the Executive Branch
  • iCivics: Executive Branch
  • iCivics: A Very Big Branch
  • iCivics: Executive Command
  • NJ Center for Civic Education: What Are the Qualifications for President?
  • NJ Center for Civic Education: The Electoral College
  • National Constitution Center: Investigating the Executive Departments
• Separation of Powers and Checks and Balances
  • NEH EDSITEment: Balancing Three Branches at Once: Our System of Checks and Balances

Inquiry Questions

• How does the Constitution try to ensure that all citizens are equal before the law?

Supporting Questions

• How does judicial review function?
• How and why has the scope of judicial review expanded over time?
• Can we ensure that all citizens are equal before the law?
• How can we best protect against the abuse of power and authority?

Enduring Understandings

• The Constitution created a Supreme Court, defined its jurisdiction, and established the process and terms for federal judicial appointments.
• Decisions of the Supreme Court can have long-lasting effects on the nation and its citizens.
• The lower federal courts form the core of the federal judicial system.
• The power of judicial review established the foundation for the judiciary's important role within the American system of government.

Vocabulary

• Supreme Court
• Judicial Review
• Justices
• Opinions
• Moot Court

Lessons, Activities, and Resources

• Separation of Powers
  • NEH EDSITEment: Balancing the Three Branches
• How Does Judicial Review Function?
  • U.S. Courts: About the Supreme Court
  • Library of Congress: Marbury v. Madison
• Judicial Branch
  • iCivics: Judicial Branch
  • iCivics: Court Quest Extension Pack Teacher's Guide (including ELL supports)
  • NEH EDSITEment: The Supreme Court: The Judicial Power of the United States

Inquiry Questions

• How and why is federalism a key part of the structure of U.S. government?
• How is federalism a positive or negative force today?

Supporting Questions

• What is federalism?
• How does federalism work?
• What powers have been delegated to the national government and which have been retained by or shared with state governments?
• Why is the Supremacy Clause important?
• How does the U.S. Constitution balance the interests of individuals and states with the need for a strong national government?
• How has federalism changed over time?

Enduring Understandings

• Federalism promotes national unity while allowing states to maintain authority over state and local matters.

Vocabulary

• Delegated Powers
• Federalism
• Supremacy Clause

Lessons, Activities, and Resources

• What is federalism? How does it work? What powers are delegated to the federal government and reserved to the states?
  • iCivics: The "Federal" in Federalism
  • National Archives: Understanding Federalism
• Federalism and Separation of Powers
  • National Constitution Center: Federalism
    https://constitutioncenter.org/interactive-constitution/learning-material/federalism
• Supremacy Clause and Implied Powers
  • History.com: McCulloch v. Maryland (1819)
• How has federalism changed over time?
  • ThoughtCo: Types of Federalism
  • Carnegie Council: Energy Policy

Inquiry Questions

• Did the Constitution need a Bill of Rights?
• How does the Bill of Rights ensure that fundamental human rights are protected?
• Is the Constitution a "living document"? Why did the Founders make the amendment process difficult?

Supporting Questions

• Was the Constitution sufficient to protect individual rights without the Bill of Rights?
• What is the process for amending the U.S. Constitution?
• What fundamental human rights are protected in the Bill of Rights?
• How does the Bill of Rights ensure that fundamental human rights are protected?

Enduring Understandings

• The guarantees in the Bill of Rights reflect the nation's commitment to personal freedom and the principle of limited government.
• The Due Process Clause of the Fourteenth Amendment helps ensure that state governments do not improperly limit or take away rights protected by the national government.
• The Establishment Clause has been interpreted as creating a "wall of separation" between church and state.
• The Free Exercise Clause protects religious beliefs, although religious practices may be subject to laws necessary to protect public safety and welfare.
• The guarantees of freedom of speech and freedom of the press are intended to protect the expression of both popular and unpopular views.
• The rights of peaceable assembly and petition protect the ability of citizens to bring their views and concerns to public officials.

Vocabulary

• Amendment
• Anti-Federalists
• Bill of Rights
• Federalists
• Ratify

Lessons, Activities, and Resources

• Was a Bill of Rights Necessary?
  • iCivics: Federalists and Anti-Federalists Views
  • NJ Center for Civic Education: Federalists and Anti-Federalists
  • Center for Civic Education: Anti-Federalists and the Anti-Federalist Response (Federalist No. 10)
  • Constituting America: Why Did James Madison Change His Mind?
• How Does the Bill of Rights Protect Rights?
  • National Constitution Center: Eight Basic Facts About the Bill of Rights
  • National Archives: The Bill of Rights: What Does It Say?
  • Bill of Rights Institute: Explains Each Amendment
• What Rights Does the Bill of Rights Protect?
  • iCivics Lesson: You've Got Rights!
  • iCivics Game: Do I Have a Right?
  • iCivics: Do I Have a Right? Extension Pack
  • iCivics: Amendment Mini-Lesson
• How Is the Constitution Amended?
  • U.S. Senate: Amending the Constitution
• Why Did the Founders Make It Difficult to Amend the Constitution?
  • National Park Service: Amending the Constitution

Unit Summary

The Preamble to the United States Constitution outlines the purposes and ideals of American government, including the goals of forming a more perfect union, establishing justice, ensuring domestic tranquility, providing for the common defense, promoting the general welfare, and securing the blessings of liberty.

This unit investigates the challenges and successes associated with fulfilling America's constitutional ideals. Students begin by examining the goals highlighted in the Preamble to the Constitution and tracing their development throughout American history.

Through historical inquiry, students assess the effectiveness of early Americans in meeting the goals of the Constitution and evaluate how the nation's understanding of liberty, equality, justice, and democratic participation has evolved over time.

Students will analyze the ways in which American ideals have expanded to become more inclusive while also considering areas where the nation continues to strive toward achieving a "more perfect union."

Essential Question

How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?

NJ Student Learning Standards for Social Studies

• 6.1.8.CivicsPI.3.a: Cite evidence to evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Constitution.
• 6.1.8.CivicsPI.3.b and 6.3.8.CivicsPR.2: Evaluate the effectiveness of the fundamental principles of the Constitution (e.g., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.
• 6.1.8.CivicsDP.3.a: Use primary and secondary sources to assess whether the ideals found in the Declaration of Independence were fulfilled for women, African Americans, and Native Americans during this time period.
• 6.1.8.CivicsHR.3.a: Explain how and why constitutional civil liberties were impacted by acts of government during the Early Republic (e.g., Alien and Sedition Acts).
• 6.1.8.CivicsHR.3.b: Evaluate the impact of the institution of slavery on the political and economic expansion of the United States.
• 6.1.8.CivicsHR.3.c: Construct an argument explaining how the expansion of slavery violated human rights and contradicted American ideals.
• 6.1.8.CivicsHR.4.a: Examine sources from a variety of perspectives to describe efforts to reform education, women's rights, slavery, and other issues during the Antebellum period.
• 6.3.8.CivicsDP.2: Make a claim based on evidence to determine the extent and limitations of First Amendment rights (e.g., Supreme Court decisions).
• 6.3.8.CivicsDP.3: Use historical case studies and current events to explain why due process is essential for the protection of individual rights and the maintenance of limited government.
• 6.1.8.CivicsDP.4.a: Research and prioritize the most significant events that led to the expansion of voting rights during the Jacksonian period.
• 6.1.8.HistoryUP.5.a: Analyze the effectiveness of the Thirteenth, Fourteenth, and Fifteenth Amendments to the United States Constitution from multiple perspectives.

NJ ELA Grade 6–8 Companion Standards

• WHST.6-8.8: Gather relevant information from multiple print and digital sources, use search terms effectively, assess the credibility and accuracy of sources, and quote or paraphrase information while avoiding plagiarism and following a standard format for citation.
• RH.6-8.7: Integrate visual information (e.g., charts, graphs, photographs, videos, or maps) with information from print and digital texts.
• RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.

Suggested Practices for Social Studies

Apply inquiry-based learning, analysis of primary and secondary sources, evidence-based argumentation, civic dialogue, historical investigation, and informed civic engagement.

Differentiation for Middle School Social Studies

Instruction should provide accommodations and multiple pathways for learning through scaffolded reading, visual supports, collaborative learning experiences, and varied assessment opportunities.

Student Learning Standards for English Language Arts

Instruction should support and reinforce applicable New Jersey Student Learning Standards for English Language Arts.

Technology Standards

• 8.1D.6-8: Demonstrate the ability to differentiate the degree of credibility and accuracy of different digital content.

Career Readiness, Life Literacies & Key Skills

• CRP1: Act as a responsible and contributing citizen and employee.
• CRP5: Consider the environmental, social, and economic impacts of decisions.
• CRP7: Employ valid and reliable research strategies.
• CRP8: Utilize critical thinking to make sense of problems and persevere in solving them.

Social and Emotional Learning in Middle School Social Studies Instruction

Learning experiences should promote empathy, civic responsibility, collaboration, perspective-taking, ethical decision-making, and constructive participation in democratic society.

Inquiry Questions

• How well has the United States met the fundamental principles established in the Constitution?

Supporting Questions

• How did the Constitution establish a “more perfect union” than the Articles of Confederation?
• How has extending the right to vote supported the concept of the consent of the governed?
• How has the rule of law prevented abuse of authority?

Enduring Understandings

• One of the great successes of the American experience is demonstrating to the world that citizens can establish a government based on a social contract and the “consent of the governed.” The Founding generation drafted a Constitution that combined political ideas and practical experience, transforming theory into a functioning system of government.
• The Constitution addressed many of the deficiencies of the Articles of Confederation.
• The right to vote, initially granted to a limited segment of the population, has gradually been extended to additional groups, strengthening the principle of “consent of the governed.”
• Ensuring the right to vote is an essential component of a successful democracy.

Vocabulary

• Blessings of Liberty
• Checks and Balances
• Domestic Tranquility
• Franchise
• General Welfare
• Impeachment
• Justice
• Posterity
• Preamble
• Rule of Law
• Separation of Powers
• Sovereignty
• Suffrage
• Union

Inquiry Questions

• What is “fairness” or “justice”?
• How does the Constitution “establish justice”?
• How do we ensure that people are treated fairly?
• Can there be justice without equality?

Supporting Questions

• How are the terms “fairness” and “justice” commonly defined and used in law and by people in everyday life?
• What is due process and how does it protect individual rights?
• What does the Fourteenth Amendment mean by “equal protection under the law”?
• What is equality of opportunity?

Enduring Understandings

• The desire for fairness and justice is one of the primary reasons people establish governments. Because these concepts can be difficult to define precisely, the Constitution and state constitutions create court systems to resolve disputes and determine questions of justice.
• The right to due process is one of the most fundamental protections of individual rights.
• Procedural due process requires government officials to follow rules and procedures that are reasonable, fair, and not arbitrary.
• Substantive due process means that the government cannot create or interpret laws in ways that violate fundamental rights.
• The Fifth Amendment established the principle of due process within the federal government.
• The Fourteenth Amendment extended the concept of equal protection under the law to actions by state governments.

Vocabulary

• Affirmative Action
• Civil Rights Movement
• Due Process
• Equality
• Fairness
• Habeas Corpus
• Jim Crow
• Segregation

Inquiry Questions

• How well has the United States balanced the need for order and the protection of individual rights?

Supporting Questions

• What is “domestic tranquility”?
• What is “privacy”?
• How has the United States balanced the need for order and the protection of rights during times of peace and times of war?

Enduring Understandings

• Domestic tranquility refers to citizens’ expectation that government will maintain an orderly society based on due process and a protected sphere of personal liberty.
• Democracy places a high value on the right to privacy, which serves as the foundation for many of the protections contained in the Bill of Rights.
• The right to privacy and other civil liberties have sometimes been restricted during periods of war or national emergency when concerns about national security conflict with broader individual freedoms. Courts play a critical role in determining the appropriate constitutional balance between individual rights and government powers.
• Habeas corpus is a fundamental right that protects individuals from arbitrary detention, abuse of authority, and indefinite imprisonment without legal justification.
• The peaceful transfer of power is a cornerstone of democracy and depends on both constitutional procedures and citizen commitment to maintaining a free society and republican form of government.
• The use of governmental force must remain within constitutional limits. A hallmark of American democracy has been a professional, non-political military whose members swear an oath to support and defend the Constitution.

Vocabulary

• Alien and Sedition Acts
• Domestic Tranquility
• Habeas Corpus
• Liberty
• Patriot Act of 2001
• Privacy

Inquiry Questions

• What is “liberty”? Why did the Founders make it the defining purpose of American government?
• To what extent has the American experience succeeded in promoting the general welfare or common good?
• How can we best balance individual rights and the general welfare when these important concepts are in conflict?

Supporting Questions

• What is the “general welfare”?
• What is liberty?
• Should there be limits on freedom of speech or the ability to protest and petition the government?
• Why is freedom of speech important for sustaining democracy?
• How has social media changed public discourse, and how can we address the spread of propaganda and misinformation through social media?
• What is the difference between the “establishment of religion” and the “free exercise of religion”?
• How can we balance conflicts between religious beliefs and the protection of the rights of citizens?

Enduring Understandings

• The American system of limited government is designed to promote a specific understanding of liberty. This conception of liberty differs from those found in other nations and systems of government.
• The American system of government is based on social contract theory and the principle that individuals voluntarily accept certain limits on absolute freedom in order to secure and enjoy greater liberty for themselves and others.
• Determining what limits should be placed on liberty is a central concern of constitutional law and democratic discourse.
• Democratic societies must balance individual liberty with the common good and the general welfare. Debates over how best to achieve this balance are an important part of politics, public policy, and civic life.

Unit Summary

In addition to civic knowledge, students require opportunities to develop and practice the skills and dispositions necessary to become active, informed, and responsible members of their communities.

Voting is an important responsibility of citizenship, but effective civic participation also requires understanding how to interact with local, state, and federal governments to address matters of public policy that affect citizens' lives and communities.

This unit explores the nature of citizenship and provides questions, strategies, and learning experiences that help students develop the knowledge, skills, and dispositions needed to become active participants in and supporters of their communities.

Essential Question

How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good?

NJ Student Learning Standards for Social Studies

• 6.3.8.CivicsHR.1: Construct an argument as to the source of human rights and how they are best protected.
• 6.3.8.CivicsPI.1: Evaluate, take, and defend a position on why government is necessary and the purposes government should serve.
• 6.3.8.CivicsPR.1: Analyze primary sources to explain how democratic ideas in the United States developed from the historical experiences of ancient societies, England, and the North American colonies.
• 6.3.8.CivicsPR.5: Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, and elections) to understand how conflicting points of view are addressed in a democratic society.

Suggested Practices for Social Studies

Apply inquiry, research, evidence-based reasoning, civic discussion, collaboration, and informed action to investigate and address issues of public concern.

Differentiation for Middle School Social Studies

Instruction should provide multiple pathways for engagement and understanding through scaffolded materials, collaborative learning, visual supports, differentiated assessments, and opportunities for student choice.

NJ ELA Grade 6–8 Companion Standards

• WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
• WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.

See also: Student Learning Standards for English Language Arts.

Technology Standards

• 8.1A.6-8: Demonstrate the ability to manipulate, analyze, and/or interpret data for particular purposes when the purpose and data sources are provided by the teacher.

Career Readiness, Life Literacies & Key Skills

• CRP1: Act as a responsible and contributing citizen and employee.
• CRP4: Communicate clearly and effectively and with reason.
• CRP5: Consider the environmental, social, and economic impacts of decisions.
• CRP6: Demonstrate creativity and innovation.
• CRP7: Employ valid and reliable research strategies.
• CRP12: Work productively in teams while using cultural and global competence.

Social and Emotional Learning in Middle School Social Studies Instruction

Learning experiences should encourage civic responsibility, collaboration, communication, empathy, perspective-taking, and informed participation in community life.

Inquiry Questions

• What is citizenship?
• What are the essential attributes of a citizen?

Supporting Questions

• Who, by law, is a citizen?
• Who are resident aliens?
• How does an immigrant become a citizen?
• What rights and responsibilities does a citizen have that a non-citizen (resident alien) does not have?

Enduring Understandings

• Citizenship is a relationship between an individual and a state to which the individual owes allegiance and from which the individual is entitled to protection.
• Each nation determines the conditions under which people are recognized as citizens and the circumstances under which citizenship may be granted or withdrawn.
• Citizens possess rights and responsibilities that may not be available to non-citizens.

Vocabulary

• Allegiance
• Citizenship
• Citizen
• Immigrant
• Legal Permanent Resident
• Naturalization
• Obligations
• Resident Alien
• Responsibilities

Lessons, Activities, and Resources

Inquiry Questions

• How do the three branches of government function at the local and state level in New Jersey?
• How well does federalism resolve the competing demands of limiting government power and the need for efficiency in government?

Supporting Questions

• How do ideas become laws or rules at local, state, and national levels?
• How does federalism distribute government authority at the national, state, and local levels?
• How does government function in New Jersey and in your local community and school district?

Enduring Understandings

• Local government includes school boards, municipalities, and counties, each with specific powers and responsibilities.
• The New Jersey Constitution delegates certain powers and responsibilities to local governments and school boards.
• State government includes executive, legislative, and judicial branches with separate powers and a system of checks and balances.
• Decisions made by local and state governments have a significant impact on the daily lives of citizens.

Vocabulary

• Appellate Court
• Civil Suit
• County Commissioners
• Defendant
• Municipality
• Ordinance
• Plaintiff
• School Board
• Trial Court

Lessons, Activities, and Resources

Inquiry Question

• How can individuals and civil society influence public policy?

Supporting Questions

• What is public policy?
• What is civil society?
• How do individuals and institutions of civil society, such as interest groups, fraternal organizations, and business groups, influence public policy?
• How have those without full political rights (e.g., women before 1920 and minorities before the Civil Rights Movement) affected change?
• How can I engage with others to improve my local, state, national, and/or global community?

Enduring Understandings

• Public policy includes the decisions, commitments, and actions made by individuals who hold or influence positions in government.
• Public policies are often expressed through laws, regulations, rules, and government programs.
• Civil society includes the media, voluntary organizations, interest groups, advocacy organizations, and other institutions that mediate between individuals and government.
• Individuals and organizations within civil society can influence public policy by communicating with elected representatives, participating in civic activities, organizing advocacy efforts, and lobbying for change.

Vocabulary

• Civil Society
• Interest Groups
• Public Policy

Activities and Resources

Inquiry Questions

• What kinds of issues are appropriate for government action, and at what level?
• How can a group reach a consensus regarding a public policy issue?

Supporting Questions

• How can I identify problems that are important to address at the local, state, national, and/or global level?
• Are the proposed solutions constitutional according to either the U.S. Constitution or state constitutions?
• What matters to me and why?
• Do civil society and/or private initiatives have a role, or should the solution rely solely on government?
• How can the Universal Declaration of Human Rights help us identify important issues at the local, state, or national level?
• Why are issues involving climate change and the environment critical?
• How do issues of economic justice involve human rights?

Enduring Understandings

• Students will identify and discuss a variety of community issues, engaging in comprehensive research and analysis through appropriate reading, writing, research, and informational literacy skills.
• Issues can be prioritized based on their scope, duration, intensity, impact, and feasibility.
• Students will appreciate the value of collaboration and consensus building when determining which issues should receive priority attention.

Vocabulary

• Duration
• Economic Justice
• Feasibility
• Human Rights
• Intensity
• Resources
• Scope

Lessons, Activities, and Resources

Inquiry Questions

• What are the skills necessary for influencing public policy?
• What are the possible alternative solutions to a problem, and which solution is the best?

Supporting Questions

• How can the appropriate branch or agency of government with authority to address an important issue be identified?
• Why are digital tools, research skills, media literacy skills, and active listening skills important for civic participation?
• Why is it important to consider several alternative solutions to an important issue?
• How can the best solution to an important issue be selected?

Enduring Understandings

• Researching and analyzing solutions to contemporary public policy issues helps students develop literacy, problem-solving, and critical thinking skills.
• Developing an action plan for implementing a public policy solution through an appropriate government agency strengthens civic skills and promotes positive civic engagement.

Vocabulary

• Action Plan
• Advocating
• Alternatives
• Bias
• Credibility
• Government Agency
• Presentation
• Solutions

Lessons, Activities, and Resources

Inquiry Questions

• What is the value of civic engagement?

Supporting Questions

• What might happen if citizens do not participate in democratic government at the local, state, or federal levels?
• What can individuals do to help ensure that the American experiment with democracy continues?
• How does civic participation help our democracy evolve?
• What are the benefits of civic participation in a democracy?

Enduring Understandings

• Students will reflect on the value of civic engagement for both society and the individual.
• Lifelong citizen engagement and participation in community life are necessary for a healthy and enduring democracy.
• The strength and cohesiveness of American democratic society are the result of contributions made by both historical and contemporary citizens and leaders.

Vocabulary

• Benefits
• Civic Engagement
• Civic Skills
• Cohesiveness
• Participation
• Reflection

Lessons, Activities, and Resources