You will compare the Constitution to a three-legged stool to learn about the Constitution and how it created a stronger central government.

 

Assignments to hand in:
Student Handout 14A - Power Cards
Reading Notes 14
Processing 14

 

The Constitution: Like a Three-Legged Stool

 

Step 1: Introduction: Read Section 14.1 in the America's Past textbook. Look at the graphic above. Like a one-legged stool, the central government under the Articles of Confederation was weak, unstable, and ineffective. You will now learn how the delegates at the Constitutional Convention redesigned the government to create three stong branches (legs) to better meet the needs of the growing nation.

 

Step 2: Reading Notes: Complete the Student Handout: Reading Notes 14 by reading Sections 14.2 - 14.6 in the America's Past textbook.

 

Step 3: Matching Constitutional Power Cards: Print out and cut up Student Handout 14A Power Cards and Student Handout 14B. Carefully examine each illustration and determine which constitutional power it represents. Then place and glue the illustration on the corresponding Power Card.

 

Step 4: Constitutional Power Cards Activity: For each situation below, match the corresponding Power Card(s). Situation 1-4 will only have ONE Power Card, whereas Situation 5-9 may have two or more Power Cards. Record your answers on the Student Handout: Power Card Activity Graphic Organizer [Word version].

 

Situation 1: Scientists warn that a huge meteor is headed directly for the United States. Many people have ideas about how to handle this national emergency. What can the government do?

 

Situation 2: An important government official is convicted of embezzling (stealing) money from the government. The official is humiliated (very embarrassed) and resigns (quits his job). Government leaders think the official has suffered enough. They do not want him to go to jail. What can the government do?

 

Situation 3: According to law, you cannot harass (be mean to) people because of their gender (whether they are male or female) or skin color. However, the law is not clear on what words or actions are considered harassment. What can the government do?

 

Situation 4: People want to know about new ideas the government has for solving national problems. What can the government do?

 

Situation 5: The President is accused of committing serious crimes. What can the government do?

 

Situation 6: A Supreme Court justice retires and must be replaced. What can the government do?

 

Situation 7: Another country attacks the United States. What can the government do?

 

Situation 8: A country wants to negotiate a treaty with the United States. They want to be military allies (friends) with the United States. What can the government do?

 

Situation 9: The government learns that most citizens want more spending on public schools. What can the government do?

 

Step 5: Processing: Complete the Student Handout Processing 14. Read the directions carefully.

 

Supplemental Videos:

Understanding the Constitution: Creating our Federal Government

Understanding the Constitution: The Executive Branch

Understanding the Constitution: The Judicial Branch

Understanding the Constitution: The Legislative Branch

 

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