TITLE:  US CONSTITUTION AND AMENDMENTS

AUTHOR:  Hollie Boyle, Bandera Junior High, TX

GRADE LEVEL/SUBJECT:  4 - 12

OVERVIEW:  Many students feel the U.S. Constitution has no
relevance on their lives.

PURPOSE:  The students will begin to learn about our
framework for government and examine the actual document ans
see its direct impact on their lives.

OBJECTIVES:  The students will be able to:
  1. Understand the purposes of government listed in
     the Preamble.
  2. To become familiar with the different Articles and
     Amendments of the Constitution.
  3. To understand the various powers of the Executive,
     Legislative, and Judicial branches that are listed
     in the Constitution.

RESOURCES/MATERIALS:  Copies of the Constitution, butcher
paper, magazines

ACTIVITIES AND PROCEDURES:
The following activities work best if used after a very
preliminary discussion of the Constitution.  An appropriate
time would be after students have studied why the Articles
of Confederation failed and eh development of the
Constitution.
1.   Using an overhead transparency or a copy of the
     Constitution, read the Preamble.  Briefly discuss the
     purposes of government listed in the Preamble.  Divide
     students into six groups.  Assign each group a purpose
     of government listed in the Preamble. (To form a more
     perfect union, establish justice, ensure domestic
     tranquility, provide for the common defense, promote
     general welfare, and secure the blessings of liberty.)
     On butcher block paper, instruct each group to list
     specific provisions in the Constitution which grant the
     government power to fulfill these purposes.  Ask each
     group to select a spokesperson to explain their list to
     the class.  Discuss.
2.   Divide the class into groups of three students each.
     Using magazines or newspapers have them find five
     pictures each that illustrate a part of the
     Constitution.  For example a picture of President Bush
     could be used for Article 2 Section 1 Clause 1.  This
     can be abbreviated A2 Si C1.  Each student would paste
     their five pictures on a sheet of paper and write the A
     S C numbers below the pictures with a brief explanation
     which in this case would be Chief Executive.  Each
     picture must depict a different part of the
     Constitution.  No two pictures should represent the
     same thing.
3.   Play CLAIM YOUR POWERS.
     Divide the class into three groups representing the
     three branches of government;  executive, legislative,
     and judicial.  If the class is large, two groups may
     represent each branch.

     Provide each group with two signs: "Claim" and "Do Not
     Claim."  Each branch will also need the list of its
     powers stated in the Constitution.
     Tell the class that in this activity they will be
     acting as a branch of government and that it is their
     responsibility to maintain the powers granted to them
     in Articles I, II, or III of the Constitution.

     Tell the class that you will read a series of
     situations, each involving a power of one or more
     branches of the government.  In some instances, a
     branch will have the sole power; in others, the power
     may be shared.  After each situation is read, each
     group will have one minute to discuss the situation and
     decide if the power described belongs to its branch and
     to find the part of the Constitution justifying that
     decision.  At the end of one minute, the leader will
     say the word "vote" and each group must hold up a card,
     either "Claim" or "Do Not Claim."  Every group must
     vote on each situation.  Each group will then explain
     its reasons for its decision, and the teacher and
     students representing the other two branches will rule
     on the accuracy of the choice.

     Scoring is as follows:
     a.  Two points will be given for correctly claiming
         and justifying the claim of power.
     b.  One point will be given for correctly voting to
         not claim a power.
     c.  A zero will be given to a group incorrectly
         claiming or not claiming a power.

     You, the teacher, may make up your own situations or
     use the following:
     a.  A bill is to be considered requiring automobile
         manufacturers to install seat belts in all new
         cars.  (ex and leg)
     b.  A case is being appealed from the Texas Supreme
         Court.  (jud)
     c.  The President has prepared his budget message
         for Congress. (ex)
     d.  An amendment to balance the budget has been
         proposed.  (leg)
     e.  The President requires appropriations to fund
         his "Star Wars" defense plan. (leg)
     f.  A treaty involving nuclear arms limitations is
         being negotiated between the U.S. and the
         U.S.S.R.  (leg and ex)
     g.  A judge has been convicted of bribery.  (jud)
     h.  An ambassador's son is arrested for driving
         while intoxicated in Washington, D.C.  (jud)
     i.  In his campaign platform, the President promised
         to abolish the 55 mph speed limit.  (ex)
     j.  The Justice Department requests that the 1973
         abortion decision (Roe v. Wade) be overturned so
         that states may set their own abortion policies.

TYING IT ALL TOGETHER:  These activities are wonderful for
introducing the Constitution to students as well as
reinforcement.  The activity where the students depict the
Constitution with magazine pictures can be graded on
accuracy.  Just make sure that if a student interprets in a
creative way that it is accepted.