Constitutional Structure and Functions

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Overview

This lesson examines the U.S. Constitution, the Declaration of Independence, and complaints from citizens related to the structure of government. Students will identify specific sections of the Constitution and how those sections relate to the complaints listed in the Declaration of Independence. Students will also be asked to identify whether complaints from citizens provided in the module relate to the structure, function, and powers given to Congress in the Constitution and to give their opinion on the validity of these complaints.

Grade Levels

9 - 12

Objectives

Students will:

1. identify the location of various powers and restrictions listed in the Constitution and provide a rationale for these powers and restrictions;
2. identify complaints from the Declaration of Independence and the correlating section of the U.S. Constitution that addresses those complaints;
3. determine whether complaints of citizens provided concern the structure, function, and powers given to Congress in the Constitution; and
4. give their opinion as to the validity of the given complaints.

Estimated Time

2 days

Materials Needed

• Interactive Learning Module: Public Criticisms of Congress
• Internet connection with Macromedia FLASH ® enabled
• Computer projection device
• One copy of the U.S. Constitution per student
• "Find it in the Constitution" Worksheet
• One copy of the Declaration of Independence per student

Procedure

1. Give students a copy of the Constitution, Article I, Sections 1-10 and a copy of the entire Declaration of Independence.


2. Provide students with the worksheet "Find it in the Constitution" and a copy of the Constitution. Have students complete the worksheet by identifying where each item is referred to in Article I of the Constitution and provide a short explanation of its significance. This could be done individually or in small groups.


3. Give students a copy of the Declaration of Independence. Ask them to identify eight complaints from the Declaration that are directly or indirectly addressed in Article I of the Constitution. Have them match each complaint with one of the principles listed in procedure #2 above. Also have them give a brief, one-sentence explanation for each of their matches.


4. Use a computer projection system or classroom computer and monitor to access Interactive Learning Module: Public Criticism of Congress and show students criticisms # 3, 4, 6, 9, 10, and 13. (NOTE: If you do not have a computer projection system available, have students individually or in groups view the criticisms in the computer lab or other location.) Hold a class discussion in which students are asked to compare the complaints with the provisions from Article One. Are the complaints reasonable, unreasonable, or unrelated to the descriptions of the structure, function, and powers of Congress in Article I?


5. Have students listen to the responses to the criticisms for each of the above complaints (see #4 above) and make one list with two columns labeled: Agree with the Respondent, and Disagree with the Respondent. Have students work in groups of two or three to discuss whether they agree or disagree with the respondent. Ask students to fill in their consensus opinion in the appropriate column for each criticism. When this is complete, have a representative of each group record one opinion statement from each of their columns on the board, which will also have two columns. Hold a culminating discussion of the work which focuses on whether they believe Article I should be amended to address the complaints or shortcomings.

Extension Activity

Have students read Articles I, II, and III of the Constitution. Have them write a paper in which they do the following: a) compare and contrast the powers of the three branches of federal government, and b) examine the powers as they are being exercised today by each branch, and (c) evaluate whether the checks-and-balances system is working as the Framers of the Constitution intended.

Assessment

Check your students' understanding by asking them to answer the following question.

• Why did the Framers of the Constitution choose to organize the legislative branch of the U.S. Government in the manner they did?

Lesson Plan Feedback

If you have suggestions for improving this lesson plan, or if you have ideas for others using the module, please let us know. We value your input. Thank you!

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