Lesson Planet has a full range of resources that provide background information on the pressures that led to the legislation check out or this , the key players in the drafting process like this or this , and the consequences of passing the act, including. Activity 2: Students should take on the role of a textbook editor and write a section about the background influences on the Declaration. Make one large copy of Worksheet 1 to display the class results. Rational: In order to understand how our government works students must understand the major ideas that underpin it. Use a different color for the Preamble and each of the Articles, and fill in the appropriate number of squares to represent the percentage of the whole Constitution that each assigned part represents. Refer to the text for the main topic of each part. Constitution are the foundation of our nation and establish the federal government's structures and branches.
They will include a chart, similar to the one used in this activity. The Declaration's Key Ideas Students will read and explain the structure of the Declaration: introduction, main political and philosophical ideas, the grievances, and the assertion of sovereignty. A team is assigned the work, one person does the draft, gets feedback from others, and then they present to larger group and get feedback. Many of the Founders knew each other before the Constitutional Convention and were able to draw on their personal relationships when trying to garner a consensus for specific proposals to be included in the Constitution. Mapping the text of the Constitution presents the national charter in a way that illustrates the attention the Founders gave to the structure and power of government.
Activity 3: Exploring the Constitution through Primary Sources Instruct the students to work in the small groups set up in Activity 1 to analyze one of the primary source documents by completing Worksheet 3. Would that be reason enough for Congress to be neutral towards slavery in the territories? Once students have identified these references, the teacher could then move the discussion into the direction of explaining what each one of these terms means in greater depth. The idea: Limited Government Question: To what extent should the federal government be involved in economic issues? Position A: The federal government's powers over taxation as well as international and interstate trade allow significant latitude in directing economic policy. Stephen Douglas reflected on the progress of popular sovereignty in the Kansas territory in 1858, the year Congress debated whether or not to accept the pro-slavery constitution devised at Lecompton. In this document, the citizens of the town of Malden express their concerns to their representative at the Continental Congress about the actions of the British and why a declaration in favor of independence was necessary and appropriate at that time. In addition to organizing the U.
Learn how the American idea of government evolved from a revolutionary response to monarchy to a unified nation. Invite the class to consider the larger issue of the inevitable struggle in a democratic republic between competing viewpoints, and about how the issues become more complex when human rights are involved. Position B: Public policy should be created by officials who are most informed about the issues involved. You will act as a historian who must consider the source of each document, when it was created and its content to determine how it relates to the Big Idea. The Civil War Era 1830-1880 in United States History was marked by contentious conflicts that split families, split political parties, and split the nation.
By providing territorial governments for Utah and New Mexico without banning or legalizing slavery, the seeds of popular sovereignty had been planted by a Congress seeking to lessen the sectional agitation over the future of slavery in an expanding America. Each group appoints one or two students to advance the argument. Although Jefferson gets the lion's share of historical credit, in fact, the final product was a group effort, including the initial input of the four other committee members—Benjamin Franklin, John Adams, Roger Sherman, and Robert R. Students should analyze the extent of the connection and influence of the ideas in their document to the wording in specific sections of the Declaration. Students will work with an , observing how the country had changed from 1820 to 1854. Have each of the groups share its findings with the class and enter them on a class copy of Worksheet 4.
This document, urging Virginia's delegates to support such an action, was passed a little more than three weeks before the Declaration of Independence was adopted by the Continental Congress. Activity 1: Students will take on the role of a colonial newspaper editor, preparing an editorial for July 5th, the day after the contents of the Declaration have become public. Students should read their assigned grievances and write annotations that explain the particular problems in this section and what they show about the British-American relationship. Students will obtain an understanding of these current disputes by taking sides in a debate featuring current issues. In the final stage, members of the Continental Congress offered their suggestions, which were not entirely welcomed by Jefferson The writing of the Declaration is an example for students of how teams work in the real world. This lesson plan looks at the major ideas in the Declaration of Independence, their origins, the Americans' key grievances against the King and Parliament, their assertion of sovereignty, and the Declaration's process of revision.
Position B: The states should retain the most power because they are closer to the people, better informed on local issues and best positioned to exercise authority for their residents. But in the short run, the Kansas-Nebraska Act of 1854 provoked a race between freeholders and slaveholders to settle the territory. They were anti-slavery in sentiment but not necessarily abolitionist, because the latter disdained the federal Constitution for protecting slavery in states where it already existed. The standards cited in the pdf form of the lesson plan were those from the 1999 Kansas State Standards. This activity requires students to contrast the maps of 1820 and 1854 so that they can see how much the nation had grown in the thirty-four year period, and to analyze new developments in the map of 1854 in order for students to appreciate the urgency of the arguments advanced in the national debate over slavery.
After the debate is over, Group C gives the class the strong points made by each side and, if desired, declares the winner of the debate as determined by a vote taken within the group. The idea: Popular Sovereignty Question: Should voter ballot initiatives be allowed to overturn laws passed by legislative bodies? This can be done easily with a copy of a digital copy of the text using the word count feature available in most word processing programs. Assign each group to address one phrase and prepare to share their findings with the whole class. The organization of the Kansas and Nebraska territories would eventually lead to congressional support of a transcontinental railroad that would unite the frontier West with the established East. The Kansas Nebraska Act stands as one of they key pieces of legislation in the long history of Civil Rights Movement in the United States. Stephen Douglas included this policy in a bill organizing the northern section of the Louisiana Purchase once known as the Nebraska Territory but now divided into two separate territories called Kansas and Nebraska. A graphic organizer for listing the main points of the speeches by Douglas and Lincoln is provided on , and can be printed and distributed to students in Group C.
B Evaluate the impact of selected landmark Supreme Court decisions including Dred Scott v. One such person was former Congressman Abraham Lincoln, who strongly opposed any policy that could extend slavery into the territories. When the class finishes sharing their results and compiling Worksheet 4, have the students check their work against the Answer Key. Is the language stronger or weaker than that in the conclusion of the Declaration? This lesson plan was originally prepared by the Education and Outreach Division, Kansas State Historical Society for Territorial Kansas Online. Part 2: Note salient points in both speeches Depending on the amount of class time available for this lesson, Parts 1 and 2 can be accomplished in one of three ways: a On-line assignment—Instruct students to go on-line to the websites for the speeches by Douglas and Lincoln. Does it have anything to do with its protection of slavery? The acquisition of this new land only intensified the national debate over slavery, a debate that would require a complex compromise to avoid a secession of the southern slaveholding states. Students should focus on arguments at the beginning and end of the petition.