DOCUMENT RESTIME

ED 048 177 SP 007 064

TITLE Government and International Relations. ResouceUnit VI, Grade 5. Providence Social StudiesCurriculum Project.

INSTIIUTICN Providence Public Schools, R.I.; Rhode Island Coll.,Providence.

SPONS AGENCY Office of Education (9HEW), Washington, D.C.Cooperative Research Program.

REPORT NO CRP-6-1195PUB DATE 68NOTE 22p.; Part of a set of resource units and curriculum

overviews for K-12 social itudies

EDRS PRICE .DRS Price MF-$0.65 HC-$3.29DESCRIPTORS *Curriculum Guides, Foreign Relations, Governmental

Structure, *Grade 5, *Social Studisi.s, *Urban Tea.,hingIDENTIFIERS Canada, United States

ABSTRACTGRADES OR AGES: Grade 5. SUBJECT MATTER: Social

studies; government and international relations of the United Statesand Canada. ORGANIZATION AND PHYSICAL APL'EARANCE: The central part ofthe guide is divided into 4 subunits, each of which is laid out inthree columns, one ?ach for topics, activities, and materials. Othersections are in list form. The guide is mimeographed and staple boundwith a paper cover. OBJECTIVES AND ACT:VITIES: General objectives forthe unit are listed on the fi.:st page. Each group of activities inthe second column is related to a topic in the first column. Aseparate section lists several supplemental activities. INSTRUCTIONALMATERIALS: Each group of materials listed in the third column isrelated to cne or more activities. In addition several appendixemcontain curriculum materials and a list of related books. STUDENTASSESSMENT: A one-page section entitled "Evaluation lists ideasstudents should understand by the end of the unit. OPTIONS: The guideis prescriptive as to cour::ie content and timing. Activities andmaterials listed are optional. (RT)

14CO

ca-1- PROVIDENCE

SOCIALSTUDIES

ICURRICULUM

PROJECT

5

U.S, DEPARTMENT OF HEALTH,EDUCATION.6 WELFAREOFFICE OF EDUCAT.ON

THIS DOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROM

THE PERSON OR DI.,ANIZATION ORIG-

INATING IT POINTS OF VIEW OR 0;14.IONS STATED DO NOT NECESSARILY/iPRESENT OFF CIAL OFFILE OF ECU

CATION P0557,0110R POLICY

GOVERNMENT AND

INTERNATIONAL RELATION;RESOURCE UN IT VI

GRADE 5

RI-Wf/E ISLAND COLLEGE1

PROVIOENCF PUBLIC SCI.1001.6

RU,VI - Gr. 5

TABLE OF CONTENTS

Page

I. Und2rstanding 1

II. Aims

IIT. Vocabulary

1.V. The Iroquois League - A Type Study

Colonial Governments

1

2

3

5

VI. Development of Goveriment in the United Statesand Canada 6

VII. International Relations of Canada and theUnited States 13

VIII. Supplementaty Activities 15

IX. Evaluation 16

X. AppendixA. Suggested Library Books for Children 17

B. Government Chart 18

C. Supplementary Information 20

D. Supplementary Information 21

2

RU, VI - Gr. 5 1

GO VERN AilENT AND IN TERNAT I ONAL RELAT IONS

SUGGESTED TIME: ABOUT 8 WEEKS

I. UNDERSTANDINGS

All peoples, down through the ages, have experimented with some form of politicalorganization to serve their needs. Democracy, autocracy, and monarchy in variousforms and manifeutetions have been tried. None could guarantee life and libertyto succeeding generations. In the U. S. our forefathers molded a free governmentto preserve the rights of men.

II. IbiiS

To dewlap an understanding of the following:1, It takes time to develop effective government.

2. A government has responsibilities to the people it governs.

3. A citizen has responsibilities to his government as well as rights. Hotal) citizens recognize their responsibilities to their government.

4. The Iroquois experiment in government is an example of a political organ-ization that served the needs of the people.

.S. Both the government systems of Canada and the United States are democraticand representative.

6. The government of the United States is a republic with a congressional form.

7. The government of Canada is a constitutional monarchy with a parDementaryform.

8. Increasing interdependence among nations has necessitated membership by theUnited States and Canada in international organizations.

3

RU,VI - Gr. 5 2

VOCABULARY

Articles of Confederation judicial

charter colony legislature

clan local

confederacy Mayflower Compact

constitution nation (in the sense of the Iroquois)

constitutional monarchy parliament

convention proprietary colony

Declaration -f Independence responsibilities

democracy rights

executive royal colony

federalism

function

international

Iroquois

4Me NMI .110111,

RU,VI -Gr. 5

THE 1RO,,UOIS LEAGUE-A TYPE STUDY

3

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What is goverment?

Why do people findit necessary to setup a government?

Why did the Iroquoisestablish the Con-federation?

How effective wasthis Iroquois organ-ization?

Discuss the meaning of the term"government."

Discuss the reasons why someform of government is needed byany society.

As an introduction to the studyof government examine the polii.-cal organization of a NorthAflaerican Indian group, theIroquois.

Make a study of the IroquoisConfederation

Have a group do research andprepare a report to present tothe class.

Prepare a set of questions as astudy guide such as:Who were the Iroquois?In what part of North Americadid they live?What Iroquois nations weremembers of the Confederation?What was the Confederation?Why was it formed?What was the structure of thegoverment, both local andcentral?

(Be sure the children understandthe definition of a clan, avillage, and a nation as used inthis study.)

Was the control of the governmentcivil or military?

Teacher reference:McIver: The Wpb ofCovernmeat (Library)

Grade 5 ResourceUnit III

Macmillan: GreatTree and LonghouseCulture of theIroquois by Hertzberg(i') Chapter 7,8

Macmillan: Living inthe Americas p. 5

Holt, Rinehart &Winston: In the U[, S.

and Canada p. 91

Library books

Encyclopedias

RU,VI - Cr. 5 4

The Iroquois League - A Type SLudy (contid,)

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

How does this compare with thecontrol of the government ofthe U. b.?

How were the leaders chosen?Where were the meetings held?How often were they held?What 'part was played by womenin selecting leaders?Is this organization in usetoday by the Iroquois?

Have another group describe aConfederation meeting,

Prepare a diagram to show theseating arrangement of eachIroquois Nation at the meeting.(See Great Tree and Loogbcuseby Hertzberg)

p:amatfze a Confederation Meet-ing,

Divide the class to representthe Iroquois Nations and seatthem according to the diagram.

have them choo.,e a problem thatthe Iroquois might nave had andlet them act upon it in the man-ner of the League.

sweggIos:'..tense plans against an enemyA trading expeditionReallocation of landsPlanning for a festival or aritual

RU,VI - Gr. 5

QUESTIONS

COLONIAL GOVERNiviEN TS

SUGGESTED ACTIVITIES

What type of govern: .

went existed in thecolonies in taricaa

U:Ated States?

What documents inEnglish history werethe basis for theEnglish tradition ofthe "rights of man?"

MATERIALS

Review with the class tb co-

lonization of Anglo-America.

As a background for understandingthe development of government in

:=LL ;lc U. S., tokparL theuenner in thich France, Spain, "anEnglan:: rulet: their colonica ihthe Mt: WoAd.

Examiaa the three types of Eng-lish colonial goverment:Royal ColoniesProprietary ColoniesCharter Colonies

Find examples of each type.

Explain to the class that theEnglish settlers came with astrong tradition of the naturalrights of man-life, liberty,and property.

Examine briefly the fundamentalprinciples of the following:

The Magna Carta (1215 A.D.)Petition of Right (1628 A.D,)The Bill of Rights (1689 A.D.)

(See the first eight amendamentsto the U. S. Constitution todiscover the influence thesedocuments mentioned above hadupon them.)

Study examples of the beginningof self-government in the Englishcolonies.Suggestions:The Mayflower CompactThe Massachusetts Bay ColonyJamestown

rl

5

Pupil texts:

Holt, Rinehart, &Winston: In the

and Canadapp. US 93, 101; 103;109; 115-117; 120-122; 129-130; 133

Reath: In theseU. S. and Canadapp, 82; 102-103

Benefic: How ourgovernment Began

PP. 37-39

Macmillan: Livingin the. AniWcaSypFJ, '9, Lic

Scott, Foresman:In the Americasp. 65

Encyclopedias

Library Books

Filmstrip SS-M-3-eRise of Democracy inEnglandTeacher Reference

Mussatti: Csamat-L-

tution

(Library)FilmstripsSS-D-9-a

Charters of FreedomSS-G-13-b Magna CartaSS-G-13-e Bill ofRightsSS-0-24-d OurHeritage of Freedom

RU,VI - Or. 5

DEVELOF'thEill OF' GOVERNI:'INTIN £HE U. S . AND CANADA

6

QUESTIONS SUGGESTED ACTIVITIES MATZRIALS

What has been thehistorical 'evelop-ment of governmentin the U. S.?

What problems in-dicated a need forstronger governmentafter independence?

B. What were the Articlesof Confederation?

Why did they fail?

C.Why was a Con-stitutional Con-vention called?

What did itaccomplish?

(Examine the events that led toIndependence from England.)As a background for an under-standing of present day govern--went in the United States.

Study briefly an account of theRevolutionary War and its re-sults.

Read about the quarrels be-tween the states over tradeand boundaries.Find out what problems facedthe agricultural economy.Find out about problems oftaxation.

Have a group read about theArticles of Confederation tofind out what they were andwhat powers this Confederationhad. Find out why this Con-federation taa so weak. Reportthese findings to the class.

Have another group study theConstitution Convention.Find out:

States representedChairman of ConventionPlan of government agreedupon.

Rights guaranteed to citizensProvisions for changes in Con-stitution.

See Chart on p. 73 in Benefic:How Out Government Began

(Listsamendments in very simplelanguage.)

8

FilmsD-202 Declarationof_indenendenceS-13 Servant ofthg_Peiale (MakingU. S. Constitution.)

FilmstrIPsSS-0-7-b Articlesof ConfederationSS-0-7-c Adoptionof ConstitutionSS-M-3-e Foundingof American De-mocracyPupil Texts

Scott, Foresman:It the Americaspp. 72-79

Macmillan: Living inthe Americas pp.172-174

Heath: In thereUnited States andCanada pp. 121-131

Holt, Rinehart 6Winston: In theUnited States andCanada pp. 155.156;164-163

Benefic: How OurGovernment Beganpp. 41-71

FLU ,VI - Cl. 5 7

Development of Government in the U. S. and Canada (coned.)

qintsnows SUGGESTED ACTIVITIES MATERIALS

Vi ^A: 'ocen thQ

d.2viilop-

tcnt tha govern-ment of Canada?

A. That events hastenedthe union of Canada?

Be sure children understandthere is more to governmentthan what is written down.As times change functionsof government face increaseand changst

Read the texts to find theevents that led to unificationof Canada and eventually in-dependent rule.

Find out why Canada came un'erEnglish sovereignty when it hadbeen a French colony?

Find out the statas of the VreLchinhabitants of Canada after theTreaty of Paris in 1763.

Have an indiviAuel read andreport about the g9213ec Act of1774

Find out what pressures someAmericans exerted upon Canadafor independence.

Read and discuss these:1. Political uprising in

1837 in Upper and LowerCanada

2. Fear of reprisals fromthe U, S. after the CivilWar in the U. S.

3. Fear of encroachment ofthe U. S. into westernCanada,

4. Problem of the OregonTerritory.

5. Aquisition of Alaska bythe U. S.

9

glatlnojts

Encyclopedias

Heath: In theseUnited States andCanada pp.60-61;510;511;512-514;550

Fideler: Canadapp. 142-1.43

Scott, Foresman:In Vine United Statesand Canadapp. 244-246

Macmillan: LivingILI& AmericasP. 432

Holt, Rinehart &Winston: In theUnited States andCanada pp. 62-65

Facts' on Canada

PP. 17 -16

Conspectus, of Canada

pp. 14-10

RU, VI - Gr. 5 8

Development of Government in the U. S. and Canada (con'd.)

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

b. What type ofgovernment wasset up forCanada?

0. What is thestatus ofCanadiangovernmentto-day?

What ismeant byfederalism?

Have a group read and sharewith the class an account ofLord Durham's report.

Find out which of its recom-mendations was adopted.:Explain to the class thedifference between a reportand actual legislation. Some-times students confuse the two

Read and discuss:ParliamentPrime MinisterGovernor-GeneralLength of time in office

! Peed to find out how it'achieved independence and itsirelationship to Great Britaintoday.

;Explain to the class that manycountries have a strong central:government called a unitary!system, but that the U. S. and:Canada have a federal system.

:Define the term "federalism."S-Y-2 a

Try to elicit reasons why theframers of the U. S. Consti-tution chose a federal structure.

eference foreacher:

Van Nostrand:A Short Historybf Canada byD.C. Masters(pb) (See

.) eading no. 6)

ilmt-221 Canada's

to Common-ealth

'3.1mstri

Review the Iroquois Confederationor League.

ederal Govern-Oent

,Compare the Iroquois Confederatio4ertzberg,:with the league or confederation Hazel: Theof states (federal system) of Great Tree andthe U.S. Longhouse

!Find out how it differed from 1

the federal system of the U. S.

10

RU,VI - Gr. 5 9

Dev.ilopment of Government in the U. S. and Canada (cont'd.)

QUESTIONS SUGGESTED ACTIVITIES

How does thegovernment of theU. S. compare withthat or Canada?

.1111MY

MATERIALS

Try to elicit:.Iroquois Confederation de-

cisions were based upon unan-imity.

Decisions of the federationof the U. S. are based uponvote by a majority.

Chiefs of Confederationchosen by women.Officers of U. S. governmentelected by the people.

Office of Confederation chiefswas hereditary.Officials of U. S. governmentarrve for a limited term.

Government of the U. S. basedlargely upon a written constitution.

Confederacy based upon anunwritten constitution untilthe 19th century.

Power and responsibilityspread rather than concen-trated.Government of the U. S. be-coming more centralized withchanging conditions.

Read to find the differencebetween a republic and a con-stitutional monarchy.

Explain to the class that thegovernmental systems of bothCanada and the U. S. are"democratic" and "representa-tive':

Explain that Canada is aConstitutional Monarchy witha parliamentary form of gov-ernment and that the U. S. isa republic with a congress-ional form of government.

11

Teacher Refer-ences:Mussatti, JamearoThe Constitu-tion of the

Young, William:Ogg i0 Rai"Introduction toAmerican

10RU,VI -Gr. 5

De.yAlwiltat of Government in the U. S. and Canada (cont'd)

QUESTIONS SUGGESTED ACTIVITIES1 MATERIALS

How are canditatesfor public officechosen in eachcountry?

Define the terms " "constitutionalmonarchy,""parliamentary," and"congressional."

Discuss the differences in thelegislative system of the twocountries (parliamentary-con-gressional4

Discuss thl differences in thehead of state in the two coun-tries.

Compare the rule of the pro-vinces in Canada with that ofthe states in the U. S.

Compare the rule of the terri-tories of Canada:

YukonNorthwest

with that of the territories ofthe U. S.

Puerto RicoPanama Canal ZoneGuamTrust territories of thePacific

,Investigate thc:Part/ systemNational conventionsRequirements of candidates

Pupil Texts

Silver Burdett:The UnitedgfifiT-TriaCanada p. 66-68

113 enefic: HowOur GovernmentBeglriF77Y-7T7-

Scott, Foresman:In the Americaspp 97-209

Meath: In theseUnited States:a-Flit Canada

iT.115-1317237-238, 241

Holt, Rinehart,for office 6Winston: InLength of term of office the United

11 States andWhat are the quail- Find out the voting requirementsEanada pPI65-fications for voters for national and local elections W4i both countries?n

;Read and discuss the 15th and,19th amendemnts of the U. S.1Constitution.

Discuss the duty of a citizento vote.

12

in the Americaspp. 174-175EncyclopediasLibrary Books

ilmstri-e

olitical Parties-D-9-g

the Ballot

RU ,VI - Cr. 5

Development of_Government in the U and Cana02 (cont'd.)

11

QUESTIONS SUGGESTED ACTIFITIF3

What are thefunctions of thenational govern-meat in the U. S.?

In what way can thecitizens help topreserve and carryout these functions?

Why have the govern-ments had to assumemore responsibilityin recent years?

Study some of the powersdelegated to the central govern-ment.

Suggested examples:Tax collectionCustom dutiesBond issuanceCoinage of moneyPatents and copyrights2ostt systemRegulation of commerceRoad buildingRaising and support ofarmed forces for defenseConserving natural resourcesPromoting health and welfareProtecting civil rights, etc.

Prepare individual reports topresent to the class on someof the above topics.

Do the same for the functions ofthe Canadian government.

If time permits, do the sane forthe state and provincial goye,-meats. 'Concentrate on that ofRhode Island as an exxmple.

Discuss with the class theobligations and duties of agood citizen to his government.

State:The founders or the govern-

ment set up a dual controlsystem. They realized that inthe years ahead relations be-tween the states and the nationmust be reshaped and readjustedto fit new conditions.

Discuss some of the changes thathave brought about greaterinvolvement by the natio-Al gover-ment.

MATERIALS

Teacher Reference:Young: Osz and Rav'sIntroduction on toAmerican Government(Library)

Encycicpedias

Scott Foreman: InAmericas pp.204-

206

Silver Burdett: TheUS. and Canadapp. 66-68

FilmstripSS-Y-3 Your AmericanCitizenship

FilmstripsSS-M-3-1 Rights andDuties of a Citizen

RU,VI - Gr. 5

amlopment of Government in the U S. and Canada (cont'd.)

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

Sugeeetions:Change from an agricultural

economy to industrialization.Growth of populationGrowth of citiesGrowth of transportationand communication facilities.Demands for services thatthe state cannot provide.Metropolitan growth crossinglocal and state boundarieswhich require services beyondlocal possibilities.Other reasons might be dis-cuaded allows.

12

kU,VI - Gr. 5 13

INTERNATIONAL RELATIONS OFCANADA AND THE UNITED STATES

QUESTIONS SUCSESTED ACTIVITIES MATERIALS

What part does explain to the class that inCanada play in tt:is jet age, national publicinternational affairs become world affairs.affairs? All nations must make adjust-

ments to world affairs.

Tell them that Canada standsbetween the large and smallpowers of the world and thatwhile it has a relatively mallpopulation for its size, it hasgreat economic wealth. It istrusted among nations becauseof a willingness to assumeglobal obligations.

Examine the organizations inwhich Canada participates.

Have small groups report tothe class about some of thefollowing:

Commonwealth of NationsNorth Atlantic Treaty Organi-zationNorth American Air DefenseCommandUnited NationsInternational Joint Com-mission (U, S. and Canada.)

Cooperative Projects:Colombo Plan (South andSoutheast Asia)Canada-West Indiee AidProgram

Commonwentth-Africa aidProgramOrganization for economicCooperation and Develop-ment

ki.104Jt3As

Facts on Canada(PB) pp. 22-23

Encyclopedias

Burdett: The UnitedStates and Canadapp, 277-278

Conspectus_ of

Canada (PB)pp. 120-140

Holt, Rinehart &Winston: In theUnited States andCanada P.64

Heath: In theseUnited States andCanada pp.51.4-517

Fideler: Canadapp. 147-146

Burdett: UnitedUptes and Canadap. 253

Conspectus ofCanada (PB)

PP. 129-148

Faces on Canada(PB) p. 22-25

RU,VI Cr.- 5 14

International RelatisAta Canada and the United States (coned.)

QUESTION3 SUGGESTED .ACTIVITIES MATERIALS

How is Canada try-ing to improve tradeand diplomatic re-lations with theworld?

What part does theUnited States playin internationalaffairs today?

Read and discuss the way inwhich Canada is trying to builda greater international trade.

Find out the work of the tradecommissioners stationed around

the world.

Find out what diplomatin re-lations Canada maintains aroundthe world.

Find out about the work of theCanadian Government TravelBureau.

State that the United Statesbelongs to many of the sameinternational organizations asCanada therefore it is notnecessary to re-examine thosereported upon in studying Canada.

Have reports given for:Organization of American StatesN. A. T. O.Alliance for ProgressS. E. A. T. 0.U. S. Foreign Aid Programs:MilitaryFinancialPeace CorpsTechnical (Advisors)Teachers, etc.

Diplomatic Relations

CulminationDiscuss advantages to both U. S.and Canada of mutual cooperativeprojects of the two countries.

Discuss the need for world co-operation among countries to-day.

Pug 'Jens_

pacts on Canada(PB) P. 22

Silver Burdett:The United Statesand Ccrindp_pp.248-253

Holt, Rinehart &Winston: In theUnited States andCanada pp. 421-431

Heath: In theseUnited States sndCanada pp. 217-222

Macmillan: Livi,in the Americaspp. 423-424

RU,VI - Gr. 5 15

Invite athe class.

SUPPLER ENTARY AC 'r IV ITIES

representative of either local or state government to spea::: to

Conduct a mock Constitutional Convention.(Teacher might use the Federalist Papers for ideas)Have the class observe voting procedure during special election) when schoolis in session and there are voting machines in the building. (Seek per-mission from the Warden of the polling place.)

Ask a representative of the League of Women Voters to demonstrate the modelvoting machine.

Encourage the children to visit the state legislature when it is in sessionto observe how bills ate presented and voted upon.

Compare a town meeting in a New England tom with one conducted in that sametown in 1700's and 1800's.

1

RU,VI Gr. 5 16

E VALUAT ION

1. Do the children understand that when groups of people live together someform of organization is necessary in order to live in harmony?

2. Do the children understand that throughout history man has experimentedwith different systems of government and continues to do so?

3. Do the childzen understand that the government of th United States isbased upon the consent of the governed?

4. Do the children understand that the government of Canada is a constitution-al monarchy with representation of the people in that government?

5. Do the children understand that government has a responsibility to thegoverned; who in turn have a responsibility to that government?

6. Do the children realize that advanced technology in the fields of trans-portation and communication have "shrunk" the size of the world and madeinterdependence between countries essential?

18

RU,VI - Gr. 5

Author

Epstein, Edna

Fisher, Lois

Seegers, Kathleen

Elting, Mary

Coy, Harold

Weaver, Warren

APPENDIX ALIBRARY LIST

Title

First Book of UnitedNations (easy)

You and United Nations(Cartoon) Very simple

Alliance for Progress

We Are the Government(Good)

First Book of SupremeCourt

Making Our GovernmentWork'

11

FrankliOTWatts, Inc.

Children!s Press

Coward-McCann

Doubleday andDoran & Co.

Franklin Watts, Inc.

Coward-McCann

RU,TI - Gr. 5

APPENDIX 3CHART GOVERNMENT

18

structure of

governmentfederal cenaalived

type of

control

democratic-"the people"-the electorate

--.

absolutisticdictatorshifrof.one party orone person

head ofstate

monarchy-inherited

....1republic-

elected

type ofparticipation

direct representative limited

Bode ofcentralgovernment

cabinet"responsible" t.a parliament

presidential"fixed election

9n

RU,VI - Gr. 5 19

APPENDIX CSUPPLEAKrARY INFORdird ION

BASIC PRINCIPLES OF THE MAGNA CARTA (1215 A.D.)

1. The king must rule in accordance with the desires of :he people.

2. Government is a contract between the king and the people andneither can break it without being called to account.

3. The arbitrary power of the king is limited by many restrictionscontained in the charter.

4. The rights of Englishmen are stated definitely and exactly.

BASIC PRINCIPLES OF THE PETITION OF RIGHTS (1628 A. D.)

L. All taxes are to be levied only with the consent of Parliament.

2. Troops are not to be stationed in private homes without theconsent of the owners.

3. Martial law cannot be declared in times of peace.

4. Every person is entitled to trial by jury ind judgment by his peers.No arbitrary imprisonments are to be made.

BASIC PRINCIPLES OF ENGLISH BILL OF RIGHTS (1689 A.D.)

1. Asserted the people's right to petition for redress of theirgrievances.

2. Declared excessive bail and fines as well as cruel and unusualpunishment to be illegal.

3. Gave the power to levy taxes to Parliament only.

4. Affirmed that free elections and frequent meetings of Parlimanetwere necessary.

5. Forbade the king to suspend laws or to create courts orcommissions outside the law.

6. Proclaimed freedom of speech inParliementary debates.

Source: Mussati, James; The Constitution of the United States pp.2-7

RU,V1 - Gr. 5 20

APPENDIX D

SUPPLEiviEN LARY INFORiviAl ION

BASIC PRINCIPLES OF THE CONSTITUTION OF THE UNITED STATES OF AMERICA

SEPARATION OF POWERS

DUAL CORM OF GOVERNMENT

LIMITED POWERS

NATIONAL LAW SUPREMACY

JUDICIAL SUPREMACY

AMENDING PROCESS

INDIVIDUAL AND POLITICAL LIBERTY

REPRESENTATIVE REPUBLICAN GOVERNMENT