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M-DCPS Division of Social Sciences

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice-Chair

Dr. Dorothy Bendross-Mindingall

Mr. Carlos L. Curbelo

Mr. Renier Diaz de la Portilla

Dr. Wilbert “Tee” Holloway

Dr. Martin S. Karp

Dr. Marta Pérez

Ms. Raquel A. Regalado

Mr. Jude Bruno Student Advisor

Alberto M. Carvalho Superintendent of Schools

Ms. Milagros R. Fornell

Associate Superintendent, Curriculum and Instruction

Dr. Maria P. de Armas

Assistant Superintendent, Curriculum and Instruction, K-12 Core Curriculum

Mr. John R. Doyle Administrative Director, Division of Social Sciences and Life Skills

ABOUT CONSTITUTION DAY Background Information

CONSTITUTION DAY LESSONS

Grades K-5

Table of Contents

About Constitution Day (Background Information)

Happy Constitution Day!

(Lesson Plan and Coloring Book)

That’s My Property

(Lesson Plan and Classroom Activities)

The U.S. Constitution Overview


Directions for Democracy


What basic ideas are in the Preamble to the Constitution?


What is authority?


Florida Department of Education Constitution Day

Suggested Reading List

Internet Resources for Teaching about Constitution Day

In 1952, President Harry S. Truman signed a bill that

moved “I Am an American Day” from the third Sunday in

May to September 17 so that this holiday would coincide

with the signing of the U.S. Constitution in 1787. Congress

renamed the holiday “Citizenship Day.” A joint resolution

passed in 1956 requested the President to proclaim the

week beginning September 17 and ending September 23

each year as “Constitution Week.”

Senator Robert C. Byrd (D-WV) entered an amendment to

the Consolidated Appropriations Act of 2005 that changed

the name of the September 17 holiday to “Constitution

Day and Citizenship Day.” The purpose of “Constitution

Day and Citizenship Day” is to honor and celebrate the

privileges and responsibilities of U.S. citizenship for both

native-born and naturalized citizens, while commemorating

the creation and signing of the supreme law of our land.

The addition of the amendment, known as Public Law

108-477, requires all schools that receive federal funds hold

an educational program for their students on September 17

of each year. This lesson, which is adapted from curricular

materials on the Constitution produced by the Center for

Civic Education, is designed to assist schools and federal

agencies to meet the requirements of this law.

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About Constitution Day

http://www.civiced.org

http://www.civiced.org

The Basics

The law is the set of rules that we live by. The Constitution is the highest law. It belongs to the United States. It belongs to all Americans.

The Constitution says how the government works. It creates the Presidency. It creates the Congress. It creates the Supreme Court.

The Constitution lists some key rights. Rights are things that all people have just because they are alive. By listing the rights, they are made special. They are made safe. The Bill of Rights is a part of the Constitution. The Bill of Rights lists many rights of the people.

History

The Constitution was written in 1787. Yes, it is over 200 years old. We actually have old copies

of what was created. We have pictures of the Constitution on this site.

In 1787, a group of men met to write the Constitution. They did not like the way the country was going. They fixed it by creating the Constitution. We call these men The Framers.

Some of the framers are very famous. George Washington was a Framer. So was Ben Franklin.

The Framers met in Independence Hall during a hot summer in Philadelphia. They had a lot of arguments. In the end, they agreed to the words in the Constitution. They knew they had to agree. If they did not agree, the fighting would keep going.

After the Framers wrote the Constitution, they asked the states to approve it. It took some time, but all the states did approve it.

Some people did not like the Constitution. Some were afraid because it did not do enough to protect the rights of the people. It had no bill, or list, of rights.

Promises were made to add a bill of rights. After the Constitution passed, the Bill of Rights was added. The Bill of Rights is the first ten changes to the Constitution.

The Bill of Rights

The Bill of Rights is very important. It protects important ideas. It protects your right to say what you want. It lets you think for yourself. It keeps the laws from being too hard. It gives rules for the police.

It lets you believe in God if you want. No one can tell you not to believe. It lets you gather with your friends to talk. It makes sure you

can read newspapers.

The Bill of Rights also protects your home. It helps keep Americans safe. Today, we are very happy the Bill of Rights was added to the Constitution.

Making changes

The Constitution is not perfect. When it was written, they knew that it would have to be improved. The Framers added a way to make changes. This is called "amendment".

The Bill of Rights was actually added as a set of amendments. The Constitution has been changed 18 times since it was written. The amendments added things that the Framers didn't think of.

One amendment says that all black men can vote. Another says that all women can vote. One more says that the President can only be elected twice.

The first amendments, the Bill of Rights, were added in 1791. The last amendment was added in 1992. Lots of people have ideas for new amendments. Adding an amendment is hard — it takes lots of agreement. Maybe you have a good idea for a change to the Constitution.

How it all works

The Constitution sets up the government. It is split into three parts.

One part is the Congress. The Congress makes laws. The people elect the members of Congress.

The next part is the President. The President enforces the laws.

The last part is the Courts. The courts decide what the law means when there are questions.

All of the parts have to work together. Just like the Framers agreed on the Constitution, the parts have to agree on the laws. No part has too much power. The power is shared. This helps protect the people.

Source: http://www.usconstitution.net/constkidsK.html

HAPPY CONSTITUTION DAY Lesson Plan and Coloring Book


What is the Constitution?

Overview

The Happy Constitution Day! activity

provides an easy to understand explanation

of how and why the Constitution was

created.

Objectives

In the core lesson, students will:

evaluate the reasons for and

purpose of the U.S. Constitution.

BENCHMARKS/COMMON CORE

M A T E R I A L S

The Happy Constitution Day! coloring book contains a short passage

about the U.S. Constitution, comprehension questions and coloring pages.

SS.K.A.2.2 Recognize the importance of celebrations and national holidays as a

way of remembering and honoring people, events, and our nation’s ethnic

heritage.

SS.K.A.2.4 Listen to and retell stories about people in the past who have shown

character ideals and principles including honesty, courage, and responsibility.

SS.K.A.2.5 Recognize the importance of U.S. symbols.

SS.1.A.2.3 Identify celebrations and national holidays as a way of remembering

and honoring the heroism and achievements of the people, events, and our

nation’s heritage.

SS.1.A.2.4 Identify people from the past who have shown character ideals and

principles including honesty, courage, and responsibility.

SS.1.C.3.2 Recognize symbols and individuals that represent American

constitutional democracy.

CONSTITUTION DAY On July 4, 1776, America was born. Many people gave their

lives for freedom.

A new nation, which would be the United States, was forming.

This would be the beginning of America’s democracy.

For the next 11 years, the law of the land would be the “Articles

of Confederation”.

There was just one problem. Who would make sure these laws

were carried out?

Many people felt that the laws under the Articles of

Confederation didn’t work.

A stronger government was needed.

The leaders from each state met in Philadelphia in 1787.

They worked long and hard for many weeks trying to change

laws and decide

how they would be carried out.

Instead a new plan was written by James Madison, the

Constitution.

The Constitution contained seven articles that spelled out the

laws of the land

and who would be responsible for those laws.

The Constitution was signed on September 17, 1787.

A new government with three governing branches was born.

Since then amendments have been added to the Constitution as

the world changes.

The Constitution is the document that shaped the nation that we

live in today.

So every year we celebrate our constitution on September 17th.


Name: ___________________________________________________

Constitution Day

1. America was born on? _________

a. July 4, 1896

b. July 4, 1926

c. July 4, 1776

d. July 4, 1976

2. The Constitution was signed on what day? ___________

a. September 17, 1887

b. Septmeber 17, 1987

c. September 17, 2007

d. Septmeber 17, 1787

3. The Articles of Confederation served as the law for how many years? ________

a. twenty years

b .eleven years

c. fifty years

d. one hundred years

4. The very first draft of the Constitution was written by who?

a. John Adams

b. James Madison

c. George Washington

d. Abe Lincoln

5. We celebrate what anniversary every year on September 17th

?

a. the beginning of a new year

b. the signing of our Constitution

c. Veterans’s Day

d. the first day of school

That’s My Property

What rights do we have as citizens of the United

States?

Overview

Students will learn how the Constitution of the United States and its amendments provide certain rights pertaining to personal property. Using a scenario about classroom rules, students demonstrate the importance of having individual rights. Concepts • Personal property • Citizen rights • Rules • U.S. Constitution

Objectives


Discuss how rules protect their right to have personal property.

Identify the importance of having

individual rights.


M A T E R I A L S

Copies of the Bill of Rights (Provided, but optional) Copies of the Scenario (optional)

SS.K.C.1.1 Define and give examples of rules and laws, and why they are

important.

SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school,

and community.


SS.1.C.1.1 Explain the purpose of rules and laws in the school and community.



SS.2.C.2.3: Explain why United States citizens have guaranteed rights and identify

rights.

SS.2.C.3.1: Identify the Constitution as the document which establishes the

structure, function, powers, and limits of American government.

SS.2.C.3.2: Recognize symbols, individuals, events, and documents that represent

the United States.

THAT’S MY PROPERTY

Lesson Plan and Classroom Activities

That’s My PropertyGrades K-2

IntroductionStudents will learn how the Constitution of the United States and its amendments provide certain rights pertaining to personal property. Using a scenario about classroom rules, students demonstrate the importance of having individual rights.

Concepts

• Personal property• Citizen rights• Rules• U.S. Constitution

Objectives

Students will be able to:• Discuss how rules protect their right to have personal property.• Identify the importance of having individual rights.

Recommended Time: 15-20 minutes.

Materials

• Copies of the Bill of Rights (optional)• Copies of the Scenario (optional)

Activity

Begin the lesson by asking students to name or list items that they or their parents own. Tell them that these items are called personal property and that they have the right to own them. Next, read the scenario to students or make enough copies for each to read. Then, have them discuss the questions that follow the scenario.

Scenario

It’s the first day of school and you just put all of your new school supplies in your desk. You spent Saturday morning shopping for the supplies with your Mom and you’re excited about getting your favorite binder. But, when you come back to your classroom after recess, you see a classmate take your new binder.

• What would you do if this really happened?

• Do you think it’s fair that someone can take your things from you? Why or why not?

• What are some rules in your classroom that help protect your personal property?

After discussing the scenario and answering questions, explain to students that their classroom rules help to protect their personal property. Point out that it is not right for someone to take another person’s possessions.

Tell students that, as their teacher, you would help them in a situation such as this. Explain that similar rules and rights have been established for all Americans. We have a document called the Constitution of the United States that provides rules for all of us and for our government.

Point out that the Constitution also includes the Bill of Rights that provides us many rights and freedoms, including the protection of personal property. Explain that all citizens in the United States have certain rights just because they live here and these rights are guaranteed by the Constitution and its amendments. Emphasize that rules help protect a person’s rights. For older students, you may want to provide a copy of the Bill of Rights and discuss Amendments III and IV as they apply to private and personal property.

Summary and Review

Review key vocabulary terms used in the lesson: the Constitution of the United States, Bill of Rights, personal property, and rights. Explain that many countries in the world do not have a constitution or set of laws like ours to protect their rights and freedoms. Also, describe how classroom rules help protect students’ individual rights. Use specific examples to demonstrate this.

Bill of Rights The United States Constitution has 27 Amendments. The first 10 Amendments to the Constitution are called the Bill of Rights.

The Bill of Rights was ratified, or approved, in 1791. It outlines the basic rights and freedoms of American citizens.

Amendment 1

The First Amendment protects the rights of every American. It defines the freedoms of religion, speech, and press. Most Americans believe that the First Amendment guarantees their most important rights.

Amendment 2 The Second Amendment guarantees Americans the right to bear arms, or own guns.

Amendment 3 The Third Amendment prevents the government from forcing citizens to shelter soldiers in their homes.

Amendment 4 The Fourth Amendment protects the privacy of American citizens. It prohibits, or prevents, unnecessary or unreasonable searches of a person's property.

Amendment 5

In the Fifth Amendment, all Americans are guaranteed the right to a fair and legal trial. It also protects someone from testifying against him- or herself under oath.

Amendment 6 A right to a speedy trial is guaranteed in the Sixth Amendment.

Amendment 7 The Seventh Amendment guarantees the right to a trial by jury in civil, or private, legal cases where damages are more than $20. Civil cases solve disputes between citizens.

Amendment 8

Unreasonable bail or fines and cruel and unusual punishment are prohibited in the Eighth Amendment.

Amendment 9

The Ninth Amendment recognizes that Americans have rights that are not listed in the Constitution.

Amendment 10

The Tenth Amendment says that the powers not given to the United States government by the Constitution belong to the states or to the people.

Other Amendments were added to the Constitution over the years, and more may be added later. The Constitution currently contains 27 amendments. Below are some of the highlights of the 17 Amendments added after the Bill of Rights was ratified.

The Thirteenth Amendment became law in 1865. It makes slavery, and other forms of forced labor, illegal.

Ratified in 1870, the Fifteenth Amendment stated that no citizen should be denied the right to vote on the basis of

race or color.

In 1920, the Nineteenth Amendment gave women the right to vote.

For more information about Constitution Day, visit the National Constitution Center's Web site at www.constitutioncenter.org.

http://www.scholastic.com/kids/exit.asp?url=http://www.constitutioncenter.org

THE U.S. CONSTITUTION OVERVIEW

Lesson Plan and Classroom Activities

U.S. Constitution Overview

What does the U.S. Constitution say about our

government?

Overview

Students explore the various parts of the

U.S. Constitution. Students will then use

their newfound knowledge to create their

own classroom constitution.

Objectives


Define keywords related to the

Constitution, including preamble,

articles, and Bill of Rights.

Understand the purpose and

content of each section of the

Constitution.

List appropriate rights and

responsibilities for a classroom

constitution.


M A T E R I A L S

Articles :

U.S. Constitution Overview

The Preamble

The Articles of the Constitution

Bill or Rights

We the Students PDF

Constitution Quiz

Internet Access for Constitution Game

SS.3.C.1.1: Explain the purpose and need for government.

SS.3.C.1.2: Describe how government gains its power from the people.

SS.3.C.1.3: Explain how government was established through a written

Constitution.

SS.3.C.3.4: Recognize that the Constitution of the United States is the supreme

law of the land.

SS.4.C.3.1: Identify the three branches (Legislative, Judicial, Executive) of

government in Florida and the powers of each.

SS.4.C.3.2: Distinguish between state (governor, state representative, or senator)

and local government (mayor, city commissioner).

SS.5.A.5.10: Examine the significance of the Constitution including its key political

concepts, origins of those concepts, and their role in American democracy.

SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of

the Bill of Rights in the U.S. Constitution.

SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial

branches) and powers of the federal government as defined in Articles I, II, and III

of the U.S. Constitution.

SS.5.C.3.2: Explain how popular sovereignty, rule of law, separation of powers,

checks and balances, federalism, and individual rights limit the powers of the

federal government as expressed in the Constitution and Bill of Rights.

SS.5.C.3.3: Give examples of powers granted to the federal government and those

reserved for the states.

SS.5.C.3.4: Describe the amendment process as defined in Article V of the

Constitution and give examples.

SS.5.C.3.5: Identify the fundamental rights of all citizens as enumerated in the Bill

of Rights.

SS.5.C.3.6: Examine the foundations of the United States legal system by

recognizing the role of the courts in interpreting law and settling conflicts.

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U.S. Constitution Overview Lesson Plan for Grades 3-5

Set Up and Prepare: (If internet access is available.) Preview the "Celebrate the

Constitution" game prior to the lesson. Make a copy of the PDF for each student.

Directions:

1. Many third-, fourth-, and early-in-the-year fifth-graders are unfamiliar with the U.S.

Constitution. They recognize the term, but cannot really describe what the document is and

does. Scaffold into the topic by asking students to name some important laws. After five or

six examples, tell students that you can name a law that is even more important than all of

those examples. Explain that the U.S. Constitution is the highest law in our land. It explains

how our whole government works and lists the basic freedoms that all Americans enjoy.

Why is it so important? Point out that because of the Constitution, our leaders can't make a

new law that is unfair. Because of the Constitution, the students in your class can practice

any religion they like and share their opinions freely. Guide students to understand that the

Constitution was written more than 200 years ago, but is still very important in our lives

today.

2. Explain that the Constitution is divided into several sections.

The first part, the Preamble, explains who is writing the Constitution and why.

The second part, which is composed of seven Articles, explains how our government

will work.

The third part, the Bill of Rights, is a list of amendments, or additions, that the

Constitution writers thought were important. These additions name the rights or

freedoms that Americans have. After the first 10 amendments in the original Bill of

Rights, the Constitution includes other additional amendments that have been added

over time.

3. Have students read “The Preamble”, “The Articles of the Constitution”, and “The Bill of

Rights” (attached) to learn more about the different sections of the Constitution. If you'd like,

divide your class into teams and have each team research a different part of the

Constitution. Teams can then report to the class on what they found. Discuss unfamiliar

terms as students encounter them.

4. Interactive Whole Group Activity (Interactive Whiteboard Needed) Direct students'

attention to the Constitution Game. Review the instructions, explaining that students will be

http://www2.scholastic.com/browse/collateral.jsp?id=35726

http://www2.scholastic.com/browse/collateral.jsp?id=35726

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given a series of four phrases or statements. They will need to decide where in the

Constitution each piece of text belongs. Play once together, thinking aloud to show students

how they might approach the task. For example, you might say:

"Hmmm...This says, 'The judicial power of the United States shall be vested in one

Supreme Court.' Which part of the Constitution sets up the Supreme Court and the other

branches of our government?"

Show students that if they get stumped, they can click on the mystery statement for a clue.

If unable to play the Constitution Game, have students read “The Preamble”, “The Articles

of the Constitution”, and “The Bill of Rights” (attached) to learn more about the different

sections of the Constitution.

6. Distribute the PDF and explain that students will use what they have learned about the

U.S. Constitution to create a constitution for your classroom. Review the directions and

have students work independently.

7. For each section on the PDF, invite a few student volunteers to share their class

constitution ideas. Compile the best suggestions on chart paper, the overhead, or LCD to

create a real class constitution. This is an excellent way to ensure that your students feel

like important members of a classroom community. Because they helped to think of the

rights and responsibilities that will be the basis of your classroom government, students will

be more likely to respect classroom rules. Create a clean, polished version of the document

and have all students sign it.

Supporting All Learners

Challenge your more advanced students by having them pair up and reread the items in the

Bill of Rights. Have them name one responsibility that corresponds to each right that

Americans enjoy.

Assess Students:

1.Have each student hand in his or her completed PDF. Evaluate whether each student

understands the purpose and content of the Constitution.

2. Constitution Quiz (Attached)

http://www.scholastic.com/browse/article.jsp?id=3750120

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The U.S. Constitution: An Overview From the New Book of Knowledge

Grades:

Grades 3–5, Grades 6–8

In 1987, Americans celebrated the bicentennial, or 200th anniversary, of the signing of the Constitution of the United States. This document, which has served as "the Supreme Law of the Land" for more than two centuries, is the world's oldest written constitution still in use. The United States Constitution is a system of basic laws and principles that defines the rights of American citizens and sets limits on what the government can and cannot do. It provides the framework for the federal (national) government and establishes a system of federalism, by which responsibilities are divided between the national government and the states' governments. One of the important principles on which the Constitution is based is the separation of powers, which divides power between the three separate branches of the federal government. The legislative branch (represented by Congress) has the power to create laws; the executive branch (represented by the president and his advisers) has the power to enforce laws; and the judicial branch (represented by the Supreme Court and other federal courts) has the power to dismiss or reverse laws that it determines are "unconstitutional."

Why the Constitution Was Written

When the United States won its independence from England in 1781, a majority of Americans felt a stronger allegiance to their individual states than to their new country. Most people did not wish to create a strong national government, far away from their homes, over which they felt they would have little or no control--they had just fought a long and bitter war to free themselves from such a government. In response to these suspicions, leaders organized the new American government according to a document

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known as the Articles of Confederation. The Articles gave each state a great deal of independence and represented little more than a league of friendship between them. The main purpose of the Articles was to establish a system by which the states could co-operate if they needed to defend themselves against a foreign enemy. The Articles established a Congress that could raise an army and a navy, but only when the states gave permission. Congress also had the authority to issue and borrow money and to handle foreign and Indian affairs. Congress could also pass laws, yet it did not have the power to make the states obey them. Nor was it able to control citizen uprisings, such as Shays' Rebellion, which occurred from 1786 to 1787. Farmers in western Massachusetts staged violent protests against their state government. As a result of this and other similar revolts, many people began to feel that a stronger national government might be necessary after all. In 1786 leaders in Virginia passed a resolution calling for delegates from the 13 states to meet in Annapolis, Maryland, to discuss the nation's problems. Their goal was to amend (change) the Articles to make the national government more effective. But only twelve representatives from five states attended this Annapolis Convention, so they resolved to call another meeting the following year.

The Contitutional Convention

On May 14, 1787, delegates from twelve of the states (all except Rhode Island) began to gather in Philadelphia, and the Constitutional Convention opened in Independence Hall on May 25th. In attendance were many remarkably talented scholars, philosophers, war leaders, and politicians. Alexander Hamilton, representing New York, was largely responsible for arranging the Constitutional Convention. Benjamin Franklin, representing Pennsylvania, freely offered the incomparable wisdom of his 81 years. Gouverneur Morris, also from Pennsylvania, headed up the committee that actually wrote the Constitution. George Washington, from Virginia, took the chair as president of the convention. And James Madison, also from Virginia, earned the nickname "Father of the Constitution" because time and again his brilliant ideas and tireless energy kept the convention moving toward its goal. Almost immediately after the convention opened, a struggle developed between the delegates of the large and small states as to what form the new government should take. The more populous states supported the Virginia Plan, which proposed that representation within the government should be based on the size of a state's population. The plan was designed to give states with large populations a proportionately large share of decision-making power. Less populous states, however, supported the New Jersey Plan, by which every state, regardless of size, would have the same representation within the government. The convention came to a standstill until the delegates from Connecticut devised an ingenious way to settle the dispute. The Connecticut Compromise (also known as the Great Compromise) called for the creation of a bicameral (two-house) legislature, or Congress. One of the two houses of the new Congress (the House of Representatives) would be elected according to the states' relative populations. The other house (the Senate) would give equal voice to each state no matter what its size. Once this

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breakthrough had occurred, the delegates agreed more readily on most of the remaining issues. On September 17, 1787, the Constitution was signed by 39 of the original 55 delegates. Several had left the convention altogether. Three others—Elbridge Gerry of Massachusetts and George Mason and Edmund Randolph of Virginia—refused to sign because they lacked confidence in the document's ability to rule the nation. But although no one realized it at the time, the document the delegates signed that day not only gave rise to the government of a new nation, but became a symbol of hope for oppressed peoples all over the world.

Ratifying the Constitution

The Constitution was signed by most of the delegates who created it. Yet the task still remained for the states' governments to approve it. The Constitution itself specified that 9 of the 13 states would have to ratify the document before it could become effective. Delaware had the honor of being the first state to approve the Constitution on December 7, 1787. But the remaining drive for ratification was far from easy. In three of the largest states—Massachusetts, New York, and Virginia—the contest was close. And the founders knew that the new government would have no chance of succeeding without the support of these large states. So they mounted a campaign in defense of the Constitution by publishing a series of essays in New York newspapers. These essays, which came to be known as The Federalist, were written under the name Publius, a pen name adopted by the authors James Madison, Alexander Hamilton, and John Jay. People who opposed the Constitution, known as anti-federalists, launched a campaign to defeat ratification, believing the Constitution would make the national government too powerful. But mostly they objected that the document did not contain a bill of rights, which would guarantee citizens certain privileges that the government could never take away from them. Anti-federalists published their own series of essays, under such pen names as Brutus, to discourage ratification. In response to the opposition, John Hancock at the Massachusetts ratifying convention proposed that a bill of rights be added as the first group of amendments to the Constitution. Ratification in Massachusetts and almost all the rest of the uncommitted states depended on the understanding that adopting a bill of rights would be the new government's first order of business. On June 21, 1788, the Constitution went into effect when New Hampshire became the ninth state to ratify the document. New York and Virginia followed suit soon thereafter, thus ensuring the new government would have the support it needed to succeed.

Amending the Constitution

The first Congress to conduct business under the authority of the new Constitution met in New York City on March 4, 1789. The issue of a bill of rights was proposed at once, and the new government began following constitutional procedures to change, or amend, the document. According to the Constitution itself, amendments must be

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approved by at least two thirds of the members of each house of Congress and by three quarters of the states. (There is also an alternate amendment process that has never been used.) In 1791, the first ten amendments, collectively known as the Bill of Rights, were added to the Constitution. These ten amendments define and protect the rights of the American people. Each of the 16 amendments that followed over the course of the next two centuries reflects, in its own way, the needs and desires of the ever-changing American society. The power to amend the Constitution is the primary reason the document has been able to survive the turbulent changes throughout the past two hundred years. L. Sandy Maisel Professor of Government Colby College Copyright © 2003 Grolier Incorporated. All Rights Reserved.

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The Preamble

The first sentence of the Constitution is called the preamble.

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessing of Liberty to ourselves and our Posterity. Do ordain and establish this Constitution for the United States of America.

The preamble does not grant or restrict powers. It explains the purpose of the Constitution and sets the stage for the first 7 articles and the first 10 amendments, known as the Bill of Rights, that follow.

The first three words of the preamble, "We the People," may be the three most important words in the history of American democracy.

Four of America's greatest Presidents were carved into the face of Mount Rushmore: (from left) George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. Mount Rushmore National Park is in the Black Hills of South Dakota. (Photo: Joseph Sohm; Visions of America/Corbis )

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The Articles of the Constitution

The main body of the Constitution is made up of seven articles. The Articles explain how the government works. They also carefully describe the rules for electing government officials, like Senators and the President.

The Constitution is based on the separation of powers. It divides power between the three separate branches of the government. They are the legislative, judicial, and executive branches.

Article I

The role of the legislative branch is discussed in Article I. The legislative branch includes the House of Representatives and the Senate. Together they are called Congress. Members of the House of Representatives are often referred to as members of Congress, but Senators are always called Senators.

Article II

Rules for how the President and the Vice President are elected are defined in Article II. It also defines the responsibilities and powers of the President and the executive branch.

Article III

The judicial branch includes the Supreme Court and lower courts. Article III states that Supreme Court Judges can hold office for life, unless they are removed, impeached, or convicted of a crime. It also says that anyone accused of committing a federal crime has the right to a trial by jury.

Article IV

Article IV discusses the relationship between states and the federal government. It also outlines the rules for admitting new states to the Union.

Article V The Founding Fathers realized that over time, the government might need to make changes, calledamendments, to

the Constitution. Two thirds of both houses of Congress must agree to propose an amendment. It takes a positive vote by three fourths of the states to make an amendment law.

Article VI

Article VI states that the Constitution is the highest law of the land. Federal and state officers and judges must uphold the Constitution.

Article VII The names of the men who signed and ratified, or approved the Constitution, are in Article VII. It confirms the

establishment of the Constitution.

A young girl holds up a newspaper headline announcing Hawaii as a new state. The articles of the Constitution set up the rules for how to become a state. (Photo: Hawaii State Archives/AP Wide World)

9

Bill of Rights The United States Constitution has 27 Amendments. The first 10 Amendments to the Constitution are called the Bill of Rights.

The Bill of Rights was ratified, or approved, in 1791. It outlines the basic rights and freedoms of American citizens.

Amendment 1

The First Amendment protects the rights of every American. It defines the freedoms of religion, speech, and press. Most Americans believe that the First Amendment guarantees their most important rights.

Amendment 2 The Second Amendment guarantees Americans the right to bear arms, or own guns.

Amendment 3 The Third Amendment prevents the government from forcing citizens to shelter soldiers in their homes.

Amendment 4 The Fourth Amendment protects the privacy of American citizens. It prohibits, or prevents, unnecessary or unreasonable searches of a person's property.

Amendment 5

In the Fifth Amendment, all Americans are guaranteed the right to a fair and legal trial. It also protects someone from testifying against him- or herself under oath.

Amendment 6 A right to a speedy trial is guaranteed in the Sixth Amendment.

Amendment 7 The Seventh Amendment guarantees the right to a trial by jury in civil, or private, legal cases where damages are more than $20. Civil cases solve disputes between citizens.

Amendment 8

Unreasonable bail or fines and cruel and unusual punishment are prohibited in the Eighth Amendment.

Amendment 9

The Ninth Amendment recognizes that Americans have rights that are not listed in the Constitution.

Amendment 10

The Tenth Amendment says that the powers not given to the United States government by the Constitution belong to the states or to the people.

Other Amendments were added to the Constitution over the years, and more may be added later. The Constitution currently contains 27 amendments. Below are some of the highlights of the 17 Amendments added after the Bill of Rights was ratified.

The Thirteenth Amendment became law in 1865. It makes slavery, and other forms of forced labor, illegal.

Ratified in 1870, the Fifteenth Amendment stated that no citizen should be denied the right to vote on the basis of

race or color.

In 1920, the Nineteenth Amendment gave women the right to vote.

For more information about Constitution Day, visit the National Constitution Center's Web site atwww.constitutioncenter.org.

http://www.scholastic.com/kids/exit.asp?url=http://www.constitutioncenter.org

11

Name: _______________________________________________ Date: ________________________

CONSTITUTION QUIZ

1. What does the word "democracy" mean?

a. The people rule.

b. There is a Constitution.

c. There is a President.

d. There is freedom of religion.

2. Government authority in the U.S. is limited by the separation of powers. What does the judicial branch do?

a. reviews the way laws are applied

b. writes the laws

c. carries out the laws

d. none of the above

3. Who is head of the executive branch?

a. Chief Justice of the Supreme Court

b. the President of the U.S.

c. Speaker of the House

d. none of the above

4. Who writes the laws of the U.S.?

a. the President

b. Senators

c. House of Representatives

d. both the House and the Senate

5. Where does the government get its power?

a. the Constitution

b. the Bill of Rights

c. the Declaration of Independence

d. the people

6. The Bill of Rights __________.

a. is as important as the Constitution

b. is the first 10 amendments to the Constitution

c. serves as the cornerstone of basic American freedoms

d. all of the above

12

7. Which of the following freedoms is NOT guaranteed in the Bill of Rights?

a. freedom of speech

b. freedom of the press

c. the right of women to vote

d. the right to assemble

8. Who is the "Father of the Constitution"?

a. George Washington

b. James Madison

c. Thomas Jefferson

d. Benjamin Franklin

9. The Constitution establishes a system of _________.

a. Federalism

b. Democracy

c. Republicanism

d. Socialism

10. Why was the Constitution written?

a. to protect people from a strong national government

b. to protect the rights of individuals

c. to guarantee local government rights

d. all of the above

13

Constitution Quiz

Answer Key

1. a

2. a

3. b

4. d

5. d

6. b

7. c

8. b

9. a

10. a

DIRECTIONS FOR DEMOCRACY Lesson Plan and Classroom Activities


How does the U.S. Constitution organize our

government?

Overview

The Directions for Democracy activity gives a

broad view of the purpose of the

government as written in the Preamble, the

structure and purpose of the U.S.

Constitution and the creation of the Bill of

Rights and its purpose.

Objectives


interpret the intentions of the Preamble of the Constitution.

identify the rights protected in the Bill of Rights.

Describe the compromise behind the addition of the Bill of Rights to the Constitution.

explain the organization of the U.S. Constitution.


M A T E R I A L S

Teacher’s Guide (provided) Student worksheets (provided)

Projector

Scissors

Tape/glue

SS.4.C.3.1: Identify the three branches (Legislative, Judicial, Executive) of

government in Florida and the powers of each.

SS.4.C.3.2: Distinguish between state (governor, state representative, or senator)

and local government (mayor, city commissioner).





SS.5.C.3.1: Describe the organizational structure (legislative, executive, judicial

branches) and powers of the federal government as defined in Articles I, II, and III

of the U.S. Constitution.




SS.5.C.3.3: Give examples of powers granted to the federal government and those

reserved for the states.

SS.5.C.3.4: Describe the amendment process as defined in Article V of the

Constitution and give examples.

SS.5.C.3.5: Identify the fundamental rights of all citizens as enumerated in the Bill

of Rights.

SS.5.C.3.6: Examine the foundations of the United States legal system by

recognizing the role of the courts in interpreting law and settling conflicts.


Learning Objectives:

Students will be able to:

interpret the intentions of the Preamble of the Constitution.

identify the rights protected in the Bill of Rights.

Describe the compromise behind the addition of the Bill of

Rights to the Constitution.

explain the organization of the U.S. Constitution.

This lesson plan is part of the Road to the U.S. Constitution series by iCivics, Inc. a nonprofit organization dedicated to advancing civic education. For more teaching resources, please visit www.icivics.org/teachers, where you can access the state standards aligned to this lesson plan.

©2011 iCivics, Inc. You may copy, distribute, or transmit this work for noncommercial purposes if you credit iCivics. All other rights reserved.

Time Needed: One Class Period

Materials Needed:

Student worksheets, projector, scissors, and tape/glue

Copy Instructions:

Student Packet (4 pages double-sided; class set)

Cut and Paste Activity (1 page; class set)

Transparency of Preamble

STEP BY STEP

Teacher’s Guide

1) ANTICIPATE by asking students where the government gets it‘s instructions. How does

Congress, the President, or federal judges know what to do? Give students a

moment to think, then randomly call on students to share their thoughts.

2) DISTRIBUTE one ―Directions for Democracy‖ packet to each student.

3) READ through page one together as a class.

4) DISPLAY the Breaking It Down: The Preamble transparency and explain the statement,

phrase by phrase. The students should add the annotations to their reading. Also

note that people living in the 1700s had different rules about capitalization than we

do today.

5) READ page two, stopping to clarify the idea of ‗checks and balances‘ with the students.

Also, at the end of the reading, ask the class if they think is it easy or difficult for a

proposed amendment to receive 3/4 of the states‘ support.

6) READ page three with the class.

7) ASSIGN students to complete the items on the Activity page.

8) REVIEW their answers and discuss any problems or questions as a class. The Categorize

section may have more than one ‗correct‘ answer. This is a great conversation

starter.

9) DISTRIBUTE the Bill of Rights cut-and-paste activity to the class and read through directions.

10) ASK students to remove the bottom half of the page, then carefully cut out each box,

and paste it on top of the appropriate amendment number.

11) REVIEW answers to the cut-and-paste.

12) CLOSE by asking students to silently recall one purpose of the U.S. government, based on

the Preamble. Call on students until all 6 goals discussed in the lesson have been

named- without looking at the packet.

http://www.iCivics.org

Breaking It Down: The Preamble

Preamble Transparency

We the People of the United States, in Order to form a more perfect Union,

establish Justice, insure domestic Tranquility,

provide for the common defense, promote the general Welfare,

and secure the Blessings of Liberty to ourselves and our Posterity,

do ordain and establish this Constitution for the United States of America.

not the king, because this is a democracy better than before

create a fair legal system and keep things peaceful at home

make sure that freedom and liberty is around today, and for our descendants

join together to defend against attacks and help keep the people safe and healthy

The people have created and agreed to follow this new plan of government, the Constitution.

Directions for Democracy Name:

Reading p.1

If at first you don’t succeed...

After gaining independence in 1777, the Framers drafted the Articles of

Confederation. This document formed a loose organization of 13 separate state

governments and a legislative branch with very limited power. It created a

government very different from the one we have today. There was no president

or executive branch and no national judicial system! But this government didn‘t

work as well as they had hoped, so ten years later they held a convention to

revise the Articles. After much debate, the Framers decided to scrap the old

plan and start a new one. This new plan became the Constitution we have

today.

Writing the Rule Book

A constitution is a document that gives instructions for how a

government should run. It is kind of like a rule book for creating the

laws for an entire country. When the Framers went back to the

drawing board, they had many questions to consider:

What is the purpose and function of our new government? What

powers should the government have, and what limits should be placed

on the government? How do we protect the rights of the people? Can

we make a document that will be useful to future generations?

Introducing… The Preamble

The United States Constitution is one of the shortest constitutions in

the world! It has a little over 4,500 words and covers only four sheets

of paper. It is also the oldest written constitution that is still in use

today.

Our Constitution is divided into nine parts. The first paragraph is

called the Preamble. Its job is to introduce the Constitution, explain

what the Constitution is meant to do, and describe the purpose of the

new government.

How about...

The Constitution on display at the

National Archives in Washington, DC.

We the People of the United States, in Order to form a more perfect Union,

establish Justice, insure domestic Tranquility,

provide for the common defense, promote the general Welfare,

and secure the Blessings of Liberty to ourselves and our Posterity,

do ordain and establish this Constitution for the United States of America.

Breaking It Down: What does each phrase in the Preamble really mean?

Name:

Reading p.2

Organizing a Government

The Preamble is followed by the seven articles, or chapters, that give

directions for how the government should work. The first four articles

cover a lot of information, so they are broken up into sections.

Articles I, II, and III show us how the three branches work. They also

tell how each branch can keep the other branches from getting too

powerful. (We call this the system of checks and balances.)

The remaining articles set up other details about the government,

including instructions for getting the Constitution ratified (passed by the

states) and how the original document can be changed through

amendments. The Framers knew that they were writing for the people

of their day, but they also knew that the Constitution would need to be

useful for future citizens.

Constitutional Table of Contents

Section Answers these questions...

Preamble What does the Constitution do?

Article I How does the legislative branch work? What powers do the states

have?

Article II How does the executive branch work?

Article III How does the judicial branch work?

Article IV How should the states get along with each other?

Article V How can the Constitution be amended, or changed?

Article VI Can the U.S. be in debt? Is federal law superior to state law? What

do officials say when they are sworn into office?

Article VII How did they make the Constitution law?

Amendments What changes have been made to the Constitution?

One More Thing...

After the Constitution outlines how the government works, it lists 27

amendments. The amendments are changes that were made after the

Constitution became law. They are broken down into the Bill of Rights

(amendments 1-10) and the later amendments (11-27). An amendment

can only become a part of the Constitution if many people support it.

Three-fourths (3/4) of the states must approve an amendment before it

can be ratified.



Reading p.3

Constitutional Conflict

Before the Constitution could take effect, it had to be ratified by the

states. Without the first 10 amendments—the Bill of Rights—the

Constitution might never have been approved! People disagreed about

whether the Constitution did enough to protect peoples‘ rights. One

group, the Federalists, thought the Constitution gave people enough

protection. But another group, the Anti-Federalists, feared the national

government might become too strong and violate peoples‘ rights. They

threatened to stop the Constitution from being approved unless a list

of protected rights was added.

Constitutional Compromise

The two sides compromised by adding the Bill of Rights as the first

ten amendments to the Constitution. The rights listed here fall into

three categories: individual freedoms, protections against government

abuse and power, and rights of people accused of crimes. In the

United States, we are used to having these kinds of rights. But in

many parts of the world, people live without them.

The Bill of Rights Here are the ten amendments that saved the Constitution!

1ST AMENDMENT Guarantees freedom of religion, speech, and the press; the right to assemble

peacefully; and the right to petition the government

2ND AMENDMENT Protects the right to have regulated state militias and the people‘s right to bear

arms

3RD AMENDMENT Says that the government cannot require people to provide housing for soldiers at

peacetime

4TH AMENDMENT Protects people from unreasonable searches and seizures

5TH AMENDMENT Declares that no one can be deprived of life, liberty, or property without due

process of law

6TH AMENDMENT Guarantees the right to a trial by jury in criminal cases

7TH AMENDMENT Guarantees the right to a trial by jury in most civil cases

8TH AMENDMENT Prohibits excessive bail, fines, and punishments

9TH AMENDMENT The rights not mentioned in the Constitution belong to the people

10TH AMENDMENT The powers not given to the national government belong to the states or the

people

Times are Changing

The amendments allow the Constitution to meet the changing needs

and attitudes of the country. After the Bill of Rights, 17 more

amendments were added to the Constitution. One thing that changed

over time was the idea of who could vote. Between 1870 and 1971, five

amendments expanded voting rights to different groups of people who

could not vote before. Voting rights were given first to African American

men, then to women, then to people living in Washington D.C., and

finally to people as young as 18 years old. Voters in Louisiana


Worksheet p.1

Vocabulary. Match the definitions with the correct term from the lesson.

___ 1. official changes made to the Constitution

___ 2. paragraph that introduces the Constitution and explains the

purpose of the U.S. government

___ 3. to pass or approve

___ 4. an official document that gives the rules for how a government runs

___ 5. the Constitution is divided into seven of these sections

Five W’s and an H. The Preamble does a lot of heavy lifting for the Constitution! Fill in the missing

parts of the 5W+H chart with pieces of the Preamble given below.

WHY?

WHAT? WHO?

WHERE?

HOW?

WHEN?

A) In Order to form a more perfect Union

B) We the People

C) The State House in Philadelphia,

Pennsylvania

D) Do ordain and establish this Constitution for

the United States of America

E) The Constitution was ratified on June 21,

1788

F) Establish Justice, insure domestic Tranquility,

provide for the common defense promote the

general Welfare, and secure the Blessings of

Liberty to ourselves and our Posterity

Categorize. The rights guaranteed in the Bill of Rights can be divided into three basic categories. For

each amendment, write I if it gives an individual freedom, P if it protects against government abuse or

power, and C if it deals with the rights of people involved with the court system. (You may have more

than one answer.)

___ 1st Amendment: freedom of religion, of speech,

and of the press; the right to assemble peacefully,

and the right to petition the government

___ 2nd Amendment: people have the right to keep

and bear arms

___ 3rd Amendment: the government cannot force

people to house soldiers during peacetime

___ 4th Amendment: the government cannot

conduct unreasonable searches and seizures

___ 5th Amendment: the government cannot take

away someone‘s life, liberty, or property without

due process of law

___ 6th Amendment: accused criminals have

the right to a jury trial

___ 7th Amendment: protects the right to a

jury trial for most non-criminal cases

___ 8th Amendment: prohibits cruel

punishments and excessive bail or fines

___ 9th Amendment: says that any rights

not mentioned in the Constitution belong

to the people

___ 10th Amendment: says that powers not

given to the national government belong

to the states or the people

A) constitution

B) Preamble

C) articles

D) ratify

E) amendments


Amendment Matching– Cut

Matching Activity. Use this page to organize the 10 amendments in the Bill of Rights.


Amendment Matching– Paste

Activity. Cut each box out and read the statement. Paste it on the amendment that is the best match.

No unreasonable

searches and

seizures.

You don‘t have to

house soldiers in

your home during

peacetime.

The right to have

a jury hear your

case in a criminal trial.

The right to have

a jury hear your

case in most civil trials.

The government

cannot deprive

you of life, liberty

or property

without due

process of law.

Citizens can keep

and bear arms.

Bail, fines and

punishments must

not be excessive

You have the

freedoms of

religion, speech,

press; and the

right to assemble

peacefully and

petition the

government.

Did you find a

right not listed in

the Constitution?

It still belongs to

the people!

If a power isn‘t

given to the

federal

government, it

goes to the states

or the people.

Directions for Democracy Name: **TEACHER KEY**

Worksheet p.1

Vocabulary. Match the definitions with the correct term from the lesson.

_E_ 1. official changes made to the Constitution

_B_ 2. paragraph that introduces the Constitution and explains the

purpose of the U.S. government

_D_ 3. to pass or approve

_A_ 4. an official document that gives the rules for how a government runs

_C_ 5. the Constitution is divided into seven of these sections

Five W’s and an H. The Preamble does a lot of heavy lifting for the Constitution! Fill in the missing

parts of the 5W+H chart with pieces of the Preamble given below.

WHY?

WHAT? WHO?

WHERE?

HOW?

WHEN?

A) In Order to form a more perfect Union

B) We the People

C) The State House in Philadelphia,

Pennsylvania

D) Do ordain and establish this Constitution for

the United States of America

E) The Constitution was ratified on June 21,

1788

F) Establish Justice, insure domestic Tranquility,

provide for the common defense promote the

general Welfare, and secure the Blessings of

Liberty to ourselves and our Posterity

Categorize. The rights guaranteed in the Bill of Rights can be divided into three basic categories. For

each amendment, write I if it gives an individual freedom, P if it protects against government abuse or

power, and C if it deals with the rights of people accused of a crime. (You may have more than one

answer.)

I

I

I

A) constitution

B) Preamble

C) articles

D) ratify

E) amendments

A

D

E C B F

P

P

P

P

___ 1st Amendment: freedom of religion, of speech,

and of the press; the right to assemble peacefully,

and the right to petition the government

___ 2nd Amendment: people have the right to keep

and bear arms

___ 3rd Amendment: the government cannot force

people to house soldiers during peacetime

___ 4th Amendment: the government cannot

conduct unreasonable searches and seizures

___ 5th Amendment: the government cannot take

away someone‘s life, liberty, or property without

due process of law

C

C

C

___ 6th Amendment: accused criminals have

the right to a jury trial

___ 7th Amendment: protects the right to a

jury trial for most non-criminal cases

___ 8th Amendment: prohibits cruel

punishments and excessive bail or fines

___ 9th Amendment: says that any rights

not mentioned in the Constitution belong

to the people

___ 10th Amendment: says that powers not

given to the national government belong

to the states or the people

WHAT BASIC IDEAS ARE IN THE PREAMBLE TO THE CONSTITTUION? Lesson Plan and Classroom Activities

The Preamble

What does the Preamble really say?

Overview

This lesson explores some ideas in the

Preamble to the Constitution. Students learn

the importance of the words, “We the

People.” The lesson emphasizes that the

power to govern belongs to the people who

have created the government to protect

their rights and promote their welfare.

Students read the Preamble and develop

definitions for the six key phrases in the

document.

Objectives


explain the purpose of the Preamble to the Constitution.

Explain what some of the key phrases in the Preamble mean.


M A T E R I A L S

What are the basic ideas in the Preamble to the Constitution? (Lesson Plan and Classroom Activities)




SS.2.C.3.1: Identify the Constitution as the document which establishes the

structure, function, powers, and limits of American government.

SS.2.C.3.2: Recognize symbols, individuals, events, and documents that

represent the United States.

SS.3.C.1.1 Explain the purpose and need for government.

SS.3.C.1.2 Describe how government gains its power from the people.

SS.C.3.4 Recognize that the Constitution of the United States is the supreme law

of the land.








Whatbasic ideasare in thePreambleto theConstitution?

NOTES

FOR THE

TEACHER

5

This lesson explores some ideas in the

Preamble to the Constitution. Students

learn the importance of the words, “We

the People.” The lesson emphasizes that

the power to govern belongs to the people

who have created the government to

protect their rights and promote their

welfare. Students read the Preamble and

develop definitions for the six key phrases

in the document.

At the conclusion of the lesson,students should be able to

1. explain the purpose of the

Preamble to the Constitution

2. explain what some of the key

phrases in the Preamble mean

A. Introductory Activity Understanding the importance of the Preamble

Have the students read the “Purpose of

the Lesson” section and consider the

objectives of the lesson. Ask students to

read “What do you think the purpose of

government should be ?” Working with

a partner, students should read the three

questions and discuss possible answers.

They should be encouraged to examine

their own experiences and to form

reasoned opinions. Have several pairs

share their responses with the class.

B. Ideas to DiscussWhat does the Preamble say?

Have students read the segment “What

does the Preamble say?” Ask them why

the first words of the Preamble are so

important. Emphasize to the students

that in our country, the power of gov-

ernment belongs to the people.

C. Problem-Solving ActivityUnderstanding thePreamble’s ideas

Have the students read the “Preamble’s

Ideas.” Organize the class into six groups

and assign each group one of the phrases

from the Preamble. Follow the directions

in the student text to conduct the problem-

solving activity. Allow students to use

dictionaries, encyclopedias, and history

books to help them in answering the

three questions.

You may wish to have each group develop

a skit that portrays its assigned phrase.

Each group should present its skit and the

rest of the class should guess which phrase

of the Preamble is being portrayed. Each

group should present its skit before it

discusses its answers to the questions in

the problem-solving activity. (This could

be used as a supplemental activity.)

D. Concluding Activity

In examining the Preamble to the Consti-

tution, focus on the ideas that are contained

in it rather than just the words themselves.

Ask students how the illustrations on

page 4 are related to the Preamble.

LESSON OVERVIEW

LESSON OBJECTIVES

TEACHING PROCEDURES

NOTES

FOR THE

TEACHER

6

Regroup the students into units of four.

Each group should draw a picture for each

of the five purposes of government found

in the Preamble. This activity allows the

students to make a connection between

the ideas expressed in the Preamble and

the purposes of government discussed at

the beginning of the lesson.

Conclude the lesson by discussing the ques-

tions in “Review and Using the Lesson.”

You may wish to include additional ques-

tions developed by yourself or by students.

1. You may wish to have each group

develop a skit that portrays its assigned

phrase. Each group should present its

skit and the rest of the class should

guess which phrase of the Preamble

is being portrayed.

2. The people who worked on writing

the Preamble were William Samuel

Johnson, Alexander Hamilton, James

Madison, Rufus King, and Gouverneur

Morris. Have students read more about

these men and share what they learn

with the class.

Burningham, John. Mr. Grumpy’s

Outing. New York: H. Holt & Co.,

2001. Board Book Edition.

Fritz, Jean. Shh! We’re Writing the

Constitution. New York: Putman, 1987.

Levy, Elizabeth. If You Were There

When They Signed the Constitution.

New York: Scholastic Inc., 1987.

Revised edition: 1992.

Suess, Dr. Yertle the Turtle. New

York: Random House, 1976.

SUPPLEMENTAL ACTIVITIES

ADDITIONAL READINGS

1

What doyou think thepurpose ofgovernmentshould be?

Before you learn about thepurposes stated in the Preamble,let’s look at your own ideas. Thenwe can compare your ideas withthose in the Constitution. Youmight find that you and theFramers think alike!

Work with a partner andanswer the following questions:

1. What is government?

2. What is a purpose?

3. List five purposes that youthink a government shouldhave. Then explain why youthink they are important.

The Framers wrote anintroduction, also called apreamble, to the Constitution.The Preamble states the purposesof our Constitution. It includessome of the basic ideas aboutgovernment. When you finish thislesson, you should be able toexplain these ideas.

Purposeof the Lesson

2

What does thePreamble say?

The Preamble to the Constitutionexplains who created the Constitu-tion and the basic purposes of ourgovernment.

“We the People” are the firstwords in the Preamble. These wordsare very important. They show thatthe power to govern belongs to thepeople. The people established theConstitution. They used it to createa government to protect their rightsand their welfare.

The Preamble’s IdeasThe ideas in the Preamble are

so important that you should studythem carefully. To do this, first readthe entire Preamble.

The Preamble to theConstitution of the United States

We the People of the UnitedStates, in order to form a moreperfect union, establish justice,insure domestic tranquility, providefor the common defense, promotethe general welfare, and secure theblessings of liberty to ourselves andour posterity, do ordain and establishthis Constitution for the UnitedStates of America.

You can see the Preamblecontains a lot of words that arenot easy to understand when youfirst read them. But, if you studythem, you will find they are notthat difficult.

3

Group 1We the People do ordain and establish this Constitution for theUnited States of America.

Group 2establish justice

Group 3insure domestic tranquility

Group 4provide for the common defense

Group 5promote the general welfare

Group 6secure the blessings of liberty

➤

➤

➤

➤

➤

➤

Let’s examine the basic ideas inthe Preamble to see how importantthey are to all of us. To do this, yourclass should be divided into sixgroups. Each group should studyone of the important parts of thePreamble listed below.

Each group should answer thefollowing questions about the partit is studying. Be prepared to explainyour group’s answers to the restof the class.

1. What does the part mean?Give an example.

2. Why is it important?

3. What does it have to dowith protecting your rightsand welfare?

ProblemSolving

4

Activity

Reviewingand Using the Lesson

1. What basic ideas about thepurposes of our government areincluded in the Preamble?

2. Some people have said the mostimportant words in our Constitu-tion are the first three words ofthe Preamble. These are thewords “We the People.” Explainwhy you agree or disagreewith this opinion.

3. Explain these terms: preamble,justice, domestic tranquility,common defense, general welfare.

Working in groups of four, draw apicture for each of the five purposesfound in the Preamble. Make sureyou don’t use the word or wordsthemselves in your picture. Showyour work to the other groups inthe class and see if they can guesswhich purpose each picture shows.

What do thesepictures tell us about thepurpose of ourConstitution?

WHAT IS AUTHORITY? Lesson Plan and Classroom Activities

Authority

Who really has the power in our government?

Overview

This lesson introduces the study of authority.

Students lean two very important concepts:

authority, which is the legitimate use of

power, and limited government, which is a

cornerstone of our democracy.

Objectives


explain the difference between authority and power without authority.

Identify some problems that might arise from lack of effective authority.

Identify some important uses of authority in society.


M A T E R I A L S

What is authority? (Lesson Plan and Classroom Activities)

SS.K.C.1.1 Define and give examples of rules and laws, and why they are

important.

SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school,

and community.

SS.1.C.1.1: Explain the purpose of rules and laws in the school and community.

SS.1.C.1.2: Give examples of people who have the power and authority to make

and enforce rules and laws in the school and community.

SS.1.C.1.3: Give examples of the use of power without authority in the school

and community.

SS.3.C.1.1 Explain the purpose and need for government.

SS.3.C.1.2 Describe how government gains its power from the people.

SS.4.C.2.3: Explain the importance of public service, voting, and volunteerism.

SS.5.C.2.4: Evaluate the importance of civic responsibilities in American

democracy.




Lesson Plan/Activities

What is authority ?

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What you willlearn in this lesson

In this lesson you will learn about authority.You will learn where it comes from and who usesit. The lesson activities will help you understandwhy we need authority, how it helps to solveproblems and how we choose people to be leaders.We give our leaders a position of authority. Thereare things that a person in a position of authoritymay do. There are some things that they maynot do. We must decide what the person in theposition may do and what they may not do. OurConstitution tells our leaders in the governmentwhat they must do and what they may not do.

NOTES

FOR THE

TEACHERAuthority touches the lives of everyone

in society. It affects parents, teachers, students,

judges, legislators, and presidents. Some

people might view authority as unnecessary,

even antithetical to freedom and human

dignity. Most people, however, see authority

as essential to civilization and valuable to

social existence. Americans have always

displayed a distrust of authority while looking

to authority for resolution of conflict and

maintenance of order. Our Constitution

clearly reflects this fundamental ambivalence.

The Constitution provides for authority,

but also limits its practice.

Since government is defined as people

and groups with authority to perform certain

functions in a society, it is important to

understand the concept of authority and the

related concept of power. An understanding

of the difference between power and authority

is essential for understanding whether people

with power have the right to exercise it. An

understanding of the necessity of authority

and its usefulness in promoting agreed upon

goals that benefit the individual and society

is essential for the development of informed,

competent and responsible citizens.

In the United States, the powers of

government are limited to ensure that people

in position of authority fulfill the responsibili-

ties they have been assigned, serve the major

purposes of government, and do not misuse

or abuse the power they have been given.

Limits on authority are seen as essential to

the protection of the rights of individuals.

An understanding of the reasons for the

necessity of placing limits on authority is

essential if citizens are to control their gov-

ernment and make sure it fulfill its purpose.

This lesson introduces the study of

authority. Students learn two very important

concepts: authority, which is the legitimate

use of power, and limited government, which

is a cornerstone of our democracy. A series

of short readings, questions, and problem

solving activities help students analyze and

apply these concepts. The students also learn

that every time someone exercises authority

there are consequences. Some consequences

are benefits (advantages) and others are cost

(disadvantages). Students learn some of the

most common costs and benefits of authority.

In the problem solving exercises students

use the ideas of benefits and costs to decide

whether to use authority to solve a particular

problem. Students also learn the impor-

tance of examining and choosing people

for positions of leadership.

At the conclusion of this lesson,

students should be able to

● explain the difference between authority

and power without authority

● identify some problems that might

arise from a lack of effective authority

● identify some important uses of

authority in society.

INTRODUCTION

LESSON OVERVIEW

LESSON OBJECTIVES

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NOTES

FOR THE

TEACHER

● identify some benefits (advantages) and

costs (disadvantages of using authority

● apply ideas of benefits and costs to

decide whether to use authority in a

certain situation.

● explain the need to limit the power

given to a person in a position of

authority

The student lesson

Drawing paper and crayons

Benefits and Costs chart

Authority for Leaders chart

Have students look at the illustration

on page 1 of the lesson. To open a discus-

sion ask them the following questions:

● What, if any problem(s) do they

see in the picture?

● What might happen as a result

of this scene?

● What might have led to this scenario?

● How might they solve this?

“What you will learn in this lesson”

Have students read the section and

discuss the objectives of the lesson

“Words to learn”

Post the words to learn on the board or

the vocabulary wall or have students copy

them into an appropriate section of their

notebooks.

“What is authority?”

Have students read pp. 4-7 in their

lesson. This section helps students under-

stand that sometimes we do things because

we make a personal decision to do them.

Sometimes we do things because others

tell us to do them.

The main thing for students to learn in

this section is how to distinguish between

power and authority. Power is telling others

what to do and they do it. Authority is the

right to use power. The right to use power

can be derived from custom, law, moral

principle, or consent. These are some of

the sources of authority.

Sometimes people use power and do not

have the right to do so. We call this using

power without authority. It is important

to know whether someone is exercising

authority or using power without authority

so that we can determine the legitimacy

of a direction or order that the person is

issuing. We can then decide whether to

do what the person is telling us to do. It is

important to protect our rights. In this

lesson students learn about the usefulness

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MATERIALS NEEDED

INTRODUCING THE LESSON

BUILDING VOCABULARY

UNDERSTANDING CONCEPTS

NOTES

FOR THE

TEACHER

of having authority and that we have to

limit a person’s authority to prevent the

abuse of power and to protect our rights.

After you check that students under-

stand the definitions, ask them to respond

to the questions at the end of the section

on page 8. These questions help students

relate the concepts to their own experiences.

● When have you seen someone use

power without authority?

● When have you seen someone use authority

● Why do you want to know if someone is

using authority or power without authority?

“Problems to Solve”

In this exercise students apply what they

learned about authority, power without

authority and the sources of authority.

Have students work with a partner

to solve problems 1– 6. Review the

instructions and then have the students

begin their work.

After students have finished, ask them

to share their responses with the class.

“Show what you know”(Optional Activity)

It can be used if time allows or can be

assigned as a homework activity)

This is an assessment activity. Distribute

drawing paper and crayons to each student.

Ask students to draw two pictures. The first

picture should show someone using power

without authority. The other should show

someone exercising authority. Review the

instructions with the class. Ask students

to share their work with the class.

“What are the benefits of authority?”“What are the costs of authority?”

This section helps students understand

how authority is useful to society. Authority

has several functions: it helps keep us safe;

helps us share things in a fair way; helps us

protect property; helps us settle arguments

peaceably and fairly; helps us maintain order.

Knowing these functions of authority helps

students understand why we have rules and

laws, and why we have people in positions

of authority.

Students learn that while authority is

useful, it can also bring problems, such as

the abuse of power. Everytime someone uses

authority there are consequences. Some of

the consequences may be benefits. Benefits

are good things (advantages) that happen,

such as the problem gets resolved. Some are

costs (disadvantages). A cost might be

something we have to give up, such as

time, money or freedom.

Read each function of authority and the

example with the class. Then ask students to

state something from their own experience,

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THINKING CRITICALLY

APPLYING AND PRESENTINGSKILLS FOR ASSESSMENT

IDEAS TO LEARN

NOTES

FOR THE

TEACHER

for example: a rule about early or consistent

bedtime helps to keep children healthy, the

law against speeding for cars helps to

keep us safe.

In this exercise students apply what they

learned about the benefits and costs of using

authority to resolve a problem. Read the

story “A Problem in the Lunchroom” with the

class. The principal of a hypothetical school

is contemplating hiring a person to supervise

the lunchroom. The principal solicits the

opinions of students before making a decision.

Use copies of the “Benefits and Costs”

chart (found on page 17). Review the

instructions for completing the exercise.

You might want to have students work

with a partner to answer the questions on

the chart. After the students complete the

exercise, have them share their responses

with the class. Ask them to give reasons

for their decision about hiring a person

to supervise the lunchroom.

Why should we know how tochoose people to be leaders?

How much authority shoulda leader have?

Have students read these sections. The

discussion should help students understand

that when we create a position of authority

we assign to the position certain duties and

powers. We say what the person in that

position is allowed to do; we also want and

need to protect our rights from abuse by

people in positions of authority. To do so

we place limits on the powers of the posi-

tion. We say that the person occupying the

position is not allowed to do certain things.

Use the three questions at the end of this

section to help clarify the concepts.

To reinforce the concept of limitations on

authority ask students to describe the limits

for each of the positions of authority listed.

How can you decide what a personin authority may or may not do?

Have students read the section. The

discussion involves the importance of design-

ing a position of authority. It also presents

a set of questions useful in analyzing a

position of authority.

In this assessment exercise students

apply what they learned in the lesson. They

are asked to design a position of authority.

Read the instructions for completing the

exercise with the class. Use the “Authority

for Leaders” chart on pages 26-27 to com-

plete the problem.

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PROBLEM TO SOLVE

IDEAS TO LEARN

PROBLEM TO SOLVE

IDEAS FOR YOU TO LEARN

PROBLEM TO SOLVE

Words to learn

authoritybenefitsConstitutioncostsdutiesgovernmentlawslimits

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local governmentposition of authoritypowerrulessolutions

Many times you decide whatyou want to do. No one tellsyou to do it.

Ruth said, “I am goingto feed my cat.”

David said, “I am goingto go play at Jim’s house.”

Ruth and David acted ontheir own. No one toldthem what to do.

What is authority

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➤

4

Many times you do whatothers say you should do.

“Luke, give me your lunchmoney or I will hit you,”said Al.

“Amy, please brush yourteeth,” said Amy’s mother.

Amy’s mother andAl each told someonewhat to do. Bothused power.Someone haspower when theytell people what todo and they do it.

Read again whatAmy’s mother saidand what Al said.

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What is different about what they said?

Does Al have the right to make Lukegive him money? Why?

Does Amy’s mother have the right totell Amy to brush her teeth? Why?

Amy’s mother had authority.Authority means to have theright to use power. It is theright to tell others what todo. Al has power but doesnot have the authorityto use it.

A job can give youauthority, or the right,to tell others what to do.Your teacher tells youto study your lessons.That is part of ateacher’s job.

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The law can give you the right, or authority,to tell others what to do. A law is a rule madeby people in the government. A police officertells you to wear a helmet when riding yourbike. The law gives the officer the rightto do this.

Your parents tell you what to do. It is theirright as parents. The law also says they have theright to use power. They have authority.

Sometimes people use power but they do nothave the right to do so. A school bully mighttell you to leave the school yard. Robbers mighttell you to give them money. They do not havethe right to make you do these things. They usepower without authority. This means usingpower without having the right to do so.

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Why do you want to know if someone isusing authority or power without authority

When have you seen someoneuse power without authority

When have you seensomeone use authority

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Problems to solve

Look at each of these problems. Say if theperson is using authority.

Say if the person is using power withoutauthority.

1. Luis said, “Let me cut in line, now!”

2. Rita’s father said, “Please, take the dog for a walk.”

3. The crossing guard said, “You may cross the street.”

4. Peter said, “If you don’t give me your homework, I will get you after school.”

5. Coach Paul said, “The game is over.Everybody please leave.”

6. The police officer said, “You must weara seat belt when you ride in a car.”

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When we use authority, goodthings can happen. We call thembenefits. A benefit is somethinggood. For example, we can useauthority to solve a problem.

What are thebenefits of authority

A rule at the swimmingpool is “No Running NearPool.” This rule helps tokeep you from falling andgetting hurt. The lifeguardis a person at the poolwho also keeps you safe.

Authority can helpto keep us safe

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Your teacher might say,“You may have one boxof crayons at a time.”Other boys and girlsneed to use thecrayons, too.

Authority can help usshare things in a fair way

Your parents might say,“Do not write in thisbook.” This is to protectthe book from damage.Others may want to usethe book after you do.

Authority can helpus protect property

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Your library has rulesabout using books. Therules help keep order in thelibrary. Without these rulesyou would not be able tofind the book you want.

Authority canhelp us keep order

When you play a game,you might have a referee.He or she sees that the playersfollow the rules. The refereedecides what to do if aplayer breaks the rules.

Authority can helpus settle arguments

Authority can also cause problems. We callthese costs. A cost is what we give up. Theseare some costs of using authority:

● We will not be free to do what we want.

● We might have to pay someone to take the position of authority.

● We have to make sure that the person in authority does not have to do all the work.

● We must watch those in authority so they do not use their power unfairly.

Each time we use authority, there are bothbenefits and costs. Think about these things. Theywill help you to figure out the benefits and costs.Which are more important? Now, you can decideif you want to use authority to solve a problem.

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What are the costsof authority

Problem to solve

Read the story about the lunchroom.Answer the questions on your Benefitsand Costs chart. Then decide what to do.Use the ideas you learned. Tell the classwhat you decided to do and why.

A Problem in the LunchroomAll the children in second grade go to

lunch at the same time. Some children

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cut in front of others in line. Some will noteven stand in line. It takes a long time foranyone to get their food. Some childrendo not have time to eat.

When the second graders leave, thelunchroom is a mess. There is trash on thefloor. Food trays are left everywhere.

The principal of the school spoke tosome children. He said, “I might hire anaide to work in the lunchroom. He or shecan help solve the problems. What doyou think?”

Maria said, “We won’t be free to do whatwe want during our lunch time.”

Leroy said, “But we can get our lunchfaster and everyone will have time to eat.It is not fair when people cut in line.”

“It will cost money,” Maria said.“You will have to pay the aide.”

“We will be safer in thelunchroom. It will becleaner, too. There willbe more order,”Leroy said.

Maria said, “Theaide might bemean to us.”

“You both havegood ideas,” theprincipal said. “Ihave to decidewhat to do.”

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Benefits and CostsWhat is the solution?

What might happen Benefit? Cost?

because of the solution?

1.

2.

3.

4.

5.

What would you do?

Why?

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When Beth and her friends play, theychoose leaders. All the children pickedSam to be the owner of the pretend store.

“OK,” Sam said. “I will tell youwhat to do.”

“All of you can help me make rules,”he said. “If someone breaks the rules,I will decide what to do.”

Many times we choose a leader for ourgroup. We put her or him in a position ofauthority. This means we give the personthe right to tell others what to do.

Why should we know how tochoose people to be leaders?

How much authorityshould a leader have?

The children had picked Sam to bethe pretend store owner. He was incharge of running the store.

Ronnie said, “Sam can count themoney, too.”

“But you can’t make us carry heavythings, Sam,” Judy said.

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“You can’t keep the money for yourself,either.” said Beth.

Beth and her friends gave Sam authority.They told Sam what duties he would have.A duty is something that he must do ifhe wants to do a good job.

They told Sam what powers he wouldhave. Powers are things he may dobecause he was chosen to run the store.

They also told Sam the things that hemay not do.These things are called limits.

When have you pickedsomeone to be a leader?

What did you say the leadermay do? Why?

What did you say the leadermay not do? Why?

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Problem to solve

All people with authority have limits on whatthey can do. Can you describe a limit for eachof the following:

1. parent

2. babysitter

3. school principal

4. the president

Can you name another personwith authority?

What can that person do?

What limits does he/she have?

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How can you decide what a personin authority may or may not do?

Sometimes we need to have a newposition of authority. Sometimes we wantto make a position of authority better.In both cases, we must decide the dutiesand powers of the position.

We have to say what the person in theposition may do.

We have to decide the duties andpowers of the position.

We do not want the person to have toomany duties. The person might not beable to do everything.

We want the person to have enoughpower. If not, the person may not be ableto do the job well.

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We have to say what the person maynot do. We want to limit the power of aperson in a position of authority.

We want to be sure the person in theposition cannot misuse his or her power.

We want to be sure the person cannottake away our rights.

Here are some questions that can helpyou plan a position of authority.

What is the position?

Why is it needed?

What duties should the person have?

What powers does the person need?

What limits should the person have?

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What are the strengths andweaknesses of the position?

Are there ways to know if the personis doing a good job?

Are people able to tell the personwhat they want or need?

Are the rules about what the personcan and cannot do clear?

Are there too many duties?

Does the position have enoughpower?

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Problem to solve

Pretend you are a hall monitor in your school.What job do you want a hall monitor to do?What duties and powers would you give theperson? What things would you not allow himor her to do? Use the ideas you learned. TheAuthority for Leaders chart will help you.Be ready to share your ideas with the class.

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Authority for LeadersWhat is theposition?

Why is itneeded?

What dutiesdoes the personhave?

What powersdoes the personhave?

What is theperson notallowed to do?

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What are thestrengths andweaknesses ofthe position?

Does it haveenough power?

Are thereproper limits?

Are there toomany duties?

Are there waysto know if theperson is doinga good job?

Are people ableto tell the personwhat they needor want?

How canwe makethe positionbetter?

FLORIDA DEPARTMENT OF EDUCATION CONSTITUTION DAY Suggested Reading List

Constitution Day and Celebrate Freedom Week Florida Department of Education

Suggested Reading List

Books specifically on the U.S. Constitution:

Ages 4-8 The Constitution Warren Colman A More Perfect Union: The Story of Our Constitution Betsey Maestro, illustrated by Giulio Maestro We the Kids: The Preamble to the U.S. Constitution of the United States David Catrow

Ages 9-12

Shh! We’re Writing the Constitution Jean Fritz If You Were There When They Signed the Constitution Elizabeth Levy Constitution Translated for Kids/La Constitución Traducida para niños Cathy Travis The Constitution and You Syl Sobel

INTERNET RESOURCES FOR TEACHING ABOUT CONSTITUTION DAY

INTERNET RESOURCES FOR TEACHING ABOUT CONSTITUTION DAY

Interactive Constitution Website Address: http://www.phschool.com/curriculum_support/interactive_constitution/ Declaration of Independence: Website Address: http://www.pearsonschool.com/live/customer_central/landingpage/doitour/media.html Symbols of America: http://www.pearsonschool.com/index.cfm?locator=PSZuZg Posters to download on this site too. Citizenship Activity Pack Website Address: http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=mqk&wcsuffix=1900 Citizenship Activity Pack: Agents of Change Website Address: http://www.phschool.com/atschool/Civics/citizenship_activity_pack/AgentsOfChange.html Scholastic News Interactive, with sounds and pictures, questions and information about the U.S. Constitution from Scholastic News for lower elementary school students. Website Address: http://teacher.scholastic.com/activities/listen_read_15/constitution-questions-answers.asp National Constitution Center National Constitution Center official website. Website Address: http://www.constitutioncenter.org We the People... Lessons for Constitution Day and Citizenship Day all grade levels from the Center for Civic Education. Website Address: http://www.civiced.org/index.php The Bill of Rights Institute Lessons for Constitution Day Website Address: http://www.billofrightsinstitute.org/Teach/FreeResources/ Teaching with Documents: Observing Constitution Day Lessons, activities, and simulations using primary source documents from the National Archives. Website Address: http://www.archives.gov/education/lessons/constitution-day/ Games about the Constitution Multiple games and quizzes about the U.S Constitution and the U.S government. Website Address: http://www.congressforkids.net/games/billofrights/2_billofrights.htm#

Sources of Lessons Page

Celebrate Constitution Day! (Background Information) Source: Center for Civic Education

About Constitution Day (Background Information) Source: Center for Civic Education

What basic ideas are in the Preamble to the Constitution? (Lesson Plan and Classroom Activities)

Source: Center for Civic Education

What is authority? (Lesson Plan and Classroom Activities)

Source: Center for Civic Education

Celebrate the Constitution (Lesson Plan)

The School Board of Miami-Dade County, Florida, adheres to a policy of nondiscrimination in employment and educational programs/activities and programs/activities receiving Federal financial assistance from the Department of Education, and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963, as amended - prohibits sex discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

School Board Rules 6Gx13- 4A-1.01, 6Gx13- 4A-1.32, and 6Gx13- 5D-1.10 - prohibit harassment and/or discrimination against a student or employee on the basis of gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, pregnancy, or disability.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

Revised 5/9/03