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We the PeoPleFoundations oF

american Government

T e a c h e r G u i d e

The Literature & Thought series contains literature that

challenges the reader, promotes critical thinking, and encourages

independent exploration of genres, themes, and issues.

Books in each of the four series strands are listed below.

GovernmenT and CurrenT evenTs

Foundations Three Branches Individual Rights

LiTerary approaChes To hisTory

American Frontiers Civil Rights The Harlem Renaissance

The Civil War The Great Depression The Holocaust

The Immigrant Experience Vietnam and the 60s

LiTerary Genres

Ecology Fantasy Humor

Mystery Mythology Science Fiction Sports

LiTerary Themes

Decisions Family Friendship

Heroes Identity Justice Survival

#94326

ISBN-10: 0-7891-8291-2

ISBN-13: 978-0-7891-8291-3

© 2012 Perfection Learning®

www.perfectionlearning.com

Printed in the United States of America

We the People2 L i t e r a t u r e a n d t h o u g h t

Table of ConTenTs

Features of the Student Book: We the People: Foundations of American Government 4

Features of This Teacher Guide 5

Links to the Common Core State Standards Correlations 6

Three Teaching Options for We the People: Foundations of American Government 8

Introducing the Theme

The Preface • The Prologue • WhaT Do You KnoW? (anTiciPaTion guiDe)

creaTing conTexT: The consTiTuTion 10

Cluster One What Ideas Shaped the Founders?

Teaching the Critical Thinking Skill: AnALyzInG SOurCeS 13

Analyzing Sources About Ideas (Handout/Slides) 14

Cluster One Vocabulary (Handout) 15

Cluster One Selections

Magna Carta and Its American Legacy AnAlysis And PrimAry source 17

The Mayflower Compact PrimAry source 18

The Pilgrims Had It Good Victor lAndA Article 19

Life in a City on a Hill sArAh Vowell Book 20

reagan’s Farewell Address ronAld reAgAn sPeech 21

religious Tolerance in America richArd rodriguez essAy 22

Give Me Liberty or Give Me Death! PAtrick henry sPeech 23

What Makes a Government Legitimate? John locke Book 24

Declaration of Independence thomAs Jefferson PrimAry source 25

The Fourth of July and Slavery frederick douglAss sPeech 26

responding to Cluster One (Answer Sheet) 27

Writing Activity: Analyze a Source (Handout/Slides) 28

Cluster One Vocabulary Test 29

Cluster Two How Does the Constitution Safeguard Against Tyranny?

Teaching the Critical Thinking Skill: COMPArInG POInTS OF VIeW 30

Comparing Points of View (Handout/Slides) 31

Cluster Two Vocabulary (Handout) 32

Cluster Two Selections

The Separation of Powers BAron de montesquieu essAy 33

When Is Bombing Constitutional?

tA-nehis i coAtes And Blog contriButors Blog 34

The Federalist Papers JAmes mAdison essAy 35

Objections to the Constitution george mAson Article 36

Minnesota Too Polite to Ask for Federal Funding

the onion humor 37

responding to Cluster Two (Answer Sheet) 38

Writing Activity: Compare Op-ed Articles (Handout/Slides) 39

Cluster Two Vocabulary Test 40

We the People 3L i t e r a t u r e a n d t h o u g h t

Cluster Three What Compromises in the Constitution Matter Today?

Teaching the Critical Thinking Skill: eVALuATInG ArGuMenTS 41

evaluating Arguments About Compromises (Handout/Slides) 42

Cluster Three Vocabulary (Handout) 43

Cluster Three Selections

What Would the Founders Do? richArd Brookhiser Book 44

The Great Compromise cAtherine drinker Bowen Book 45

Who rules? A Case Study in Power Alec mAcgill is AnAlysis 46

Latinos remake the electoral Map henry flores AnAlysis 47

no More racial Gerrymandering lindA chAVez column 48

responding to Cluster Three (Answer Sheet) 49

Writing Activity: evaluate the Argument for Compromise (Handout/Slides) 50

Cluster Three Vocabulary Test 51

Cluster Four Thinking on Your Own

Teaching Cluster 4 (Slides) 52

Cluster Four Vocabulary (Handout) 53

Cluster Four Selections

needy Students need Aid esther cePedA column 54

Fat Cat universities Don’t need Aid JAson mAtterA column 55

Americans View Basic Freedoms first Amendment center surVey 56

reverence for the Constitution J ill lePore Article 57

The Spoiled-Brat American electorate eugene roBinson column 58

The Misguided elites thomAs sowell column 59

Why I Hate Politics. That Government Kind.

mArcy mAssurA humor 60

Why I’m Political mArgAret cho essAy 61

responding to Cluster Four (Answer Sheet) 62

Writing Activity: evaluate the Constitution Today (Handout/Slides) 64

Cluster Four Vocabulary Test 65

research, Writing, and Discussion Topics (Handout) 66

Assessment and Project Ideas (Handout) 67

Answering the essential Question 69

essay Test (Prompt) 70

rubric: General Standards and Criteria for Project evaluation 71

related Literature 72

What Do you Know? 73

Answers to Vocabulary Tests and Anticipation Guide 74

Common Core State Standards Correlations 75


Features of the Student Book We the People: Foundations of American Government

Introducing the Theme

Preface The Preface introduces the student to the Essential Question of the book. This question, together with the cluster questions and thinking skills, will guide student reading throughout the anthology. Use the Preface to set a purpose for reading.

Prologue The Prologue combines a strong visual image with a thematically relevant quotation. The Prologue is designed to stimulate discussion and to set the tone for study of the anthology.

Creating Context The Creating Context section contains an annotated text of the United States Constitution and a list of related vocabulary words. These features will create a framework for learning and provide an opportunity to assess prior knowledge.

The Selections

Clusters The anthology is divided into four clusters of selections. The selections offer a mixture of historical and contemporary writings. They provide opportunities for students to meet the Common Core State Standards by reading and comprehending complex literary and informational texts.

Cluster Questions and Critical Thinking Skills The selections in all but the last cluster are grouped around a cluster question and critical thinking skill, which are stated on the cluster opening page. Reading the selections in the cluster will help students answer the cluster question as well as exercise the thinking skill.

Responding to the Cluster Rather than interrupting the flow of reading with questions after every selection, Literature & Thought anthologies present discussion questions at the end of the cluster. Many of these discussion questions address more than one selection, giving students the opportunity to address a group of selections as a whole rather than as unconnected parts. These questions can also be used as prewriting prompts for the writing activity that follows the cluster questions. The questions are correlated to the Common Core State Standards.

Writing Activity All but the last cluster end with a writing activity that integrates the cluster question with the thinking skill. The writing activity is correlated to the Common Core State Standards.

The Final Cluster

The Final Cluster Having practiced several thinking skills and with a core of selections behind them, students should be able to approach the final cluster of selections independently. The selections in the final cluster are in pairs, offering two different perspectives on each issue.


Features of This Teacher Guide

Common Core State Standards Correlations Selected activities and projects in the Teacher Guide are correlated to the Common Core State Standards. Heads for these activities are highlighted as the head for this paragraph is.

Planning and Scheduling Options Use these strategies for planning a 4- to 6-week unit, a 1- to 2-week unit, or using the student book in conjunction with another resource.

What Do You Know? (Anticipation Guide) To assess your students’ attitudes toward the theme of foundations of American government, administer the anticipation guide on page 73.

Introducing the Theme These strategies include resources for teaching the Preface to set the purpose for reading; the Prologue for setting the tone of the theme study; and the Creating Context section for setting the framework, or context, of the book.

Teaching the Critical Thinking Skill Each cluster in the Teacher Guide begins with a lesson plan and handout for modeling the cluster thinking skill.

Cluster Vocabulary Handouts and Tests Students can use the reproducible vocabulary sheets to reference challenging words in each selection and to prepare for the Cluster Vocabulary Tests.

Selection Resources Every selection in the student book is enhanced with the following teacher supports: selection summaries, reading hints, thinking skills, extension activities, discussion questions with suggested answers, and additional notes and activities. The head for each activity that is correlated to the Common Core State Standards is highlighted and the standard addressed by the activity is listed.

Responding to the Cluster This resource page provides sample answers to the cluster questions.

Writing Activity Reproducible Sheet This graphic organizer integrates the writing activity and the cluster critical thinking skill.

Suggestions for Teaching the Final Cluster The final cluster provides an opportunity for students to demonstrate their mastery of the content knowledge and thinking skills. Look for the following features: a final cluster planning guide; cluster vocabulary; selection resources; and handouts to help generate research, writing, and project ideas.

The Essay Prompt This open-book essay prompt is based on the essential question of the anthology. Use it as a culminating essay test.

Sample Rubric Use or adapt the sample rubric prior to assigning, and while assessing, student writing.

Assessments

Discussing the Selection Use the discussion questions to assess student understanding of the selections.Responding to the Cluster The questions on the Responding to the Cluster pages can be used to assess student mastery of the cluster content and the cluster thinking skill.Cluster Vocabulary Tests These 10-point vocabulary tests assess student understanding of key vocabulary words.Writing Activities Writing activities are ideal for assessing student understanding of the content and thinking skill of each cluster.Essay Prompt Use the final essay prompt to assess student understanding of the essential question of the theme study.


Links to the Common Core State Standards Correlations

Listed below and on the next page are links to correlations of We the People: Foundations of American Government to the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Please click on the correlation you wish to view.

• Toidentifyselectionsthataddressaspecificstandard,clickonalinkthatisa“correlation by standard.”

• Toidentifythestandardsthataselectionaddresses,clickonalinkthatisa“correlation by selection.”

In the names of the links below, ELA stands for English Language Arts. HSS stands for History/Social Studies. On the selection resource pages, the head for each activity that is correlated to the Common Core State Standards is highlighted and the standard addressed by the activity is listed.

Grade 8

8 ELA Reading Informational Text Correlation by Standard

8 ELA Reading Informational Text Correlation by Selection

8 ELA Speaking and Listening Correlation by Standard

8 ELA Speaking and Listening Correlation by Selection

8 HSS Reading Correlation by Standard

8 HSS Reading Correlation by Selection

8 HSS Writing Correlation by Standard

8 HSS Writing Correlation by Selection

Grade 9









Links to correlations for grades 10, 11, and 12 are on the following page.


Grade 10









Grade 11









Grade 12









t e a c h I n g t h e c r I t I c a l t h I n k I n g S k I l l


Cluster One

Analyzing Sources

I. Present this definition to students.

In analyzing sources, you break down a topic or subject into parts so that it is easier to understand. This includes analyzing the writer, his or her perspective, and the setting the writer is working in.

II. Discuss with students how they already use analysis by sharing the situations below. You use analysis when

• youunderstandtheperspectiveofacharacterinastorybyrecognizingtheconditionsthat have shaped the individual

• youcomprehendeachwordandconcept’smeaning,bothliterallyandfiguratively,inanemotional note from a friend

• youidentifyspecificreasonswhyareviewerlikesamovie

Youmightinvitestudentstosuggestothersituationswhereanalysiswouldbeused.

III. Explain to students that they will analyze the selections in Cluster One to understand ideas that shaped the founding of the United States. Use the following steps to show how to analyze a selection.

A. Usethereproducible“AnalyzingSourcesAboutIdeas”onpage14asablacklinemasteroruse the classroom presentation slide version of this page.

B. Show how a reader analyzed Model A to understand Patrick Henry’s appeal to people to support revolution. Some words are highlighted in bold because they are particularly significant for the analysis.

C. Ask students to analyze Model B, a passage from an essay by Richard Rodriguez that explains how he thinks the concept of religious toleration continues to influence the United States today.

• The Writer and Setting: Richard Rodriguez is an American writer whose parents immi-grated form Mexico. This essay is about the country’s heritage of religious toleration.

• Definitions: simultaneouslymeans“atthesametime”

• Point One:Thephrase“recentgrowthinconservativechurches”expressesRodriguez’spoint about recent trends in religious affiliation

• Point Two:Thephrase“theologicallymixed”summarizesRodriguez’spointdescribingwhat Americans have become.

• Point Three:Thephrase“feeltheneedtoassert”highlightsRodriguez’sobservationconcerning how many people feel about their beliefs.

We the People14 r e p r o d u c i b L e • ©Perfection Learning®

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Analyzing Sources About Ideas

Cluster Question:WhatideasshapedtheFounders?

Analysis: With analysis, you break down a topic or subject into parts so that it is easier to understand. This includes analyzing the writer, his or her perspective, and the setting the writer is working in.

Directions: Model A shows how one reader analyzed a passage to understand Patrick Henry’s appeal to people to support revolution. Some words are highlighted in bold because they are particularly signficant for the analysis. Analyze Model B, which describes how the concept of religious toleration continues to be significant in the United States today.

The Writer and Setting: Patrick Henry is a politician speaking in 1775 in support of revolution to a Virginia convention.

Model AfromPatrickHenry,“GiveMeLiberty!”p.57

Let us not deceive ourselves, sir. These are the implements of war and subjugation; the last arguments to which kings resort. I ask gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motiveforit?HasGreatBritainanyenemy,inthisquarterof the world, to call for all this accumulation of navies andarmies?

Model BfromRichardRodriguez,“ReligiousTolerance,”p.53

Could it be that the recent growth in conservative churches is related to the fact that America has become, simultaneously, so theologically mixed and exposure to otherreligionsissofrequent?Asourreligiousexperienceshave grown mixed, some Americans may feel the need to assert this is what I believe, not that.

Point One: People should be honest about the current situation.

Definitions: subjugation means “control;”arraymeans“arrangement”

Point Two:“Toforceustosubmission” describes Britain’s goal in dealing with the colonies.

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Magna Carta and Its American Legacy pages 36–42

Angevin the period of English history from 1154 to 1399, named for the Anjou region of France, the homeland of the monarchs who ruled England

Bouvines a place in northern France, near the border with Belgium

despoliation the act of ruining through theftdower the part of a man’s estate that is allotted,

after he dies, to his widowRunnymede an area about 20 miles west

of London

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The Mayflower Compact page 43

dread reveredcovenant agreement or promisemeet proper

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The Pilgrims Had It Good pages 44–45

blasphemy irreverencecarte blanche unrestricted power

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Life in a City on a Hill pages 46–49

communitarian a society in which people care deeply for one another

coup d’état a sudden upheaval in which rebels seize power

ethos the feeling or spirit of a group of peopleformative working to create or shapefortnight a period of two weeks

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Reagan’s Farewell Address pages 50–51

teeming abundantly filled with

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Religious Tolerance in America pages 52–54

miscegenation mixing races, as through marriagesyncretism the mixing of two or more different

beliefs or practices, particularly with regards to religion

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Cluster One Vocabulary

Watch for the following words as you read the selections in Cluster One. Record your own vocabulary words and definitions on the blank lines.

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Give Me Liberty or Give Me Death! pages 55–58

arduous difficultarray arrangemententreaty pleadingextenuate to make excuses for or reduce the

seriousness ofinsidious quietly harmfulinterposition interventioninviolate intactprostrated bowed humblyremonstrances protestsrivet fastensiren a figure in Greek mythology whose singing

lured sailors to their deathsolace comfortsubjugation the act or process of conquering

or controllingsupinely passivelysupplication requesttemporal relating to this world, not the spiritual or

eternal world

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What Makes a Government Legitimate? pages 59–61

avocations activities taken up for enjoymentcontrariety the condition of being contrary

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Declaration of Independence pages 62–67

abdicated relinquishedannihilation destructionconsanguinity close connectionevinces makes clear through actionsfatiguing tiringlevy declareperfidy deliberate act of breaking trustredress a remedytenure period of timetransient temporaryusurpations wrongful uses of authority

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The Fourth of July and Slavery pages 68–71

hart an adult male deerpale area within a boundarysacrilegious disrespectfulstolid emotionless

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c l u S t e r o n e S e l e c t I o n S


Magna Carta and Its American Legacy pages 36–42 Analysis and Primary Source

SummaryOn June 15, 1215, a group of barons in England forced King John of England to recognize their traditional rights. The revised formal version of this document, issued four days later, is called Magna Carta. It introduced the principle of majority rule into English law.

Reading Hint Thinking Skill Extensions

Students may have difficulty reading the excerpts from Magna Carta. Encourage students to work with a partner to paraphrase each clause in their own words.

To analyze this source, students can identify the setting by listing the topics covered in Magna Carta and what they indicate about the era in which the document was written.

Research: Find recent references by politicians, cartoonists, and others to Magna Carta. Evaluate whether these references are accurate or not.

VocabularyAngevin the period of English history from

1154 to 1399, named for the Anjou region of France, the homeland of the monarchs who ruled England

Bouvines a place in northern France, near the border with Belgium

despoliation the act of ruining through theft

dower the part of a man’s estate that is allotted, after he dies, to his widow

Runnymede an area about 20 miles west of London

Discussing the Analysis and Primary Source

1. From whose point of view is Magna Carta written?(Interpretation)The first line states that the speaker is King John. Note that he speaks in the first-person plural, “we.”

2. WhoistheaudienceforMagnaCarta?(Analysis) While the king gives his greetings to all of his subjects, the rights that he agrees to generally belong only to free men and, in some cases, their widows.

3. What attitude toward women does the documentexpress?(Summary)In general, women have less power than men. Clauses 7 and 8 limit the rights of widows. Clause 54 implies that women were generally not considered reliable witnesses.

4. How do clauses 20 and 21 establish the basisforjurytrials?(Inference)Fines must be imposed only by others who live in the area, not simply by the king or his representatives. This is the basis of the right to be tried by one’s peers.

5. Whyisclause61soimportant?(Inference)It establishes the basis for barons to select representatives to watch over how the king treated them. This was a key step in the evolution of representative government.

Citing Textual Evidence

Have students cite specific textual evidence to enable them to determine how long ago Magna Carta was written. Ask students how to make that length of time meaningful. For example, it is equal to about 40 generations, or it is twice the length of time since the Pilgrims landed at Plymouth Rock (RI 1, RH 1)

History Focus: Magna Carta’s Surprising Significance

King John and the barons who wrote Magna Carta probably did not expect students to be reading their agreement eight centuries later. Ask students whether they think any documents from today will be important eight centuries from now.


r e S p o n d I n g t o c l u S t e r o n e

What Ideas Shaped the Founders? page 72

Critical Thinking Skill: Analyzing Sources

1. Analyze the purpose of Magna Carta. Explain why it was written in 1215 and how people have used it since then. It first protected rights of barons regarding marriage, land use, and other topics. It expanded to protect the rights of people to self-government. (RI 2, RH 2)

2. Create a table to help you analyze the setting in which the Pilgrims wrote the Mayflower Compact and Landa wrote his selection. Identify the time, place, and conditions under which each document was written. (RI 1, RH 1)

Document Time Place Conditions

The Mayflower Compact

1620 On board the Mayflower

The Pilgrims needed to form a government. The Indians did not make them adopt a new culture.

The Pilgrims Had It Good

Recently Not clear: probably in an office

People in the United States expect immigrants to adopt the country’s existing culture.

3. VowellandReaganeachinterpretWinthrop’suseofthephrase“cityon[orupon]ahill.”Analyze the type of evidence cited by each. Do they use facts, anecdotes, or reasons to supporttheirinterpretation? Explain which you find most persuasive. Answers will vary. Both use anecdotes. Vowell goes into more depth on the rest of the speech. (RI 4, RI 9, RH 4, RH 8)

4. WhattonedoesRodriguezuse?WhattonedoesHenryuse?Analyzethetoneineachselectionby identifying specific words or phases. Then, explain whether you think they have similar or conflicting views about how to act in a free society. Rodriguez uses phrases such as “something else is going on,” “America may be,” and “Could it be,” to give his writing a calm, thoughtful tone. Henry uses phrases such as “no time,” “awful moment,” and “nothing less than a question of freedom and slavery” to create an intense, hard-driving tone. Rodriguez values moderation and discussion. Henry encourages uncompromising action. (RI 5, RH 6)

5. Locke influenced Jefferson’s views on government. Analyze similarities between the two by identifying specific examples of ideas they shared. Locke says that men are “by nature, all free, equal, and independent”; Jefferson writes that “all men are created equal.” Locke says “men have so consented” to government; Jefferson notes the “consent of the governed.” (RI 3)

6. Analyze the point of view in the speech by Douglass. Cite examples to show how he is speaking both for himself and for others. He is stating what he believes, but he is expressing the views of enslaved people. (RI 6)

Writing Activity: Analyze a Source

The handout on page 28 provides a graphic organizer to help students with the writing activity. This graphicorganizerisalsoavailableontheclassroompresentationslides.Youmayalsowishtousethe writing activity handout as an assessment. See page 71 for an extensive rubric to use with student writing and projects. (WHST 9)

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Writing Activity: Analyze a Source

Directions: When analyzing, you break a text into its parts. This includes identifying information about the writer and the key points made in the text. As you read your article, take notes about it using the following chart.

Category Notes

Writer’s Name

Writer’s Qualifications

Setting for the Writing

Definitions of Words or References

Key Point 1

Key Point 2

Key Point 3

Key Point 4

Key Point 5

Use the information from the above chart to help you write an essay analyzing the source. Explain whether you think it is a useful source for students to use. A strong analysis

• identifiesthearticle’spurpose,audience,andsetting

• breaksdownthearticleintopartstocommenton

• pullstogetherpointsinasummary

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Cluster One Vocabulary Test pages 35–71

Vocabulary WordsChoose the meaning of the bold word in each passage.

1. If the heir was under age, the king could assume the guardianship of his estates, and enjoy all the profits from them—even to the extent of despoliation—until the heir came of age. (“Magna Carta and Its American Legacy,” p. 40)

A pleasure C ruin

B prosperity D selling

2. In some circles this is treading on blasphemy, and that’s more the reason to go there. (“The Pilgrims Had It Good,” p. 44)

A ignorance C respect

B irreverence D understanding

3. But as far as immigrants are concerned, these people had carte blanche. (“The Pilgrims Had It Good,” p. 44)

A hope C purpose

B honesty D power

4. Bremer and others contend that Winthrop’s sermon didn’t make much of a splash at the time because the governor wasn’t saying anything the average Puritan hadn’t heard in many a fortnight. (“Life in a City on a Hill,” p. 48)

A day C monthly sermon

B tavern D two-week period

5. And with toleration has come mixing, a kind of spiritual miscegenation. (“Religious Tolerance in America,” p. 53)

A awakening C interracial marriage

B confrontation D global education

6. Is this the part of wise men, engaged in a great and arduousstruggleforliberty? (“Give Me Liberty or Give Me Death!” pp. 55–56)

A difficult C sudden

B enjoyable D surprising

7. Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporalsalvation?(“Give Me Liberty or Give Me Death!” p. 56)

A eternal C spiritual

B personal D worldly

8. Shall we acquire the means of effectual resistance by lying supinely on our backs and hugging the delusive phantom of hope, until our enemies shall have bound us hand andfoot?(“Give Me Liberty or Give Me Death!” p. 58)

A bravely C passively

B happily D reluctantly

9. He has abdicated government here, by declaring us out of his protection and waging war against us. (“Declaration of Independence,” p. 66)

A attacked C relinquished

B created D seized

10. Who so stolid and selfish, that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude hadbeentornfromhislimbs?(“The Fourth of July and Slavery,” p. 69)

A emotionless C thoughtless

B ignorant D vicious

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