Representative Democracy and the Michigan Constitution: Making Connections
Note that many lessons have fostered discussion amongst the teachers who have used them. You can join these discussions, and gain access to many additional features, just by signing up for an ePortfolio!
This lesson is most appropriate for High School classrooms.
Theme: How are the goals of government in a representative democracy expressed in the Michigan Constitution
MCF Benchmark: Evaluate how effectively the federal government is serving the purposes for which it was created.
Other benchmarks this lesson targets include: none
Materials needed:
- Copy of the Michigan Constitution (address provided--see below)
- Computer Lab w/ internet access
- Vocabulary (Goals) List (provided--see below)
- Index cards
- Newspaper article (sources are provided--see below)
Methodological procedure:
1. INTRODUCTION - 15-20 minutes
-- Begin the lesson by getting the students attention with an analogy about
sports, music, food, or any topic of interest to your students. The story
needs to be about assessing the quality of something.
-- Ask the students, "How do we know that something is good?" Follow
the question with an example about a particular athlete, an actor or musician,
or a type of food (like comparing Taco Bell to an authentic Mexican Restaurant).
Use these analogies to lead students to conclude that we compare things such
as music or food to an expected standard that we have established in advance
and then make a judgment based on the comparison.
-- Clearly reiterate the aforementioned conclusion as a segway into the lesson.
Then tell the students, "In this lesson we will make a judgment about
the effectiveness of the Michigan government. However, we must first establish
the 'standard' by which to evaluate the government. In other words, we need
to figure out what to expect from government."
-- Begin a brainstorming session with the students.
On one half of the chalkboard or whiteboard write the heading, "What does
the government do?" Ask students to contribute and list things that the
government provides, etc.
Once a substantial list has been created then go to the other half of the board
and write the heading, "What should the government not do?" (SEE
NOTES)
2. THE GOALS OF THE CONSTITUTION - 20 minutes
-- Post the list of the seven goals of the government in representative
democracy on the board. Lead students to identify which activities from the
brainstorming lists correspond to which goal. These goals include: protection
of (a) Individual Rights, (b) Life, (c) Liberty, (d) Property, and (e) The
Common Good as well as limiting the power of government through the constitutional
principles of (f) The Separation of Powers and (g) Checks and Balances. Use
this activity to briefly explain each of the goals. If possible have the
students write down in their journals or notebooks the seven goals and the
definitions. (A handout of the goals is provided--see below)
-- Divide the class into small groups of 3-5 students. The teacher will randomly
assign each of the groups one of the seven previously mentioned goals by having
each group pick a goal out of a hat. Each group is not to reveal their goal.
Each group should also be assigned one of the twelve articles of the Michigan
Constitution (1-12).
-- Take the class to a computer lab with access to the Internet. Each group
will then go to a website containing the text of the Michigan Constitution
(see address below). Provide each group with an index card.
-- Groups are to use the text of the Michigan Constitution, only their previously
assigned article, to find three to five instances where their assigned goal
is demonstrated. Make sure that students are clear that they need to find three
to five concrete facts/examples of the goals from the article that they were
assigned. They are to record the constitutional provisions on the index card.
-- Groups should also use the Internet to find 2-3 news articles that involve
their particular goal. Once they find the articles, the students need to highlight
the area that refers to their goal on a printed copy.
3. SKITS
-- The students will have 20-30 minutes to use their research to prepare
a 3-5 minute skit about their goal. Pass out a rubric to guide students.
-- The skit can be in the form of a "slice of life," a newscast,
or a commercial. ("Slice of life" means a skit that shows a time
in someone's life, a day for example, when significant events occur) The skit
must have three parts:
- It must establish what the goal is and provide an understanding of the definition.
- It must set up a situation where that goal is attempting to be achieved or someone is violating another person's right to achieve that goal.
- It must show how the Constitution provides for the protection of that goal or allows for the achievement of the goal. In other words, the students must illustrate the examples from the articles of the Constitution.
-- The skit CANNOT use the actual name of the goal or a stated definition
of the goal, nor can it state the actual language of the Constitution. Rather,
it must demonstrate the student understanding through the scene they enact.
-- After each skit is finished, the class must guess what goal the students
were demonstrating.
-- Once the class guesses the goal, the performing group should read a precise
definition of their goal and read the examples from the Constitution that they
recorded on their note card.
-- The students are to turn in the note card and highlighted articles after
each skit.
-- After all the skits have been performed, the teacher will facilitate a short
informal discussion about the goals, how they apply to everyday life (other
examples besides the one provided by the skit) and how the Constitution addresses
those goals and the real life situations.
-- As an additional illustration tool, it is a fun and interesting manipulative
to have a Jenga game at the front of the class. Tell students that each of
the pieces represents one of the twelve articles of the Michigan Constitution.
When all of the pieces are together the structure of the Jenga game is solid.
As a similar analogy when all twelve articles of the Constitution are together
the system of government is also strong. If one article is removed, just as
one Jenga piece is removed, the structure weakens. If enough pieces are removed
then the structure will ultimately fall. This hands-on activity can aid students
in understanding the big picture of how the goals of representative democracy
and the twelve articles of the Michigan Constitution fit together to make our
political structure. If possible have the students write down in their journals
or notebooks how each article of the Michigan Constitution addresses one of
the seven goals.
4. ASSESSMENT
-- Select an article from the ones previously turned in by the groups. Explain
to the students how the current event is an example of the government fulfilling
the purpose for which it was created. Discuss the article from a public policy
standpoint.
-- Assign students to find a similar article from their state or local paper
or the Internet that addresses a public policy issue. The students must show
the article to the teacher in order to ensure that there is enough information
provided in the article to compose the response paper. Students should also
be instructed to look for more information about their policy issue online.
-- Assign students to write an extended-response public policy paper on their
particular current event article. The completion of the paper concludes the
lesson. The response should provide a well- supported argument as to whether
the government is fulfilling its purpose. Use the rubric to explain the requirements
of the paper.
Author's notes:
--It should be noted that this is the introductory lesson for the State
and Local Government Curriculum. Keep in mind that students are being introduced
to the goals of a representative democracy and are asked to make evaluative
statements relative to whether or not the state government of Michigan is
accomplishing those goals. It must be stressed that students are being introduced
to a frame of reference from which they will continue on through the rest
of this State and Local Government Curriculum. In order to evaluate whether
or not the State is properly serving the purpose for which it was established
the students must first understand what those purposes are. Included is a
list of those goals as well as a culminating writing activity. Also the lessons
on political parties, lobbyists, and special interest groups relate to and
follow up this introductory topic.
--This lesson asks students to evaluate how well the Michigan government serves
the purposes for which it was created. In order to evaluate the government
students must be given a frame of reference and made aware of what the government
of Michigan is supposed to do and what it should not do.
Note on Introduction:
--Be sure that students are also aware of what the government cannot do.
--*It is important to be prepared with prompts in order to keep that brainstorming
activity going. If the students are slow with ideas ask them questions that
pertain to their lives. For example, ask a student about owning things. Set
up brief scenario where they or their parents have purchased something. Ask
them if the government can take the item away? What can they do in this case?
Notes on the Skit:
--The preparation for the skit can take place in class and be completed at home. Students should be given 5-7 minutes of final preparation time at the start of class. This can be accomplished in one class period if classes are blocked.
Notes on Homework:
--With regard to the current event or public policy issue, be certain to impress upon students that they should choose an article that they can write about and take a stand on.
Assessment strategies:
Students will be assessed in two forms. First, they will be graded on a performance of understanding through the creation and performance of a short skit. Next, to assess achievement of the lesson goals there will be a reflective writing piece. Students are asked to write an extended-response public policy paper on the effectiveness of the Michigan government in capturing the previously mentioned goals of a representative democracy.
Enrichment suggestions:
This lesson ties to the "real world" through current events. Students are asked to take their knowledge about the goals of a representative democracy, and how the Michigan Constitution expresses those goals, and find current newspaper or periodical articles that relate to those topics. Students are then relating the concepts they learned to issues that they will discuss in class and then write an extended-response public policy letter to a public official or institution.
Available downloads:
- Extended
Response Rubric, (23 K)
This rubric lays out the requirements and grading criteria for the extended response essay portion of the assessment - Goals
of the Constitution Skit Rubric, (23 K)
This rubric lays out the requirements and grading criteria for the skit portion of the assessment for this lesson.
Suggested web sites:
- Core Values of American Democracy
This is a list of the Core Democratic Values for use by teachers. - The Detroit Free Press
This is a link to the Detroit Free Press website. Students can access it in order to research current events occuring both locally and nationally. - The Detroit News
This is a link to the Detroit News' website. Students can access this site as well as the Free Press in order to research current events occuring both locally and nationally. - The United States Constitution
This site provides a complete copy of the U.S. Constitution. It sites and gives synopsese of cases decided by the constitution and gives notes onthe history of the formation of the Constitution. Students can utilize this during the lesson. - The Michigan Library
This site provides direct access to Michigan's Constitution for students to use during the lesson.