Constitutional Amendments and Federalism

Introduction

Throughout Chapter 3, we have studied how the Founding Fathers learned from their mistakes when it came to creating a detailed written plan of government (Constitution) for our newly formed United States of America. There were many weaknesses of our country's first constitution(Articles of Confederation) but perhaps the biggest mistake was the the process for making changes to the document. Under the Articles of Confederation, all 13 of the 13 states needed to be in complete agreement, which we found out was nearly impossible! 

When creating the Constitution, the framers were sure to make the process for changing, or amending, the supreme governing document more realistic in order to address future flaws or problems in society. 

Today, we will investigate the process for amending the Constitution, examine some of the successful and unsuccessful amendments, and confidently demonstrate our understanding of how the amendment process is a perfect example of our current government system: FEDERALISM!

Lets get started!

How to Amend the Constitution—About the Process

 

Task

Directions:

Hundreds of potential amendments are sent to congress for proposal each year. However, only a handful of these get congressional approval and even fewer reach the ratification stage. Why is this the case? Use your Chromebooks  and Internet resources to research answers to the following questions. 

You will become an expert on ONE failed amendment that interests you. Please be prepared to share your discoveries with the class tomorrow. 

 

PART ONE: Amendment Process  

The New, New Federalism - National Civic League

  1. Under the Articles of Confederation, what was the process for adding or changing the document?

 

  1. How many times were the founding fathers able to successfully amend the Articles of Confederation?

 

  1. Why Do you think it was so difficult for the 13 original states to reach agreements?

 

  1. Please describe the two step process in order for an amendment to be officially added to our Current Constitution?

 

  1. Why do you think this process is more achievable than the it was under the Articles of Confederation?

 

PART TWO- Amendment History

Role of State and Local Government and the Bill of Rights – Constituting America

  1. When was the last constitutional amendment ratified?

 

                  a.) When was it proposed?

 

                  b.) Do the math! How many years was this amendment stuck at the proposal stage?

 

  1. About how many attempts has there been to amend (or change) the Constitution throughout history?

 

  1. How many amendments to the constitution have been “proposed” but not “ratified?”

 

  1. How many amendments have been ratified (officially added to the constitution)?

 

PART 3: FAILED AMENDMENT

Oh Brett! With the finish line in sight, Republicans still could blow it – THE SHINBONE STAR

  1. Choose 1 rejected Amendment and list it below. **This might be an amendment that was proposed by Congress but rejected ratification (6 times), or an amendment that never made it passed Congress before being rejected(thousands)

 

  1. Briefly explain what this amendment is/was.

 

  1. How far did it make it in the amendment process? (did it get passed the proposal stage?)

 

  1. Why was it rejected?

 

  1. How would things in America be different if this amendment had been passed?

 

  1. Would you have voted for the Amendment to pass if you had a vote?

 

  1. Why would you have voted the way you did?

 

YOU are now the expert on this failed amendment. Be prepared to share your findings with the rest of the class.

 

     Challenge: If you could add one amendment to our constitution, what would it be and why? (this could be a change or and addition)

 

ADDITIONAL SOURCES REFRENCED? PLEASE CITE BELOW. 

 

Process

Evaluation

CATEGORY

10

8

5

1

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples. COMPLETE SENTENCES.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Internet Use

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Sources

All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Teacher Page

 

Essential Question: At the end of this WebQuest students will gain knowledge of complicated process of amending the Constitution of the United States of America, by investigating the various successful and unsuccessful attempts. Students will also discover how federalism is demonstrated by this amendment process.

LEARNERS: 10th Grade Civics(15-16years old) College Preparatory Level consisting of students of varying ability and motivation. Racially diverse. (One blind student- I provided learning support aide with copy of webquest one week in advance in order for it to be converted into braille.)

-Common Misconception: Students are often unaware how frequently constitutional amendments are suggested.

-This webquest helps students realize how much power the states in terms of checking the power of the Federal government.

 

Goals:

5.1.12.D: Evaluate state and federal powers based on significant documents and other critical sources: United States Constitution, Bill of Rights, Pennsylvania Constitution

Standard - 5.2.9.B: Analyze strategies used to resolve conflicts in society and government.

Standard - 5.3.9.C: Explain how government agencies create, amend and enforce policies in local, state, and national governments.

Standard - 5.1.9.D: Compare and contrast the basic principles and ideals found in significant documents: United States Constitution, Bill of Rights 

 

Habits of the Mind

Habit #1: Creating, Imagining, and Innovating

“The future is not some place we are going to but one we are creating. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination.”    - John Schaar, Political Scientist

Students will realize the importance of constantly reflecting on our current status as a society as well as anticipating potential problems. If we can compromise and move forward as a nation, the future will be bright for all involved.

Habit #2: Learning Continuously

 “Insanity is continuing to do the same thing over and over and expecting different results.”        –Albert Einstein

Students will realize that in order to create a successful constitution, it must be able to be changed. To live under the same exact laws as the 1700’s would be “Insane.”

 

Technology and Resources:

Students will use chromebooks to access this webquest and perform research.  Students will be given links to help them research and organize the information they discover.  The links can be found on the "Process" page.

 

 

Time and Organization:

The webquest should take approximately 1 full block (1.5 hours). If students require more time, they may finish it for homework.

 

WebQuest Rationale:

This class is wrapping up chapter 3, The Constitution. The students already learned about the purpose and structure of the constitution. I wanted the students to take a break from direct instruction, and give them the freedom to investigate the helpful (as well as the most absurd) attempts to change the supreme governing document. Students will have the opportunity to use various forms of technology for this project, which is always fun and engaging for students. This webquest will provide students with an opportunity to realize that the power they will have when they are old enough to elect legislatures at the state and federal levels.