NCC Guide- Elementary School by lesserbrain

Guide

ELEMENTARY SCHOOL

CLASS VISIT ACTIVITY

parking garage

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changing exhibit gallery

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freedom classroom elevators to parking garage

liberty classroom

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bus loading

kimmel theater

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information

annenberg center for education & outreach

5th street

offi ox

6th street

GROUND FLOOR

race street

stairs to second floor

annenberg lobby coat room

grand hall lobby

museum store

main entrance

stars and stripes lunchroom delegates restaurant

kids store

lower level front lawn

arch street

main entrance

box office

restrooms

stairs

elevators

information

dining

WELCOME LETTER

WELCOME TEACHERS

Dear Teacher,

Welcome to the National Constitution Center and thank you for planning a visit with your students. We are the ﬁrst and only museum in United States devoted to the teaching of the Constitution. During your tour of over 100 interactive exhibits, your class will be introduced to the Constitution of the United States, its role in history, and its impact on our everyday lives. This Activity Guide is designed to orient you to the Center, its mission, programs, and exhibits, as well as provide engaging activities for your students. This guide has been developed to help you teach in our museum, which is our way of encouraging you to visit here, engage your students, challenge them, and model for them learning beyond the classroom walls. The National Constitution Center promotes the teaching of civic education through active citizenship. We believe civic education is much more than knowing who the president is and how federalism works; it is participating in our democracy. At the National Constitution Center, we see educating students for citizenship as a framework that includes teaching public action, democratic deliberation and civic knowledge. Teaching public action encourages students to participate in and improve their communities. Democratic deliberation teaches students that in a democracy there are many different points of view, and that free expression should always be supported by examining other ideas. Civic knowledge ensures that each student understands the history of our nation and how the government works. Using this framework, these lessons are designed to increase your students’ understanding and encourage them to be active citizens in our nation. We would like to invite you to come to the National Constitution Center prior to your class trip in order to better plan your students’ time here. Complimentary teacher tickets are available by bringing this guide with you and presenting it at the box ofﬁce prior to your class trip. Enjoy your visit, Education and Exhibits Team

This class visit activity guide was created through the combined efforts of the National Constitution Center’s Department of Education and Exhibits, under the leadership of Dr. Dr. Stephen Frank, Vice-President. Contributors included: Eli Lesser, Kerry Sautner, Amy Chernekoff, Anne Spector, Sarah Winski, Lauren Cristella, Donna Jackson, and Andrew McGinley. All sections of this guide were reviewed by members of the National Constitution Center’s 2006-2007 Educator Advisory Committee: Andrew Kuhn, Cheltenham High School, Cheltenham, PA Marc Brasof, Constitution High School, Philadelphia, PA Carl Ackerman, Constitution High School, Philadelphia, PA Elizabeth Soslau, Grover Washington Middle School, Philadelphia, PA Jenn Wong, Gideon Elementary School, Philadelphia, PA Alison Van Wyk Wanaselja, Independence Charter School, Philadelphia, PA Donna Sharer, University of Pennsylvania Adicia Cohen-Johnson, Elkins Park Middle School, Cheltenham, PA

HOW TO USE THIS GUIDE

his guide has been designed to be just that: A guide. How you choose to implement it with your students is up to you. We have provided suggestions and approaches to teaching active citizenship before, during, and after your visit to the National Constitution Center. We understand that our activities will look different in each classroom, and we encourage you to use them at the museum and in the classroom in a manner that works best for you. Our main goal is to help students discover not only how the Constitution deﬁnes our government, but also their role within it. Introducing students to their rights and responsibilities within the Constitution will help start them on the path to active citizenship. Prior to your visit we suggest you begin with the Pre-Visit Activity (p. 5) which is designed to be completed within one class period. The National Constitution Center is very different from other museums, so we believe that preparing students for a different experience will help them learn more during their time here.

For teachers who would like a student self-guided experience we have provided a Constitutional Notebook (p.14-15) that can be photocopied and handed to each student. The notebook gives students speciﬁc items and interactives to examine in our exhibit space. The students are asked a series of questions at each stop that connect to the theme of active citizenship. After your visit to the National Constitution Center, we encourage you to use the Post-Visit Activity (p. 16) designed to help students use the information they collected to answer the question: Am I an active citizen? In the Appendix of the Activity Guide you will ﬁnd a Glossary (p. 19) of terms with which students may be unfamiliar, and the National Standards for Civics and Government (p. 19). We hope these materials will further enhance the activities they follow, and the ways in which you can use the National Constitution Center in your classroom.

To assist you should you choose to teach in our museum, and we hope you do, we have put together an Activity Trail (p. 11) that can be completed in as much time as you have here at the Center. We recommend an hour and a half to two hours. The trail contains seven stops throughout the permanent exhibit. At each stop, there is an interactive activity for students and some questions for you to spark a discussion about active citizenship.

The Story of We the People, Permanent Exhibit in DeVos Exhibit Hall

TABLE OF CONTENTS

Contents

2 How to Use the Class Visit Activity Guide 4 Activity Overview 5 Pre-Visit Activity 6 The Story of the National Constitution Center (Teacher Edition) 7 The Story of the National Constitution Center (Student Edition) 11 Activity Trail 16 Post-Visit Activity 19 Appendix 19

Glossary

National Standards

Membership

Signersâ&#x20AC;&#x2122; Hall

TEACHER MATERIALS

ELEMENTARY SCHOOL ACTIVITY Overview This guide has been developed for the elementary school classroom, and has been designed to encourage participation of students and to serve as a model for active participation in the community. During the Pre-Visit Activity, students will be introduced to the National Constitution Center and provided with information on what they will experience during their visit. Students preview their experience by creating an image in their minds of what their visit may be like. During the visit, students will follow an activity trail through the permanent exhibit. Each stop includes experiencing one of the exhibit’s interactives, as well as some discussion questions. The activities can be led by a teacher or chaperone, or can be student self-guided. The theme throughout the trail is active citizenship, and the rights and responsibilities of citizens. Each stop will wrap up with a “Rights, Responsibilities and Citizenship” question that challenges students to take what they have learned from the activity and apply it to their own lives. To wrap up the previous discussions, the ﬁnal stop is focused on what makes an active citizen.

STUDENT WORKSHEETS

MATERIALS LIST PRE-VISIT LESSON p.6

The Story of the National Constitution Center (Teacher Edition)

p.7-8

The Story of the National Constitution Center (Student Edition)

p.9-10 Map Handouts VISIT ACTIVITY p.14-15 Constitutional Notebook p.17

Activity Trail Data Sheet

POST-VISIT LESSON 4

p.18

What Makes an Active Citizen?

TEACHER MATERIALS

PRE-VISIT ACTIVITY Total classroom time: 45-60 minutes 1. When students enter the classroom, have the following

question posted in the front of the room for all to see: write: What is the National Constitution Center? 2. As students take their seats, ask them to consider

answers to the posted question. Encourage students to share their answers with the whole class. Note the responses in the front of the class for everyone to see. 3. Distribute copies of the The Story of the National

Constitution Center (p. 8), maps (p. 9-10), and extra paper for notes. As students follow along or take turns reading, stop at each Brainstorm Bubble question and discuss. say: What does the word “museum” make you think of? [Instruct students to draw their idea of a museum on the extra sheet of paper] What about the word “constitution”? [Instruct students to draw their idea of a constitution on the extra sheet of paper] What if we were to combine those ideas? What does that make you think of? How is the National Constitution Center different from other museums? What do you think you are going to see and experience at the National Constitution Center? Can you think of any places in your community that are like a town hall? Do you think you would sign the Constitution? 4. As you read “The Story of We the People” have

students fill in the questions on the map. say: Draw the path you will take from the buses to the Kimmel Theater. Draw your favorite food in the area where your class will eat lunch. Draw your state flag. On the Overlook, mark the spot where you think you will find your state flag. Make sure to check when you come to visit! In the box next to the exhibit, draw some artifacts you think you might see.

STUDENT WORKSHEETS p.6

The Story of the National Constitution Center (Teacher Edition) p.7-8 The Story of the National Constitution Center (Student Edition) p.9-10 Map Handouts In the box next to Signers’ Hall, practice signing your name. This will come in handy if you decide to sign the Constitution. If there is a temporary exhibit open during your visit, draw something you think you will see there. 5. Once the activity is completed, ask students to reexamine

the question they with which they began the class: say: What is the National Constitution Center? 6. While reviewing the answers presented, ask students if

they would like to revise the responses they see in the front of the classroom. If the responses have changed, encourage students to consider reasons why. If the responses have not changed, remind students they will be visiting the National Constitution Center and studying this idea in greater detail so they should keep the question in mind. 7. Share the following with the class:

say: We will soon be visiting the National Constitution Center. During our trip you will try out many different activities that will not only make the trip more fun, but we will also learn something about the Constitution and what it means to be an active citizen. 8. After completing this activity, remind students of

general guidelines for their visit to the Center. say: The visit to the National Constitution Center is a chance to ask questions and ﬁnd answers. Students must remain with their chaperones at all times. Cameras are okay in Signers’ Hall, but not in the exhibit halls. © National Constitution Center

TEACHER MATERIALS -

The Story of the

NATIONAL CONSTITUTION CENTER

What do the words “museum” and “constitution” make you think of?

A Museum for the 21st Century What do you think of when you hear the word “museum”? Probably a big stone building that is full of art, dinosaur bones, statues, or just old stuff. Now what do you think of when you hear the word “constitution”? Maybe you think of men in powdered wigs arguing about laws or old pieces of paper with a lot of funny sounding, hard-to-read words written on it. A museum is a place to learn, but in a different way than you do in school. The United States Constitution is the document which created the government we have today. The National Constitution Center combines those two very different ideas to create something you probably didn’t think of. Our museum is the only one in the world about the U.S. Constitution, and the next two sections of this reading will give you a sneak peak at what makes the Center so different.

What if we were to combine a constitution and a museum? What does that make you think of?

Building Facade

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kimmel theater

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n io n works t io tu constitu ur t

When you walk into the National Constitution Center you will notice a lot of things. The first room you see is called the Grand Hall Lobby, a large room with gigantic windows and stone walls. If you look up, you will see 56 flags hanging from the ceiling. The first 50 represent the states, the next one is for Washington, DC, and the last five are for American territories. Under each flag is a name plate that tells you what it represents.

ry of our co isto ns t it :h ou h o w r c o ns : ti th : what d oe h s at

The Story of We the People…

mean to yo u

Can you think of any town halls in your community?

Freedom Rising

The National Constitution Center opened its doors to visitors on July 4, 2003, but plans to build the Center began long before that. About 16 years earlier, the National Constitution Center was created by an act of Congress, signed into law by the 40th President, Ronald Reagan. Since then, people have come from all over the world to visit the Center. The National Constitution Center is a National Town Hall—a place where people from all over can come to learn and share ideas with one another.

Building a National Town Hall

DeVos exhibit hall On the other side of the lobby are silver doors that take you back in time to 1787. When you walk through, you can hear Philadelphians of the past talking and horses walking down the street. From this area, you will enter the Kimmel Theater where you will see Freedom Rising, a 20-minute show with a live actor and a video. This show will tell you the story of the Constitution’s history.

How is the National Constitution Center different from other museums?

Once the show is over, you will enter the main exhibit. The first thing you will see is the Preamble to the Constitution. It starts with the famous words “We the people…” Before you go any further, look at the exhibits to your right. You will notice that there are three paths. The outside path shows you the history of the United States through an interactive timeline filled with letters, clothing and other artifacts. These items sometimes change, but there is always something exciting. The middle path is where you can try out all different ways to be an Signers’ Hall active citizen, from voting to being sworn in as president. The inside path is a place where you can voice your ideas about different topics and share them with other visitors. At the end of the three paths you will enter Signers’ Hall. This room is filled with forty two life-size statues of the men who were there the day the Constitution was signed. All but three of them signed this new document.

Our Museum, Your Classroom As you get ready to visit, remember that the National Constitution Center is not your typical museum; it is a national town hall, a theater, and most importantly, a place to learn. It is a classroom for the future, and we hope that during your visit you will ask questions and ﬁnd your own answers so that you can write the next chapter in the story of “We the People.”

Will you join the signers? Or will you refuse to sign, like the dissenters?

What do you think you are going to experience at the National Constitution Center?

THE STORY OF THE NATIONAL CONSTITUTION CENTER

The Story of the

NATIONAL CONSTITUTION CENTER

Building Facade

THE STORY OF NCC Building a National Town Hall

Freedom Rising

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p r e a mb

kimmel theater

mean to yo u

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The Story of We the People…

n io n works ut t io tu constitu ur t

f tory o our con h is st : it our co th w o h ns : ti th : what d oe h t s a

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DeVos exhibit hall On the other side of the lobby are silver doors that take you back in time to 1787. When you walk through, you can hear Philadelphians of the past talking and horses walking down the street. From this area, you will enter the Kimmel Theater where you will see Freedom Rising, a 20 minute show with a live actor and a video. This show will tell you the story of the Constitution’s history.

STUDENT WORKSHEET parking garage

fr e

changing exhibit gallery

e d o m r i s i ng

freedom classroom

bus loading

kimmel theater

rea

liberty classroom

tsi

sea ti n

information

b annenberg center for education & outreach

5th street

offi ox

6th street

GROUND FLOOR

race street

stairs to second floor

annenberg lobby coat room

grand hall lobby

museum store

main entrance

stars and stripes lunchroom delegates restaurant

kids store

lower level front lawn

arch street

main entrance

box office

restrooms

stairs

elevators

information

dining

STUDENT WORKSHEET 1933

mel theater

1824

k im

64 19

18 6 5

bank of america family theater

tod ay

lo o

sta te

r ve so

l l e xh i b i t

flags of the uni te d

signers hall

5th street

6th street kirby theater

outdoor seating

posterity hall

1765

de vos ha

bus loading

Draw Some Artifacts You Might See:

SECOND FLOOR

race street

llewellyn citizens cafe

Practice Signing Your Name Here:

Draw Your State Flag:

FRONT LAWN

arch street

first public printing of the constitution

outdoor seating

restrooms

stairs

elevators

dining

ACTIVITY TRAIL

VISIT ACTIVITY 1933

bank of america family theater kim

mel theater

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1 86 5

1824

4 3

voting booth activity

state story

oath of office

the tower of law

jury box

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ibit entrance

es tat s d

overlook

te ni

posterity hall

become a time traveler 1765

tod ay

activity trail stops

flag

signers’ hall first public printing of the constitution

Constitution Activity Trail: The Story of We the People… Total Visit Activity Time: 1.5-3 hours The Constitution Activity Trail is a tool to help you and your students interact with the National Constitution Center’s permanent exhibit. There are six unique activities. Each takes approximately ten minutes to complete. We recommend trying as many interactives as time allows. Each one takes place at a different section of the Constitution Center’s permanent exhibit (The map above will give the exact location for each activity).

STUDENT WORKSHEETS p.17

Activity Trail Data Sheet

If you prefer your students to independently explore the ideas and exhibits of the Center, please see the Alternate Student Self-Guided Activity (pg. 14-15).

ACTIVITY TRAIL

VISIT ACTIVITY

Become a Time Traveler

The chronology wall that stretches around the outside of the National Constitution Center’s permanent exhibit tells the history of the United States through narrative panels, interactive activities, and historic artifacts. Along this timeline there are gaps in the glass, forming small rooms. These rooms allow visitors to step back into history. Stepping into these rooms will allow your students to become time travelers in American history.

3 4 5 6 7 8

1. Once you exit Freedom Rising, walk along the Chronology Wall, the outside path of the exhibit that begins at the large blue Preamble Wall. Give each student a copy of the Become a Time Traveler Data Sheet (p. 17). After you go through the entire path once, divide students into groups of two or three. Each group will go to different rooms in the exhibit. Choose from the following: • The Founders’ Library (1787) • Capture of Anthony Burns (1854) • Antietam Battleground (1862)

• Prohibition (1919) • Fireside Chat (1942) • Schoolroom (1954)

2. As you approach the first room (The Founders’ Library), drop off the first group of students, making sure they all have their Become a Time Traveler Data Sheets. Remind them to stay in the room until you come back to get them. 3. Moving along the timeline, drop off each group of students at their chosen room. When you get to the end, walk to the left of the end wall and you will find yourself back at the beginning. Pick up each group of students from their assigned rooms. 4. Once you have gathered each group, use the following questions to guide the students’ discussion of the information on their data sheets.. Discussion: What events are taking place in the room you went into? Why is the time period you were in important? As an active citizen, what might you have done to improve this period? Choose someone from that time whom you would like to meet. What do you think that person would want to improve about our current time period? As an active citizen, what can you do to improve that issue?

Voting Booth Activity Between the American National Tree and the Oath of Ofﬁce interactives are eight voting booths similar to the ones you see on Election Day. Once inside, students are able to vote for one of ten former American presidents they believe is the best president in American history. Their choices are:

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George Washington Thomas Jefferson Abraham Lincoln Theodore Roosevelt Woodrow Wilson

Franklin D. Roosevelt Harry S. Truman Dwight D. Eisenhower John F. Kennedy Lyndon B. Johnson

1. When you reach the voting booths, tell students that they

are going to be able to vote. Remind them that it is important to be educated voters, so they should watch some of the video above the voting booths to ﬁnd out about the presidents. 2. Next, have each student pick one president from the

list. They will each have to tell the other students why that president should get their vote. They don’t have to prepare a big speech; it can be as short as a campaign slogan. 3. The students should now go into the booths and vote.

Discussion: After each student has had a chance to vote, begin to discuss the following questions: Why did you vote for the person you chose? What makes a good leader? Have you ever gone to vote with your parents? What do you remember about that experience? What are some of the requirements for you must meet in order to vote? Must be at least 18 years old Must be a United States Citizen Must live in the state in which you are trying to vote for a period of time determined by the state Must be registered to vote Do you think voting is important? Why? Why not? What opportunities do you have in school to practice your right to vote?

ACTIVITY TRAIL

VISIT ACTIVITY

Tower of Law

State Story

If you have a large group, have students get into groups of 2-3 per screen. Have each student complete the State Story Data Sheet (p.17).

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Next you will arrive at the Tower of Law, made of different law books 7 stacked on top of each other. If you wanted to be a lawyer or judge, 8 you might have to read books just like these, or many more. The Constitution is only a few pages, but these books almost stack up to the ceiling! Some of the laws in these books were made by Congress, some by the states, and others were made by towns and agencies like the Food and Drug Administration (FDA) which makes sure our food is safe. Discussion: Why do we have laws other than those in the Constitution?

Oath of Ofﬁce

1. Have students take the

Do you have to wear a helmet when you ride your bike? Do you think that is written in the Constitution?

Presidential oath of ofﬁce.

2. If it is crowded, the group should

elect someone to be sworn in as President. Have students volunteer to run for president. Have two students be the “election ofﬁcials”—the ones who count the votes.

3. All students should vote for President. The winner gets to

take the oath. 1st runner up, as Vice President, could take the oath as well. Explain that this was the procedure until the 12th Amendment was ratified in 1804. Pres. Oath: I do solemnly swear (or affirm) that I will faithfully execute the office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States. 4. Ask students if they know the requirements to be President.

Must be a natural born citizen Must have lived in the United States for 14 years or more Must be 35 years old or older 5. Explain that since 1884 the Vice President has taken

the same oath that Senators and Representatives use, as written below: VP Oath: I do solemnly swear (or afﬁrm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely, without any mental reservation or purpose of evasion; and that I will well and faithfully discharge the duties of the ofﬁce on which I am about to enter: So help me God.

Do you have to wear a seat belt in the car? Do you think that is written in the Constitution? When you walk your dog, do you have to keep it on a leash? Do you think that is written in the Constitution? 1 2 3

Are you allowed to litter? Do you think that is written in the Constitution? Can you think of another law that isn’t found in the Constitution?

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Jury Box

Located between the Tower of Law and Domestic Tranquility, the Jury 8 Box gives students an opportunity to understand the role a jury plays in the American legal system. In this activity, students will learn about the job of a jury. The Mock Trial in the Post-Visit section provides a followup activity and allows students to have their own trial. 1. Ask students to sit in jury box. 2. Read both versions of “Goldilocks and the Three Bears.” (p. 16) 3. Have students say whose story they believe. 4. Vote whether defendant is guilty or not guilty.

Use this space to write any questions you have about what you see, things you would like to learn more about, or ideas that you would like to talk about in class.

Your Thoughts:

SELF-GUIDED ACTIVITY

Student

On the back of the journal you will find a space where you can write any questions or ideas you have while exploring the Center.

On the inside pages you will find three sections: Look, Think and Write. The Look section gives you information about what you are seeing. The Think section asks you a question that you can answer in the Write section.

This notebook will help you as you explore the National Constitution Center. Use your notebook to explain what you are seeing and any questions you might have.

A Field Journal is a notebook that can be used to take notes when you are away from your classroom. As you explore the National Constitution Center use this journal to explain and take notes on what you are seeing.

WHAT IS A FIELD JOURNAL?

Date:

Name:

This activity will enable your students to explore the permanent exhibit of the National Constitution Center and assist in answering the question “Who are we the people?” Hand out the Constitutional Notebook and read the description of a field journal to your class.

ALTERNATIVE

Fold Here

Why do we have laws that are not in the Constitution?

WE have laws that are not in the Constitution because:

{Write}

Find the large stack of books in the Preamble Path. These books are filled with laws that are not in the Constitution.

They are connected because

{Think}

{Look}

{Write}

{Think}

{Look}

{Write}

The three branches of government are:

{Write}

{Think}

What are the three branches of government? Why are the branches connected?

{Think}

{Look}

Find the 3 white building models in the Preamble Path. Look at the models. Now watch the video below the buildings.

Fold Here

{Look}

I think it is important because:

Why do you think it is important to stay, even when you don’t agree?

Enter Signer’s Hall, the room with all the statues. Find the dissenters, the men standing at the table in the back of the room who decided not to sign the Constitution.

Some of the things I learned about the Constitution are:

What did you learn about the Constitution today?

Look up and see the Constitution written in the glass above your head.

TEACHER MATERIALS Total classroom time: 45-60 minutes Using the Become a Time Traveler Data Sheets, have students report back to the class what they learned in the Time Travel and State Story activities. What Makes an Active Citizen? 1. Put the following list of actions on the board. Pass out “What Makes an Active Citizen?” (p. 18) worksheets to students and have them read along. Gets involved in school clubs Circulates a petition Organizes a protest Complains Breaks up a ﬁght Questions authority Gets good grades If eligible, votes Cleans up their community Encourages others to vote Teaches younger members of their community Respects authority Cleans up trash on the school playground Follows all the rules Plays on a sports team Raises their hand in class Participates in class discussion Writes a letter to the editor E-mails a government ofﬁcial 2. Have students check off items which they think are

included in active citizenship. Encourage them to use what they learned and discussed at the interactives to come up with their own ideas of active citizenship. 3. When everyone is done, go through the list and have

students vote on which items they include in active citizenship. Keep track of the votes. 4. Allow students to discuss with one another why

they chose what they did. Mock Trial

Located between the Tower of Law and Domestic Tranquility, the Jury Box gives students an opportunity to understand the role a jury plays in the American legal system. In this activity, students will learn about the different participants in a courtroom trial such as the plaintiff, defendant, prosecution, and defense attorney. Students will also have to consider alternate situations just like real juries by using the story of Goldilocks and the Three Bears.

POST-VISIT ACTIVITY STUDENT WORKSHEETS p.18

What Makes an Active Citizen?

Goldilocks and the Three Bears Summary The Bear family had made delicious porridge for breakfast, but it was too hot to eat. They decided to go for a walk while their porridge cooled. While they were out, Goldilocks came into the house. She had been walking in the woods and wanted to ﬁnd out where the delicious smell of porridge was coming from. She tried out everyone’s porridge. Papa Bear’s was too hot and Mama Bear’s was too cold, but Baby Bear’s was just right so she ate it all. Then Goldilocks decided she would sit and rest. But Papa Bear’s chair was too big and Mama Bear’s chair was too small. Baby Bear’s chair looked just right, but when Goldilocks sat in it, it broke into little pieces! She decided to take a nap instead. Papa Bear’s bed was too hard and Mama Bear’s bed was too soft. Baby Bear’s bed was just right, and it was so comfortable that Goldilocks fell asleep. While Goldilocks was asleep, the Bear family came home. They were not happy to ﬁnd out that someone had been eating their porridge and breaking their chairs. When they found Goldilocks asleep in Baby Bear’s bed they started to roar. Goldilocks was so scared she jumped up and ran away. Mama Bear decided to call the police, and they arrested Goldilocks for breaking into the Bear house and stealing their porridge. So here we are today at her trial… Activity: Read the summary of the story of Goldilocks and the Three Bears (above). Explain roles in trial. Defendant: person accused of the crime Prosecution: usually the government of a city or state, which represents the victim(s) Prosecutor: the lawyer for the prosecution Defense Attorney: lawyer for the accused person Victim: person against whom a crime has been committed (i.e., the person who had something stolen) Jury: a group of usually 12 people who listen to all the evidence and arguments and decide the verdict Who would be the Prosecution? Who would be the Defendant? Who would represent the Bears? Who would represent Goldilocks?

the three bears Goldilocks Answer: A prosecutor Answer: A defense attorney Answer: Answer:

STUDENT WORKSHEET

time TRAVELER

BECOME A Name:

activity trail data sheet

1. What do you see?

Time Period (Circle One) 2. What do you hear?

1787 1854

3. What people from this time are in the room with you?

1862 4. What can you do in the room?

1919 1942

5. Who from this period would you like to meet? What would you say to or ask him or her?

1954

6. If this person traveled to your time, what do you think he or she would ask you?

State Story

Draw a Picture of Your State Flag:

State: Governor’s Name: Both Senators’ Names: One Representative’s Name: State Bird: State Flower:

STUDENT WORKSHEET

What Makes an Active Citizen? Read the following list of actions. Check off the ones you think an active citizen does. There are no right or wrong answers. When you are done, compare with your classmates what you think active citizenship means.

❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐ ❐

Gets involved in school clubs Organizes a protest Circulates a petition Complains Breaks up a ﬁght Questions authority Gets good grades If eligible, votes Participates in class discussion Plays on a sports team Cleans up their community Encourages others to vote Teaches younger members of their community Respects authority Cleans up trash on the school playground Follows all the rules Raises their hand in class E-mails a government ofﬁcial Writes a letter to the editor

Glossary

GLOSSARY & NATIONAL STANDARDS

Amendments – additions and changes made to the Constitution. Twenty seven have been made to date. Artifacts – man-made objects, usually referring to those used in the past. Examples include clothing, tools and books. Bill of Rights – The first ten Amendments to the Constitution, ratified in 1791. Branch – A section or division of something; a part. Citizen – member of a nation or community. Civics – the privileges, rights, and obligations of citizenship. Congress – In the U.S., the legislative branch of government which passes laws. Constitution – the supreme law of the United States, written in 1787. Equality – The idea that all humans have the same rights, that none are worse or better than others simply because of their skin color or ethnic background. Judiciary – the system of courts, including the U.S. Supreme Court. Jury – Group of citizens who listen to a case in court and make a decision about the case; each U.S. citizen is called from time to time to serve on a jury. Liberties – the right to act, behave, or express oneself without constraint. Museum – a place where objects of art, science or history are displayed and studied Posterity – future generations/ Preamble – the introduction of the U.S. Constitution, which introduces its general principles. Presidency – the executive branch of the federal government. Ratify – to confirm, approve or pass, as with a law. Responsibilities – duties or obligations, especially as pertaining to citizenship. Rights – Basic things that people can freely do; freedoms and privileges. Territories – an area which is part of the United States but is not a state, including Puerto Rico, American Samoa, U.S. Virgin Islands, Guam and the Northern Mariana Islands. Vote – to declare a preference or a choice for one thing or person over another.

K - 4 National Standards for Civics and Government I.

What is Government and What Should It Do? A. What is government? B. Where do people in government get the authority to make, apply, and enforce rules and laws and manage disputes about them? C. Why is government necessary? D. What are some of the most important things governments do? E. What are the purposes of rules and laws? F. How can you evaluate rules and laws? G. What are the differences between limited and unlimited governments? H. Why is it important to limit the power of government? II. What are the Basic Values and Principles of American Democracy? A. What are the most important values and principles of American democracy? B. What are some important beliefs Americans have about themselves and their government? C. Why is it important for Americans to share certain values, principles, and beliefs? D. What are the beneﬁts of diversity in the United States? E. How should conﬂicts about diversity be prevented or managed? F. How can people work together to promote the values and principles of American democracy? III. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? A. What is the United States Constitution and why is it important? B. What does the national government do and how does it protect individual rights and promote the common good? C. What are the major responsibilities of state governments? D. What are the major responsibilities of local governments? E. Who represents you in the legislative and executive branches of your local, state, and national governments? IV. What is the Relationship of the United States to Other Nations and to World Affairs? A. How is the world divided into nations? B. How do nations interact with one another? V. What are the Roles of the Citizen in American Democracy? A. What does it mean to be a citizen of the United States? B. How does a person become a citizen? C. What are important rights in the United States? D. What are important responsibilities of Americans? E. What dispositions or traits of character are important to the preservation and improvement of American democracy? F. How can Americans participate in their government? G. What is the importance of political leadership and public service? H. How should Americans select leaders? Directed by the Center for Civic Education and funded by the U.S. Department of Education and The Pew Charitable Trusts Copyright 1994-2007 Center for Civic Education All rights reserved

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