Big Ideas

• Responsibility
• Rights

Essential Purpose: 

This module for grades 6-8 will provide an opportunity for students to understand the historic foundations of our current political system; to understand the principles within and the protections provided by the U.S. Constitution; and to understand the necessity of assuming civic responsibility if these rights are to be preserved.

The principles of the major state papers are the principles and ideals of American democracy. The introduction to Civics Standards Two draws specific attention to the fact that “…[t]he American political system was intentionally created to rest on a foundation of individual liberty, freedom of religion, representative democracy, equal opportunity, and equal protection under the law.”

Majority rule places a very important constraint on governmental authority, but it is completely insufficient to protect individual liberty. Every student destined to become an American citizen should understand that the majority can be as much of a tyrant as any dictator. They should understand that the addition of the Bill of Rights to the U.S. Constitution was motivated by the recognition that citizens need protection from abuse of governmental authority, even when the government is theoretically obedient to the will of the majority of the citizens.

This module will provide students with the opportunity to analyze these rights and their application in real life situations. They will participate in activities that strengthen their knowledge of individual rights and understand why American citizens are protected. Students will also have the opportunity to explore how these concepts of individual rights are presently being implemented in the United States.

They will use this information to analyze a situation in which these rights need to be protected. The transfer task will provide evidence of the student’s ability to:

• understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and to examine and apply the protections accorded those minorities in the American political system;
• understand the principles and content of the United States Constitution (including the Bill of Rights).

Delaware State Standard measured by the Transfer Task

Social Studies

Civics Standard Two 6-8a: Students will understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.

Civics Standard Two 6-8b: Students will understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.

Enduring Understanding

Students will understand that:

• The principles and ideals underlying American democracy are designed to promote the freedom of the American people.

Essential Questions

• How might the majority threaten individual and minority rights?
• Why are citizens protected by the Constitution?
• Should individual rights be limited?
• How are the principles of the major American state papers guaranteeing liberty to contemporary Americans?

General Instructions

This module is a tool for teachers to use when designing standards-based units. It is not a self-contained unit, though it will contain many of the aspects of a unit designed for the Delaware Statewide Recommended Curriculum. It will demonstrate integration of content standards within Social Studies and English Language Arts. Teachers should use it as a model of the process for aligning assessment, curriculum, and instruction.

The transfer task may be scored for both social studies and writing. Teachers wishing to do so may use a task designed more as a writing prompt than for content.

Teachers might want to familiarize themselves with John Locke’s social contract theory.
Click here to learn more about John Locke.

Write the Essential Questions from the Overview for the unit on a board or wall so that they are visible to all students to reference throughout the learning activities.

The Check for Understanding may be used as writing prompts or as small-group or whole class debate.

Essential Content

• the meaning and role of representative democracy
• the meaning and role of rights in protecting liberty
• the concept of majority rule
• the assumptions underlying the ideals of American democracy

Essential Skills

•  Analyzing, accessing, managing, integrating, evaluating and creating information
• Creating effective written communication
• Exercising sound reasoning in understanding and making complex choices
• Ability to frame, analyze and solve problems
• Developing, implementing and communicating new ideas to others
• Staying open and responsive to new and diverse perspectives.
• Respecting diverse perspectives
• Locating appropriate resources
• Transferring learning from one domain to another
• Acting responsibly with the interests of the larger community in mind
• Demonstrating ethical behavior in community contexts

Transfer Task

This transfer task and scoring guide should be reviewed with students prior to using the activities in the module. Students should do the assessment after the activities have been completed.

Essential Questions Addressed by the Transfer Task

• How might majority rule threaten individual and minority rights?
• Why are citizens protected by the Constitution?
• How are the principles of the major American state papers guaranteeing liberty to contemporary Americans?

Prior Knowledge	Now that you have learned about how our government was formed and how our basic rights are protected by our Constitution, you are ready to think about how a good citizen acts responsibly in a democracy while protecting the rights of others.
Problem	A factory that employed 41% of the adult workforce in Newtown has closed. The factory is located on the edge of town, adjacent to a large forested tract of public land which supports wildlife habitat, nature trails, and fishing and swimming on two small lakes. A large manufacturing company, National Manufacturing, has made an offer to modernize and increase the size of the factory, re-employ the workers that lost their jobs, and probably even hire more workers. This would help to economically develop Newtown, but the proposed size of the new factory means the adjacent land would have to be purchased and used. Wildlife and habitat would be affected, and the lake or surrounding areas might become polluted. The citizens of Newtown would like to maintain the natural beauty of the forested land, but also realize that their town needs jobs. Newtown has a downtown area with small businesses, restaurants, and a small medical center. A town council meeting has been called so that citizens may discuss whether to accept the manufacturer’s offer. Several groups have already written letters to the editor of the Newtown Herald, a local newspaper, about National Manufacturing’s proposal to increase the size of the factory. They have conflicting opinions about how to use the property and whether to develop the forested tract of public land. The Newtown Tree Lovers, a local environmental group, under no circumstances want the factory to be increased in size. They would like the natural environment to be maintained, as it is now. The old factory would be torn down and trees would be planted in its place. They have threatened legal action if the town council votes to accept the manufacturing company’s proposal. A local land developer, Sheldon Jones, would like to tear down the old factory and build condominiums on the land. Jones would also create a vacation resort on the adjacent natural land. Expansion of the swimming areas, increased fishing and hunting, and horseback riding would be examples of activities that would be offered to residents and tourists. Jobs would be created for some residents, but not as many as would come from the manufacturing company. The Newtown Seniors, a local senior citizen’s group, would like a Senior Center to help organize activities for the elderly and contribute to healthier lifestyles to be built in place of the old factory. The town has never had one, even though the town has more retirees than children. The senior citizen’s group uses the public school to host functions, but, when school is in session, they are limited to after school hours and weekends. A parent’s group has proposed a youth center in the renovated factory to give opportunities for after-school and weekend activities. Parents in the town worry that their children have nothing to do. They are also concerned that, if traffic increases in the town, it won’t be as safe for the children to play or ride bikes.
Role/Perspective	You are the mayor of Newtown. As an elected representative, you are concerned that the town’s economy will suffer without development, but also want to maintain its environment. You know that it is a difficult decision and the citizens will have strong opinions. Since the fate of the old factory and the adjacent natural environment are important to the future of the town, you plan to listen at the town council meeting to the various groups with ideas about how to use the land before making your own decision.
Product/ Performance	However, when the agenda for the town council is published in the Newtown Herald, you become concerned that the agenda does not reflect how a representative democracy should function. You are the mayor of Newtown. Write a letter to the editor of the local newspaper, the Newtown Herald, explaining your concern that the agenda of the upcoming town council meeting does not reflect your knowledge of how a representative democracy should function. Support your position with evidence.
Criteria for an Exemplary Response	Before you begin you might want to consider: the principles of representative democracy the protections afforded to individuals and groups by the U.S. Constitution evidence from the U.S. Constitution to support your position Explanation is logical, accurate, and insightful Principles of the U.S. Constitution are applied and clearly support your explanation Examples are used to enhance the reader’s understanding Evidence selected is accurate and relevant to your position

Scoring Guide