Founding Democratic Principles,
6/21/04 –
7/2/04
This
document arose during the planning for the Summer 2004 institute. We considered ten topics under the
heading “founding principles” and asked questions we thought would be worth
exploring around each topic. These
topics and their related questions are given below. In addition, we have included a chart
for each topic that shows how that topic articulates with the California Content
Standards.
Please
note:
Although the summer workshop draws on these topics for its inspiration,
the content we will cover in Summer 2004 is somewhat more narrowly focused and
addresses fewer than ten topics. As
a result, some of the content standards will be addressed in our presentations
more directly than others. However,
all of the standards listed are relevant to the topic, and in your own classes,
you could expand your coverage of these topics to include additional content
standards.
Founding
Principles
Participants work with
a variety of documents to create a working model of
America’s “founding democratic principles.” What is a founding principle? How were these principles debated by the
founders? How did the founding
principles change over time? What
principles did the founders have that Americans might not agree with
today?
California Content Standards for “Founding
Principles”
|
8.1.2 |
Analyze
the philosophy of government in the Declaration of Independence with an
emphasis on government as a means of securing individual
rights |
|
8.2.2 |
Analyze
the Articles of Confederation & the Constitution and the success of
each in implementing the ideals of the Declaration of
Independence |
|
8.2.3 |
Evaluate
the major debates that occurred during the development of the Constitution
and their ultimate resolutions
. . . |
|
8.2.4 |
Describe
the political philosophy underpinning the Constitution as specified in the
Federalist Papers . .
. |
|
8.2.5 |
Understand
the significance of Jefferson’s Statue for Religious Freedom as a forerunner of the
1st Amendment . . . |
|
8.2.6 |
Enumerate . . . the fundamental liberties ensured by
the Bill of Rights |
|
8.2.7 |
Describe the . . . ways in which the American idea of
constitutionalism preserves individual rights |
|
8.3.1 |
(?) Analyze the principles and concepts codified in
state constitutions |
|
8.92. |
(?) Discuss the abolition of slavery in early state
constitutions |
|
|
|
|
11.1.2 |
Analyze the ideological origins of the American
Revloution; the divinely-bestowed unalienable natural rights philosophy of
the Founding Fathers and the debates surrounding the drafting and
ratification of the Constitution, the addition of the Bill of Rights |
|
11.3.5 |
Describe the principles of religious liberty found in
the Establishment and Free Exercise clauses of the First Amendment |
The Boundaries of Citizenship: Who are “the
people”?
A government of the people, by the people, for the people must define who
its “people” are.
This module would address the questions, “Who is a citizen?” and, to a
lesser extent, “what constitutes citizenship?” How has the United States defined citizenship over two centuries? How can the
U.S. view of citizenship elucidate the boundaries of the nation
and the operation of the fundamental principle of participation in the
nation?
California Content
Standards for “The Boundaries of Citizenship”
|
8.11.5 |
Understand the 13th,
14th and 15th Amendments to the Constitution |
|
|
|
|
8.2.3 |
. . . the status of American Indian
nations under the commerce clause |
|
8.3.6 |
Describe the basic law-making process and how the
Constitution provides numerous opportunities for citizens to participate
in the political process and to monitor and influence government. |
|
8.5.3 |
Treaties with American Indian nations |
|
8.6.3 |
Study the lives of black Americans who gained freedom
in the North and founded schools and churches to advance their rights and
communities |
|
8.6.6 |
Examine the women’s suffrage movement |
|
8.8.1 |
Indians under Andrew Jackson and supreme court |
|
8.8.2 |
Westward expansion and the place of Indians |
|
8.8.6 |
Describe . . . the Mexican-American War, including
territorial settlements, the aftermath of the wars, and the effects the
wars had on the lives of Americans, including Mexican Americans today |
|
8.9.5 |
Analyze the significance of . . . the Dred Scott v.
Sandford
decision. |
|
8.9.6 |
Describe the lives of free blacks and the laws that
limited their freedom and economic opportunities. |
|
8.12.7 |
New wave of immigration and nativsm. |
|
|
|
|
11.1.4 |
Examine the effects of the Civil War and
Reconstruction . . . |
|
11.2.3 |
Trace the effect of the Americanization novement |
|
11.2.9 |
Understand the effect of political programs and
activities of the Progressives |
|
11.5.2 |
Attacks on civil liberties between the wars |
|
11.7.5 |
Discuss the constitutional issues and impact of events
on the U.S. home
front, including the internment of Japanese Americans . . . and the
restrictions on German and Italian resident aliens . . . |
|
11.8.2 |
Discuss the significance of Mexican immigration . .
. |
The Right to Vote: A Basic American Principle?
This module focuses on the ways in which various residents of the
United States have struggled to become full citizens with the full rights
and responsibilities of citizenship, making it a continuation of the discussion
on citizenship.
California Content
Standards for “The Right to Vote”
|
8.6.4 |
Study the lives of black Americans who gained freedom
in the North and founded schools and churches to advance their rights and
communities |
|
8.6.6 |
Examine the woman suffrage movement |
|
8.9.1 |
Leaders of the abolition movement |
|
8.9.2 |
Discuss the abolition of slavery in early state
constitutions |
|
8.9.3 |
Describe the significance of the Northwest Ordinance
in education and in the banning of slavery in new states north of the
Ohio
river |
|
8.9.6 |
Describe the lives of free blacks and the laws that
limited their freedom and economic opportunities |
|
8.11.3 |
Understand the effects of the Freedman’s Bureau and
the restrictions placed on the rights and opportunities of freedmen. |
|
8.11.5 |
Understand the 13th,
14th, and 15th Amendments to the Constitution and analyze
their connection to Reconstruction |
|
|
|
|
11.5.2 |
Attacks on civil liberties between the wars |
|
11.5.4 |
Analyze the passage of the 19th Amendment and the changing role of women in
society |
|
11.10 |
ALL. Students analyze the development of
federal civil rights and voting rights developments |
Federalism and States’ Rights in a Republican Government
The men who created the United
States agreed that they would
create a republican form of government to replace the king whose rule they
rejected. But
what form would the republican government take? How much power would central governments
hold? And what
would be the relationship between the states and the national government? Although the authors
of the Constitution ultimately resolved this debate in favor of a federalist
form of government, leaving significant sovereignty in the hands of the states,
the question of the balance of power between federal and state power continued
to plague Americans.
California Content
Standards for “Federalism and States’ Rights”
|
8.2.2 |
Analyze
the Articles of Confederation and the Constitution and the success of each
in implementing the ideals of the Declaration of Independence |
|
8.2.3 |
Evaluate
the major debates that occurred during the development of the Constitution
and their ultimate resolutions in such areas as shared power among
institutions, divided state-federal power, etc. |
|
8.2.4 |
Describe
the political philosophy underpinning the Constitution |
|
8.2.7 |
Describe
the principles of federalism, dual sovereignty, separation of powers,
checks & balances, etc. |
|
8.3.1 |
Analyze
the principles and concepts codified in state constitutions between 1777
and 1781 that created the context out of which American political
institutions and ideas developed. |
|
8.3.6 |
Describe
the basic law-making process and how the Constitution provides numerous
opportunities for citizens to participate in the political process and to
monitor and influence government |
|
8.9.5 |
Analyze
the significance of the States’ Rights Doctrine, etc. |
|
8.10.1 |
Compare
the conflicting interpretations of state and federal authority as
emphasized in the speeches and writings of statesmen such as Daniel
Webster and John C. Calhoun. |
|
8.10.3 |
Identify
the constitutional issues posed by the doctrine of nullification and
secession and the earliest origins of that doctrine |
|
8.11.1 |
List the
original aims of Reconstruction and describe its effects on the political
and social structures of different regions |
|
8.11.5 |
Understand the 13th,
14th, and 15th Amendments |
|
|
|
|
11.1.3 |
Understand the history of the Constitution after 1787
with emphasis on federal versus state authority and growing
democratization |
|
11.6.4 |
Analyze
the effects and controversies of New Deal economic policies and the
expanded role of the federal government in society and the economy since
the 1930s |
|
11.8.4 |
Analyze
new federal government spending on defense, welfare, interest on the
national debt, and Federal and state spending on education. |
|
11.10.2 |
Examine
and analyze key events, policies, and court cases in the evolution of
civil rights . . . |
|
11.10.5 |
Discuss
the diffusion of the civil rights movement from the churches of the rural
South and the urban North . . . and how the advances influenced strategies
. . . |
|
11.10.6 |
Analyze
the passage and effect of civil rights and voting rights legislation
. . . |
Migration of Ideas: European sources for American ideals
and the influence of the American Revolution in
Europe
On this day, we would invite Professor Kathleen Noonan of Sonoma State University to be the guest
speaker for the content portion of the day. Professor Noonan would organize the content
portion around English and other European sources of revolutionary ideals. She would use
documents and could organize break-out discussions as appropriate for 8th and 11th grade
teachers.
Professor Noonan might also be able to address some of the effects of the
American Revolution in Europe as well.
California Content
Standards for “Migration of Ideas”
|
8.1.1 |
Describe the relationship between the moral and
political ideas of the Great Awakening and the development of
revolutionary fervor. |
|
8.1.3 |
Analyze how the American Revolution affected other
nations, especially France |
|
8.1.4 |
Discuss the nation’s blend of civic republicanism,
classical liberal principles, and English parliamentary traditions |
|
8.2.1 |
Discuss the significance of the Magna Carta, the
English Bill of Rights, and the Mayflower Compact. |
|
|
|
|
11.1.1 |
Describe the Enlightenment and the rise of democratic
ideas as the context in which the nation was founded. |
|
11.1.2 |
Analyze the ideological origins of the American
Revolution |
Free at Last? Civil Liberties in
America
The Declaration of Independence
spoke of liberty as a natural right. The Constitution was intended to “secure the
blessings of liberty” to Americans. But what did liberty mean to the
founders? How
has its meaning changed over time? And how have Americans struggled to protect
their liberties, particularly when they were denied constitutional
liberties?
California Content
Standards for “Free at Last?”
|
8.1.2 |
Analyze
the philosophy of government expressed in the Declaration of Independence
. . . |
|
8.2.2 |
Analyze
the Articles of Confederation and the Constitution and the success of each
in implementing the ideals of the Declaration of Independence |
|
8.2.6 |
Enumerate the powers of government set forth in the
Constitution and the fundamental liberties ensured by the Bill of
Rights |
|
8.2.7 |
Describe
the principles of federalism, dual sovereignty, separation of powers,
checks and balances, the nature and purpose of majority rule, and the ways
in which they American idea of constitutionalism preserves individual
rights. |
|
8.8.1 |
Discuss
the election of Andrew Jackson . . . and his actions as president ( . . .
policy of Indian removal . . .) |
|
8.8.2 |
(also
Indian removal) |
|
8.9.2 |
Discuss
the abolition of slavery in early state constitutions |
|
8.9.3 |
Discuss
the significance of the Northwest Ordinance . . . |
|
8.10.4 |
Discuss
Abraham Lincoln’s presidency and his significant writings and speeches and
their relationship to the Declaration of Independence . . . |
|
8.11.1 |
List the
original aims of Reconstruction and describe its effects on the political
and social structures of different regions |
|
8.11.3 |
Understand the effects of the Freedmen’s Bureau and
the restrictions placed on the rights and opportunities of freedmen,
including racial segregation and “Jim Crow” laws. |
|
|
|
|
11.1.2 |
Analyze
the ideological origins of the American Revolution; the divinely-bestowed
unalienable natural rights philosophy of the Founding Fathers and t |
