Constitution 101 Course
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Constitution 101 Curriculum
Explore our new 15-unit high school curriculum.
Welcome to Constitution 101—an introductory course on the United States Constitution for high school students. There are three main components to this 15-module course:
This first module introduces you to the Constitution’s text and to the skills necessary to engage in constitutional conversations. As you explore the Constitution throughout this course, it’s essential to separate your constitutional views from your political views and, in turn, to think about how the Constitution defines or limits the powers of the government. That is how constitutional lawyers, scholars, and judges read, interpret, and apply the Constitution.
Purpose
The Founding generation envisioned a constitutional system driven by (what they referred to as) civic republican virtue—a system that was guided by deliberation, reason, enlightened public opinion, and the pursuit of the public good. In this activity, you will investigate the meaning of civil dialogue by considering how it is defined, what it looks like, and what it sounds like.
Process
Think about the concept of civil dialogue and how it is defined. Then, respond to the questions below.
Share your answers with the class while your teacher writes down key words, phrases, and concepts. Notice which of these are mentioned multiple times by you and your classmates.
Your teacher will provide different definitions of civil dialogue. Highlight or underline words, phrases, or concepts from the definitions you or your classmates also identified. Which words, phrases, or concepts stand out to you, and why?
Launch
Ask students to write their answers to the activity questions. Then, call on students to share their answers to each question with the class. Write significant words, phrases, and concepts so that they are visible to the class. Underline or highlight the ideas that are shared by multiple students.
Activity Synthesis
Provide two or more definitions of civil dialogue (samples below).
Circle or highlight words that are on both the students lists, as well as in the definitions above.
Ask students what similarities they see in the definitions. Ask students which words or concepts stand out to them and why.
Develop or choose a working definition of civic dialogue for your class.
Ask students to compare the class’s definition to the definition that they individually created at the start of the lesson.
Activity Extension (optional)
Ask students to research examples of civil dialogue being practiced in news sources.
Incorporate materials from the Civil Dialogue and Constitutional Conversations page on the National Constitution Center’s website as appropriate for students in your class.
Purpose
In this activity, you will explore the importance of having civil dialogue. By developing the skills necessary to participate in a constitutional conversation, you will be able to:
Process
Watch the video on why civil dialogue is essential and answer the question:
Share your responses with other students and discuss your reactions with each other. Consider what the consequences might be if those in our government and country did not practice civil dialogue. What might be improved if we practiced it more?
Launch
Give students time to watch the video and write an answer to the question.
Activity Synthesis
Invite students to share their responses and react to each other.
Activity Extension (optional)
Ask students to imagine the consequences if civil dialogue was not practiced in our government and our country. Conversely, how might our government and nation improve if we practiced more civil dialogue?
Incorporate materials from the Civil Dialogue and Constitutional Conversations section of the National Constitution Center’s website as appropriate for students in your class.
Purpose
In this activity, you will learn that the Constitution establishes the national government of the United States, defines its powers, and sets its limits. You will also review the Constitution and its seven articles.
Process
Watch the following video walkthrough of the Constitution.
Then, complete the Activity Guide: Structural Constitution Walkthrough worksheet.
Identify any areas that are unclear to you or where you would like further explanation. Be prepared to discuss your answers in a group and to ask your teacher any remaining questions.
Launch
Inform students that the Constitution establishes the national government of the United States, defines its powers, and sets its limits. Briefly identify each article of the Constitution for the class. Refer to the Common Interpretation Essays on the Interactive Constitution webpage for more information on each article and to respond to any questions from the students:
Activity Synthesis
Divide students into groups of three to review their answers with their classmates. Then, invite them to ask any questions they still have. Again, refer to the relevant Interactive Constitution Common Interpretation essay(s) whenever helpful.
Purpose
In this activity, you will explore different ways of interpreting the Constitution. When reading the Constitution and interpreting its text, it’s important to focus on how the Constitution either expands or limits the powers of the government. This is how constitutional lawyers, scholars, and judges read, interpret, and apply the Constitution. When interpreting the Constitution, there are different ways—or methods—that people use to build constitutional arguments. Judges use these methods—and often combine them—when deciding constitutional cases. But not everyone agrees on which methods to use and how to weigh them in a given case. Different judges apply—and weigh—these methods differently, and that can lead to disagreements over the Constitution’s meaning.
Process
Think about the following question, take notes, and be ready to share your thoughts with the rest of your class:
Next, complete Activity Guide: Methods of Constitutional Interpretation worksheet.
After completing your activity guide, you will be placed in groups of three to review your answers. Discuss what questions you might still have and be prepared to ask your teacher any remaining questions.
Launch
Ask students to consider how people may interpret the meaning of the Constitution. Invite some students to share their answers.
Explain to students that when they read the Constitution and interpret its text, it’s important to focus on how the Constitution either expands or limits the powers of the government. This is how constitutional lawyers, scholars, and judges read, interpret, and apply the Constitution. When interpreting the Constitution, there are different ways—or methods—that people use to build constitutional arguments. Inform the class that you will identify seven standard methods used by American lawyers when interpreting the Constitution. Judges use these methods—and often combine them—when deciding constitutional cases. But not everyone agrees on which methods to use and how to weigh them in a given case. Different judges apply—and weigh—these methods differently, and that can lead to disagreements over the Constitution’s meaning.
Activity Synthesis
After students complete the worksheet, place them in groups of three to review their answers with their classmates. Invite them to ask any questions they still have.
Activity Extension (optional)
Ask students to research examples of one or more of the seven methods of constitutional interpretation in practice found in a particular case (or cases).
Purpose
Judges use their reasoning skills to interpret the Constitution and apply its meaning to new cases. Different judges sometimes use different methods to interpret the Constitution. Furthermore, even when they use the same methods, they sometimes weigh them differently in a given case. As a result, judges do not always agree on the meaning of the Constitution. In this activity, you will continue exploring the methods of constitutional interpretation by focusing on seven specific methods that are widely used by Justices, judges, and lawyers alike.
Process
Review the seven methods of constitutional interpretation. Be prepared to identify and define each of them.
Watch the following video about the different methods of interpreting the Constitution.
Then, complete Video Reflection: Methods of Constitutional Interpretation worksheet.
After completing your video reflection, you will be placed in groups of three to review your answers. Discuss what questions you might have and be prepared to ask your teacher any remaining questions. Think about which 2-3 methods resonate with you the most and why, and be prepared to share with the class.
When you’ve finished reviewing in your group, complete the Activity Guide: Constitutional Interpretation Method Identification worksheet.
Launch
Ask students to identify and define each of the seven methods of constitutional interpretation that they were introduced to in Activity 1.4.
Put students in groups of three to review their answers with their classmates. Then invite them to ask any questions that they still have.
Activity Synthesis
As a wrap-up, ask students which 2-3 methods resonate with them the most and why.
Process
In order to complete this module, you must answer the following question and be prepared to share it in class
Purpose
Congratulations for completing the activities in this module! Now it’s time to apply what you have learned about the basic ideas and concepts covered.
Process
Complete the questions in the following quiz to test your knowledge.
Launch
This activity will help students determine their overall understanding of module concepts. It is recommended that questions are completed electronically so immediate feedback is provided, but a downloadable copy of the questions (with an answer key) is also available.
Purpose
In this activity, you will explore the framework for civil dialogue, also known as a constitutional conversation.
Process
Before you begin, review the Info Brief: Constitutional Conversation Roles and Norms document for engaging in debate.
Then, watch the video and answer the following question. Be prepared to discuss your answer with the class:
Finally, watch an additional video about how the Supreme Court decides cases—featuring an appearance by former Supreme Court Justice Stephen Breyer at the National Constitution Center.
While watching the video, record your answers to the questions:
After completing those questions, compare your notes with your classmates. Identify any common information that could prove helpful when creating a class-wide list of norms. Then, write down what expectations you think should be in place in the classroom for civil dialogue to be effective throughout the academic term.
Launch
Ask students to identify the conditions that need to be in place for civil dialogue to be effective.
Activity Synthesis
After students briefly share their thoughts with each other, begin a class conversation about what should be expected of them during civil dialogue in the classroom. This list should be displayed in order to highlight repeated suggestions. Some norms could be:
Additional activity support can be found in the following lesson plan: Discussions That Make a Difference Lesson Plan.
Activity Extension (optional)
Hold a class discussion about a non-constitutional, non-controversial topic (e.g., Marvel or D.C. comics; rap music or rock and roll; Chinese or Mexican food), following the constitutional conversation norms and practices. This might serve as an introduction to the practice.
Ask students a final question and collect student responses as they leave class:
In this module, you will examine the form of government established by the American Revolution and the Constitution, and its key ideas—including natural rights, popular sovereignty, and the rule of law. By examining the Declaration of Independence and the Constitution, you will learn how these two documents set the foundation for American democracy.
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