Equality of opportunity vs. equality of condition. Don't you have to have equality of condition to have equality of opportunity?
You do not wipe away the scars of centuries by saying: Now you are free to go where you want, and do as you desire, and choose the leaders you please.
You do not take a person who, for years, has been hobbled by chains and liberate him, bring him up to the starting line of a race and then say, "you are free to compete with all the others," and still justly believe that you have been completely fair.
Thus it is not enough just to open the gates of opportunity. All our citizens must have the ability to walk through those gates.
- Congress has formed a congressional committee to examine the U.S. Constitution and the purposes of government.
- The students will prepare and testify before the simulated congressional committee as expert witnesses on the Constitution.
- Form teams: 3-6 students for each of the units.
- Each team works collaboratively to prepare answers to all the questions for the unit.
- Students review materials in the We the People textbook and research other material prepare 4-minute written responses to the questions for each unit and get ready to answer follow-up questions
- The teacher selects 3 people (other teachers, administrators, or members from the community) to serve as “legislators” or judges for each unit
- Teams of students orally respond to questions (notes can be used) for 4 minutes.
- members ask students follow-up questions and students respond (no notes allowed) for 6 minutes.
- Panel members assess the prepared oral presentation and the responses to the follow-up questions using the rubrics
Simulated Legislative Hearings
It was of the Somme battle that F. Scott Fitzgerald wrote in Tender is the Night:
See that little stream—we could walk to it in two minutes. It took the British a month to walk to it—a whole empire walking very slowly, dying in front and pushing forward behind. And another empire walked very slowly backward a few inches a day, leaving the dead like a million bloody rugs. No Europeans will ever do that again in this generation. … This western-front business couldn’t be done again, not for a long time. The young men think they could do it but they couldn’t. They could fight the first Marne again but not this. This took religion and years of plenty and tremendous sureties and the exact relation that existed between the classes. … All my beautiful lovely safe world blew itself up here with a great gust of high explosive love.
Pages 108-110 on slavery; 115 on growing whiskers; 131 Grant drinks too much; 159 God bless the women of the war; 180 Lincoln forgives a rebel soldier in the hospital
UNITED STATES HISTORY CURRICULUM SUPPORT DOCUMENT United States History Curriculum Document, 11th Grade Social Studies, NCDPI, 2007 revision 20Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic. Generalizations: •Groups and individuals pursuing their own goals may influence the priorities and actions of a government. •Relationships between nations can impact both domestic and foreign affairs. •Leaders can modify the institutions of government in response to the challenges of their time. Objective 1.01:Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period. Essential Questions: •What was the impact of the major domestic issues and conflicts experienced by the nation during the Federalist Era? •How did the U.S. government emerge out of competing processes of conflict and compromise? •How did the Federalist Period contribute to the long-standing debate in America about the role of government and the distribution of power? •How is the U.S. Constitution a document subject to change and interpretati