We have posted details about our 8 spring constitutional workshops – stop by today and register for one of our limited spots in Miami, FL;  Memphis, TN; Atlanta, GA; Salt Lake City, UT; Mesa, AZ; Los Angeles, CA; Houston, TX; or Boston, MA.

We hope you can join us for a one-day Constitutional Workshops where we dig into the Constitution and you get the chance to discuss with your colleagues different tactics to engage your students with the Founding documents. Each program is designed to meet the state standards in YOUR state so you can take the resources and information you learn at the seminar directly back to your classroom!

All workshops participants will receive:

• complimentary breakfast and lunch
• a copy of our featured teacher-written curriculum
• a certificate for 6 hours of professional development
• the opportunity to network with local colleagues
• will have the opportunity to receive bi-monthly email lesson plans to help current events come alive in your classroom

Philadelphia – The end of May saw the Convention responding to the Virginia delegation’s bold plan. The Virginians had proposed replacing the Articles of Confederation – a task far beyond what many Convention delegates thought they were authorized to do – with a powerful national government. When proponents of this plan failed to win agreement that such a radical plan was necessary, they moved to the more basic task of achieving consensus on the establishment of a national government consisting of legislative, executive and judicial branches. The devil would be in the details, and through the first week of June, delegates worked through the details of the Virginia Plan. Hiding under those details, however, was the question of whether the delegates were debating a revision of a confederation of sovereign states, or the creation of an entirely new national government that would act directly on citizens.

The Legislative Branch

This question lay under the debate about how to apportion representatives to the national legislature. The Virginia Plan had called for apportionment by population. Its advocates eagerly pushed this proposal until George Read, from tiny Delaware, drew a line in the sand. The delegates from Delaware, he pointed out, were not authorized to give up Delaware’s equal representation, and any attempt to push that issue might force the Delaware delegation to leave the Convention. If the states retained equality of representation, Madison feared, this would endanger the idea of a strong national government and permit the idea of a confederation to continue. He proposed a parliamentary “expedient”  to send this issue to a committee, thus “saving the Delaware deputies from embarrassment”; Mr. Read would not relent, and the motion was tabled.

Though some features of the Virginia Plan earned agreement – a bicameral legislature, the election of the lower house directly by the people, and certain powers of the legislative branch, – there were more setbacks. In particular, the mode of election of the upper house emerged as a point of controversy, and one that was not immediately solved. Further, Madison himself relented on a feature of the Virginia Plan which gave the national legislature the power to call forth force “against any member of the Union failing to fulfill its duty”. Madison (in a statement that Southerners would remember decades later) observed, “A union of the States containing such an ingredient seemed to provide for its own destruction. The use of force agst. a State, would look more like a declaration of war, than an infliction of punishment, and would probably be considered by the party attacked as a dissolution of all previous compacts by which it might be bound.”

The Executive Branch

June 1^st, 2^nd, and 4^th saw extensive discussion of the establishment of the Executive branch. Fear of monarchy made this a complicated debate. The elder statesman, Mr. Benjamin Franklin, followed a long pause in the discussion by encouraging the delegates to make their voices heard. The Convention delegates finally agreed that the Executive branch should be comprised of one person, the President, who would hold the power to affect national laws, appoint officers not otherwise specified, and veto legislation. With great concern surrounding the corruption possible if these powers lie with one person, the delegates determined that any presidential veto will be subject to overrule by a 2/3^rds majority of either house. This was not the last that would be said about the Executive branch, however.

The Judicial Branch

With consensus surrounding the need for a final tribunal in the nation, early June saw the creation of the Supreme Court. The delegates agreed upon the need for a supreme tribunal, yet had many questions surrounding the selection of judges and the establishment of “inferior tribunals” throughout the United States.

On June 5^th the assembly determined that the legislative branch will have the authority to name judges in the Supreme Court and allowed for life-time tenure in office pending “good behavior.”  No consensus could be reached regarding the establishment of “inferior tribunals” and was postponed until a later date.

New State Representation in the Union

Resolution 10 in Edmond Randolph’s Virginia Plan was approved to allow the admission of new states into the country if their bounds feel within the United States.

1. Miller v. Alabama

Constitutional question: Would a sentence of life in prison without the possibility of parole for capital murder violate the Eighth and Fourteenth Amendments if the accused was a juvenile at the time of the crime?
Miller v. Alabama – Oyez Project

Discussion questions

1. What rights does the Eighth Amendment protect?
2. How would the Fourteenth Amendment apply to this case?
3. How do you believe the Court should rule? What is your constitutional reasoning?

2. U.S. Department of Health and Human Services et al v. Florida

Constitutional Question: Does the Commerce Clause give Congress the power to require virtually all U.S. citizens to purchase health insurance or pay a penalty?
Case by Case: The US Supreme Court – Reuters

Discussion questions

1. What does the Commerce Clause empower Congress to do?
2. Does the Tenth Amendment apply to this case? If so, how?
3. How do you believe the Court should rule? What is your constitutional reasoning?

3. Arizona v. United States

Constitutional Question: Can Arizona enact a law requiring local police to enforce federal immigration laws?
Arizona v. United States – SCOTUS Blog

Discussion questions

1. To which level and branch of government does the Constitution give the power to make rules about immigration and naturalization?
2. Does the Supremacy Clause apply to this case? If so, how?
3. How do you believe the Court should rule? What is your constitutional reasoning?

4. Reichle v. Howards

Constitutional Question: Can Secret Service agents be sued for violating the First Amendment rights of individuals they had probable cause to arrest?
Supreme Court to Consider the Arrest of a Cheney Critic — New York Times

Discussion questions

1. How does the First Amendment protect the right to free speech?
2. Do the events leading up to Mr. Howards’s arrest affect the way you evaluate his First Amendment claim?
3. How do you believe the Court should rule? What is your constitutional reasoning?

HAPPY TEACHER APPRECIATION WEEK! Thanks for all you do!

Several Teachers

I had the privilege of teaching at my alma mater alongside several of my former teachers.  Mr. Williams (choir), Mrs. Thomae (Latin), Mr. Aschen (math), Mrs. Jurek (speech) English teachers Mrs. Alderete, Ms. Schritter, and Mr. Gregory—these are just a few of the terrific teachers to whom I am indebted.  I cannot pick just one favorite teacher.  But I can identify a couple of common characteristics of all these great educators, and these two characteristics are deeply intertwined.  One: they valued excellence and held high standards, refusing to settle for less than their own best in instruction, or less than their students’ best in learning.  Two: they cared deeply about their students, always seeking new ways to bring out the best in each individual.  They knew that they were leading us in an important work and they cared too much about us to let us get by with inferior results.

-Gennie Westbrook, Director of Professional Development

Mrs. Whepley, Television/News 9^th-12^th grade

I’ve been fortunate to have many amazing teachers in my life, but Mrs. Whepley has had the biggest impact on me.  For four years at North High—and in the years since, as a colleague and friend—she has shown to me the significance of being an individual, the value of stating what you believe even if it’s unpopular, and the importance of courage in the face of difficulty.  I count myself lucky to have had her as a teacher, and to consider her a close friend today.  Mrs. Whepley truly changed my life.

-Andy Gillette, Director of Program Development

Mrs. McDonald, Physics 12

Mrs. McDonald was my favorite teacher because of her great passion and dedication to helping her students understand the concepts, and really made Physics come alive! Her love for her subject, and desire to help her student learn in a style that made sense to them made us feel empowered to learn new things.

-Rachel Gillespie, Director of Communications

Mr. Mitchell, English 12

Mr. Mitchell was passionate about his subject and his enthusiasm was contagious. One thing he did that I especially appreciated was allow us to write our essays as many times as we wanted if we weren’t happy with how we’d done. We could always keep the highest of the grades, but that wasn’t the point. The point was that learning was truly valued.

-Veronica Burchard, Senior Director of Instructional Design

HAPPY TEACHER APPRECIATION WEEK! Thanks for all you do!

Mrs. Obray, AP Government 12

Mrs. Obray opened my eyes to a whole new realm of possibilities as to how I could make a difference in my community—locally and globally.  She challenged me and my peers to not just learn about the Founding principles, but to make them a real part of our lives and to be active and engaged citizens.  Her encouragement gave me the confidence to explore and pursue my interests in civic engagement.

-Samantha Coombs, Manager of E-Commerce & Customer Relations

Mrs. Steele, 4^th Grade

Mrs. Steele was the first teacher I had to recognize my true potential as an advanced student.  Though she would remark to my parents at conferences that I was “very sociable with other students,” code for “a distracted jabber-mouth,” she recognized that this seemingly unfocused boy with average grades was indeed much more advanced than I led on to be.  She requested that I be placed in an advanced “split” class of fifth and sixth grades, with other standout students.  As a result, my grades improved dramatically due to the social aspect of my new classmates in the fifth grade, and the classroom competition that inspired me to do better, because I certainly didn’t want to be kid with the lowest grades in the class.  I wanted to talk about how well I did on my tests with my classmates who also were excelling.  This helped set me on a trajectory for improved academic performance and a life-long interest in learning… and competing.  I greatly appreciate Mrs. Steele’s foresight and faith in me.  If she could only see how I now put my “social” skills to work in a profession where the “gift of gab” and understanding is vital to the success of my career.

-Derik Dupont, Director of Sales

Mr. Stella, Physics 12

I distinctly remember working with Mr. Stella on a hands-on research project and after another teacher and I struggled to disconnect two stuck together objects, Mr. Stella excitedly reached over and, smiling, muttered something about rotational momentum and leverage while effortlessly disconnecting the objects.  He looked visibly awed by the effects of physics on the problem.  Undoubtedly, his passion for Physics was contagious and seeing that much enthusiasm for the subject in my teacher drove my interests as well. Mr. Stella encouraged me to experiment with new ideas and think of out of the box solutions for projects and assignments.  He did all this while heading up the school’s robotics team, science competitions, and science research program.  His passion for physics, hands-on method of teaching, and sincere interest in the success of his students changed the course of my life.

-Pericles Niarchos, Intern

We hope you can join us for a one-day Constitutional Workshops where we dig into the Constitution and you get the chance to discuss with your colleagues different tactics to engage your students with the Founding documents. Each program is designed to meet the state standards in YOUR state so you can take the resources and information you learn at the seminar directly back to your classroom!

All workshops participants will receive:

• complimentary breakfast and lunch
• a copy of our featured teacher-written curriculum
• a certificate for 6 hours of professional development
• the opportunity to network with local colleagues
• bi-monthly email lesson plans to help current events come alive in your classroom

Register today!

Central Region

1^st Place – Parker Jackson, Lyman High School, Principle: Limited Government, Teacher: Nicole Moretti

2^nd Place – Taylor Porchey, Houston Christian High School, Principle: Limited Government, Teacher: Susan Henson-Perry

3^rd Place – Trevor Rohn, Hays High School, Principle: Representative Government, Teacher: Abby Maska

Honorable Mention – Lindsey Moreno, Moreno Christian Home School, Principle: Individual Liberty

Midwestern Region

1^st Place – Scott Remer, Beachwood High School, Principle: All Men Are Created Equal

2^nd Place – Bethany Carson, Home School, Principle: Individual Liberty

3^rd Place – Ellora Franklin, Franklin Home School, Principle: Separation of Powers/Checks and Balances, Teacher: Catherine Franklin

Honorable Mention – Cody Franklin, Franklin Home School, Principle: Individual Liberty, Teacher: Catherine Franklin

Northeast Region

1^st Place – Kathleen Fogg, Burnt Hills-Ballston Lake, Principle: Private Property, Teacher: Karen Ferris-Fearnside

2^nd Place – Chloe Volkwein, Greenwich High School, Principle: Separation of Powers/Checks and Balances, Teacher: Aaron Hull

3^rd Place – George Xie, Marlboro High School, Principle: Separation of Powers/Checks and Balances, Teacher: Shanna Howell

Honorable Mention – Morgan McGann, Greenwich High School, Principle: Separation of Powers/Checks and Balances, Teacher: Aaron Hull

Honorable Mention – Min Jae Yun, Gould Academy, Principle: Individual Liberty

Southern Region

1^st Place – Jonathan Richards, Rabun Gap Nacoochee School, Principle: Individual Liberty, Teacher: Christopher Bedea

2^nd Place – Nicholas Harrison-Trent, West Forsyth High School, Principle: Representative Government

3^rd Place – Sarah Hendrix, First Assembly Christian High School, Principle: Separation of Powers/Checks and Balances

Western Region

1^st Place – Brandon Spicer, Homelink Yakima, Principle: Limited Government, Teacher: Ann Bowman

2^nd Place – Jordan Finney, Lake City High School, Principle: Private Property

3^rd Place – Sina Torabi, Palm Desert High School, Principle: Limited Government, Teacher: Mark Wipf

Honorable Mention – Kathleen He, Middle College High School, Principle: Representative Government

Honorable Mention – Jacob Pankey, Coronado High School, Principle: Separation of Powers/Checks and Balances

Honorable Mention – Cristal Suarez, San Joaquin Memorial, Principle: Individual Liberty

Martin Luther King, Jr. persevered for civil rights throughout his life.  King was born in Georgia in 1929.  He found for desegregation and equal rights for African Americans by speaking out and leading marches.  He always preached non-violence as a means for change.

The most important march of King’s career was the March on Washington in 1963.  A quarter of a million people packed the National Mall.  King stood on the steps of the Lincoln Memorial.  In his speech, King referred to the “architects of our republic” and their commitment to freedom.  He electrified the crowd with his speech, saying, “I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident, that all men are created equal.”

In the years that followed, King led civil rights marches in Selma, Alabama.  He always urged moderation in non-violent protest. King was awarded the Nobel Peace Prize in 1964.  King was assassinated in 1968.  Martin Luther King, Jr.’s funeral was attended by 300,000 people, and his courageous life continues to inspire people today.

In order to add the amendment to the Constitution, three-fourths of the states had to ratify it.  At the time, there were thirty-six states so twenty-seven of them would have to ratify an amendment to ensure its passage.

The Thirteenth Amendment was the first of three “Reconstruction” amendments that dealt with the repercussions of the Civil War.   Former Confederate states would have to ratify these as a condition of their readmission to the Union. The Thirteenth Amendment abolished slavery, the Fourteenth Amendment granted citizenship to all people born in the United States and attempted to prevent states from denying civil rights to freedmen, and the Fifteenth Amendment gave black men the right to vote. Georgia sealed the adoption of the Thirteenth Amendment in December 1865 and the remaining nine states were quick to follow. The next amendment to the Constitution was not ratified for another 43 years.

Why was the Emancipation Proclamation not enough to end slavery in the U.S.? Why was the Thirteenth Amendment necessary? Why do you think the Founders decided to require at least three-fourths of the states to ratify an amendment before it became law?

Do you understand why the rule of law is important for maintaining free society? We created a short, engaging video for Bill of Rights Day on the constitutional principle of the rule of law. Exciting visuals from current events, an engaging historical narrative, brief scholar interviews, and memorable quotes will make this 8-minute video perfect for use on Bill of Rights Day, and every day! A short viewing guide is also available to guide you through the content.