The U.S. Constitution in the Classroom: Some Problems and Solutions

Abstract

the prose is impersonal and oblique, and students have little point of reference and bring little background knowledge to its study. More critical than the difficulty in reading the document is the problem of comprehending its concepts. This prob lem is perhaps the most important and often-cited problem associated with us ing an original source. Because the Constitution has ideas beyond the cogni tive ability of many students it is ar guably impossible to teach the document in a junior or senior high school class. The sheer complexity of critical con cepts seems to make the Constitution in accessible to the young mind. Is it thus impossible for students to under stand the depth and significance of what might be the most significant piece of political writing in American history? Solutions. Focus on the Constitu tion's Preamble as an organizational precursor to the unit. A phrase-by phrase oral reading and in-class inter pretation will serve as a framework for teaching the remainder of the document. With this in mind, a structured overview or visual flow chart will help organize students' minds and prepare them for further reading. Preteach key but difficult vocabulary terms before the students approach the document. Take one article at a time to avoid overload. For example, teach the phrase domestic tranquility as peace at home. Do not rely solely on the dictionary as students should be holding the document, not the dictionary, as they learn vocabulary. Give students a purpose for reading. Use anticipation guides and multi-level guide questions before the reading as signme t is made. Make sure students understand the historical facts behind thes k y ideas, the reasons for the idea, and how the idea affects their everyday lives. Teach the key concepts on three levels of understanding: the literal, interpretive, and applied. Examples of multi-level questions might include: (a) literal level: Which ar ticle of the Constitution defines the ole of he President? Article III, section 3 defines Treason. Define it in your own words, (b) interpretive Level: Examine he Preamble. Why was the Con stituti n needed? Cite examples. Why is Article V (on amendments) arguably the most important in the entire docu ment? (c) critical/applied level: When t e Constitution refers to people, who is this referring to? Can you think of an amendment that could be added to the Constitution? Why? Use limited, oral-directed reading of key portions to enhance comprehension. It is ore beneficial to read and dis cuss selected articles closely than to wade through the entire Constitution. Use the same concepts, for example, separation of powers and federalism, at all grade levels, but match the detail and sop istication of examples and explanations to the intellectual level of he students. IV Problem. It is difficult to maintain an appropriate critical respect for the document. One persisting image of the Constitution, especially as the popular media of en portray it, is of a sacred, near-pe fect statement of American ideals. If a teacher approaches the Constitution in this way, there are serious limits to an in-depth study of its development, application, and change over 200 years. Substantive, useful, and interesting analysis of the document