Frequently Asked Questions About We the People

Frequently Asked Questions

We the People: The Citizen and the Constitution promotes a greater understanding of our constitutional democracy, its institutions, and its fundamental principles and values. The curriculum develops the skills needed to become effective and responsible citizens. It increases students’ understanding of and willingness to use democratic processes to make decisions and manage public and private conflicts. The curriculum builds around civic values and concepts fundamental to the theory and practice of democratic citizenship in the United States.

The fundamental hypothesis of the We the People curriculum is that education can increase a person’s capacity and inclination to act knowledgeably, effectively, and responsibly. It follows that educational institutions must help students improve their capacity to make intelligent choices for themselves—to learn how to think rather than what to think.

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We the People Curriculum

How is the Curriculum Organized?

The curriculum covers the origins of the Constitution, its historical development, its functioning over 235 years, and the contemporary challenges it faces in the 21st century.

The student text divides into units of study, and each unit subdivides into individual lessons.

How Does the Curriculum Breakdown by Grade Level?

The We the People curriculum focuses on enhancing students’ understanding of the institutions of American constitutional democracy and helping them discover the contemporary relevance of the Constitution and Bill of Rights.

The curriculum breaks into three levels, each designed to target specific grade ranges and provide progressively deeper insights into the U.S. Constitution. These three levels are:

Elementary School Level (Level 1):
- Targeted Grades: Primarily for grades 4-5.
- Overview: The Level 1 curriculum introduces younger students to fundamental concepts related to the Constitution and the structure of the U.S. government. It uses age-appropriate materials and activities to teach basic civic knowledge and values.
- Key Topics: Elementary school students learn about the Constitution's basic principles, citizens' roles, and the importance of civic participation.
Middle School Level (Level 2):
- Targeted Grades: Primarily for grades 6-8.
- Overview: Level 2 builds upon the foundational knowledge introduced in Level 1 and delves deeper into constitutional concepts. Students explore more complex topics related to the Constitution, government institutions, and historical context.
- Key Topics: Middle school students study the Constitution's origins, the Bill of Rights, federalism, and the roles and responsibilities of government branches and citizens. They engage in discussions and activities that encourage critical thinking.
High School Level (Level 3):
- Targeted Grades: Primarily intended for high school students.
- Overview: Level 3 comprehensively examines the Constitution and the American government. It challenges students to think critically about constitutional principles and their application to contemporary issues. The curriculum fits well as part of advanced civics or government courses.
- Key Topics: High school students explore in-depth topics such as the Constitutional Convention, the structure and functions of government, the judicial branch, civil liberties and civil rights, and the Constitution's relevance in modern society. They engage in more advanced discussions, research, and simulations.

Each level of the We the People curriculum is tailored to the age and grade level of the students, ensuring that the content is age-appropriate and aligns with learners' development. The curriculum progressively deepens students' understanding of the Constitution, civic engagement, and the principles of American democracy as they advance through their school years.

What’s In the Student Book?

Lesson Purpose – This introductory paragraph gives students a glimpse of this lesson's material.
Lesson Objectives – These statements provide students with an awareness of what they should know and be able to do upon completion of the lesson.
Terms to Understand – Each lesson begins with a list of essential words and concepts. Students may utilize quizzes – such as multiple choice, fill-in-the-blank, matching, or correctly using the term or concept in a sentence – to test their knowledge of the terms and concepts.
Critical Thinking Exercises – This feature offers another opportunity to assess students’ capacity to develop and defend an argument and to support it with evidence.
What Do You Think? – This feature can assess student understanding as the lesson progresses. The questions in this segment help teachers check for understanding, conduct a class discussion, or, more formally, have students prepare essays or write position papers.
Reviewing and Using the Lesson – This feature can be used as a quiz at the end of each lesson to evaluate whether students have learned the material covered in the lesson. Or it can be used as a homework assignment to review the material covered.
Activities – Found immediately after Reviewing and Using the Lesson, this section provides optional activities to substitute, support, or enrich the lesson.
Reference Section – Found at the end of the student book, it contains significant documents often used in the lessons: For example, the Declaration of Independence or the U.S. Constitution.

How Do I Use the Textbook?

Simulated Congressional Hearings

What is a Simulated Congressional Hearing?

We the People has a built-in authentic performance assessment: simulated congressional hearings. The simulated hearings allow students to demonstrate their knowledge and understanding of constitutional principles. Students can evaluate, take, and defend positions on relevant historical and contemporary issues.

Students act as expert witnesses and "testify" their constitutional knowledge in the format of simulated congressional hearings. A volunteer judging panel- comprised of adults from the community will hear the students present, ask follow-up questions, and offer feedback.

How Do Students Prepare for a Simulated Congressional Hearing?

What Questions Do Students Answer for the Simulated Congressional Hearing?

How Does a Hearing Work?

Do I Have to Participate in a State Competition to Use the Simulated Congressional Hearing?

Nope! You can host your simulated congressional hearings in your classroom or school. Here are the steps to do so:

Select a Topic or Unit: Choose a specific unit or topic from the curriculum you want students to focus on during the Simulated Congressional Hearing. The unit or topic could be related to a particular section of the Constitution or a specific theme.
Form Student Teams: Divide your class into teams, each responsible for researching and presenting on a specific aspect of the chosen topic.
Research and Preparation: Provide time for students to research their assigned topics thoroughly. Encourage them to use primary and secondary sources, including curriculum materials, books, articles, and online resources.
Develop Oral Presentations: Instruct each team to prepare a brief oral presentation (around four minutes) summarizing their research findings. Emphasize the importance of clear and concise communication.
Create a Panel of Judges: Identify individuals who will serve as judges for the Simulated Congressional Hearing. These judges can be educators, community members, or even older students. Ensure that they understand the rules and objectives of the Simulated Congressional Hearing.
Set a Date and Location: Choose a date and location for the Simulated Congressional Hearing. It can occur within your classroom or in a larger auditorium or meeting space, depending on the scale of the event.
Establish Rules and Format: Define the rules and format for the Simulated Congressional Hearing, including time limits for presentations and question-and-answer sessions. Ensure that students understand how their presentations are evaluated.
Practice Rounds: Conduct practice rounds with students to simulate the Simulated Congressional Hearing format. These rounds will help students become comfortable with the process and refine their presentations.
Simulated Congressional Hearing Event: On the selected date, host the Simulated Congressional Hearing event. Each team presents its research findings, followed by a question-and-answer session with the panel of judges. Encourage active engagement and discussion.
Evaluation and Feedback: Judges assess each team's presentation and responses based on predetermined criteria. Provide constructive feedback to students after the event, highlighting strengths and areas for improvement.
Debrief and Reflection: After the Simulated Congressional Hearing, facilitate a debriefing session where students reflect on their experiences and what they learned.
Awards or Recognition: Consider recognizing students with awards or certificates to acknowledge their efforts and achievements.

What If I Do Want to Compete?

The National Finals

What are the National Finals?

Prepare to be amazed as high school students from across the nation showcase their knowledge of the U.S. Constitution and the American government. This isn't your typical competition; it's an intellectual showdown that inspires critical thinking and civic engagement.

Now in its fifth decade, the National Finals of We the People bring together students from high schools nationwide, adding an exciting finale to their educational journey. The competition format follows the Simulated Congressional Hearing model, the authentic assessment tool of the We the People curriculum.

The competition typically features 48 teams, each representing their respective states. Winners of state competitions determine the final lineup of these competitive teams, and they’re usually known by mid-February.

Where and When Are the Finals Held?

Who Attends the We the People National Finals?

What Are the Eligibility Requirements to Compete?

We the People: The Citizen and the Constitution is for all students. High schools with classes competing in the We the People simulated congressional hearings must comply with the following rules:

Once teachers have confirmed their spot in the National Finals, whether through winning at the state level or receiving a wild card invitation, they must submit a class roster with students assigned to each unit. The Center will give the teacher details on how to do this.
The Center is committed to encouraging the widest possible participation from a broad range of students with a continued emphasis on the involvement of all members of a class or club. For purposes of the competition, a “class” must…
- be constituted according to the school’s regular policies and procedures for student admittance to a class or club;
- be designated on the school's master program (schedule of class or club offerings) as a required or elective class or after-school/out-of-school time club;
- We the People teams outside the parameters of these criteria should reach out to the Center Programs team [programs email] to confirm eligibility
Students from all high school grade levels are encouraged to participate, and club teams are welcome to include a mix of students from different grades.
Students who have competed at a high school regional, state, or national competition may not compete again at that same level of competition in a future year. However, students who have previously competed may attend hearings as teaching assistants and/or spectators. Students participating in elementary and/or middle school hearings may participate in the high school competition.
Each class must be divided into six groups, and each group will be responsible for “testifying” on their assigned text unit. Each group should have at least three members, and the number of students in each group should be as equal as possible.
There are no set minimum or maximum limits on the number of students who can participate as team members.
When a class has fewer than 18 students, teachers may allow some students to participate in multiple groups. The Center generally recommends that any individual student not serve on more than 3 unit panels.
The class roster shall identify the unit to which each student is assigned. A class roster is required for each level of competition (regional, state, and national). Teachers may change student unit assignments for each level of competition if they so desire. New students, however, may not be added to a roster after a class enters its first level of competition without permission from the We the People state coordinator and the Center Programs team.