Resources

• Whiteboard or projector
• Markers or pens
• Simulating Popular Sovereignty Handout

Engage

• Begin by asking students to define popular sovereignty in their own words. They can write their definitions on sticky notes or a digital collaborative tool. Review the students’ definitions.
• Briefly discuss the concept of popular sovereignty and its connection to the idea of government by consent of the governed.
• Introduce the concept of “We the People” from the Constitution’s Preamble and ask students to consider who this phrase might have referred to at the time and how it might be interpreted today.

Explore

• Introduce the scenario:
  • The town council will consider a proposal to build a new sports complex. Proponents argue it will boost the local economy and provide recreational opportunities. Opponents worry about the environmental impact on nearby wetlands, increased traffic and noise pollution, and potential tax increases to fund the project.
  • Divide the class into three groups:
    • Proponents of the sports complex (“Build it”)
    • Opponents of the sports complex (“Save our Town”)
    • Undecided voters (“Swing Voters”)
  • Provide each student with a copy of the Simulating Popular Sovereignty Handout. Allow groups enough time to prepare arguments for their position, considering the potential impact on “We the People” and the community.
  • Simulate a town hall meeting. Proponents and opponents present their arguments, with Swing Voters asking questions and expressing concerns. Encourage respectful debate and consideration of opposing viewpoints.
  • After the presentations, all groups discuss potential compromises or alternative solutions that address all stakeholders’ concerns.
  • The goal is not to reach a definitive solution, but to explore the challenges of achieving consensus in a diverse society.
  • Discuss the activity:
    • How did the simulation demonstrate the complexities of popular sovereignty?
    • What were the challenges of achieving consensus?
    • What are some ways individuals can participate politically beyond voting (e.g., attending town halls, contacting representatives, activism)?

Assess & Reflect

“We the People” Spectrum and Reflection

• Have students draw a spectrum on a piece of paper with “Completely Opposed” on one end and “Fully Supportive” on the other. Label the middle point as “Undecided.”
• Students reflect on their initial stance on the sports complex issue (based on their assigned role) and mark their position on the spectrum.
• After the town hall simulation, students revisit the spectrum and consider how the arguments and potential compromises might have shifted their position. They mark their new stance and write a brief reflection explaining their reasoning.

Extend

Citizen Participation Action Plan

• Students write a short reflection on the different forms of political participation explored in the simulation (presenting arguments, asking questions, seeking compromise).
• They then identify two specific actions they can take beyond voting to participate in their own communities (e.g., attending local school board meetings, contacting representatives about an issue, volunteering for a cause they care about).