|
INTRODUCTION FOR
TEACHERS:
The four lessons
that make up this
mini-unit would be
valuable for use in
any high-school
Civics, Law,
Government, Current
Issues or
Connecticut History
course. They are
designed to be used
either together or
individually.
TITLE: I.
Introductory Lesson:
Connecticut
Government - Where
Function meets
Crisis
TITLE: II. The
Impeachment Process
and Challenges in
Connecticut
TITLE: III.
Impeachment on Trial
TITLE: IV. Lessons
Learned
Related Documents
TITLE: I.
Introductory Lesson:
Connecticut
Government - Where
Function meets
Crisis
(word doc)
OVERVIEW:
Although the events
leading to the
resignation of
Connecticut's
Governor created a
period of crisis in
the state, they
offer several
worthwhile lessons
related to the
structure and
function of
Connecticut's
government. This
introductory lesson
includes two
activities to offer
students an overview
of the structure of
government in
Connecticut before
asking them to
examine several
challenges created
by the impeachment
process in the
unit's other
lessons.
In 2004, the state
of Connecticut faced
a governmental
crisis which
resulted in several
confrontations
between the
Judicial,
Legislative and
Executive branches.
The confrontations
are full of complex
legal language and
maneuvering, but
underlying the
complications were
several basic
questions about the
relationships
between and roles of
the three branches.
Before students can
dig into some of the
complications, they
need to understand
those basic roles
and relationships.
(Note: Procedure 6
could be included in
either lesson I or
II. It provides an
important
introduction to
materials related to
the resignation of
Connecticut's
Governor.)
OBJECTIVES:
The students will
compare the
structure of
Connecticut's
government to the
structure of the
Federal government.
The students will
analyze the process
of creating and
implementing laws in
Connecticut.
The students will
identify key events
leading up to the
resignation of the
Governor.
MATERIALS:
1.
The United States
Constitution |
word
doc
2.
The Constitution
of the State of
Connecticut |
word
doc
3. Activity Sheet:
"Connecticut's Three
Branches - One
Government"
html |
word
4. "Connecticut's
Three Branches:
Three Jobs - One
Government - Recent
Legislation"
html |
word
5. Timeline
html |
word
6. Role Sheet
html |
word
7. Lesson I
Vocabulary Sheet
html |
word
8. Introductory
Questionnaire
html |
word
9. News Articles (iconn.org)
iCONN Note: Teachers
can get access
through any CT
school or public
library or from home
with a public
library card. The
newspaper database
can be found by
clicking on "access
from home". Enter
your library card
number if it is
requested. Choose
iCONN newsstand and
type search terms
into the page that
opens. Useful search
terms include some
combination of:
Governor , John
Rowland,
impeachment,
Connecticut, Supreme
Court, Select
Committee of
Inquiry. Articles
can be easily marked
for printing and
emailing. For many
documents, both a
summary and the full
text are available.
DURATION: 1-2 Class
Periods
PROCEDURE:
1. Introduction: To
find out what
students already
know about State
Government and the
differences between
the state and
federal government,
give them one minute
to record as many
facts as they can
about state
government. After
sharing some of the
facts, ask students
what they know about
the differences and
similarities between
state and local
government.
2. Once some of the
similarities and
differences have
been discussed,
provide pairs of
students with copies
of the Constitution
of the State of
Connecticut and the
United States
Constitution. Give
them between five
and ten minutes to
create a list of
similarities and
differences between
the two forms of
government. They
should organize the
differences and
similarities by
branch.
3. After they have
had several minutes
to record the
similarities and
differences, ask
each group to share
the differences
they've discovered.
Either keep a list
on the board or ask
students to record
items that do not
appear on their own
list. Once several
have been shared,
ask each group to
decide which of the
differences is most
important and write
a brief explanation
of why.
4. One of the major
differences between
the state and
national government
that is not readily
visible in the
Constitution is in
the kind of laws
they make and
enforce. To help
students examine the
process by which
state laws are
created and
implemented, provide
them each with the
Activity Sheet:
Connecticut's Three
Branches - One
Government. Briefly
discuss the list and
which ones have
already become law
(for example smoking
in public places).
Also, discuss which
ones will likely
never become state
law and why.
5. Once students
have had a chance to
read through the
list, ask them to
choose three
proposals they think
are the best
candidates for
becoming law. This
can be done in pairs
or individually.
Before completing
the assignment, they
should rewrite each
proposal to read
more like a proposed
bill. (As an
extension, the class
could examine what
makes a good law
using "Test of a
Good Law" from "350
Years of Connecticut
Government: A Search
for the Common Good"
p. 39) Once they
have rewritten the
proposal, ask them
to use a copy of the
Constitution of the
State of Connecticut
and their knowledge
about the three
branches of
government to
explain as
specifically as
possible how each
branch might be
involved in the
initiation,
adaptation and
implementation of
each of the three
proposals. A review
of one or two of the
process for one or
two of the proposals
should help the
class to review the
functions of the
three branches of
government. Use "Connecticut's Three
Branches: Three Jobs
- One Government -
Recent Legislation"
to help facilitate
this discussion.
6. (Optional) Once
students are
familiar with some
of the normal
operation of
government, they
should be ready to
begin an examination
of the impeachment
crisis. Begin with a
brief discussion to
find out what
students already
know about the
Select Committee of
Inquiry and
resignation of
Governor Rowland.
This might be a good
opportunity to
review some of the
vocabulary they will
be dealing with.
Once students have
shared some of what
they know, explain
that they will be
examining the issue
as a way to dig
deeper into the
workings of state
government and
important principles
like due process,
the separation of
powers and the
system of checks and
balances that exist
between the three
branches. As an
introduction to
issues surrounding
former Governor
Rowland, provide
each student with
copies of the
Timeline, Role
Sheet, Vocabulary
Sheet and the
Introductory
Questionnaire. In
order to complete
the questionnaire,
they will also need
to use the State
Constitution. (As an
extension, one or
more of the news
articles providing
an overview of the
story could be
added.) Student
answers to several
of the questions
will require some
discussion.
ASSESSMENT:
-CT-US Comparison
lists
-Rewritten proposals
and governmental
involvement
explanations
-Introductory
questionnaire
top
TITLE: II. The
Impeachment Process
and Challenges in
Connecticut (word
doc)
OVERVIEW:
The revelations of
December, 2003 and
January, 2004
concerning Governor
Rowland led to a
series of challenges
for Connecticut's
government and the
Legislature in
particular. They
needed to understand
and follow the
requirements of the
State Constitution
in relation to
impeachment, put
aside partisan
politics, and
conduct their
investigation in the
midst of a federal
probe into many of
the same events.
The lesson allows
students to go
through some of the
difficult decisions
Legislators faced by
asking them to
create a road-map
for impeachment and
establish procedures
for the Select
Committee of
Inquiry. A follow-up
to the lesson forces
students to confront
one of the
consequences of
their decisions.
(Note: Teachers
planning to use
lesson II without
lesson I should
include the timeline
activity outlined in
procedure 1a.)
OBJECTIVES:
The students will
compare their
decisions about the
impeachment process
to those made by the
State Legislature.
The students will
analyze reasons for
differences between
the state and
federal impeachment
process.
The students will
weigh the costs and
benefits of
executive sessions.
MATERIALS:
1.
The Constitution
of the State of
Connecticut |
word
doc
2. Timeline
html |
word
3. Role Sheet
html |
word
4. Lesson I
Vocabulary Sheet
html |
word
5. Lesson 2
Vocabulary sheet
html |
word
6. Introductory
Questionnaire
html |
word
7. Overhead
transparencies or
poster-board and
markers
8. Impeachment and
related articles
from Constitutions
(US and CT)
html |
word
9.
Steps in the Case of
Possible Impeachment
of a Governor in
Connecticut |
word doc
10.
Impeachment Inquiry
Procedures of the
Select Committee of
Inquiry |
word doc
11. Video: Select
Committee of Inquiry
Evidentiary Hearing
Day 1 (watch now |
order tape)
12. Video: Freedom
of Information
Commission Hearing
(watch now |
order
tape)
13. Freedom of
Information
Commission
Decisions:
DURATION: 2 Class
Periods
PROCEDURE:
1a. (To be completed
if not using lesson
I) Begin with a
brief discussion to
find out what
students already
know about the
Select Committee of
Inquiry and
resignation of
Governor Rowland.
This might be a good
opportunity to
review some of the
vocabulary they will
be dealing with.
Once students have
shared some of what
they know, explain
that they will be
examining the issue
as a way to dig
deeper into the
workings of state
government and
important principles
like due process,
the separation of
powers and the
system of checks and
balances that exist
between the three
branches. As an
introduction to
issues surrounding
former Governor
Rowland, provide
each student with
copies of the
Timeline, Role
Sheet, Vocabulary
Sheet and the
Introductory
Questionnaire. In
order to complete
the questionnaire,
they will also need
to use the State
Constitution. (As an
extension, one or
more of the news
articles providing
an overview of the
story could be
added.) Student
answers to several
of the questions
will require some
discussion.
1. Introduction:
Check and discuss
some of the student
responses to the
Introductory
Questionnaire,
particularly
questions 3,4,5,7,
and 8 which are all
related closely to
the rest of the
lesson. Also, review
some of the
definitions related
to impeachment. Even
the word impeachment
probably deserves
some clarification.
2. Divide the class
up into small groups
and let them know
that they will need
to assume the role
of a member of the
State House of
Representatives for
the class period.
3. Either read or
copy the following
for students:
The date is January
10, 2004. House
Speaker, Moira Lyons
is about to announce
plans to form a
committee to
investigate whether
or not Governor
Rowland should be
impeached. She wants
to make sure that
the government and
the public fully
understand the
process that they
will need to go
through. As members
of the House, you
have been asked to
prepare a road-map
for impeachment. Use
the Connecticut
State Constitution
to construct a
visual
representation of
how the impeachment
process would be
conducted. Make sure
you include details
from each of the
Articles related to
Impeachment. These
include:
- Amendment: Article
XI
- Article fourth,
section 18
(Amendment: Article
XXII)
- Article ninth,
sections 1, 2, 3,
and 4
To save time,
teachers could give
students a copy of,
"Impeachment and
related articles
from Constitutions
(US and CT)."
4. Give students
fifteen minutes to
create their
roadmaps. It might
make them easier to
share if they are
done on overhead
transparencies but a
large piece of paper
or poster board
would work just as
well. Once they have
completed the maps
and shared them
quickly with the
class, ask students
to compare their
maps to "Steps in
the Case of Possible
Impeachment of a
Governor in
Connecticut" and
make necessary
revisions.
5. As an option, it
might be appropriate
to use this
opportunity for a
brief discussion:
There is one major
difference between
the impeachment
process in
Connecticut at the
Federal level. Under
the United States
Constitution a
President who is
impeached (put on
trial by the Senate)
remains in office
during the trial.
Under the
Constitution of the
State of
Connecticut, a
Governor who is
impeached is
replaced by the
Lieutenant governor
until acquitted.
What might explain
the difference
between the two?
Should changes be
made to this
process?
6. Once the process
has been laid out,
the House of
Representatives
needs to decide on
the next step. On
January 26, 2004,
they voted
unanimously to
establish a "Select
Committee of Inquiry
to Recommend Whether
Sufficient Grounds
Exist for the House
of Representatives
to Impeach Governor
John G. Rowland."
The ground rules and
procedures for the
Committee still
needed to be decided
though. Read or copy
the following for
students:
The date is January
26, 2004. The State
House of
Representatives has
just voted
unanimously to
create a select
committee of
inquiry. You have
been asked to meet
with several other
Representatives
(your group) to
develop a set of
guidelines for the
process.
Things to consider
in developing a
process for the
select committee to
go through:
(Each area should be
addressed and you
should be ready to
defend your group's
decision.)
- Number of
representatives
- Should attorneys
be hired to help
conduct the
investigations?
- What role is the
Governor's attorney
allowed to play?
- Executive session
guidelines
- How will evidence
be collected?
- What procedure
will be used for
calling witnesses?
- Rules for dealing
with witnesses
(calling, examining,
governor's role)
- Rules for dealing
with documents
(obtaining,
distributing)
- How many of the
members need to be
present to have a
quorum?
- What portions of
the Committee
meetings and
investigations
should be done in
public? in private?
7. After they've
developed their
guidelines, have
them compare theirs
to "Impeachment
Inquiry Procedures."
Also, this might be
a good opportunity
to use a clip from "Select Committee of
Inquiry Evidentiary
Hearing Day 1" in
which Attorney
Steven Reich briefly
outlines the
investigation and
process. Students
should keep written
track of where they
disagree with
decisions as they
were actually made.
8. One decision that
met with some
controversy was the
decision to hold an
early meeting in
executive session.
Either in writing or
orally, ask students
to respond to the
following issues:
Should the Select
Committee of Inquiry
be allowed to go
into executive
session for any
reason? If so, under
what circumstances?
Extension: Should
any governmental
body, state or
federal be allowed
to go into executive
session? If so,
under what
circumstances?
Research: Under what
circumstances are
legislative bodies
allowed into
executive session?
9. Several reporters
(in for separate
docket numbers)
challenged the right
of the Select
Committee to conduct
business in
executive session
before the Freedom
of Information
Commission. Before
viewing the clip
"Freedom of
Information
Commission Hearing",
have students record
and briefly discuss
references to
executive session
contained in the
document, "Impeachment Inquiry
Procedures of the
Select Committee of
Inquiry." After
viewing the clip,
ask students to
compare their
responses to the
executive session
questions above to
the arguments made
by the reporters.
Use a quick
discussion to
predict whether or
not the ethics
committee will
dismiss or uphold
their complaint. Ask
students to read one
of the decisions and
explain in writing
whether they agree
or disagree with it.
ASSESSMENT:
-Group Road-Maps for
impeachment
-Select Committee
Process
-Responses to
executive session
questions
-Response to the
Freedom of
Information Decision
top
TITLE: III.
Impeachment on Trial
(word doc)
OVERVIEW:
Early in the
hearings of the
Select Committee of
Inquiry, Governor
Rowland was
subpoenaed to
testify. Attorneys
for the Office of
the Governor
immediately filed
suit to quash the
subpoena contending
that a sitting
Governor should be
categorically immune
from a Legislative
subpoena. They
argued the subpoena
was a violation of
the principle of
separation of
powers. Attorneys
for the Select
Committee of Inquiry
argued that there
was Federal and
state precedent for
compelling the
Governor's
testimony, but that
the outcome of the
Governor's challenge
was unimportant
because they
believed the
Governor would not
testify no matter
what the ruling of
the court and they
were not planning to
force his testimony.
In this lesson,
students are asked
to use several cases
and documents to
defend either the
Governor or the
Select Committee of
Inquiry. Following
their arguments and
a brief clip from
the CT Supreme Court
Hearing, students
are given an
overview of the
decision and asked
to write a brief
statement of their
own agreement or
dissent.
OBJECTIVES:
The students will
defend either the
Office of the
Governor or the
Select Committee of
Inquiry.
The students will
interpret several
precedents related
to subpoenas and
impeachment.
MATERIALS:
1. Lesson 3
Vocabulary Sheet
html |
word
2. Precedents
html |
word
3. Attorneys Rubric
html |
word
4. Judges Rubric
html |
word
5. Office of the
Governor v. Select
Committee of Inquiry
Syllabus (page one
of the final
decision SC 17211)
html |
word
6. Office of the
Governor v. Select
Committee of Inquiry
per curiam decision
(SC 17211)
pdf
7. Video: Office of
the Governor v.
Select Committee of
Inquiry oral
arguments (watch now |
order tape)
DURATION: 2 Class
Periods
PROCEDURE:
1. Introduction: The
decision in the case
of Office of the
Governor v. Select
Committee of Inquiry
is potentially the
most important
result of the
crisis. It posed an
important question
that has only been
asked a few times in
history, but gets to
the heart of one of
the basic conflicts
in American
government, the
separation of powers
required by the
Constitution versus
the system of checks
and balances set up
by that same
document. In this
case, the central
question is:
Is the Chief
Executive
categorically immune
from Legislative
subpoena for
testimony?
Using information
from the State
Constitution and
several case
summaries that may
be used as
precedents, students
will argue and
decide the case.
2. Divide the class
into three teams.
Each team should be
given a copy of the
Precedents document
and the Connecticut
Constitution as well
as copies of the
Attorneys or Judges
Grading Rubric.
Assign or allow
students to choose
groups to represent
the Judges, Office
of the Governor and
the Select Committee
of Inquiry. Student
should be told that
all notes and
preparatory
materials will be
collected and become
part of their grade.
To help assess
individual student
contributions, it
might be worthwhile
to have students
initial their
contributions in the
margins. The grading
rubrics should help
in assessment of
group preparations
and presentations.
Also, put a time
limit on
presentations and
questions. Time
needed will vary
depending on the
class and
preparation time.
Group Assignments:
Judges: Use the case
materials and
Constitution to
prepare a series of
questions for each
side. If finished
early, have them
watch some of the
oral arguments in
the case to give
them an idea of how
the questioning
might work.
Attorneys for the
Office of the
Governor: Use the
case materials, the
Constitution and any
other background
materials to prepare
arguments that will
convince the court
not to force the
Governor to testify
before the Select
Committee of
Inquiry.
Attorneys for the
Select Committee of
Inquiry: Use the
case materials, the
Constitution and any
other background
materials to prepare
arguments that will
convince the court
that the Governor
should be required
to testify before
the Select Committee
of Inquiry.
Remind students that
this is a case that
will be decided on
the day it is argued
as the Select
Committee is
planning to complete
its investigation
and begin drafting
articles of
impeachment within
the next week.
3. Arguments: Though
presentations of
each side's oral
arguments actually
involved quite a bit
of interruption by
the Judges with
questions, in the
classroom each side
should be allowed to
make its entire
presentation
uninterrupted before
trying to answer any
questions from the
Judges.
4. There are
advantages to
showing excerpts
from the oral
arguments either
before or after the
class trial. On the
one hand, some of
the legalese of the
conversation might
intimidate students
if it shown
beforehand (teachers
should be prepared
to stop the tape and
explain the
exchanges and
vocabulary), but it
would be useful for
the judges to hear
some of the judge's
questions and
students to hear the
attorney struggle
with an answer. The
decision will depend
largely upon the
makeup of each
particular class.
5. For homework,
students who played
attorneys should be
asked to read the
per curiam decision
and write a brief
statement explaining
why they agree or
disagree with the
decision.
(Paragraph) Judges
should be asked,
instead, to prepare
their decision for
homework. Time
permitting, Judges
should be given a
few minutes to
discuss their
decision with each
other and render a
brief decision to
the class before the
end of class (In the
actual case, the
court's per curiam
decision was
rendered on the same
day as the oral
arguments.)
ASSESSMENT:
-Oral argument notes
or questions
-Dissent/agreement
paragraph or
decision
top
TITLE: IV. Lessons
Learned (word doc)
OVERVIEW:
Although there were
several
confrontations
between the three
branches of
government during
the impeachment
process, each was
quickly dealt with
by the state's
system of laws.
Still, there are
concerns amongst
Legislators and the
Governor that
reforms are still
needed and that the
system can be made
even better. In this
final lesson,
students are asked
to write and essay
either proposing a
specific area of
improvement related
to the impeachment
process in
Connecticut or
providing advice to
a state considering
impeachment of their
own Chief Executive.
(Note: Student
letters for lesson
IV would work well
as a
CAPT-Interdisciplinary
assessment.)
OBJECTIVES:
The students will
propose a change or
improvement related
to the impeachment
process.
The students will
critique
Connecticut's
impeachment process.
MATERIALS:
Materials and
documents from the
previous three
lessons should be
made available to
help students in
preparing to write
their essays. These
include:
1.
The United States
Constitution |
word
doc
2.
The Constitution
of the State of
Connecticut |
word
doc
3. Activity Sheet:
"Connecticut's Three
Branches - One
Government"
html |
word
4. Timeline
html |
word
5. Role Sheet
html |
word
6. Lesson 4
Vocabulary Sheet
html |
word
7. Introductory
Questionnaire
html |
word
8. Impeachment and
related articles
from Constitutions
(US and CT)
html |
word
9.
Steps in the Case of
Possible Impeachment
of a Governor in
Connecticut |
word doc
10.
Impeachment Inquiry
Procedures of the
Select Committee of
Inquiry |
word doc
11. Freedom of
Information
Commission
Decisions:
12. Precedents
html |
word
13. Office of the
Governor v. Select
Committee of Inquiry
Syllabus (page one
of the final
decision SC 17211)
html |
word
14. In addition,
students will find
it useful to have
access to news
articles and other
documents related to
the issue. News
Articles (iconn.org)
iCONN Note: Teachers
can get access
through any CT
school or public
library or from home
with a public
library card. The
newspaper database
can be found by
clicking on "access
from home". Enter
your library card
number if it is
requested. Choose
iCONN newsstand and
type search terms
into the page that
opens. Useful search
terms include some
combination of:
Governor , John
Rowland,
impeachment,
Connecticut, Supreme
Court, Select
Committee of
Inquiry. Articles
can be easily marked
for printing and
emailing. For many
documents, both a
summary and the full
text are available.
DURATION: 1 Class
Period
PROCEDURE:
1. Introduction: Ask
the judges from the
trial to meet
briefly to discuss
their decision and
vote. Then ask them
to deliver their
opinion to the
class.
2. Explain to the
class that the
decision was
followed closely by
the resignation of
the Governor and
therefore an end to
the impeachment
proceedings. Neither
the state nor the
governor is done
dealing with the
case however.
Below are two
options for wrapping
up the mini-unit on
Connecticut
government. Students
should be asked to
respond to one of
them either in class
or for homework.
Both options will be
easier to respond to
if students have
access to all of the
materials used in
the unit. Before
turning the task
over to students, it
would be useful to
outline several
areas for
improvement and
advice as a whole
class.
Copy the following
for students:
As a citizen of the
State of Connecticut
and new or
soon-to-be voter,
your opinions are
valued by your
representatives. For
example, a class of
students recently
tried to initiate a
piece of legislation
challenging car
rental prohibitions
for people under the
age of twenty-one.
They were able to
get a sponsor for
the bill and were
eventually granted a
hearing in committee
at which at least
one student
testified. Also,
several of the
fourth grade
recommendations made
by those students
back in the
introductory
activity to this
unit have ended up
in the Connecticut
statutes in one form
or another.
As a result of the
recent crisis
involving Governor
Rowland, some
revisions have
already been made to
the state ethics
code and Governor
Jodi Rell called for
more improvements in
her 2005
State-of-the-State
Address. After
examining various
documents related to
the impeachment,
what recommendations
would you make for
changes to the laws,
process or State
Constitution. In a
letter to one of
your
representatives,
outline at least one
specific change you
would make in
relation to the
recent impeachment
crisis and explain
why it would make
things better for
the state of
Connecticut in the
future. Be sure to
use specific
examples from the
documents and recent
events to support
your
recommendation(s).
The following are
some areas of change
and improvement you
might propose:
ethics code - Does
the code need
revision?
impeachment process
- Should CT use
something closer to
the federal process?
subpoena - Should
the Governor be
given categorical
immunity from
subpoena by the
Legislature while in
office?
or
If another state
legislature with a
Constitution very
similar to that of
Connecticut was
considering pursuing
the impeachment of
their Governor, what
advice would you
offer. In an essay,
outline at least
three categories of
advice. Be sure to
use examples from
the recent
experience of
Connecticut.
ASSESSMENT:
Essay or Letter
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