The Constitution and the Idea of Compromise Why Celebrate Constitution Day? George Washington as Military Leader The Theory of the American Founding, Part 1: Why Government? The Theory of the American Founding, Part 2: Why Government by Consent? The Theory of the American Founding, Part 3: Why Equal Protection of the Law? George Washington and Religious Liberty George Washington and the Problem of Slavery George Washington and the Rule of Law George Washington and Civic Virtue Curriculum Developers

The Theory of the American Founding, Part Three: Why Equal Protection of the Law? Overview This lesson discusses the foundation for, and the importance of, the concept of the equal protection of the law. Discussion questions follow the reading. Objective Students will analyze historical evidence including primary sources to understand why law ought to offer all citizens equal protection. Standards National Council for the Social Studies: Thematic Strands I, II, V, VI, X Arizona Academic Standards, Social Studies: 1SS-E17, E18; 2SS-E3, E7, P1, P5, P10 California History-Social Science Content Standards: 8.1, 8.2, 8.3, 8.4; 11.1; 12.1, 12.2 Texas Essential Knowledge and Skills: Social Studies 8.1, 8.3, 8.4, 8.5, 8.16, 8.21, 8.23; U.S. Government 1, 2, 3, 8, 9, 10, 14, 15, 16 Bibliography Alexander Hamilton, James Madison, John Jay, The Federalist Papers, ed. Clinton Rossiter, with Introduction and notes by Charles Kesler (New York: Mentor Books, 1999). Declaration of Independence, 1776 The United States Constitution of 1787. Suggested Procedure: Write the word “equality” on the board and ask students what it means. Write the phrase “equal protection of the law” on the board and ask if there is relationship between “equality” and “equal protection.” Distribute copies of the reading, "The Theory of the American Founding, Part Three: Why Equal Protection of the Law?" Have students work individually or in groups to read the essay and complete the study questions. With the entire class, discuss the reading and the student responses to the questions. Copyright© 2002 The Claremont Institute. All rights reserved.