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James Madison Legacy Project

The Missouri Bar is the state coordinator for the James Madison Legacy Project, a three-year nationwide initiative of the Center for Civic Education that will (1) increase the number of highly effective teachers of high-need students through the professional development of 2,025 teachers, (2) increase the achievement of at least 202,500 students in attaining state standards in civics and government, (3) serve the self-identified professional development needs of a minimum of more than 500 participating schools with significant concentrations of high-need students throughout the United States, and (4) evaluate the relative effectiveness of the Center’s research-validated traditional We the People: The Citizen and the Constitution professional development model enhanced with online resources and a new blended-learning variation of the traditional model that also uses online resources.

The project will focus on identifying cost-effective means of providing widely available professional development programs useful in enhancing the knowledge and skills required of teachers to promote high-need and other students’ attainment of state standards in civics and government.

The James Madison Legacy Project is made possible by a generous grant from the U.S. Department of Education through the Supporting Effective Educator Development program. The Missouri Bar Citizenship Education Program will receive a sub-grant from the Center for Civic Education in the amount of $137,500.00 for programs in 2015-16 school year, which includes a three-day summer institute in June.  Additional monies will be awarded for the 2016-17 and 2017-18 school years.

If you are a middle or high school teacher and are interested in being part of this program, contact Tony Simones, Director of Citizenship Education, at tsimones@mobar.org.


16 Steps to a Great Essay

Analyzing A Court Case

Brewer vs. Williams



Candy Bar Hearing

Capstone Project: Individual Roles and Responsibilities

Content Reference We the People & EOC

Declaration of Independence Parts 1 & 2

Declaration of Rights & Grievances

Deliberating in a Democracy

Description and Rubric for Essay

Discussion for Textual Understanding: A Reading Model


End-of-Course and We the People book examples

Evaluating the Importance of Political Parties Today

Exit Slip

Federalism Classification Activity

Federalism Classification Answer Key

Federalist Debate

Federalist vs. Anti-Federalists

The Fifth Amendment Presentation Notes

The Fourth Amendment Presentation Notes

Group evaluation form

High Crimes and Misdemeanors

Jefferson City Course Packet American Founding (final)

JMLP Forum Information Worksheet

John Locke: Of Political or Civil Society

Judicial Review and Use

Let’s Move Legislative Branch Handout

Let’s Move Legislative Branch Quiz

Let’s Move Legislative Branch Terms

Let’s Move Vocabulary Activity

Montesquieu – Separation of Powers

Philosophical Chairs

Philosophical Chairs – A Format for Classroom Discussion

Political Party Functions

Printz v. United States – Arguments

Printz v. United States – Decision

Professor Paul Litton’s Presentation on the 14th Amendment

Revised process level 2016

Scoring rubric for constitutional hearings

Self and team evaluation – Baumgartner

U.S. v. Nixon – Background and Activities

U.S. v. Nixon – Case Path

U.S. v. Nixon – Facts

U.S. v. Nixon – Summary of the Decision

We the People notes taken by Emily Wegner

We the People parent letter

We the People summary sheet – unit four

Written work score sheet – Baumgartner


Article III and Federal Judiciary

Chapter 2 – Origins of American Government


Consolidation Rebuttal




The Fifth Amendment and Other Considerations

The Fourth Amendment

Lesson 24 – How Are Laws Administered?

Madison and the Bill of Rights

The Presidency

Representation and Republican Government

Summer Institute PowerPoint

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