HS Government Reading and Writing Workshop

Reading and Writing Workshop: Financing Government
Objective:
Students will engage with historical primary and secondary sources related to fiscal policy, taxation, and government financing, developing skills in reading comprehension, critical thinking, and argumentative writing.

Day 1: Introduction to Fiscal Policy through Public Domain WorksObjective: Introduce the concept of fiscal policy and taxation through historical speeches and documents.
Primary Source:
  • Abraham Lincoln’s Message to Congress (1861) – In this speech, Lincoln addresses the need for taxes to fund the Civil War effort, laying the foundation for modern taxation.
Activity:
  1. Pre-reading Discussion: Begin by discussing why governments tax citizens. What do students know about taxes and how governments fund their operations?
  2. Reading: Students will read Abraham Lincoln’s Message to Congress aloud as a class. Provide guiding questions to help them focus on:
    • What reasons does Lincoln give for the need to raise taxes?
    • How does Lincoln justify the government’s power to tax?
  3. Group Discussion: After reading, students will discuss in groups:
    • What was the purpose of taxation in Lincoln's time, and how does it compare to the purpose of taxation today?
    • What were the challenges Lincoln faced in gaining support for taxes during a war?
Writing Assignment:
  • Reflection: Write a short essay discussing the moral and practical justifications for taxation in Lincoln’s time and compare it to today’s arguments for taxes. How did Lincoln use language to persuade Congress?

Day 2: Progressive vs. Regressive Taxes in Historical ContextObjective: Explore the concept of progressive and regressive taxes through historical perspectives, analyzing different viewpoints on tax fairness.
Primary Source:
  • Andrew Carnegie’s “Wealth” (1889) – In this essay, Carnegie argues that the wealthy have a responsibility to give back to society, providing an early perspective on progressive taxation.
Activity:
  1. Pre-reading Discussion: What is the difference between progressive and regressive taxes? Have students identify types of taxes they have encountered in their own lives.
  2. Reading: Students will read excerpts from Andrew Carnegie’s “Wealth” and discuss his views on wealth and taxation.
    • How does Carnegie justify the wealth of the rich?
    • What is Carnegie’s view on the responsibility of the wealthy to contribute to society?
    • Does Carnegie support the idea of progressive taxation?
  3. Group Activity: Divide students into two groups:
    • Group 1: Argue that Carnegie’s view of wealth and taxes supports a progressive tax system.
    • Group 2: Argue that Carnegie’s perspective can be interpreted as supporting a minimal government role in taxation.
  4. Class Discussion: Bring the class together to discuss the two sides, encouraging students to support their arguments with specific excerpts from the text.
Writing Assignment:
  • Argumentative Essay: Write an essay either supporting or refuting Carnegie’s viewpoint on progressive taxation, using historical examples and reasoning.

Day 3: The Role of Taxation in Government ProgramsObjective: Explore the impact of taxes on funding government programs and services through historical and political speeches.
Primary Source:
  • FDR’s “First Inaugural Address” (1933) – In this speech, Franklin D. Roosevelt discusses his plans to raise taxes to fund the New Deal and combat the effects of the Great Depression.
Activity:
  1. Pre-reading Discussion: What is the purpose of government programs (e.g., Social Security, public infrastructure)? How do taxes play a role in funding these programs?
  2. Reading: Students will read FDR’s First Inaugural Address and focus on his message about taxes and government responsibility.
    • How does FDR address the issue of taxation in relation to economic recovery?
    • What does FDR say about the balance between individual responsibility and government intervention?
  3. Class Discussion: After reading, students will discuss:
    • What role does Roosevelt envision for taxation in the New Deal?
    • How does his message about taxes reflect the social and economic concerns of the Great Depression?
Writing Assignment:
  • Persuasive Letter: Students will write a letter to a 1930s senator, persuading them to support or oppose a proposed tax increase to fund New Deal programs. They should use reasoning from FDR’s address and other sources discussed in class.

Day 4: The Power to Tax – Constitutional PerspectivesObjective: Investigate the constitutional basis for taxation in the U.S. through the reading of historical documents.
Primary Source:
  • The U.S. Constitution – Article I, Section 8 – This article outlines the powers granted to Congress, including the power to tax.
Activity:
  1. Pre-reading Discussion: What is the relationship between the Constitution and the power of taxation? What powers does the government have over citizens’ money?
  2. Reading: Read aloud Article I, Section 8 of the U.S. Constitution. Focus on the clauses that grant Congress the power to tax.
    • How does the Constitution justify the power to tax?
    • Why is the power to tax one of the first powers listed in the Constitution?
  3. Group Activity: Break students into small groups to interpret different clauses in Article I, Section 8. Each group will present their interpretation and discuss the significance of these clauses in the context of government funding.
Writing Assignment:
  • Research Paper: Write a research paper discussing how the power to tax has evolved since the ratification of the Constitution. Include examples of major tax laws and constitutional amendments that have shaped taxation in the U.S.

Day 5: Taxation and Its Moral ImplicationsObjective: Explore the moral and ethical implications of taxation through a reading of John Stuart Mill’s philosophical arguments.
Primary Source:
  • John Stuart Mill’s “Principles of Political Economy” (1848) – In this work, Mill discusses the ethical responsibilities of individuals and the state, including taxation.
Activity:
  1. Pre-reading Discussion: What moral responsibilities do individuals have to contribute to society? What role does the government play in ensuring fairness and equity in society?
  2. Reading: Read selected excerpts from John Stuart Mill’s “Principles of Political Economy” focusing on his views on taxes and public services.
    • What is Mill’s view on the role of taxation in society?
    • How does Mill connect individual liberty and government intervention through taxation?
  3. Class Debate: Divide the class into two groups:
    • Group 1: Argue that taxes are a moral obligation for citizens.
    • Group 2: Argue that taxes are an unfair government burden on individuals.
Writing Assignment:
  • Philosophical Essay: Write an essay discussing the moral justification of taxation based on the readings from John Stuart Mill. Address whether taxes are a moral duty for citizens or if they infringe on individual rights.

Assessment and Reflection
  • Essay Rubric: Essays will be assessed based on clarity of argument, use of evidence from the texts, and the ability to engage critically with the historical material.
  • Peer Review: Before submitting their final essays, students will exchange drafts with a classmate for peer feedback.
  • Reflection: At the end of the unit, students will reflect on their learning in a short journal entry, discussing what they learned about the ethical, historical, and practical aspects of taxation.

This workshop provides students with a deep understanding of the historical and philosophical roots of taxation while integrating critical reading and writing skills. The use of public domain works ensures students engage with authentic texts that have shaped American fiscal policy.
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