1 Teacher s Name: Employee Number: School: SS.5.C.3.1 Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution 1. Title: The Organizational Structure and Powers of the Federal Government as Defined in Articles I, II, and III of the U.S. Constitution Grade 5 2. Overview - Big Ideas: Enduring Understandings (It is important for students to understand this because.) Identify the organizational structure and powers of the legislative branch of the federal government as defined in Article I of the U.S. Constitution. Identify the organizational structure and powers of the executive branch of the federal government as defined in Article II of the U.S. Constitution. Identify the organizational structure and powers of the judicial branch of the federal government as defined in Article III of the U.S. Constitution. Essential Questions (What provocative questions will you use to foster inquiry, understanding and transfer of learning?) How does the U.S. Constitution organize our government? What are the three branches of the federal government? What is the organizational structure of the legislative branch? What is the organizational structure of the executive branch? What is the organizational structure of the judicial branch? What does separation of powers mean?
2 What are the powers of each of the branches as defined in Articles I, II, and III? How does the U.S. Constitution limit the powers of the three branches of government? What does checks and balances mean? 3. Lesson Objectives: Standards - Next Generation Sunshine State Standards for Social Studies Fifth Grade NGSSS-SS Benchmarks Relevant to this Lesson SS.5.C.3.1 Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution. Tested Seventh Grade NGSSS-SS Benchmarks Relevant to this Lesson SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. SS.7.C.3.9 Illustrate the law making process at the local, state, and federal levels. 4. Key Vocabulary: natural rights, framers, constitution, federal, Bill of Rights, federalism, separation of powers, check, checking powers, branches, legislative, Article I, bill, unconstitutional, Congress, House of Representatives, representatives, Senate, senators, sponsored, veto, executive, Article II, commander in chief, budget, appoint, impeach, treaty, judicial, Article III, justices, U. S. Supreme Court, judicial review, judges, appeal, federal courts, interpret 5. Evidence of Student Understanding (Assessment) in this Lesson: What key knowledge and skills will students acquire as a result of this lesson? After students complete this lesson, they will develop an understanding of the organizational structure (legislative, executive, judicial branches) as well as the powers of the federal government as defined in Articles I, II, and III of the U.S. Constitution.
3 What will students be able to do as a result of such knowledge and skills? Students will be able to describe how the U.S. Constitution organized the federal government. Students will be able to identify the three branches of the federal government. Students will be able describe the organizational structure of each of the three branches. Students will be able to distinguish the powers of the federal government as defined in the first three Articles of the U.S. Constitution. Students will also be able to explain some of the limits on government such as separation of powers and checking powers. Students will be able to explain how a law is made. Both formative and summative assessments are included 6. Materials Needed: (Include primary sources you will use in this lesson) Attachment A: Reading associated with the lesson: The Three Branches of the Federal Government as Established by the U.S. Constitution Attachment B: Copy of written assignment #1, Creating a Bulletin Board Illustrating the Three Branches of Government Attachment C: Copy of written assignment #2, Passing a Bill Attachment D: Post-Quiz 7. Steps to Deliver the Lesson: A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. These should be sufficiently clear so that another teacher could implement the lesson without guidance. a. Lesson Opening: Ask students to role play trying to establish a government on a deserted island. Have students work in cooperative groups to determine how to go about it. Key questions to facilitate understanding and reach some kind of consensus should be as follows: Who would govern you? What rules would you follow? How would you attempt to establish laws? How could you work together to make sure laws were fair? What would happen if someone was smarter, stronger, or more popular than the rest of the group? How would you ensure that this individual would not take over and become the supreme leader?
4 How could you protect the wellbeing of the group? How would you distribute the power to make sure everyone s opinion or point of view was considered? How would you safeguard everyone s liberty against a powerful government? How could you plan your government so its powers are limited and this new government does not become your master? After students discuss questions in a small group setting, the class will come together and share ideas and suggestions. Then, the students may formulate a generalized statement which best captures the essence of the need for rules and for creating laws so that members of a society can get along and work together. b. Reading: Use any reading strategy (choral, buddy, jump in, silent, etc.) which is appropriate for your students to read Attachment A: The Three Branches of the Federal Government as Established by the U.S. Constitution. Check for understanding through class discussion. c. Have students work in pairs and help them define appropriate vocabulary associated with the lesson, using meaningful context. Reread material for further clarification. d. Work in cooperative groups to complete Attachment B. e. To conclude, have students take the post-quiz associated with this lesson which is Attachment C. Go over quiz with students and check for understanding. 8. Specific Activities: (From Guided to Independent): List and/or describe the activities designed to facilitate the gradual release of teacher responsibility, from teacher-led to independent. a. When students finish reading the material in Attachment A, they will work on Attachment B in cooperative groups. b. Have students share their work (ideas, solutions, suggestions, etc.) with the entire class, including the assignment on the preamble. c. Provide buddies for ELL and ESE students as needed. d. Model assignments as appropriate. 9. Differentiated Instruction Strategies:
5 Describe how you will accommodate a variety of student learning needs, remediation strategies as well as enrichment strategies. a. Provide individual assistance for students having difficulty with the reading material while the rest are working independently. b. Provide individual assistance in a small group setting for students having difficulty with written work. 10. Technology Integration: Describe activities incorporating technology; e.g., address lesson content through online resources. a. Have students visit: to learn about the structure and function of the three branches of the federal government and the separation of powers among the three branches as expressed in Articles I, II, and III of the U.S. Constitution. b. Have students visit the following website so as to access the online version of the U. S. Constitution: c. For further clarification or study, students may also access a kid friendly version of the U.S. Constitution: d. Have students visit: to learn about the structure and function of the three branches of the federal government as well as the separation of powers as delineated in Articles I, II, and III of the U.S. Constitution (through forums, games, web quests, etc.) 11. Lesson Closure: Description of methods to draw ideas together, review concepts, etc. a. After completing the post-quiz and reviewing answers with students, ask them the following questions: What is the purpose of the Constitution? How did the Constitution create a federal system of government? What are the three branches of the federal government?
6 How does the Constitution limit the powers of the three branches of government? b. For home learning, have students find newspaper articles that illustrate the use of separation of powers and/or checks and balances. Students may also watch the news on television and present information about either topic to the class.
7 Attachment A Reading #1: The Federal Government as Established by the U.S. Constitution In 1781, after the Revolutionary War, the thirteen American colonies came together under a document called the Articles of Confederation written by the Founding Fathers who believed that individuals needed government to guarantee their basic rights. The Founding Fathers believed that people had natural rights and these were the right to live without fear, the right to be free, and the right to own property. The Articles of Confederation gave each of the states the right to govern itself. However, Americans soon realized this type of government was weak because it did not allow the national government authority to unify the states, make any decisions concerning the states or even collect money. As a result, delegates to the Philadelphia Convention knew they wanted to create a stronger national government but, not so strong that the government would become too strict or authoritative. Many of these delegates had been leaders in the American Revolution as well as leaders within their respective states. These delegates became known as the Framers of the U.S. Constitution because they wrote this document. A constitution is a set of rules and laws explaining how a government is organized. In other words, it is a plan to let citizens know what is expected of them, what the laws are, and how the government will work. The purpose of the U.S. Constitution was to create the national or federal government. In other words, it specified the power given to the national government, the power given to the states, as well as the guaranteed rights of individual citizens in a section of the Constitution known as the Bill of Rights. Some of these basic rights are freedom of speech and religion, having a trial by jury, the right to legal counsel as well as the right to vote. The Constitution was adopted in 1787 and ratified in As a result, the national government and state governments now shared the power to rule the United States and this became known as federalism. One way the Constitution limits the power of our national government is through the separation of powers. This means the Framers divided the government s power into three groups to ensure that no one group would ever
8 have too much power. The federal government, whose seat is in Washington, D.C., is divided into three groups or branches: the legislative, the executive, and the judicial. The U.S. Constitution assigns distinct duties to each of the branches and, as a result, separates and balances power among the three. The legislative branch, also known as Congress, is that part of government that has the power to make laws. Congress is made up of two houses: the House of Representatives and the Senate. Each state has the right to representation from the House of Representatives, depending on its population. These members are known as representatives and must be at least 25 years old, a U.S. citizen for at least seven years, and must live in the district they represent. Each of the states has the right to two senators, regardless of its population. Senators must be at least thirty years old, U.S. citizens for at least nine years, and must live in the state they represent. Article I of the Constitution specifies the powers of Congress as expressed by the Framers. Some of the specific powers Congress has are that of imposing taxes, declaring war, raising an army and navy, printing money and creating courts. Congress has other additional powers that are general in nature. One such example is to provide for the common good of all citizens and an example of this was the creation of the National Institutes of Health to help the sick. Another example is the power of Congress to pass all laws that are necessary so the legislative branch can carry out its responsibilities. One such instance was the creation of the Civil Rights Act which protected citizens against discrimination. When a senator or a representative has an idea which he or she wants to make law, they must write a proposed law called a bill and then, present it to a committee in Congress. The members of the committee discuss the bill and decide if they want to pass it. After that, the member of Congress that wrote or sponsored the bill must get a majority of Congress members to vote for the bill. If he or she is a representative, it goes to the House of Representatives first. If he or she is a senator, then the bill goes to the Senate first. If the bill passes in both houses, Congress sends the bill to the president who approves it and it becomes law. If the president does not sign the bill, it may be said he will veto it. However, if it is returned to Congress and two-thirds of all members vote for the bill, it becomes law.
9 Besides the separation of powers, the Framers used another way to limit the government s power which is known as checking powers. This means that each of the branches can check or prevent the other branches from taking over by limiting their powers as well. One example of this is when the president vetoes a bill and checks the power of Congress. At the same time, if two-thirds of Congress votes for a bill the second time around, this action checks the power of the president. The executive branch, which was established by Article II, implements or enforces the laws. The president of the United States is the head of the executive branch. The president must have been born in the United States, be at least 35 years of age, and have lived in the U.S. for at least 14 years. He has the power to act as commander in chief of the armed forces, to appoint or choose ambassadors to represent the U.S. in other countries, to appoint or select judges to the Supreme Court, to grant pardons for crimes, to make treaties and, as discussed previously, to veto bills from Congress. The president prepares a budget which is a plan for how to use the country s money. Again, the Framers limited the powers of the executive branch by having Congress approve appointments and treaties. Another example of checking powers is that while the president is in charge of conducting wars, only Congress has the power to declare wars. At the same time, the House of Representatives has the power to impeach or charge a president of wrongdoing while in office and if he is found guilty by the Senate, the president may be removed from office. The executive branch includes four departments whose employees help the president by acting as advisors. These are the Department of Justice which handles law enforcement and whose head is the Attorney General, the Department of State which handles relations with other nations, the Department of the Treasury which oversees the federal government s money, and the Department of Defense which coordinates all matters dealing with the nation s defense. The judicial branch refers to the court system. It is here where the judges interpret or decide the meaning of the law and the Constitution. Article III of the U.S. Constitution describes the duties, powers and organization of this branch. The courts decide if someone is guilty of breaking the law and what that individual s punishment should be. The courts also settle problems between
10 people. The judges serving in federal courts deal with problems between states or with cases dealing with the Constitution or with laws created by Congress. This branch of the federal government is made up of lower courts and the U.S. Supreme Court, which is the highest of all courts. The nine judges on the Supreme Court are called justices and they are appointed by the president but, the appointments must be approved by the Senate. As a matter of fact, all federal judges are appointed for life but, Congress has the power to remove them if they commit crimes. This is one way that the Constitution limits the power of the federal courts. Another way that the Constitution limits the federal courts is that it does not allow the courts the power to enforce decisions. Instead, the president is responsible for enforcing court decisions. One of the most important powers of the judicial branch is judicial review. This refers to the right of the Supreme Court to declare a law made by Congress unconstitutional. Unconstitutional means that a law is illegal or not allowed by the U.S. Constitution. Judicial review also gives the federal courts the power to declare that a president s actions are unconstitutional.
11 Attachment B Assignment #1 Creating a Bulletin Board Illustrating the Three Branches of Government Instructions: Work in cooperative groups to plan and create an interactive bulletin board which displays pictures of government officials such as the president, Supreme Court justices as well as current senators and representatives. Write a biographical paragraph about each person. Include their job title and their duties and responsibilities. Remember to identify the branch of government to which they belong. You may include recent newspaper articles dealing with these officials. Use this paper to plan your bulletin board.
12 Attachment C Assignment #2 Passing a Bill Instructions: Work in cooperative groups and think about the basic steps needed to pass a bill in Congress. Then, each group can pretend to be either from the House of Representatives or Senate. Group members can write bills to propose new laws for the class. Students may take turns presenting their bill to their house for a vote. If their individual bills pass then, the students who sponsored each of the bills must present it to the other house or group for a vote. Afterwards, students will present the bill to the teacher who will pretend to be the president. The president will either approve the bill or veto it.
13 Attachment D Post-Quiz Low Complexity Items: 1. What are the three branches of the federal government? a. Executive, Judicial, Administrative b. Executive, Legislative, Judicial c. Executive, Judicial, Federal d. Executive, Administrative, Federal 2. What is the purpose of a constitution? a. To pass bills affecting all three branches of government. b. To provide ideas for all citizens to enjoy life, liberty and the pursuit of happiness. c. To provide a set of rules and laws explaining how government is organized. d. To settle differences among all citizens of the U.S. 3. Supreme Court judges are called a. attorney generals. b. representatives. c. senators. d. justices.
14 Moderate Complexity Items: 4. If a state s population is larger than another, do they have the same number of senators? a. They have more. b. Some states don t have any. c. It depends on the location. d. Each state has the same number. 5. What does it mean that a bill is a proposed law? a. It may become a law. b. It is a law. c. It should be a law. d. It will never be law. 6. If the president would like advice on the possibility of entering a treaty with another country, with which department would he speak? a. Defense Department b. Department of State c. Department of the Treasury d. Justice Department
15 High Complexity Items 7. Which of the following illustrates why the Framers included the Separation of Powers in the U.S. Constitution? a. This would guarantee justices an appointment for life. b. The president could always veto an undesirable bill. c. No branch would become more powerful than the others. d. Congress would always be able to create new laws. 8. Which of the following is not an example of judicial review? a. The judicial branch may enforce their decisions. b. The judicial branch may decide if the President s actions are unconstitutional. c. The judicial branch decides if a certain law or government action is allowed by the U.S. Constitution. d. The federal courts have the power to declare a law unconstitutional. 9. The Judges, both of the supreme and inferior Courts, shall hold their Offices during good Behaviour, and shall at stated Times, receive for their Services, a Compensation, which shall not be diminished during their Continuance in Office. Based on this passage from the U.S. Constitution, Article III, Section 1, which statement illustrates the limits or a check on the power of the federal courts? a. The Constitution grants the federal courts judicial review. b. The federal court can declare a law unconstitutional. c. Congress may impeach, try and even remove judges who commit crimes. d. A president s actions may be declared unconstitutional.
16 10. He shall have Power, by and with the Advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur; and he shall nominate, and by and with the Advice and Consent of the Senate, shall appoint Ambassadors, other public Ministers and Consuls, Judges of the supreme Court, and all other Officers of the United States, whose Appointments are not herein otherwise provided for, and which shall be established by Law. Based on this passage, which is an example of how the Framers of the United States Constitution limited the powers of the president? a. The President can conduct a war. b. The President can veto a bill. c. The President can grant pardons for crimes against the U.S. d. The President must have the consent of the Senate to choose an individual for public office.
17 Answer Key 1. B 2. C 3. D 4. D 5. A 6. B 7. C 8. A 9. C 10. D
Teacher s Name Employee Number School Social Studies Lesson Plan- SS.3.C.3.1 Identify the levels of government (local, state, and federal) 1. Title: The Three Levels of Government Third Grade 2. Overview
27 Lesson Two Forming a More Perfect Union Introduction By 1786, it was apparent that the weaknesses inherent in the Articles of Confederation had to be addressed. A Constitutional Convention was convened
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.4.C.3.1 Identify the three branches (Legislative, Florida and the powers of each 1. Title: Florida s Three Branches of Government-
Crete-Monee Middle School U.S. Constitution Test Study Guide Answers 2010-2011 1. What is the more common name for the first ten amendments to the constitution? Bill of Rights 2. The introduction to the
Name Date Assessment: The Constitution: A More Perfect Union Mastering the Content Circle the letter next to the best answer. 1. Why is the U.S. Constitution called a living document? A. It has changed
Teacher s Name: Employee Number: School: Social Studies Lesson Plan Evaluating the importance of civic responsibilities in American democracy. 1. Title: The Importance of Civic Responsibilities in American
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.4.C.2.3 Explain the importance of public service, voting, and volunteerism 1. Title: State and local government- 4 th Grade 2. Overview
Courts in the Community Colorado Judicial Branch Office of the State Court Administrator Lesson: Objective: Activities: Outcomes: Colorado and U.S. Constitutions Students understand similarities and differences
Article I Legislative Branch 1. The job of the legislative branch is to Make laws Name Period Federal Constitution Study Guide 2. The legislative branch is divided into two parts or two houses which are
Three Branches of Government The Executive Branch The President of the United States is the leader of the executive branch. The President s duties are to: Enforce federal laws and recommend new ones Serve
The Road to Change From the Declaration of Independence to the Constitution From the Declaration of Independence to the Constitution 1776: Colonists sign the Declaration of Independence 1783: Colonists
Tooele County School District Civics Test Study Guide American Civics Education Initiative, S.B.60, was passed in the Utah legislative session of 2015. This law requires the successful passage of a basic
The Constitution: A More Perfect Union 9.1 Introduction When the delegates left Independence Hall in September 1787, they each carried a copy of the Constitution. Their task now was to convince their states
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.5.C.3.5 Identify the fundamental rights of all citizens as enumerated in the Bill of Rights. 1. Title: The Bill of Rights - Fifth
AMENDMENTS TO THE CONSTITION: FACT SHEETS Prepared by John Thurlow www.johnthurlow.com See two lists below The Bill of Rights (the first ten amendments) 1 Freedom of speech, press, religion, assembly and
CONSTITUTION REVIEW 1. The authors of the United States Constitution believed that the voice of the people should be heard frequently. Which part of the Government was instituted to respond most directly
Name Three Branches of Government Webquest This Webquest has 4 parts: Part 1: Executive Branch Part 2: Legislative Branch Part 3: Judicial Branch Part 4: Branches of Power Game For Parts 1, 2, and 3, you
MINNESOTA CIVICS TEST The following 50 questions which serve as the Minnesota's civics test were selected from the 100 questions used for the naturalization test administered by U.S. Citizenship and Immigration
DUTIES OF THE PRESIDENT Learning Objectives: The Students will: 1. Celebrate Constitution Week by learning about the duties and responsibilities of the President as outlined in the Constitution 2. Analyze
Presentation Pro Magruder s American Government C H A P T E R 18 The Federal Court System 2001 by Prentice Hall, Inc. S E C T I O N 1 The National Judiciary Why did the Constitution create a national judiciary?
Non-fiction: American Government Branches of Government: A Closer Look American Government Branches of Government: A Closer Look The Constitution of the United States established three separate branches
Civics EOC Exam Preparation Welcome! Sit in groups of four at each table. Presenter Mr. Hough Do not doodle on the dry erase boards. Topic The Three Branches of Government as Established in the U.S. Constitution
THE US LEGAL SYSTEM: A Short Description Federal Judicial Center Background The United States Constitution establishes a federal system of government. The Constitution gives specific powers to the federal
The Constitution and the Federal Judiciary Article III of the United States Constitution establishes the judicial branch as one of the three separate and distinct branches of the federal government. The
***CURRENT NATURALIZATION TEST*** Sample U.S. History and Government Questions for the Current Naturalization Test USCIS will begin administering a redesigned (new) naturalization test on October 1, 2008.
1965 Alabama Literacy Test 1. Which of the following is a right guaranteed by the Bill of Rights? Public Education Employment Trial by Jury Voting 2. The federal census of population is taken every five
The following are sample U.S. History and Government Questions that may be asked during the Naturalization Exam. Typical Questions 1. What are the colors of our flag? 2. What do the stars on the flag mean?
THE EXECUTIVE BRANCH Introduce students to the executive branch in one class period with this easy lesson plan. First, kick students off with our optional sponge activity while you re taking care of business,
DEPARTMENT OF JUSTICE Immigration & Naturalization Service 100 Typical Questions 1. WHAT ARE THE COLORS OF OUR FLAG? 2. HOW MANY STARS ARE THERE IN OUR FLAG? 3. WHAT COLOR ARE THE STARS ON OUR FLAG? 4.
Popular Sovereignty Ultimate power and final authority rest with we the people or all the citizens The Preamble to the U. S. Constitution states: We the People of the United States. do ordain and establish
The Federal Court System Equal Justice for All Courts settle civil disputes between private parties, a private party and the government, or the United States and a state or local government. In a civil
Constitution Study Guide of the United States and the State of Illinois Published by the Illinois Community College Board Table of Contents Part One: The Declaration of Independence 1 Declaring Independence
Teacher s Guide Congress Time Needed: One class period Materials Needed: Student worksheets Copy Instructions: Reading (2 pages; class set) Primary Document Activity (1 page; class set) Review Worksheet
Our Classroom Constitution Author: Jessica Kodys Milford Public Schools About this Lesson The first few weeks of school are filled with getting-to-know you activities. You introduce students to classroom
Illinois State Constitution Study Guide Our State Constitution: Some Background Information In 1787, the United States Constitution set up a federal system of government giving some powers to the national
U.S. History Homework Packet The Constitution Ms. Peckham 10/22-11/06 Tuesday (10/23): Read Chapter 2, Section 1, The Delegates Meet in Philadelphia Wednesday (10/24): Read Chapter 2, Section 2, Convention
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.5.C.1.6 Compare Federalist and Anti-Federalist views of government 1. Title: Federalists vs. Anti-Federalists - Fifth Grade 2. Overview
State of Nature v. Government Overview In this lesson, students will discuss what they think life would be like in a state of nature and examine reasons why there is a need for government. They will explore
The Constitution: A More Perfect Union How has the Constitution created a more perfect Union? P R E V I E W Read the quotation and answer the questions that follow. If men were angels, no government would
Oath of office for the President of the United States I will... preserve, protect and defend the Constitution of the United States.... So help me God! Editors Note: The duties of the office of president,
Reader s Theater UNITE or DIE How Thirteen States Became a Nation Visit www.jacquelinejules.com or www.charlesbridge.com for more information about the children s book, Unite or Die. Written by Jacqueline
State and Local Government a. Explain the basic structure of the Georgia state constitution. b. Explain the concepts of separation of powers and checks and balances. c. Describe the rights and responsibilities
By course completion, learners will be able to: LEARNING OBJECTIVES U.S. GOVERNMENT STRUCTURE Describe the organization of U.S. government as established by the Constitution. Identify the Bill of Rights
Academic Standards for June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania s schools and await action
Article I of the US Constitution US History & Government What is the purpose of the Legislative branch of government? The legislative branch of government writes laws Congress Senate House of Representatives
Chapter 8: The Bill of Rights Amendment : a formal change to a bill or constitution Bill of Rights : a formal summary of the rights the government agrees a group of people will have The First Amendment
Ohio s State Tests ITEM RELEASE SPRING 2016 AMERICAN GOVERNMENT Table of Contents Questions 1 17: Content Summary and Answer Key.... iii Question 1: Question and Scoring Guidelines...1 Question 1: Sample
Course Principles of GPA Unit III Implementation of the Three Branches of Government Essential Question What are the structure and functions of the executive branch of the government, including the constitutional
CK Lesson #1 Free Enterprise Constitution Signed: September, 1787 Advantages of Free Enterprise 1. You choose what you do. 2. is always needed for success. 3. Personal is an important privilege of free
STUDENTS INVESTIGATING PRIMARY SOURCES Thinking Through Timelines: Inching Toward Independence Why do we celebrate Independence Day? A Short Activity for Second Grade Benchmark Correlations Constitution
The President, the Chief Justice, and the Cherokee Nation OVERVIEW This lesson examines the power of judicial review, its application in the case of Worchester v. Georgia, and legal rights of the Cherokee
DRAFT SOCIAL STUDIES American Government/Civics American Government/Civics The government course provides students with a background in the philosophy, functions, and structure of the United States government.
1 What are the colors of our flag? Red, white, and blue 2 What do the stars on the flag mean? One for each state 3 How many stars are there on our flag? There are 50 stars on our flag. 4 What color are
University of Virginia Center for Politics Understanding the Constitution: Three Branches of Government Purpose: The purpose of this lesson is to introduce students to the structure and function of American
The Judiciary Quiz 1) Why did the Framers include life tenure for federal judges? A) To attract candidates for the positions B) To make it more difficult for the president and Congress to agree on good
ACTIVITY: Separation of Powers Who s Got the Power Based on an activity developed by the National Constitution Center. Introduction & Group Work Divide students into mixed ability groups of 4-5 and distribute
We The People Presented by TheatreWorks USA A Musical About How to Be a Good United States Citizen We re in the school auditorium. Student Council elections will take place at 3:00 PM. The main character,
North Carolina Constitution: An Introduction to Our State s Constitution and Activities for Understanding It Overview Students will be introduced to the North Carolina Constitution and deepen their understanding
How does the Constitution fix the problems of the Articles of Confederation? Problem #1 Congress did not have enough power under the Articles Could not raise an army, collect taxes, regulate trade interstate
Multiple Choice Questions STUDENT STUDY GUIDE CHAPTER FOUR 1. Which entity conducts background checks on potential nominees for federal judgeship positions? a. Office of the Attorney General b. Central
What kind of democracy? Pure democracy Greeks Republican in form NOT Republican Party representative White Males only landowning Left door open to non-landowning later States Drafting of State Constitutions
Constitution Article I Worksheet 1. Which house serves as the jury for impeachment trials? A. House of Representatives B. Senate 2. Which house initiates impeachment procedures? A. House of Representatives
Lesson 28 TEXAS ALMANAC TEACHERS GUIDE The Constitution of Texas Articles, Sections, Amendments Bill of Rights Qualifications of State Officials Qualifications of Voters Social Studies TEKS 4-15, 17, 18,
WE RE WRITING THE CONSTITUTION Grade Level: Written by: Length of Unit: 4 th Grade Krystal Kroeker, The Classical Academy, Colorado Springs, Colorado Eight lessons (approximately nine days, one day = 45
SECTION 3 The Senate How does the size of the Senate differ from the size of the House? How have States elected senators in the past and present? How and why does a senator s term differ from a representative
CONSTITUTION OF THE FEDERATION OF BOSNIA AND HERZEGOVINA [PART 3] V. THE CANTONAL GOVERNMENTS 1. General Provisions Article 1 Each Canton shall, in carrying out its responsibilities as described in Articles
STUDENTS: NOW YOU WILL BEGIN A STUDY OF THE 3 BRANCHES OF GOVERNMENT AS OUTLINED BELOW. LOOK IT OVER CAREFULLY. THE CONSTITUTION SETS UP THREE BRANCHES i Page 15 ARTICLE TWO Executive Branch enforce the
Academic Standards for Civics and Government June 1, 2009 FINAL Secondary Standards Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania s schools and
Tennessee State Capitol High School Government Lesson Plans 1 For more information on other programs at the museum contact: Public Programs Department (615) 741-0830 (800) 407-4324 or online at: www.tnmuseum.org
Title: Understanding the Three Branches of Government Lesson Author: Laura McBride & Ben Bishop Key Words: Civics, Government, Legislative, Executive, Judicial Grade Level:8th Time Allotted: 40 minutes
Description: Hosted in the restored 1902 historic House Chamber, Issues in the House of Representatives is our most popular program for school groups. Students will be seated in reproduction 1902 desks
Welcome to the Department of Defense Constitution Day Knowing what is in the U.S. Constitution and why the Constitution is relevant to us today is fundamental to our being able to defend it. As federal
Unit I- Constitutional Underpinnings of the U.S. Government I) Concepts of American Democracy A) In a democracy, ordinary citi8zens wield the power to government. The U.S. is a hybrid combining many different
1. Tree Map of Forms of Govt: Democracy Monarchy Oligarchy/Theocracy rule by the people Direct - Representative - Rule by One Powers are inherited Ex: Queen/King, Emperor Absolute - Constitutional - Rule
The Roman Republic Geography Rome s location helped it become a major power in the ancient world. The geography of Italy made land travel difficult but helped the Romans prosper. Most of Italy is covered
Unit 1 Foundation of American Government Ratification and the Constitution Mr. Ahlberg Notes #3 James Madison Father of the Constitution Wrote most of the Constitution Kept a detailed Journal of the Convention
The Constitutional Convention Overview The American Revolution ended with the Treaty of Paris in 1783 but the nation s problems were not solved by a long way. The first government, created by the Articles
CONSTITUTION STUDY GUIDE RICHLAND COMMUNITY COLLEGE One College Park Decatur, IL 62521 CONDENSED FROM Declaration of Independence Constitution of the United States Flag Code Constitution of Illinois Constitution
ASSESSMENT DATA BANK Assessing Constitutional Knowledge Traditionally, states and schools have measured student knowledge of the U.S. Constitution using a written test on objective facts and principles.
Government Structure The Hong Kong Special Administrative Region (HKSAR) of the People s Republic of China is headed by the Chief Executive. He is advised on major policy decisions by the Executive Council.
Practice Test NC State and Local Government Note to teachers: These unofficial sample questions were created to help students review state and local government content, as well as practice for the Civics
Part Two, The Making of America: Name: Lesson 37: Powers & Responsibilities of the President (Less. Time 42:05) [for Sunday, November 8, 2015] Reading: The Making of America, pages 537-567 (Chapter 22)