1 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 - Big Ideas: Enduring Understandings Understand the structure and function of the levels of government (local, state, and federal) Analyze the division of powers between the federal government and state governments Appreciate the importance of having various levels of government (local, state, federal) Essential Questions (What provocative questions will you use to foster inquiry, understanding and transfer of learning?) What is the structure of each of the three levels of government? What is the function of each of the three levels of government? What is the division of powers between the federal and state governments? Why is it important to understand the relationship among the three levels of government? 3. Lesson Objectives: Standards - Next Generation Sunshine State Standards for Social Studies Third Grade NGSSS-SS Benchmarks SS.3.C.3.1 Identify the levels of government (local, state, and federal).
2 Tested Seventh Grade NGSSS-SS Benchmarks Relevant to this Lesson SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. 4. Key Vocabulary: local, state, federal, executive branch, legislative branch, Senate, House of Representatives, judicial branch, checks and balances, judges and justices, federalism, jurisdiction, Constitution, Articles of Confederation, president, courts, congress, Founding Fathers, draft, governor, mayor, commissioners 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, an understanding of the basic structure and function of the levels of government should be apparent. In addition, students will gain an insight into the division of powers among the levels of government and how they are interrelated. What will students be able to do as a result of such knowledge and skills? The students will be able to complete the graphic organizers (attached) associated with this lesson which illustrate the three levels of government as well as the division of powers in each of the levels. Students will also be able to correctly answer the questions that are part of the formal assessment included with this lesson. Both formative and summative assessments are included 6. Materials Needed: (Resources you will use in this lesson) Attachment A: Reading associated with this lesson Attachment B: Graphic organizer - The Three Levels of Government (chart) Attachment C: Graphic organizer - The Division of Powers of Federal and State Governments (chart) Attachment D: Graphic organizer - Local Government (chart) Attachment E: Post-Quiz
3 7. Steps to Deliver the Lesson: A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson Opening: Ask students to brainstorm and create a list describing what school would be like without teachers, assistant principals and principals. What kinds of things would occur? What would happen to the educational goals? Could students accomplish anything meaningful in their school day? Have students come to a consensus about key points which describe the events and outcomes of participating in such a school setting. Review the list and ask students to make comments or suggestions as to how the situation could be improved. Then, explain that teachers in a classroom are like the local government and they take care of local issues such as learning and behavior. Assistant principals are like the state government and handle concerns dealing with the grade level, for example. The principal is like the federal government because he/she oversees the entire school. Discuss how these three levels of government help their school in general and their academic learning. Then, ask students to pretend they are working on a class project which they are completing with two other students. In order to work on the project efficiently, each of the three students works on one of the three sections of the project. Then, point out that this is the way the three branches of our national and state governments work. Ask students what some of the advantages are to working on an individual section of the imaginary project. Create a list of the advantages. With students, formulate a generalized statement which best captures the essence of working together while respecting opinions, following rules and guidelines so as to solve problems. b. Reading: Use any appropriate reading strategy (choral, buddy, jump in, silent, etc.) which is appropriate for your students to read Attachment A: The Three Levels of Government. 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. Then, reread material for further clarification. d. Work in cooperative groups to complete Attachment B: The Three Levels of Government (chart) and check for understanding.
4 e. Work in cooperative groups to complete Attachment C: The Division of Powers between the Federal and State and Governments, and check for understanding. f. Attachment D: Work in cooperative groups to complete Local Government, and check for understanding. g. Finally, have students take the post-quiz associated with this lesson (Attachment E). Go over quiz with students and check for understanding. 8. Specific Activities (From Guided to Independent): 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 and complete Attachment B, they will write a summary paragraph explaining the structure and function of each level of government. b. After completing Attachment C: The Division of Powers between the Federal and State Governments, students will complete the role playing question at the end of the attachment. c. Students will work on Attachment D: Local Governments in Think, Pair, and Share Groups to solve each of the problems in the assignment. d. Have students share their work (ideas, solutions, suggestions, etc.) with the entire class. e. Provide buddies for ELL and ESE students as needed. f. Model assignments as appropriate 9. Differentiated Instruction Strategies: How to accommodate a variety of student learning needs, remediation strategies as well as enrichment strategies.
5 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: Activities incorporating technology; e.g., address lesson content through online resources. a. Have students visit: to research the function and structure of local government so as to gain a better understanding Miami-Dade County government. b. Have students visit: ; to learn about the structure and function of the three branches of Florida state government, the division of power, as well as the relationship between state and federal governments. c. Have students visit: to learn about the structure and function of the three branches of the federal government, the division of power, as well as the relationship between local, state, and federal governments. d. Have students visit the following website so as to access the online version of the U.S. Constitution: e. Students may access the following website to view the online version of Florida s Constitution: ab=statutes f. For further clarification or study, students may also access a kid friendly version of the U.S. Constitution:
6 11. Lesson Closure: Methods to draw ideas together, review concepts, etc. a. After completing the post-quiz and reviewing answers with students, ask the following questions: What is the structure and function of the federal, state and local governments? How are each of the three levels of government interrelated? What is the division of powers among the federal and state governments? b. For home learning, have students review the graphic organizer: The Division of Powers between Federal and State Governments (Attachment D) and write a paragraph summarizing the division of powers between the federal and state governments.
7 Attachment A Reading #1: The Three Levels of Government In 1781, after the Revolutionary War, the thirteen American colonies came together under a document called the Articles of Confederation. This document gave each of the states the right to govern itself. This first kind of government was not a very strong form of central government. Shortly thereafter, Americans realized this type of government was weak because it did not allow the national government any kind of power to unify the states, make any decisions concerning the states or collect money. As a result, the Founding Fathers, or political leaders who helped establish our country had to draft, or write, another document called the Constitution which was adopted in 1787 and ratified in First, the Constitution created a national government. The Constitution also defined the power given to the national government and the power given to the states as well as guaranteeing the rights of individual citizens. When the Founding Fathers signed the Constitution, the national government and state governments shared the power to rule our nation. This became known as federalism. Under this system, the national government was given the authority to work with foreign governments, establish post offices, create a navy and an army for the purpose of defending the United States as well as declare war, print money and control foreign and domestic trade. The states, on the other hand, were given the power to take care of issues dealing with health and safety, conduct elections, issue licenses, trade within each of the individual states and approve amendments to the U.S. Constitution. The Constitution also specified that the national and state governments would share authority to control taxes, participate in road construction, establish courts and banks, borrow money and create laws. Presently in the United States, there are three levels of government. As Americans, we live under the jurisdiction, or rule, of all three of these governments. These three types of government are known as the federal government, the state government and the local government. The federal government, whose seat is in Washington, D.C., has three branches: the executive, the legislative and the judicial. Each of the three branches has different responsibilities. In other words, the national Constitution separates power between the three branches. First, the executive branch executes or carries out the laws. The President of the United States is the head of the executive branch. The legislative branch refers to Congress which is the branch that makes our nation s laws and revises existing laws. It is made up of two parts, or houses: the House of Representatives and the Senate. Each state has the right to representation in the House of Representatives depending on its population. These
8 members are known as representatives. However, each of the states also has the right to two representatives known as senators, regardless of population. The judicial branch refers to the courts. This is the branch where judges and justices interpret the laws. The Founding Fathers who wrote the national Constitution made sure to include a system of checks and balances so that none of the three branches would become more powerful than the others. State governments are governed by state constitutions but, individual states cannot create any laws that conflict with national laws because the national Constitution is the supreme law of our country. This means that it is the highest law of the land. State constitutions provide for the separation of power into three branches of government as well. They are also referred to as the executive, legislative and judicial branches. It should be noted that states elect a governor as the head of the executive branch just as a president is elected at the national level. At the local level, which refers to a city or county, government is also very important. Local government must raise money by taxing its citizens and their property as well as charging fees for services such as water and garbage collection, and issue licenses for businesses, construction or marriages. The money the government raises is used to pay for expenses such as the police and fire departments, courts, public schools, libraries, road repairs and parks. Local governments have leaders such as a mayor and commissioners. These leaders are elected by the citizens. Citizens give leaders power to make decisions concerning the city or county as well as how best to spend the money raised by taxes. In our particular area, our local government follows the rules and laws of the Miami-Dade Home Charter. It is like our local constitution. Miami-Dade is governed by an Executive Mayor and 13-member Board of County Commissioners. An Executive Mayor has the power to veto Commission action items while Commissioners establish laws in our area. Commissioners serve four year terms, with no term limits. The Mayor may only serve two terms of four years.
9 Attachment B The Three Levels of Government Government Federal State Local Who is the Executive Leader? Is there an alternate? Where is the seat of the government? Is there a document which states rules, laws or procedures? Now, on the back of this paper, use the information to write a summary paragraph on each level of government.
10 Attachment B Answer Key The Three Levels of Government Government Federal State Local Who is the Executive Leader? president governor mayor Is there an alternate? vicepresident lieutenant governor none for Miami-Dade Where is the seat of the government? Washington, D.C. Tallahassee, state capital Miami-Dade Is there a document which states rules, laws or procedures? The U.S. Constitution The Florida Constitution The Miami- Dade Home Rule Charter
11 Attachment C The Division of Powers of Federal and State Governments National Government State Government Powers Shared by Both Scenarios 1. As a citizen of another country, if I want to trade with the U.S. which level of government would I have to contact? 2. If my company wanted to build a road from Miami, Florida to New York City, where would I have to ask for permission? 3. If there is an outbreak of an epidemic in Florida, which level of government will handle it?
12 Attachment C- Answer Key The Division of Powers of Federal and State Governments National Government State Government 1. Deal with foreign countries 2. Declare war 3. Print money 1. Oversee trade within the state 2. Deal with public health and safety issues 4. Conduct foreign trade and interstate trade 3. Ratify amendments 4. Conduct elections 5. Establish local governments Powers Shared by Both Scenarios 1. Making and enforcing laws 2. Tax 3. Borrow money 1. Federal 2. Federal 3. State
13 Attachment D Problem Local Government Scenarios Solution There is a pothole in front of my house. Which department do I contact? The swings are broken at the local park. Which department should be contacted? A restaurant is very dirty and I want to have it cleaned up. Where should I go with my concern? If I want to start a business or get married, what must I apply for? The water in my house tastes funny. Which department should I contact?
14 Attachment D-Answer Key Local Government Scenarios Problem Solution There is a pothole in front of my house. Which department do I contact? Department of Public Works The swings are broken at the local park. Which department should be contacted? Department of Parks and Recreation A restaurant is very dirty and I want to have it cleaned up. Where should I go with my concern? Health Department If I want to open a business or get married, what must I apply for? I must apply for a license from the local government. The water in my house tastes funny. Which department should I contact? Health Department
15 Attachment E Post Quiz Low Complexity Items: 1. Which are our nation s three levels of government? a. Federal, Legislative, and Local b. Federal, State, and Local c. Federal, Judicial, and State d. Federal, Executive, and State 2. Instead of a president, what does each state elect? a. Mayor b. Commissioner c. Governor d. Judge 3. What are the three branches of the federal government? a. Judicial, Legislative, Executive b. Local, Legislative, Judicial c. Executive, Local, State d. State, Local, Judicial Moderate Complexity Items: 4. What does the statement below describe? The Supreme Law of the Land a. Articles of Confederation b. Federal Government c. U.S. Constitution d. Federalism
16 5. The power to settle differences of opinion and disagreements about the rules as well as interpret or say what rules mean is true of which branch of government? a. legislative power b. judicial power c. executive power d. congressional power 6. Which of the following statements is true about the federal government and state governments? a. They share powers to declare war. b. They can conduct foreign relations. c. They can coin money. d. They can impose taxes. High Complexity Items: 7. What would be a disadvantage of your grade level giving all of the power to a student president instead of sharing it with class representatives? a. The president would not be able to make decisions. b. The students might not be able to contact the president. c. The president would be too busy and not answer your questions. d. The president would be the only one with power to make decisions. 8. To coin Money, regulate the Value thereof, and of foreign Coin. This passage from the U. S. Constitution is an example of the power of the a. legislative branch b. federalism c. checks and balances d. executive branch
17 9. Pursuant to general or special law, a county government may be established by charter which shall be adopted, amended or repealed only upon vote of the electors of the county in a special election called for that purpose. What did this passage from the Florida Constitution help create? a. the Federal government b. the state government c. municipal governments d. republican governments 10. The education of children is a fundamental value of the people of the State of Florida. It is, therefore, a paramount duty of the state to make adequate provision for the education of all children residing within its borders. Adequate provision shall be made by law for a uniform, efficient, safe, secure, and high quality system of free public schools that allows students to obtain a high quality education Which statement best describes the meaning of the passage above? a. All children should go to college in the state of Florida. b. All children in Florida have the right to a free education. c. Some children in Florida can go to private schools if their parents choose. d. All children in Florida should have uniforms, books, and feel safe.
18 Answer Key 1. B 2. C 3. A 4. C 5. B 6. D 7. D 8. A 9. C 10. B
19 Civic Integration Lesson Plan Quiz Blueprint NGSSS-SS Main Benchmark: SS.3.C.3.1 Title of Lesson: The Three Levels of Government Grade Level: 3 rd Grade Pacing Guide Connection: 3 rd Grade Civics Question # Benchmark Grade Level Benchmark 7 th Grade Tested Answer Complexity Level 1 SS.3.C.3.1 Identify the levels of government (local, state, federal). SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. B Low 2 SS.3.C.3.1 Identify the levels of government (local, state, federal). SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. C Low 3 SS.3.C.3.1 Identify the levels of government (local, state, federal). SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. A Low 4 SS.3.C.3.1 Identify the levels of government (local, state, federal). SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. C Moderate 5 SS.3.C.3.1 Identify the levels of government (local, state, federal). SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state. B Moderate 6 SS.3.C.3.1 Identify the levels of government (local, state, federal). SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state. D Moderate 7 SS.3.C.3.1 Identify the levels of government (local, state, federal). SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state power and checks and balances. D High 8 SS.3.C.3.1 Identify the levels of government (local, state, federal). SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state A High
20 9 SS.3.C.3.1 Identify the levels of government (local, state, federal) SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state C High DBQ 10 SS.3.C.3.1 Identify the levels of government (local, state, federal) SS.7.C.3.4 Identify the relationship and division of powers between the federal government and state governments. B High DBQ
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-
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
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.5.C.3.6 Examine the foundations of the United States legal system by recognizing the role of the courts in interpreting law and settling
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
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
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
The Law of the Land A constitution is a document that gives the rules for how a government should run. The Framers wrote our Constitution to create a government for the new United States of America. Creating
Teacher s Guide Constitution Day Lesson Time Needed: One Class Period Learning Objectives Through this lesson students will be able to: Materials Needed: Student worksheets Copy Instructions: Copy class
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
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
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
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
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
Lesson 2 PAGES 398 403 Explain the purpose of the Constitution. Compare the powers and functions of the three branches of government. separation of powers p. 400 legislative branch p. 400 executive branch
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
C - Legislative Branch Comments: Largest branch of government with 535 members. The power of this branch is to pass laws to protect the public welfare and keep the infrastructure of the country strong.
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
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
CORRELATON FLORDA DEPARTENT OF EDUCATON NEXT GENERATON SUNSHNE STATE STANDARDS SUBSSON TTLE: PUBLSHER: GRADE(S): Kindergarten NGSSS STANDARD Benchmark Number BENCHARK DESCRPTON PAGE(S) OR LOCATON(S) WHERE
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
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
Georgia s Executive Branch Quiz 1. Which BEST completes the diagram? A. The Supreme Court B. The State Legislature C. The Lieutenant Governor D. The Court of Appeals of Georgia 2. According to the system
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 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,
U. S. Constitution Test (100 points) True or False: Put a T in the blank next to the statement if it is true. Put an F in the blank if the statement is false. (1 pt. each) 1. Congress has the authority
CLN Televised Courses GED Preparation/Social Studies Nina Beegle, Instructor GED Social Studies Focus Sheet: Lesson 5 FOCUS: Results of the Revolutionary War Outcomes of victory: the effect on trade and
STRUCTURE AND FUNCTION OF GOVERNMENT SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the
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
U.S. Government and Politics August Assignment Read the U.S. Constitution. Write the answers directly on the handout. Be prepared to glue the completed assignment into your class notebook the first week
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
Fourth Grade Government and Civics Unit Essential Questions What is the purpose of government? How might citizens behave if there wasn t an organized government? What is democracy and how does a representative
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
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.
***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.
Presentation Pro Magruder s American Government C H A P T E R 11 Powers of Congress 2001 by Prentice Hall, Inc. C H A P T E R 11 Powers of Congress SECTION 1 The Scope of Congressional Powers SECTION 2
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
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
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?
Teacher Materials Clue leaves Government tree Branches of Government Chart He Does It All Scenario - Three Student Copies also Student Materials Paper & pencils Constitutions or copies of Article 1, 2,
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.6.C.1.1 Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy.
CLAIM YOUR POWERS TEXAS STYLE Learning Objective: The students will Analyze the relationships between the three branches of Texas government through the separation of powers and the checks and balances
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
CORRELATION SUNSHINE STATE STANDARDS SUBJECT: Social Studies SUBMISSION TITLE: Prentice Hall Civics: Government and Economics In Action 2005 PUBLISHER: Pearson Prentice Hall GRADE: Grade 6-8 M/J Civics/
Government By The People Educating our youth about structures, functions and operations of government at federal, state and local levels ProtectTheHarvest.com Dear Teacher, Protect the Harvest is pleased
Teacher s Guide Foreign Policy: War, Peace, and Everything In-between Time Needed: One Class Period Materials Needed: Student worksheets Transparencies Copy Instructions: Voting Cards (single-sided, class
BRANCHES OF GOVERNMENT Simple Present Tense Have / Has Can To Be 3 Vo c a bu l a ry Preview the legislative branch the executive branch the judicial branch 1 3 5 2 4 6 1. the Capitol 2. the Congress 3.
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
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
Designing a Class Constitution Lesson Plan Evan Fortin and David Harris, Urban Montessori Charter School Grade Level(s) Grades 3 and up Lesson Overview The lesson provides an overview of the U.S. Constitution
Thematic Unit on Elections: Lesson #1 Lesson: Three Branches of Government Review / Introduction to Thematic Unit on Elections Length: 30-40 minutes Grade: Fifth grade Academic Standard(s): Social Studies
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
The Legislative Branch Objectives While studying this chapter, the student will learn to: 1. Identify the powers granted to Congress by Article I of the Constitution. 2. Identify the methods by which the
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 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
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
Branches of Government Summative Assessment #4 For the Unit, We The People (Social Studies) Table of Contents Item Page Number Branches of Government - Instructions Page 2 Branches of Government - Assessment
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
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
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
2016 U.S. Presidential Election Tell the class what you know about the American flag. The American flag is called The colors of the U.S. flag are. The flag is composed of Look at the document below. What
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
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
Grade 5 Lesson Plan Mr. President Subject: Language Arts: Writing Level: Grade 5 Abstract: In this lesson, students will write a persuasive letter to the President of the United States. Students will research
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
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
US History, October 14 Entry Task: Write down your FAVORITE cartoon character. We will narrow it down to 2 or 3 Announcements How many people will be gone tomorrow? Healthy, Hunger-Free Kids Act 2010 CONSTITUTION
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
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
Tax Research: Understanding Sources of Tax Law (Why my IRC beats your Rev Proc!) Understanding Federal Statutes and Legislation Federal statutes provide the foundation of the tax system in the United States.
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
Chapter One: Our Laws Lessons: 1-1 Our Laws & Legal System 1-2 Types of Laws Lesson 1-2 Goals Explain how constitutional, statutory, case and administrative laws are created Explain how to resolve conflicts
AP US GOVERNMENT CHAPTER 2: THE LIVING CONSTITUTION The original constitution is just 4,543 words. Why, after 215 years have we not written another constitution? Because it has the ability to adapt and
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
Social Studies Grade Level: 5 American History Standard 1: Historical Inquiry and Analysis (SS.5.A.1) Benchmark: 1. Use primary and secondary sources to understand history. (SS.5.A.1.1) Benchmark: 2. Utilize
Academic Standards for March 2012 Elementary Standards Grades Pre-K - 3 Pennsylvania Department of Education DRAFT XIII. TABLE OF CONTENTS Introduction.. XIV. THE ACADEMIC STANDARDS Principles and Documents
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.
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