What are the three branches in Florida s government and what does each branch do? Standard 3: Structure and Functions of Government SS.4.C.3.

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1 Standard 3: Structure and Functions of Government SS.4.C.3.1 Identify the three branches (Legislative, Judicial, and Executive) of government in Florida and the powers of each. What are the three branches in Florida s government and what does each branch do?

2 Common Core State Standards Grade 4 English Language Arts, Reading: Literature Key Ideas and Details RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). Craft and Structure RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Integration of Knowledge and Ideas RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.4.8. (Not applicable to literature) RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Range of Reading and Complexity of Text RL By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. SS.4.C.3.1 Page 2

3 Common Core State Standards Grade 4 English Language Arts, Reading: Informational Text Key Ideas and Details RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and Structure RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of Knowledge and Ideas RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text. RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text Complexity RI By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. SS.4.C.3.1 Page 3

4 Common Core State Standards Grade 4 English Language Arts, Reading: Language Vocabulary Acquisition and Use L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). SS.4.C.3.1 Page 4

5 Common Core State Standards Grade 4 English Language Arts, Reading: Writing Text Types and Purposes W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented. W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words and phrases to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) SS.4.C.3.1 Page 5

6 W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to Build and Present Knowledge W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character s thoughts, words, or actions]. ). Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). Range of Writing W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SS.4.C.3.1 Page 6

7 Civics Content Vocabulary Teacher Note: Preteach vocabulary words and definitions. As a vocabulary extension following the lesson, have students complete the chart for each word providing examples and non-examples (if applicable) and a gesture/visual/symbol for each word. Word Definition Example Non-Example Gesture/Visual/Symbol executive branch judicial branch legislative branch the branch of government that carries out the laws made by the legislative branch the branch of government that interprets the laws made by the legislative branch the branch of government that creates laws SS.4.C.3.1 Page 7

8 Instructions for conducting a Read Aloud Preparing for a Read Aloud: 1. Select a read aloud text that will provide a springboard for teaching the civics benchmark (See suggested books within this module, but not limited to). 2. Along with the content civics vocabulary for this module, identify additional vocabulary terms within the selection necessary for text comprehension and understanding the civics benchmark. 3. Generate questions of varying complexity related to the text that support deeper understanding of the civics benchmark. 4. Plan opportunities for authentic student engagement with the text during the Read Aloud (text discussion, turn & talk, think-pair-share). Conducting a Read Aloud: 1. Introduce the book. 2. Briefly introduce the predetermined vocabulary words. 3. During the Read Aloud, conduct think alouds so students are provided a model of thinking that is applied while reading. Use the generated questions to ask students about the text to allow opportunities for authentic student engagement (text discussion, turn & talk, think-pair-share) and to clarify understanding. 4. After the Read Aloud, provide opportunities for students to discuss and write about civics concepts learned. SS.4.C.3.1 Page 8

9 Suggested Books State Government (2nd Edition) (Kids' Guide to Government) by Ernestine Giesecke Introduces the purpose and function of state government, the function of the three branches, how states raise money and how a bill becomes law. The State Governor (Our Government) by Mary Firestone The Concept of government can be hard to understand for adults, let alone kids. These beautifully photographed books are a wonderful resource for young readers, clearly explaining the basic offices and roles of officials and how they influence our world. The State Judicial Branch (Our Government) by Mary Firestone The Concept of government can be hard to understand for adults, let alone kids. These beautifully photographed books are a wonderful resource for young readers, clearly explaining the basic offices and roles of officials and how they influence our world. The State Legislative Branch (Our Government) by Mary Firestone The Concept of government can be hard to understand for adults, let alone kids. These beautifully photographed books are a wonderful resource for young readers, clearly explaining the basic offices and roles of officials and how they influence our world. SS.4.C.3.1 Page 9

10 Module Objective: Guided Practice Activity 1. The student will identify the three branches of state government and the powers of each. Activity: 1. Pass out a piece of drawing paper. 2. Have the students fold the paper into thirds. 3. Have the students write Legislative, Judicial, and Executive in the sections. 4. Write the following chart on the board. judge senator governor lieutenant governor court make laws sign laws review laws representative speaker jury legal case attorney trial cabinet Key: 5. Have the students separate the words into different categories. 6. At the end of the lesson, revisit the chart and make corrections. Judicial- judge, court, review laws, jury, legal case, attorney, trial Executive- governor, lieutenant governor, sign laws, cabinet Legislative- senator, make laws, representative, speaker SS.4.C.3.1 Page 10

11 Application Activity Activities: Activity 1-1. Show a branch of a tree to the class. Ask them what it is. 2. Ask them where the branch came from (guide answer to tree ). 3. Tell them that the branch is part of something bigger that allows the tree to work properly. 4. Ask them if the branch is doing well by itself. Tell them it needs the other branches to help it grow and stay strong. 5. Tell them that the government is the same way. It needs the three branches to work together to make the government work. 6. Pass out the information sheet on the Legislative branch. Read the passage twice in pairs. The first reading is to gain an overview of the piece. The second reading is to look for important details. As a class, list important information for the branch on a chart. Repeat with each branch (different days). Activity 2-1. Using the writing prompt as background, pose the following question to the class: Which branch is the most important and why? 2. Discuss with the class, guiding the class to the conclusion that each branch is equally important and necessary. No branch is more powerful than the other branches. SS.4.C.3.1 Page 11

12 NAME DATE Legislative Branch Write 6 facts about the legislative branch. LEGISLATIVE SS.4.C.3.1 Page 12

13 NAME DATE Executive Branch Write 6 facts about the Executive branch. EXECUTIVE SS.4.C.3.1 Page 13

14 NAME DATE Judicial Branch Write 6 facts about the judicial branch. JUDICIAL SS.4.C.3.1 Page 14

15 Legislative Branch The Florida Legislature, which is divided into two houses, the Senate and the House of Representatives, makes rules or laws that govern our state. Members of the legislature, Senators and Representatives, are chosen by the citizens of Florida to represent them and the area where they live. These areas are called districts. Each member of the Florida Legislature must live in the district that he or she represents. Each Senator and Representative is responsible for making sure that the people who elected him or her have a voice in all matters concerning the state. Senators are elected to serve four-year terms. Representatives are elected to serve two-year terms. Currently, 40 Senators and 120 members of the House of Representatives serve the people of Florida. Members of both houses must be at least 21 years old, a resident of the district where they have been elected, and must have lived in the state for two years before running for election. Each year the legislature meets in legislative session to determine and debate issues important to the people in our state. The regular session begins on the first Tuesday after the first Monday in March and lasts for sixty days. During session, legislators work on making new laws or changing old laws. Each member also serves on several committees where the effects of laws on the people in our state are studied. Any member of either house can make suggestions for new laws. Source- SS.4.C.3.1 Page 15

16 Executive Branch SECTION 1. (a) The supreme executive power shall be vested in a governor, who shall be commander-inchief of all military forces of the state not in active service of the United States. The governor shall take care that the laws be faithfully executed, commission all officers of the state and counties, and transact all necessary business with the officers of government. The governor may require information in writing from all executive or administrative state, county or municipal officers upon any subject relating to the duties of their respective offices. The governor shall be the chief administrative officer of the state responsible for the planning and budgeting for the state. (b) The governor may initiate judicial proceedings in the name of the state against any executive or administrative state, county or municipal officer to enforce compliance with any duty or restrain any unauthorized act. (c) The governor may request in writing the opinion of the justices of the supreme court as to the interpretation of any portion of this constitution upon any question affecting the governor's executive powers and duties. The justices shall, subject to their rules of procedure, permit interested persons to be heard on the questions presented and shall render their written opinion not earlier than ten days from the filing and docketing of the request, unless in their judgment the delay would cause public injury. (d) The governor shall have power to call out the militia to preserve the public peace, execute the laws of the state, suppress insurrection, or repel invasion. (e) The governor shall by message at least once in each regular session inform the legislature concerning the condition of the state, propose such reorganization of the executive department as will promote efficiency and economy, and recommend measures in the public interest. (f) When not otherwise provided for in this constitution, the governor shall fill by appointment any vacancy in state or county office for the remainder of the term of an appointive office, and for the remainder of the term of an elective office if less than twenty-eight months, otherwise until the first Tuesday after the first Monday following the next general election. Source- Florida Constitution SS.4.C.3.1 Page 16

17 (b) JURISDICTION.--The supreme court: Judicial Branch (1) Shall hear appeals from final judgments of trial courts imposing the death penalty and from decisions of district courts of appeal declaring invalid a state statute or a provision of the state constitution. (2) When provided by general law, shall hear appeals from final judgments entered in proceedings for the validation of bonds or certificates of indebtedness and shall review action of statewide agencies relating to rates or service of utilities providing electric, gas, or telephone service. (3) May review any decision of a district court of appeal that expressly declares valid a state statute, or that expressly construes a provision of the state or federal constitution, or that expressly affects a class of constitutional or state officers, or that expressly and directly conflicts with a decision of another district court of appeal or of the supreme court on the same question of law. (4) May review any decision of a district court of appeal that passes upon a question certified by it to be of great public importance, or that is certified by it to be in direct conflict with a decision of another district court of appeal. (5) May review any order or judgment of a trial court certified by the district court of appeal in which an appeal is pending to be of great public importance, or to have a great effect on the proper administration of justice throughout the state, and certified to require immediate resolution by the supreme court. (6) May review a question of law certified by the Supreme Court of the United States or a United States Court of Appeals which is determinative of the cause and for which there is no controlling precedent of the supreme court of Florida. (7) May issue writs of prohibition to courts and all writs necessary to the complete exercise of its jurisdiction. (8) May issue writs of mandamus and quo warran to state officers and state agencies. (9) May, or any justice may, issue writs of habeas corpus returnable before the supreme court or any justice, a district court of appeal or any judge thereof, or any circuit judge. (10) Shall, when requested by the attorney general pursuant to the provisions of Section 10 of Article IV, render an advisory opinion of the justices, addressing issues as provided by general law. Soucre- Florida Constitution SS.4.C.3.1 Page 17

18 NAME DATE Independent Practice Activity Writing Prompt: Florida s government has three branches; the legislative, judicial, and executive. Each branch has a specific function. Write to explain the function of one branch and why it is important to the citizens. SS.4.C.3.1 Page 18

19 Supplemental Resources and Activities Websites Web Address Description 1. utes&cfid= &cftoken= ment/legislative%20branch/ The full text of the Florida Constitution is accessible through this website Information on the state of Florida s legislative branch 3. ment/executive%20branch/ Information on the state of Florida s executive branch 4. ment/judicial%20branch/ Information on the state of Florida s judicial branch SS.4.C.3.1 Page 19