Grade 05 Unit 06 Exemplar Lesson 02: The Powers That Be Grade 5 Unit: 06 Lesson: 02 Suggested Duration: 4 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson students learn about the governmental structures and functions of the government of the United States, a constitutional republic. The ability to check each branch by other branches has kept the powers of the government in balance. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 5.16 Government. The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to: 5.16A Identify and explain the basic functions of the three branches of government. 5.16B Identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution. 5.19 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: 5.19A Explain the contributions of the Founding Fathers to the development of the national government. 5.19B Identify past and present leaders in the national government, including the president and various members of Congress, and their political parties. 5.19C Identify and compare leadership qualities of national leaders, past and present. Skills TEKS 5.24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 5.24C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 5.25C Express ideas orally based on research and experiences. 5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 05/01/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 15
Unit: 06 Lesson: 02 Suggested Duration: 4 days Grade 05 Unit 06 PI 02 Create a visual representation outlining the basic functions of the branches of the national government highlighting how each branch checks the other. Write a summary statement on why the framers of the Constitution designed our system that way. Standard(s): 5.16A, 5.16B, 5.24B, 5.25D ELPS ELPS.c.1C, ELPS.c.1E Key Understandings Effective democratic government systems have measures of control. How would one measure if a government system were effective? What types of control should an effective government system have? How are federal and state governments different? Vocabulary of Instruction legislative judicial executive democracy checks and balances separation of powers unconstitutional federal Materials chart paper Chart paper or typing paper to paste the articles to and to write the summary. Glue sticks or paste. Paper, Typing paper or chart paper Teachers might have copies of newspapers in the classroom or allow students to use the Internet to find articles. The articles do not have to be from the current week as long as they relate to the actions of the three branched of the federal or state governments. Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: A Balancing Act (1 per student) Handout: Branches of Government (1 per student) Handout: Branches of Government Organization Chart (1 per student) Handout : Checks and Balances Cycle Diagram Teacher Material: Checks and Balances Cycle Diagram Sample Answers Handout: Leadership Qualities of National Leaders Past and Present Handout: National Leaders from Texas (Past) Resources Advance Preparation 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Gather newspaper articles showing how the government is at work today. 6. Prepare materials and handouts as needed. Background Information After working with the Articles of Confederation from 1781 1787, the Founding Fathers knew the new country needed a stronger central government and Last Updated 05/01/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 15
Unit: 06 Lesson: 02 Suggested Duration: 4 days the result was the U.S. Constitution. Within this document they spelled out how the new government was to be run and who was to do it. But in order to keep the government from having too much power, several principles were put in place, such as checks and balances, separation of powers, and federalism. Constitutional republic: a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to hold the law as supreme above any person. GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE A Balancing Act Checks and Balances 1. Divide the class into three groups. 2. Distribute to each group the Handout: A Balancing Act that includes their instructions. Group 1 will have the duty of making up a new rule for the class to follow. Group 2 will have the power to approve the new rule and make sure everyone is following the new rule. Group 3 will decide if the new rule is okay and make sure it is enforced properly. 3. Give the class a few minutes to simulate the passing of the new rule, the enforcement of the new rule, and the decision about the constitutionality of the rule and the way it is enforced. (legislative, executive, and judicial branches) 4. Lead a discussion with the whole class about their exercise. Some suggested questions are: Was it easy for the class to pass a new rule? Why or why not? (Record student answers.) What made it difficult to enforce this new rule? (Record student answers.) Why do you think there was a group making decisions about how the rule was enforced? (Record student answers.) Do you think it s necessary to have several groups making decisions about rules that everyone has to follow? Why or why not? (Record student answers.) Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 15 minutes Attachments: Purpose: Handout: A Balancing Act Students are learning the functions of the three branches of the federal government. TEKS: 5.16A Instructional Note: Teacher may provide a list of possible new rules from which the groups choose. Possible suggestions are: No one can speak without asking (a student) for permission. Everyone must put his or her hand on their head when (a student) is talking. Respect everyone s comments. Listen respectfully. 5. Point out that under the Articles of Confederation the state legislatures made all the decisions. Our Founding Fathers discussed this idea further, and when they wrote the Constitution, they decided the country needed a better balance of power." Can you think of why? What problems would come up? We will look at how the U.S. Constitution created a better balance of power. EXPLORE Branches of Government and their Duties Suggested Day 1 (continued) 35 minutes Last Updated 05/01/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 3 of 15
Unit: 06 Lesson: 02 Suggested Duration: 4 days 1. With the students in the same groups, give them the Handouts: Branches of Government and Branches of Government Organization Chart. These groups will be the Expert Groups. 2. Students read the information in the Handout: Branches of Government and complete their section on the Handout: Branches of Government Chart. Attachments: Handout: Branches of the Government Handout: Branches of the Government Organization Chart Handout: Checks and Balances Cycle Diagram Teacher Resource: Checks and Balances Cycle Diagram Sample Answers Purpose: The teacher is leading students to the key understanding of the effective democratic government systems exercise control to establish peace and order. TEKS: 5.16A, 5.16B EXPLAIN Separation of Powers 1. Once students have completed their part of the chart, regroup students into groups that have representatives from each Expert Group. 2. The new Home Groups will share their Expert information so the whole group can complete the entire chart. 3. Facilitate a discussion with the class on the powers of the different branches. Some suggested questions include: Why do you think the Framers separated the powers between the three branches of government? (They were afraid of one person or group having too much power.) Do you think it s a good idea to have separate branches of government with their own responsibilities and powers? Why or why not (Answers will vary.) Do you think the three branches of government can work together? Why or why not? (Answers will vary. Students may think that each branch is doing its own thing.) How do we know that the branches are doing what they are supposed to do? (People have to keep informed.) Suggested Day 2 30 minutes Materials: Purpose: chart paper Teacher Resource: Checks and Balances Cycle Diagram from Explore The teacher is leading the students to understanding the purpose of separation of powers and checks and balances. TEKS: 5.16A, 5.16B, 5.16C Instructional Note: Have students write their answers on their copy of the diagram to use for future learning 4. Remind students that the Framers wrote the Constitution to provide for a separation of power of the three branches of government. Each has its own responsibilities and, at the same time, they work together to make the country run smoothly while working to assure that the rights of the citizens are protected. This is done through checks and balances. A branch may use its powers to check the powers of the other two in order to maintain a balance of power among the three branches of government. 5. Display the Handout: Checks and Balances Cycle Diagram as an overhead transparency or drawn on chart paper. 6. Conduct a whole class discussion to complete the Diagram. Suggested questions are as follows: How does the Judicial branch check the powers of the Executive and Legislative branches? (Fill in the response on the diagram) How does the Executive branch check the powers of the Judicial and Legislative branches? (Fill in the response on the diagram) How does the Legislative branch check the powers of the Executive and Judicial branches? (Fill in the response on the diagram) 7. Conduct a class discussion based upon the completed Diagram. Some suggested questions are as follows: Last Updated 05/01/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 4 of 15
Unit: 06 Lesson: 02 Suggested Duration: 4 days Do you think that it is important to have the different branches control each other in some way? Why or why not? (Answers will vary. If this system works for our nation, does the state of Texas have the same type of governmental structure as the federal government? (Yes.) Are there certain things that the national government can do that the states cannot do? (Yes, the national government is in charge of the military, currency, foreign trade, and can make other laws for the entire country. The states can make state laws, deal with education and build state highways.) EXPLORE 1. Using the provided list of leadership qualities (See Handout: Leadership qualities of National Leaders, Past and Present), students discuss leadership qualities of national leaders with whom they are familiar, supporting their statements with evidence. 2. Consider using past presidents, especially from Texas such as Eisenhower, Johnson, George Bush, and George W. Bush or other past presidents student may be familiar with. 3. Students pick a presidents they are familiar with and write a paragraph explaining which two leadership qualities their choice most exemplifies. 4. Students read about national leaders from Texas who lived in the past. (See the Handout: National Leaders from Texas (Past) to learn about Speaker of the United State House Sam Rayburn and United States Senator, John Tower. Add other past national leaders from Texas as appropriate.) Suggested Day 2 20 minutes Attachments: Handout: Leadership qualities of National Leaders, Past and Present (1 per student or a classroom Anchor Chart) Handout: National Leaders from Texas (Past) (1 per student) Instructional Note: Add other Texas national leaders as appropriate. 5. Students discover which leadership quality which made each man famous. 6. Discuss the leadership qualities of Rayburn and Tower. EXPLAIN Suggested Day 3 20 minutes 1. Using a T-chart, students choose two leaders who have served at the national level in the past. 2. Students write a comparison of the two, explaining their leadership qualities. 3. Compare what is similar and what is different about them. Use the textbook, Internet or other library resources to make sure the facts are correct. 4. Students explain their writing to a partner. ELABORATE Applying Separated Powers to Today 1. Have students bring in news articles relating to current proceedings of the three branches of government, both federal and state. 2. Have a few students share their articles with the class. 3. Choose a topic or issue from the articles and facilitate a class discussion. The following are suggested questions to lead the discussion: How would you vote on the issue? Why? (Answers will vary.) What do you think the President (or future Present), will do? Why? If the law passes and is approved by the President, do you think the Supreme Court will challenge it? Why or why not? (Answers will vary.) How might the federal government handle this differently than a state government? (Answers will vary.) Suggested Day 3 (continued) 30 min. Materials: Purpose: Teachers might have copies of newspapers in the classroom or allow students to use the Internet to find articles. The articles do not have to be from the current week as long as they relate to the actions of the three branched of the federal or state governments. Chart paper or typing paper to paste the articles to and to write the summary. Glue sticks or paste. Students are learning that the ideas of the Founding Fathers about the separated powers are continued today Last Updated 05/01/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 5 of 15
Unit: 06 Lesson: 02 Suggested Duration: 4 days Students choose one modern day leader who exemplifies the qualities of leadership and write a short biography about that person. Use the Internet or other library resources to make sure the facts are correct. Reports may be compiled using technology sources. EVALUATE Performance Indicator Grade 5 Unit06 PI02 Create a visual representation outlining the basic functions of the branches of the national government highlighting how each branch checks the other. Write a summary statement on why the framers of the Constitution designed our system that way. Standard(s): 5.16A, 5.16B, 5.24B, 5.25D ELPS ELPS.c.1C, ELPS.c.1E and still needed. TEKS: 5.16A, 5.16B, 5.24B, 5.24C Suggested Day 4 50 minutes Materials: Paper, Typing paper or chart paper Purpose: Students are pulling together the reasons the framers of the Constitution designed our system the way they did and how the three branches work. TEKS: 5.16A, 5.16B, 5.24C, 5.25D Instructional Note: Consider providing a word bank of academic vocabulary for students to choose from and include in their summary. Last Updated 05/01/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 6 of 15
A Balancing Act Group 1: You will have the duty of making up a new rule for the class to follow. This group will have to choose one spokesperson to take your new rule to Group 2. You will have to pay close attention to how the new rule if being followed to decide if new rules or changes in the rule are needed. Group 2: This group will have to choose one leader to with the power to approve the new rule and then let the class know about the rule. Everyone else in the group will have to enforce the rule. Group 3: You will choose five people from the group to decide if the new rule is okay. If the new rule is not okay or it is not being enforced properly, then you let the class know that it is against the constitution. You will also monitor that the new rule is enforced properly and fairly. Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/ 2012, TESCCC 05/17/13 Page 1 of 1
Branches of Government Grade 5 Legislative Branch The legislative branch of government is made up of the Congress. Article One of the Constitution gave this branch the power to make the laws. Some of the laws they make are as follows: Control trade between states and between the United States and other countries Authorize taxes Borrow money Authorize the printing of currency (money) Declare war on other countries Congress is divided into two parts: the House of Representatives, often just called the House, and the Senate. The House of Representatives is made up of elected officials based on the total population of the respective state. Requirements to be a representative are as follows: Be at least 25 years old. Be a U.S. citizen for the past 7 years. Live in the state they represent. Representatives serve two-year terms. At the end of the two years, the people of the state may choose a new representative or may re-elect the same person. If the state allows it, there is no limit to the number of years a representative may serve his/her state. The House has special jobs that only it can do. It can: Start laws that make people pay taxes. Decide if a government official should be put on trial before the Senate if s/he commits a crime against the country. This process is called Impeachment. The Senate has only two representatives from each state regardless of population. Each Senator serves a six-year term and as with the Representatives, can either be re-elected or replaced with a new choice. Requirements to be a Senator are: Be at least 30 years old. Be a U.S. citizen for the past 9 years. Live in the state they represent. The Senate has special jobs that only it can do. It can: Say yes or no to any treaties the president makes. Say yes or no to any people the president recommends for jobs, such as cabinet officers, Supreme Court justices, and ambassadors. Can hold a trial for a government official who does something very wrong. Together Congress can override presidential vetoes by a 2/3 vote and pass a law. 2012, TESCCC 04/23/13 Page 1 of 3
Executive Branch The executive branch of government makes sure that the laws of the United States are followed or executed. The President of the United States is the head of the executive branch of government. This branch is very large so the President gets help from the Vice President, Cabinet Members and leaders of many individual agencies. The President is the elected leader of our country and the head of the military (Commander-in-Chief). His job is also to act as a check on the laws that Congress creates. When the Senate and the House approve a bill, they send it to the President. If he agrees with the law, he signs it and the law goes into effect. If the President does not agree with a bill, he can refuse to sign it. When he does this, it is called a veto. If the President vetoes a bill, it is returned to Congress. Congress can override a veto, but to do so, two-thirds of the Members of Congress (both the House and Senate) must vote to override the President. This does not happen often. The President has several other duties as well. He serves as the American Head of State, which means that he meets with the leaders of other countries and can make treaties with them. (As a check on this power, the Senate must approve any treaty by a 2/3 vote before it becomes official.) The President is also the chief of the government. That means that he is technically the boss of every federal government worker. The President appoints judges to the Federal Courts, including the Supreme Court, and grants pardons to convicted people. Also, the President is the official head of the U.S. military, called the Commander-in-Chief. He can authorize the use of troops overseas without declaring war. To officially declare war, the President must get the approval of the Congress. The requirements to be elected President are as follows: Be at least 35 years old, Be a natural born (born in the US or a US military base in another country) citizen of the United States and have lived in the U.S. for the last 14 years. Because of the 25 th Amendment to the Constitution, a President may serve only two four-year terms. The Vice President is also the President of the Senate, and can only vote in case of a tie. He/she will take over for the President in case the President is no longer able to serve. Cabinet Members advise the President on many issues and help carry out policies. The purpose of the Cabinet is to advise the President. They are the President s closest and most trusted advisors, and usually his/her closest friends. The Cabinet includes the Vice President, the heads of 15 executive branch departments, and other government officials chosen by the President. A few of these people are the Secretary of State, the Secretary of Treasury, the Secretary of Defense and the Attorney General. Individual Agencies help carry out policies or provide special services. They include agencies such as Environmental Protection Agency, Homeland Security, and NASA. 2012, TESCCC 04/23/13 Page 2 of 3
Judicial Branch The judicial branch of government is made up of the federal court system. The Supreme Court is the highest court in the land. Courts decide arguments about the meaning of laws, how they are applied, and whether they break the rules of the Constitution, which is called unconstitutional. The Supreme Court hears cases that have made their way up through the court system. The Supreme Court is made up of 9 judges, called justices. The head justice is called the Chief Justice. These justices are appointed by the President of the United States, but must be approved by a 2/3 vote of the Senate. Justices have their jobs for life, unless they resign, retire, or are impeached by the House and convicted by the Senate. The Supreme Court only hears cases that challenge the Constitution, and once they are heard and decided upon, the decision can only be changed by another Supreme Court trial. Many of their decisions have had a great impact on the way the government, businesses, and we do things. The Supreme Court is the most visible of all the federal courts. 2012, TESCCC 04/23/13 Page 3 of 3
Branches of Government Organization Chart Grade 5 Unit 06, Lesson: 02 Federal Government 2012, TESCCC 9/1/2012 page 1 of 1
Checks and Balances Cycle Diagram Grade 5 Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/ 2012, TESCCC 4/23/13 page 1 of 1
Checks and Balances Cycle Diagram Sample Answers Grade 5 Executive Branch Overrides vetoes Impeaches president Confirms appointments Declares whether executive actions are unconstitutional Vetoes laws Approves laws Suggest laws Appoint judges Grants pardons Legislative Branch Declares acts or laws unconstitutional Interprets laws Judicial Branch Impeaches judges Confirms appointments to courts Proposes changes to constitution 2012, TESCCC 4/23/13 page 1 of 1
Leadership Qualities of National Leaders, Past and Present Honesty, integrity Forward-looking, visionary Dedicated Competent Courageous Decision-making abilities 2012, TESCCC 05/14/12 page 1 of 1
National Leaders from Texas (Past) Grade 5 Texas is known in the world and in the United States of America for producing fine leaders to help lead our nation. Four presidents have considered Texas home including Eisenhower, Johnson, and both Bushs. Another national leader from the past was Speaker of the U.S. House of Representatives, Mr. Sam Rayburn. He was from Bonham, Texas, though originally born in Tennessee in 1882. He lived until 1961, and served as the Speaker of the House for over 17 years, the longest serving in U.S. history. He served all the presidents from Woodrow Wilson to John F. Kennedy. As long as he served in public office, Speaker Rayburn, refused to accept fees from clients who had interests at stake in the legislature. A wealthy oil man had a very expensive horse delivered to Rayburn s farm in Bonham, but Rayburn returned the horse. He was a man of integrity. No one could buy his votes. And, he always paid his own expenses. He was also famous for describing southern states from the Pacific to the Atlantic as the sun belt. Another famous Texan who served as a national leader was Senator John Tower. He was born in Houston, Texas in 1925 and died in the year 1991. After being elected Senator from Texas, he continued to be re-elected and served for 24 years. While a United States Senator, Tower served as chairman of the Armed Services Committee and strongly supported modernizing and equipping the armed forces. He was considered a visionary in Texas and he supported Texas future economic interests, working to improve the business environment of the energy, agricultural, and fishing and maritime sectors. Image credit: (2009). Sam rayburn. (2009). [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/e/ed/sam_rayburn2.jpg (2004). John tower. (2004). [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/9/9a/john_tower.jpg 2012, TESCCC 04/23/13 page 1 of 1