SOCIAL STUDIES GRADE 8 HISD Curriculum: Unit FrameworkSOCIAL STUDIES GRADE 8 . HISD Curriculum: Unit...

SOCIAL STUDIES GRADE 8 HISD Curriculum: Unit Framework

Unit Framework User Information Grading Cycle Instructional Days Assessment Window

27 Days 6 12 3rd Six Weeks November 7-December 16, 2011 90-minute lessons

or 45-minute lessons

Unit 3.1 Overview Unit 3.1 allows students to examine how the concepts of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights included in the United States Constitution and the Bill of Rights affect elections and the structure and function of the federal government Outline of Unit(s) in the Nine/Six Weeks • Unit 3.1 Constitution and Bill of Rights [ this unit ] link to Unit Planning Guide and supporting materials • Unit 3.2 Principles of the Constitution – A Review Essential Understandings • Constitutions provide written plans for the structure/function of governments, detailing how power is acquired and

distributed for a group of people. • The principles of federalism, checks and balances, and separation of power help determine division of power in a

limited government. • The principles of republicanism, popular sovereignty, and individual rights explain how consent of the governed affects

acquisition of power in a limited [democratic] government. • Protection of individual rights from government abuse is a critical part of limited [democratic] government. Key Concepts Key Skills • constitutions • power [division/acquisition] • consent of the governed • abuse of power • Principles of Government: • limited government, republicanism, checks and

balances, federalism, separation of powers, popular sovereignty, individual rights

• determining and stating main idea • summarizing • creating graphic organizers • drawing inferences and conclusions

Academic Vocabulary Content-Specific Vocabulary • Principles • government

• Bill • revenue • appeal • federalism • limited government • separation of powers • checks and balances • individual rights • popular sovereignty • republicanism • Constitution • Preamble • Bill of Rights

• Legislative branch • Congress • Senate • House of Representatives • Executive branch • President • Vice-President • Cabinet • Judicial branch • Supreme Court • judicial review • unconstitutional • amendment

HISD Objectives / TEKS 1 Lesson: U.S. Constitution: A Written Plan for Limited Government ⓇSS.8.15C Identify colonial grievances listed in the Declaration of Independence and Explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights. ⓇSS.8.15D Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

SS.8.30A Use social studies terminology correctly.

- English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices

Ⓟ - HISD Power Objective Ⓡ - STAAR Readiness Standards Ⓢ - STAAR Supporting Standards Ⓣ - TAKS Tested Objective

© Houston ISD Curriculum2011 – 2012Page 1 of 4

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SOCIAL STUDIES GRADE 8 HISD Curriculum: Unit Framework

HISD Objectives / TEKS SS.8.30C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 3 Lessons: Consent of the Governed: Popular Sovereignty and Republicanism – How Power is Acquired--Separation of Power, Federalism, and Checks and Balances – How Power is Divided ⓇSS.8.15D Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

SS.8.30A Use social studies terminology correctly. 2 Lessons: Individual Rights: The Bill of Rights and You ⓇSS.8.16A Summarize the purposes for and process of amending the U.S. Constitution.

ⓇSS.8.19A Define and give examples of unalienable rights.

ⓇSS.8.19B Summarize rights guaranteed in the Bill of Rights.

ⓈSS.8.19D Explain how the rights and responsibilities of U.S. citizens reflect our national identity.

ⓈSS.8.21B Describe the importance of free speech and press in a constitutional republic.

ⓈSS.8.26C Analyze the relationship between fine arts and continuity and change in the American way of life. SS.8.29B 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.

SS.8.30A Use social studies terminology correctly. SS.8.30C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. Performance Expectation(s) Using pictures, diagrams, concept webs or other visual representations, students will summarize rights guaranteed in the Bill of Rights and detail at least one responsibility that accompanies that right. Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening, speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parental denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writing samples – one narrative about a past event, two academic (from science, social studies, or mathematics), and two others.




http://www.tea.state.tx.us/student.assessment/ell/telpas/

SOCIAL STUDIES GRADE 8 HISD Curriculum: Unit Framework / Scope and Sequence

Unit Framework User Information Grading Cycle Instructional Days Assessment Window

27 Days 4 8 3rd Nine / Six Weeks November 7-December 16, 2011 90-minute lessons

or 45-minute lessons

Unit 3.2 Overview This unit reviews principles of government included in the United States Constitution and Bill of Rights and examines constitutional change through the processes of amendment, judicial review and landmark court cases. Outline of Unit(s) in the Nine/Six Weeks • Unit 3.1 Constitution and Bill of Rights • Unit 3.2 Principles of the Constitution – A Review [ this unit ] link to Unit Planning Guide and supporting

materials Essential Understandings • Individual rights, popular sovereignty, and republicanism are constitutional principles that reflect the power that people

have in a democratic government. • Federalism, separation of powers, and checks and balances are constitutional principles that create systems to divide

and share power between the central (national, federal) government, the states, and the various branches of government at all levels.

• Limited government is an important principle of American democracy, ensuring a system that protects rather than abuses the individual rights of citizens.

• In a limited [democratic] government, constitutional change often occurs through the amendment process or through reinterpretation of constitutional law by the court system and landmark court cases.

Key Concepts Key Skills • Principles of Government: limited government,

republicanism, checks and balances, federalism, separation of powers, popular sovereignty, individual rights

• power • democracy • constitutional change • amendment • constitutional law • judicial review • landmark cases

• comparing and contrasting • identifying critical attributes • determining cause and effect [amendments/judicial

review] • creating written products

Academic Vocabulary Content-Specific Vocabulary • federalism

• limited government • separation of powers • checks and balances • individual rights • popular sovereignty • republicanism

• judicial review • unconstitutional • Marbury v Madison • McCulloch v. Maryland • Gibbons v Ogden

HISD Objectives / TEKS 3 Lessons: Consent of the Governed: Popular Sovereignty and Republicanism – How Power is Acquired and Separation of Power, Federalism, and Checks and Balances – How Power is Divided ⓇSS.8.15D Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

SS.8.29B 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.




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SOCIAL STUDIES GRADE 8 HISD Curriculum: Unit Framework / Scope and Sequence

HISD Objectives / TEKS SS.8.30A Use social studies terminology correctly.

SS.8.30C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 1 Lesson: Process for Changing and Interpreting the Constitution: Amendments and Judicial Review ⓇSS.8.18A Identify the origin of judicial review and analyze examples of congressional and presidential responses.

ⓈSS.8.18B Summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden.


SS.8.30A Use social studies terminology correctly. Performance Expectation(s) Given an understanding of the seven major principles of the U. S. Constitution [limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights], students will create a mobile defining, illustrating and giving a real-world example of each of the seven principles. Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening, speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parental denials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writing samples – one narrative about a past event, two academic (from science, social studies, or mathematics), and two others.




http://www.tea.state.tx.us/student.assessment/ell/telpas/

SOCIAL STUDIES 8 HISD Curriculum: Unit 3.1 Planning Guide

Unit Planning Guide User Information 1 2 Unit 3.1

Constitution and Bill of Rights Lesson Set: U.S. Constitution: A Written Plan for Limited Government

90-minute lessons or 45-minute lessons

HISD Objectives / TEKS

ⓇSS.8.15C Identify colonial grievances listed in the Declaration of Independence and Explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights. ⓇSS.8.15D Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

SS.8.30A Use social studies terminology correctly. SS.8.30C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. English Language Proficiency Standards College and Career Readiness Standards

• ELPS C.1c Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

• ELPS C.1e Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.

• ELPS C.2f Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment.

• ELPS C.3e Share information in cooperative learning interactions.

• ELPS C.4i Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.

• CCRS 1.C1 Evaluate different governmental systems and functions.

• CCRS 1.C2 Evaluate changes in the functions and structures of government across time.

• CCRS 1.C3 Explain and analyze the importance of civic engagement.

• CCRS 4.A1 Identify and analyze the main idea(s) and point(s)-of-view in sources.

• CCRS 4.A4 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.

• CCRS 4.A5 Read narrative texts critically.

Essential Understandings / Guiding Questions Constitutions provide written plans for the structure/function of governments, detailing how power is acquired and distributed for a group of people.

1. Why is it important for nations/groups to have constitutions? 2. Why is the Preamble to the U.S. Constitution important? What does the Preamble state as the purpose of

government in the United States? Instructional Considerations Instructional Strategies / Activities

Prerequisites and/or Background Knowledge for Students Students were introduced to the principles of checks and balances and separation of powers in grade 5. Background Knowledge for Teacher Help students understand the Constitution as the written plan of government for the United States adopted in 1787 as a response to the weak, decentralized Articles of Confederation.

Cues, Questions and Advance Organizer Think Pair Share.

Allow students, working with a partner, to suggest ways they would like to change the rules at school, home, or on sports teams in order to limit the power of adults. Have pairs share their ideas and compile a class list. Remind students of the weaknesses of the Articles of Confederation and introduce the need for a strong, centralized government [but not one just like the one that




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Instructional Considerations Instructional Strategies / Activities Three key principles addressed in this lesson are: Republicanism is a philosophy of limited government with elected representatives serving at the will of the people. Popular sovereignty is the principle of the American system of government which asserts that the people are the source of all governmental power. Federalism is a system of government in which a written constitution divides power between a central government and several local [state/county/city] governments. The Federal government exerts ultimate power and decision-making taking precedence over states when there are conflicting ideals. Remind students of the historical context: • As a colony of Britain, the King, Prime Minister and the

British Parliament exercised the legislative, judicial, and to some extent executive power over the colonies. The Constitution organically addresses the issue of the accumulation of power.

• Taxation without representation [a voice in what was being taxed and how much exercised by elected representatives] was a chief cause of the Revolution. All Revenue bills must originate in the House.

• Our U.S. Constitution posits that all power belongs to the people. No one person (such as a King) or institution (such as a Parliament) has all of the power.

• Popular sovereignty proposes that people are the source of power in a government.

Instructional Accommodations for Diverse Learners When working with English Language Learners on vocabulary it is critical to provide opportunities for listening, speaking, and reading so that students can use new words in a variety of settings. Linking visual [such as Verbal-Visual vocabulary strategies] h students incorporate new language into their own experiences. Using a Thesaurus helps students connect new words with prior knowledge and experiences. The English Language Proficiency Standards [ELPS] cited in the HISD Objectives column incorporate thinking, listening, reading, and speaking strategies necessary for language acquisition.

had been overthrown.]

Think Aloud. Emphasize that the Constitution begins with the words the We, the people that establishes the people as the source of power in the government. Discuss this and what it really means. Discuss the two parts of the Constitution (the Preamble and the Articles) and give the purposes of each. The Visual: The Constitution gives a summary of the Constitution.

⇒ The Preamble lists 6 purposes/duties of government as outlined in the Constitution.

⇒ The Articles specify who is to perform which duties under the Constitution.

Instructional Accommodations for Diverse Learners Cooperative Learning

Frayer Model. Divide students into groups and assign one of the 6 purposes for government from the Preamble to each group. Using the Verbal/Visual Vocabulary or the Frayer Model, ask each group to develop a definition, examples, and an illustration for that purpose of government. Use the Strategy: Classroom JigSaw for students to share their work.

Assessment Connections Pose the following key questions as a formative assessment. Key Questions: 1. Why is the Preamble to the Constitution important? What does the Preamble include? 2. What structure does the Constitution establish for the United States government? The Constitution Book and Rubric provides one example to evaluate student understanding of the Constitution. Also the Review: Constitution and Bill of Rights provides a general review for this unit.







Resources Textbook The American Republic Annotated Constitution pp. 232 – 253 Citizenship Handbook pp 217 – 231 Articles of Confederation p 613 Federalist Papers pp 614 – 615 in the text discuss some of the principles of government

Supporting Documents Visual: The Constitution Constitution Book and Rubric Review: Constitution and Bill of Rights

Internet Resources NetTrekker The Declaration of Rights and Grievances The National Archive Experience

http://www.nettrekker.com/us/overview

http://www.usconstitution.net/intol.html


http://www.archives.gov/exhibits/charters/charters.html



Constitution and Bill of Rights Lesson Set: Consent of the Governed: Popular Sovereignty and Republicanism – How Power is Acquired--Separation of Power, Federalism, and Checks and Balances – How Power is Divided

90-minute lessons or

45-minute lessons


ⓇSS.8.15D Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

SS.8.30A Use social studies terminology correctly. English Language Proficiency Standards College and Career Readiness Standards











• CCRS 4.A5 Read narrative texts critically. .

Essential Understandings / Guiding Questions The principles of federalism, checks and balances, and separation of power help determine division of power in a limited government.

1. How did the United States Constitution distribute the power of government at the federal level and between the federal and state levels of government? What are the functions of each branch of government? What individuals or groups have power in each branch of government?

2. How do the principles of federalism and separation of powers divide power in the U.S. government? Why is this important?

3. What are examples of checks and balances among the three branches of the United States government? Why are these checks and balances critical to the concept of power in a limited government?

Instructional Considerations Instructional Strategies / Activities










Instructional Considerations Instructional Strategies / Activities Prerequisites and/or Background Knowledge for Students There are no specific prerequisites for these objectives. Background Knowledge for Teacher Additional principles to teach Separation of powers is the basic principle of the American system of government that divides the executive, legislative, and judicial powers among three independent and coequal branches of government. Checks and balances is a system of overlapping the powers of the legislative, executive, and judicial branches to permit each branch to check the actions of the others. In a limited government, everyone, including all authority figures, must obey the laws. In an unlimited government, control is placed totally with the ruler(s) and his/her appointees, and there are no limits imposed on authority. Key functions of each branch of government: Legislative – Makes laws Executive – Enforces laws Judicial – Interprets laws Key roles in each branch of government: Legislative – Congress [House and Senate] Executive – President, Vice-President, Cabinet Judicial – Supreme Court Justices Points to Remember • The President does not make laws. • Supreme Court Justices and Federal Judges serve life-

terms. Have students decide if this is a good policy in the 21st century.

The principles of separation of powers, checks and balances, federalism, republicanism, and popular sovereignty all support the concept of limited government. Instructional Accommodations for Diverse Learners When working with English Language Learners on vocabulary it is critical to provide opportunities for listening, speaking, and reading so that students can use new words in a variety of settings. Linking visual [such as Verbal-Visual vocabulary strategies] h students incorporate new language into their own experiences. Using a Thesaurus helps students connect new words with prior knowledge and experiences. The English Language Proficiency Standards [ELPS] cited in the HISD Objectives column incorporate thinking, listening, reading, and speaking strategies necessary for language acquisition.

Cooperative Learning Graphic Organizer.

Examine an annotated version of the U.S. Constitution. Using a cooperative grouping strategy, assign pairs or larger groups Article I, Article II, or Article III of the Constitution. Have groupings work together to analyze the Article and to create a graphic organizer illustrating what “power” the people have given to the three branches of the federal government. [Separation of Powers] Using a flow chart [p 224 in the text] discuss the ways each branch of government has to control the accumulation of power by other branches. [Checks and Balances] Cues, Questions and Advance Organizer Pose the following key Questions [over the course of the three lessons] as a form of assessment: • What are the functions of the Legislative branch of

government and what leadership roles are provided in the Constitution to complement this function?

• What are the functions of the Executive branch of government and what leadership roles are provided in the Constitution to complement this function?

• What are the functions of the judicial branch of government and what leadership roles are provided in the Constitution to complement this function? The resource Examining Court Cases: A Living Court System will help students understand the functions of the judicial system.

Help students understand that the president does not make laws. They should also understand that the Supreme Court Justices and Federal Judges serve life-terms. Have students decide if this is a good policy in the 21st century. Ask: What might be a difference now with life terms compared to the 18th or 19th centuries? [Better medical treatment = longer lifespan] Instructional Accommodations for Diverse Learners Use Information: Executive Branch and Information: Judicial Branch cited as supporting documents to further student understanding of the role and function of government.

Assessment Connections Summary Frame

Using the guidelines from In the News have students use the text, newspapers, and online sources to highlight the function and key roles in the branches of government. In particular, have students look for examples of checks and balances, separation of powers [and examples of the power of each branch] and federalism.







Resources Textbook The American Republic Annotated Constitution pp. 232 – 253 Citizenship Handbook pp 217 – 231

Supporting Documents Information: Executive Branch Information: Judicial Branch Strategy: In The News Examining Court Cases: A Living Court System

Internet Resources United Streaming - Understanding the Constitution: Creating the Federal Government. Principles of the United States Constitution - Constitution Basics - National Constitution Center

http://streaming.discoveryeducation.com/search/assetdetail.cfm?guidAssetID=C21AD41A-DF76-4446-9441-7531DDB0086B

http://www.constitutioncenter.org/

http://www.constitutioncenter.org/



Constitution and Bill of Rights Lesson Set: Individual Rights: The Bill of Rights and You



ⓇSS.8.16A Summarize the purposes for and process of amending the U.S. Constitution.

ⓇSS.8.19A Define and give examples of unalienable rights.

ⓇSS.8.19B Summarize rights guaranteed in the Bill of Rights.

ⓈSS.8.19D Explain how the rights and responsibilities of U.S. citizens reflect our national identity.

ⓈSS.8.21B Describe the importance of free speech and press in a constitutional republic.

ⓈSS.8.26C Analyze the relationship between fine arts and continuity and change in the American way of life. SS.8.29B 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.













Essential Understandings / Guiding Questions • The principles of republicanism, popular sovereignty, and individual rights explain how consent of the governed affects

acquisition of power in a limited [democratic] government. 1. How do people affect government in the United States? What principles of government does this represent? 2. Why is consent of the governed such an important concept in a limited [democratic] government system?

• Protection of individual rights from government abuse is a critical part of limited [democratic] government. 1. Why was the Bill of Rights included in the Constitution? 2. How does the Bill of Rights (and other amendments) impact you individually? What responsibilities does it imply for

citizens? Instructional Considerations Instructional Strategies / Activities










Instructional Considerations Instructional Strategies / Activities Prerequisites and/or Background Knowledge for Students Students were introduced to the events and arguments that led to the creation of the Bill or Rights in fifth grade. Students encountered the Texas Bill of Rights in seventh grade. Background Knowledge for Teacher The Bill of Rights addresses the issue of the abuse of power in that it limits what the government can do. Have some discussion with students about possible reasons the amendment process was made so deliberately difficult. Each of the rights guaranteed by the Constitution has responsibilities which accompany it. For freedom of speech, the classic example is: You cannot yell ‘fire’ in a crowded theater. This is not necessarily correct. The fact is, you cannot yell ‘fire’ in a crowded theater if there is no fire. If there is a fire, your duty, or responsibility, changes. Some amendments work together such as the 5th and 14th; the 15th, 19th, 23rd, 24th, and 26th all relate in some way to voting rights – have the students determine the relationship. Ask students to look for other patterns in the amendments. The critical skills reinforced in the lessons in this Learning Focus include: • Finding the main idea • Summarizing • Drawing inferences and conclusions The emphasis in this Learning Focus for this objective is the transfer of written information to appropriate visual representations including: • Pictures • Diagrams • Concept webs • Summary frames Instructional Accommodations for Diverse Learners Providing sentence frames and sentence starters help students interpret and write summaries. They provide guidelines for struggling writers, and they help students build confidence. Some examples include the following: If _____ then _____ because ____. ____ caused ___ which then led to ____. ____ is similar to ____ because ____but is different from ___ because ____. When comparing ____ to ____ one notices certain similarities which include ____. One also notices significant differences which include ____.

Have students learn/review their basic rights as expressed in the Bill of Rights. • Point out to students that voting is not included in the Bill

of Rights but is implied through qualifications for voting in later amendments.

Cooperative Learning

Graphic Organizer Divide class into 4 teams. Assign each team two of the first 8 amendments to the Constitution and have them find the grievances in the Declaration which their assigned amendments address. See Grievances against King George III as a reference. Have class develop a graphic organizer which matches the grievance to the “fix” in the Bill of Rights. Use The Bill of Rights and Other Amendments to explain the rights guaranteed by the Bill of Rights. Then divide class into groups of 3 or 4, and have student groups develop a Bill of Responsibilities in which they name responsibilities, or duties, that accompany each of the rights that we enjoy as Americans. Review the meaning of “unalienable rights” from Unit 2.1 and discuss the reasons for the inclusion of the Bill of Rights. Use The Bill of Rights in Action as a resource to allow students to see how rights guaranteed to all citizens affect their daily lives. Working in groups, have students use the scenarios in the resource to look at real-world applications of the Bill of Rights. Ask students to generate their own examples using their experience and/or current events. Help students develop a definition of responsibility as the duty which shapes the exercise of our rights. Take a Stand: Rights and Responsibilities to discuss how the concepts of rights and responsibilities are linked. This strategy can be used as formative assessment to demonstrate understanding of the concept of rights and responsibilities. Instructional Accommodations for Diverse Learners Use concept cards to help students understand the concept of rights and responsibilities. Students can use major issues, characters, and events as examples of the concept rights and responsibilities. This strategy helps students create links between seemingly individual events and people. It helps them determine the significance and impact of a particular event/person and leads to an understanding of conceptual themes in history and other social studies disciplines. This method allows student practice in gathering, summarizing, comparing, contrasting, and analyzing






Instructional Considerations Instructional Strategies / Activities information regarding a person, time period, or issue. Elements of the strategy include: 1. Name and define the concept. 2. Give a specific example of that concept from the

events and individuals being studies. 3. Explain why that person or event is important and why

he/she/it exemplifies the concept. 4. State the general significance or overall importance of

the concept [perhaps using contemporary and other examples from history or geography].

Assessment Connections Using pictures, diagrams, concept webs or other visual representations, students will summarize rights guaranteed in the Bill of Rights and detail at least one responsibility that accompanies that right. Resources Textbook The American Republic Constitution pp. 232 – 253 Citizenship Handbook pp 217 - 231

Supporting Documents The Bill of Rights and Other Amendments Grievances against King George III Take a Stand: Rights and Responsibilities The Bill of Rights in Action

Internet Resources NetTrekker Ben's Guide to US Government: The Constitution - http://bensguide.gpo.gov/9-12/index.html Constitutional Amendments - How is the – LexisNexis

http://bensguide.gpo.gov/9-12/index.html


http://www.lexisnexis.com/constitution/amendments_howitsdone.asp

Federal Judicial System The job of the courts in the United States is to interpret, or give meaning to, the Constitution, which is the supreme law of the land.

Constitution Supreme Law of the Land

Article 6, paragraph 2

Supreme Court

1 Chief Justice, 8 Associate Justices Only hears cases it decides to hear Cases may begin in federal or state

courts

Appeals Courts 12 Circuit Courts of Appeals

Hear cases from district courts Hear cases from some federal agencies

District Courts

94 Districts; each has at least one court

The “trial” courts of the federal system Handles civil and criminal cases

© 2007 Houston Independent School District Secondary Social Studies

How can I get this job?

Age Requirement: None

Residency Requirement: None

Put In Office By: Presidential Nomination;

Senate Confirmation

Term of Office: LIFE!!

Responsibilities: Hear cases

Power: Interpret the Constitution

“It is emphatically the province (within the power) of the judicial department to say

what the law is.”

(called the power of judicial review)

John Marshall, former Chief Justice of the Supreme Court


Name_______________________________________________________Per:_______Date_________ Due Date__________________

Constitution and the Bill of Rights Booklet Assignment Create a booklet on the Constitution and the three branches of government using the outline below. You should begin collecting and organizing information now, using the Project Plan attached. Your booklet should include the following: 1) Cover (The cover should be decorative and include the title) 2) Title Page

a) Your Name b) Course Name c) Period d) Date

3) Legislative Branch (Make a section divider and include the following) a) Senate

i) Qualifications of U.S. Senators ii) Names of the senators from Texas*

b) House of Representatives i) Qualifications of U.S. Representatives ii) Names of two representatives from the Houston area*

c) One newspaper article about the House of Representatives or the Senate with a brief summary. d) One newspaper article about a piece of legislation; explain its importance

4) The Executive Branch (Make a section divider and include the following) a) Names of current President and Vice-President* b) Qualifications for the President and Vice-President c) One newspaper article about the President or Vice-President with a brief summary. d) One newspaper article about a department in the federal executive branch with a brief summary.

5) Judicial Branch (Make a section divider and include the following) a) Qualifications of a Supreme Court Justice b) One newspaper article about a Supreme Court decision; explain the importance of the decision.

6) The Amendments (Make a section divider and include the following) a) The ways amendments become laws b) Three articles concerning the Bill of Rights

i) Underline or highlight the part of the newspaper article that is based on the amendment. ii) Then, next to the article, write which amendment is involved and what issue.

7) Miscellaneous a) One editorial dealing with the government. Write whether you agree or disagree with the editorial

and why. b) A current political cartoon with an explanation of the meaning of the cartoon. c) Anything else which you believe relates to the material covered in the unit. Tell why you have in-

cluded this particular information. *In election years, add the names of the new people elected in November who will take office in January (if they are different from the current office holders).



Rubric for grading Constitution and Bill of Rights Booklet

Category 4 3 2 1

Required Components

The booklet in-cludes all re-quired compo-nents as well as additional infor-mation.

The booklet in-cludes all re-quired compo-nents.

The booklet is missing one of the required components

The booklet is missing two or more required components.

Appearance The booklet is at-tractively deco-rated and demon-strates best effort.

The booklet is attractively decorated.

The booklet is adequately decorated.

The booklet is not decorated.

Content The content is in correct order, correctly labeled and accurately explained.

The content is in correct order, but not labeled or some of the content is incor-rect.

The content is not in correct order and or is incorrect.

The content is neither in correct order, nor labeled and has major inaccuracies.

Editorial

Analysis The analysis demonstrates a thorough under-standing of 2 or more concepts studied in the unit.

The analysis demonstrates an adequate under-standing of con-cepts studied in the unit.

The analysis demonstrates an incomplete understanding of concepts studied in the unit.

The analysis demonstrates no under-standing of concepts stud-ied in the unit.



Project Plan

I. Project, Title, and Focus ____________________________________________________________________________________ ____________________________________________________________________________________ II. Resources to be Used ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Some suggested web-sites: http://bensguide.gpo.gov/6-8/index.html (student-friendly site with information on all 3 branches) http://www.timeforkids.com (news stories for students) http://chron.com (Houston Chronicle news) http://cnn.com (CNN news) http://www.whitehouse.gov (official White House web-site) http://www.supremecourtus.gov/about/about.html (official Supreme Court web-site) http://www.house.gov/ (official House of Representatives web-site) http://www.senate.gov/ (official Senate web-site) III. Action Steps Step Completed 1.___________________________________________________ _________________________ 2. .___________________________________________________ _________________________ 3.___________________________________________________ _________________________ IV. Sharing Plans (with teacher or other students) ____________________________________________________________________________________ ____________________________________________________________________________________



http://www.timeforkids.com/

http://chron.com/

http://cnn.com/

http://www.whitehouse.gov/

http://www.supremecourtus.gov/about/about.html

http://www.house.gov/

http://www.senate.gov/

The Constitution and Bill of Rights Key Ideas

The Constitution

Is our written plan of government. Is divided into two parts:

o The Preamble: tells what_ the government is to do; lists 6 responsibilities of government

o The Articles: tell how things are to be done and who is supposed to do what

In our system, the people hold the power. This is called popular sovereignty. We also limit, or restrict, what our government can do. Our government has 3 parts, or branches: the legislative, which makes law; the executive, which enforces law; and the judicial, which interprets law. Because we elect people to speak for, or represent us, our government is called a republican government The Legislative Branch There are two types of members of this branch of government: Representatives, who are elected according to population; and Senators, of whom each state has two. Representatives are elected for 2 year terms; Senators for six year terms. Two things that ONLY the House of Representatives can do are: raise revenue and impeach. One thing that only the Senate can do is try impeachments. The Executive Branch This branch is headed by the President. The primary responsibility of this individual is to preserve, protect and defend the Constitution. One of this person’s powers is to be commander-in-chief of the military The Executive is different from legislators because s/he MUST be at least 35 years old and native-born. The Executive works through departments headed by secretaries. The Executive has the power to (list 3 powers of the Executive) __________________, ______________________, and ____________________________. (student choice) The Judicial Branch The most important part of this branch is the Supreme Court. Members of this branch are different from legislators and the executive because they are appointed, not elected_. (This is not necessarily true at the state level, at least in Texas.) They are also different because they serve a term for life. The Bill of Rights The Bill of Rights limits government authority. In other words, these amendments are more about what the government cannot do than about what the individual can do. Inclusion of a Bill of Rights was required for ratification of the Constitution. The Bill of Rights and You Rights are accompanied by responsibilities. For example, my right to __________________ means that I have a(n) ______________ to __________ ______________. (Student choice)


Take a Stand

Directions: Read each statement, and have students decide the number that best expresses their individual opinions. Set up a continuum in the classroom from 1 – 5 and have students move each time a statement is read. 1=strongly disagree 2=disagree 3=not sure 4=agree 5=strongly agree

Statement Response

People should be free to say whatever they want, however they want.

The U.S. Armed Forces should be just large enough to guard our country.

Vouchers to allow students to use public money to attend private school should be legal.

People who can’t find work should be provided for by the government.

Censorship in any form is wrong.

The United States should pay for health care for all citizens.

America should stay out of the problems of other countries.

There should not be a death penalty for convicted criminals.

There should be no limit to the amount of money spent on public education by the government.

Content and access on the Internet should not be regulated.

It is all right to raise taxes if the extra money will be spent on low income and unemployed people.

In times of national emergency it is OK to suspend people’s individual rights.

The government should not help businesses that are going bankrupt.

The government must make sure that companies don’t get too powerful.

When trading with another country, the US should consider how that country treats its citizens.


The Bill of Rights and Other Amendments First Amendment The right to worship The right to speak The right to write and publish The right to gather The right to let the government know when you are dissatisfied with something it is doing Second Amendment The right to bear (keep) arms (weapons) Third Amendment The right to not let soldiers live and eat in your home Fourth Amendment The right to not have your home searched or your property taken without a good reason and a search warrant Fifth Amendment The right to not be tried for a serious (capital) crime without an indictment The right to not be tried for the same offense twice The right to not testify against yourself The right to not have your property or liberty taken without going through the legal process The right to not have your property taken without being paid a fair sum Sixth Amendment (criminal trials) The right to a speedy, fair trial The right to know what you are accused of and who is accusing you The right to get witnesses in your favor The right to an attorney Seventh Amendment (civil suits) The right to a jury trial if more than $20 is involved Eighth Amendment The right to have reasonable bail set The right to not have cruel and unusual punishment inflicted for a crime Ninth Amendment The rights listed here are not the only rights you have. Tenth Amendment All rights not given to the national government or denied to the states by the Constitution, are reserved (kept by or belong to) the states or to the people. Thirteenth Amendment This amendment abolished slavery. It is one of three so called Civil War amendments. The other two are the Fourteenth and Fifteenth Amendments. Fourteenth Amendment This amendment states that all citizens have equal protection under the law; therefore, it prohibits states from depriving an individual of life, liberty, or property without due process of law. Fifteenth Amendment The right to vote cannot be based on a person’s race.


© Houston Independent School District Social Studies Curriculum

In the NEWS All the news that’s fit to analyze

Well read, and reading well

Why does this matter?

Questions I still have are: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________

HEADLINE

When did this happen?

Where did this happen?

Who was involved?

What happened?

details

details

details

details

details

details

© Houston Independent School District Social Studies Curriculum

s In the NEWS All the news

that’s fit to analyze Well read, and reading well

Why does this matter?

Questions I still have are: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________

HEADLINE

When did this happen?

Where did this happen?

Who was involved?

What happened?

details

details

details

details

details

details

En las NOTICIAS Noticia perfectas para analizar

Bien leído y leyendo bien

Por que esto importa?

Preguntas que continuo teniendo son: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________

TITULAR

Cuando esto sucedió?

Donde esto sucedió?

Quien estuvo envuelto?

Que Sucedió?

detalles

detalles

detalles

detalles

detalles

detalles

En las NOTICIAS Noticia perfectas para analizar

Bien leído y leyendo bien

Por que esto importa?

Preguntas que continuo teniendo son: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________

TITULAR

Cuando esto sucedió?

Donde esto sucedió?

Quien estuvo envuelto?

Que Sucedió?

detalles

detalles

detalles

detalles

detalles

detalles


The Constitution - Our Written Plan

Preamble of the Constitution Outlines the Responsibility of the Government

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain

and establish this Constitution for the United States of America.

Form a more perfect union Establish justice

Insure domestic tranquility Provide for the common defense

Promote the general welfare Secure the blessings of liberty

The Articles-Tell How Government Is To Operate

Who Has Authority

Article I - The Legislature makes laws Article II – The Executive enforces laws Article III – The Judiciary interprets laws

Article IV – The States Article V – The Amendment Process

Article VI – The Supreme Law of the Land Article VII – The Ratification Process

Name_______________________________________Per:________________Date__________

American Rights Look at the list below of rights guaranteed to citizens in the Bill of Rights, added to the U.S. Constitution through ratification in 1791. Pick and number in rank order the FIVE (5) rights that you believe are most important - #1 being most important and #5 being of lesser importance. Freedom of speech

Freedom of the press

Freedom to petition the government/authority

Freedom of religion and worship

Freedom for peaceful assembly

Right to bear arms

Right to not have your home or other property searched without a search warrant

Right to remain silent when arrested

Right to not be fined, imprisoned, or executed without the due process of laws

Right to have an attorney

Right to an impartial trial by jury

Right to call your own witnesses in a your trial

Right to hear and question all witnesses against you

Right to have reasonable bail

Right not to have cruel and unusual punishment

Right to keep other rights and powers not listed Using sticky notes ask students to write their choice for their #1 right and their choice for #5. Ask for student volunteers to collect and post the sticky notes in vertical columns [creating a sticky note bar graph] with like choices grouped in the same column. Do the same for #5 […and numbers 2, 3, 4 if you have time]. Discuss the class consensus about the most important rights as related to the graph. [Another option is to have students cast votes either through show of hands…How many ranked Freedom of Speech as #1…or through posting sentence strips with the rights enumerated and give each student 5 colored [sticky] dots to “vote” for their top choices.] The critical part of this activity is the discussion.


Name_______________________________________Per:________________Date__________

Rights in Action

Directions: Read each of the scenarios below. In each scenario decide what rights are involved and the amendment for that right. Scenario I There is a school located close to a busy intersection. There is no school zone sign in the area, and several children have almost been hit by speeding cars. The residents hold several meetings and decide to start a petition asking that the City Council put a school zone sign close to the intersection. What rights did the residents of the neighborhood exercise and which amendments gave them those rights? Scenario II A group of middle school students decides to meet 15 minutes before school starts every day and have prayer. They also decide to publish a newsletter which they will distribute off the school grounds letting people know why they believe that prayer is important. What rights did the students exercise and which amendments gave them those rights? Scenario III A woman stops a policeman from entering her home without a warrant. What right did she exercise and which amendment gave her that right? Scenario IV An individual arrested for a crime has an attorney appointed by the state. The attorney issues a subpoena, or order to appear in court, to someone who supposedly witnessed the crime. The attorney also asks the judge to reduce bail from $100,000 to $1000 because the crime was second-degree burglary. The accused decides not to testify at the trial. What rights are being exercised and which amendments gave those rights?


Name_______________________________________Per:________________Date__________

Answer Key to Rights in Action

Directions: Read each of the scenarios below. In each scenario decide what rights are involved and the amendment that states that right. Scenario I There is a school located close to a busy intersection. There is no school zone sign in the area, and several children have almost been hit by speeding cars. The residents hold several meetings and decide to start a petition asking that the City Council put a school zone sign close to the intersection. What rights did the residents of the neighborhood exercise and which amendments gave them those rights? Right to petition for redress- Amendment 1 Right to assemble – Amendment 1 Scenario II A group of middle school students decides to meet 15 minutes before school starts every day and have prayer. They also decide to publish a newsletter which they will distribute off the school grounds letting people know why they believe that prayer is important. What rights did the students exercise and which amendments gave them those rights? Right to worship – Amendment 1 Right to assemble – Amendment 1 Right of expression (freedom of speech) – Amendment 1 Scenario III A woman stops a policeman from entering her home without a warrant. What right did she exercise and what amendment gave her that right? Freedom from unreasonable searches – Amendment 4 Scenario IV An individual arrested for a crime has an attorney appointed by the state. The attorney issues a subpoena, or order to appear in court, to the person who accused the individual of the crime. The accused decides not to testify at the trial What rights are being exercised and which amendments gave those rights? Right to counsel – Amendment 6 Right to confront accusers – Amendment 6 Right to not testify against oneself – Amendment 5


Name____________________________________Per:_________Date____________________

Examples of a Living Court System

Dred Scott v. Sanford In 1857, a slave named Dred Scott sued his master in federal court for his freedom on the grounds that he had been taken to live in a free state and free territory. The case ultimately went to the Supreme Court who decided that Scott was not entitled to his freedom on several grounds. African-Americans were not citizens of the U.S. Slaves were considered property under the Constitution and the fourth amendment protected the rights of citizens to own property. The law creating the free territory (the Missouri Compromise of 1820) was unconstitutional because Congress had no power to deny people the right to take their property into territories. 13th Amendment: (1865) “Neither slavery nor involuntary servitude . . . shall exist within the United States . . .” 14th Amendment: (1868) “All persons born or naturalized in the United States . . . are citizens of the United States and the state wherein they reside. No State…shall deprive any person within its jurisdiction the equal protection of the laws.”

Plessy v. Ferguson In 1892, a black man named Homer Plessy was arrested for sitting in the “white” car of a Louisiana train. He sued, saying that his rights under the 13th and 14th Amendments to the Constitution had been violated. He lost the case in state court, then appealed to the Supreme Court in 1896. The Supreme Court ruled that, as long as the railroad provided cars that were the same for blacks and whites, there was nothing wrong in separating the races, and that Plessy’s rights had not been violated. This decision paved the way for a system that came to be known as “separate but equal,” in which Blacks and Whites were kept segregated, or separate, everywhere, including schools, restaurants, theatres, and other public facilities.

Brown v. Board of Education In Topeka, Kansas Linda Brown had to walk a mile to her all-black elementary school, even though there was an all-white school only 7 blocks from her house. Linda’s father sued the Board of Education, saying that his child’s 14th Amendment rights were being violated. The Board of Education said that, since separate but equal was the way things were, they were just preparing Linda for the life that she would lead. Brown’s case was heard in the District Court, which ruled that it was bound by the decision in Plessy v. Ferguson. Brown then appealed to the Supreme Court, which ruled in 1954 that “separate but equal” deprived Linda and all others like her of the protection guaranteed by the 14th Amendment. The Court ruled that all schools had to be desegregated.

1. Why was the 13th Amendment necessary to end slavery in the United States? 2. What was the decision in Plessy v. Ferguson? 3. What impact did the decision have? 4. What was the decision in Brown v. Board of Education? 5. What impact did the decision have? 6. What changed? 7. What are the 2 different ways in which the Supreme Court used its power of judicial review in

these cases?


Grievances

This man… …refused to agree to laws passed by legislatures …refused to pass laws unless people gave up their right to representation …refused to allow elections …controlled the selection, term, and salary of judges …forced citizens to provide food and housing for soldiers …deprived citizens of the right of a trial by a jury of their peers


Article II - Executive Branch

The President and the Constitution

Section 1 – General Information 1) Term of Office for the President/Vice-President

a) Elected for a 4 year term

2) How Elected a) Elected by the Electoral College

3) Age and Residency Requirements a) Must be a natural born citizen b) Must be at least 35 years old

4) Compensation a) Receives a salary which cannot be changed while s/he is in

office – currently the President of the United States earns $400,000 a year. The vice president's annual salary is $186,300.

5) Primary Duty

a) Swears (or promises) to preserve, protect, and defend the Constitution. (This is the only national office which has an oath written into the Constitution.)


Sections 2 and 3 – Powers, Duties, Penalty

1) Powers a) Commander-In-Chief of the armed forces (Army,

Navy, Air Force, Marines, Coast Guard) b) Can require written opinions from advisors (Cabinet) c) Grant pardons (forgiveness) and repreives (reduces

sentences) (except in cases of impeachment) d) Make treaties (with the advice/consent of the Senate) e) Nominate (appoint) ambassadors and federal judges,

including Supreme Court Justices (with the advice/consent of the Senate)

2) Duties a) Give Congress information on the State of the Union

(condition of the nation) b) Can require written opinions from advisors (Cabinet) c) Recommend to the Congress measures that s/he

considers necessary for the benefit of the country d) Receive ambassadors (representatives from other

countries) e) See that all laws are faithfully executed (carried out or

enforced)

3) Penalty a) Can be removed from office for impeachment and

conviction of treason, bribery, or “other high crimes or misdemeanors.”


SOCIAL STUDIES GRADE 8 HISD Curriculum: Unit 3.2 Planning Guide


Principles of the Constitution – A Review Lesson Sets: Consent of the Governed: Popular Sovereignty and Republicanism – How Power is Acquired and Separation of Power, Federalism, and Checks and Balances – How Power is Divided

90-minute lessons or

45-minute lessons


ⓇSS.8.15D Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.














Essential Understandings / Guiding Questions • Individual rights, popular sovereignty, and republicanism are constitutional principles that reflect the power that people

have in a democratic government. 1. Why is it important for people to have the power to elect representatives and voice their ideas/opinions in a

democracy? 1. Where does power reside in our American democracy?

• Federalism, separation of powers, and checks and balances are constitutional principles that create systems to divide

and share power between the central (national, federal) government, the states, and the various branches of government at all levels.

1. Why is it important to divide power among branches and levels of government in a democracy? 2. How are federalism, separation of powers, and checks and balances examples of ways government power is

divided according to the United States Constitution? Cite specific examples to support your thinking. • Limited government is an important principle of American democracy, ensuring a system that protects rather than

abuses the individual rights of citizens.










Essential Understandings / Guiding Questions 1. How is the concept of individual rights linked to popular sovereignty and republicanism? 2. Is it ever appropriate to limit or violate individual rights? Why or why not?

Instructional Considerations Instructional Strategies / Activities Prerequisites and/or Background Knowledge for Students There are no specific prerequisites for these objectives. Background Knowledge for Teacher Lesson Topic: Principles of the Constitution in Action These lessons review the principles of the Constitution which are often difficult concepts for students to understand. Three key principles addressed in this lesson are: Republicanism is a philosophy of limited government with elected representatives serving at the will of the people. Popular sovereignty is the principle of the American system of government which asserts that the people are the source of any and all governmental power. Individual Rights are guaranteed to individual citizens by the Bill of Rights and other Constitutional amendments. Freedom of speech and the press are two of these important rights. You will need to communicate the difference between Republicanism and the Republican party. Once students are comfortable with the principle of Republicanism, stress the importance of voting in maintaining this type of political system. Remind students that the Citizenship Exam given to immigrants to become new citizens by the U.S. government asks the question, “What is the most important right granted to U.S. citizens?” (Voting) Additional principles to teach include: Federalism is a system of government in which a written constitution divides power between a central government and several local governments. Separation of powers is the basic principle of the American system of government that divides the executive, legislative, and judicial powers among three independent and coequal branches of government. Checks and balances is a system of overlapping the posers of the legislative, executive, and judicial branches to permit each branch to check the actions of the others. In a limited government everyone, including all authority figures, must obey the laws. In an unlimited government, control is placed solely with the ruler(s) and his/her appointees, and there are no limits imposed on his/her authority. Each of the six (6) Principles [individual rights, popular

Cues, Questions and Advance Organizer Use the PowerPoint: Why Separate Power? to discuss the need to think about the concept of power. – Who has it? How did they get it? How do they keep the power? These questions are the focus of the study of government. Summarizing and Note-Taking

Graphic Organizer See Teacher Notes on Power Points on the Principles of the Constitution for directions to create a graphic organizer in which to record notes and illustrations that reflect the key ideas in the principles of the Constitution. Use the PowerPoint: Power To the People – Individual Rights, Popular Sovereignty, and Republicanism to discuss each of these concepts with students. The Teacher Notes give suggestions for guiding this discussion. The PowerPoint details how the Grievances included in the Declaration of Independence were addressed in the Constitution. Use this lesson to review the circumstances of 1776 and the authorship of the Declaration by Thomas Jefferson. Cues, Questions and Advance Organizer Introduce and clarify the concept of federalism by using the PowerPoint: Federalism. Have students continue to add to the chart they started in Lesson 1 of this Learning Focus as the key ideas of the PowerPoint are discussed. Divide students into groups to complete the Classification Strategy: Federalism. [see Supporting Documents] Continue to reinforce the concepts of separation of powers and checks/balances by showing the PowerPoint: Separation of Powers/Checks and Balances. Students will need to understand that the U.S. federal system is constantly redefining limits on state and federal power. It is crucial that students understand that state and federal powers are not completely static. Explain that this flexibility is necessary to prevent major conflicts in such a large, politically diverse nation. Distribute the handout Separation of Powers/Checks and Balances for students to refer to during the PowerPoint discussion. Cues, Questions and Advance Organizer Use the following key questions as an assessment tool throughout the lesson. 1. What is federalism? 2. Why did the founding fathers divide the powers between

the national governments and the states? 3. What are the primary duties of each branch of






Instructional Considerations Instructional Strategies / Activities sovereignty, republicanism, federalism, separation of powers, and checks/balances] support the concept of limited government in a variety of ways. Instructional Accommodations for Diverse Learners When working with English Language Learners on vocabulary it is critical to provide opportunities for listening, speaking, and reading so that students can use new words in a variety of settings. Linking visual [such as Verbal-Visual vocabulary strategies] h students incorporate new language into their own experiences. Using a Thesaurus helps students connect new words with prior knowledge and experiences. The English Language Proficiency Standards [ELPS] cited in the HISD Objectives column incorporate thinking, listening, reading, and speaking strategies.

government? 4. What are the most important examples of checks and

balances? 5. How does the system of checks and balances support

the principle of separation of powers? 6. What is limited government? 7. How does the principle of limited government connect to

the other 6 principles of government? Summarizing and Note-Taking

Graphic Organizer Use the PowerPoint: Limited Government to discuss how each of the six previous principles contributes to a limited government. As the discussion continues, students can complete the graphic organizer. Instructional Accommodations for Diverse Learners The skills emphasis in these lessons includes summarization and the transfer of written information to appropriate visual representations including Notes and Summary charts. Develop a system of checkpoints when using power points. For example, after every four slides, stop and ask clarifying questions and encourage students to check in with a shoulder partner to review their notes.

Assessment Connections • Given an understanding of the seven major principles of the U. S. Constitution [limited government, republicanism,

checks and balances, federalism, separation of powers, popular sovereignty, and individual rights], students will create a mobile defining, illustrating and giving a real-world example of each of the seven principles

• Use the Principles of the Constitution Mobile and Rubric as an assessment for this unit. Resources Textbook The American Republic Annotated Constitution pp. 232 – 253 Citizenship Handbook pp 217 – 231

Supporting Documents PowerPoint: Why Separate Power? Teacher Notes on Power Points: Principles of the Constitution PowerPoint: Power To the People – Individual Rights, Popular Sovereignty, and Republicanism Performance Assessment: Principles of the Constitution Mobile and Rubric PowerPoint: Federalism Classification Strategy: Federalism PowerPoint: Separation of Powers/Checks and Balances

Internet Resources NetTrekker The Declaration of Rights and Grievances United Streaming - Understanding the Constitution: Creating the Federal Government. Principles of the United States Constitution


http://www.nettrekker.com/us/overview



http://streaming.discoveryeducation.com/search/assetdetail.cfm?guidAssetID=C21AD41A-DF76-4446-9441-7531DDB0086B

CONTENT GRADE # HISD Curriculum: Unit Planning Guide




Resources Separation of Powers/Checks and Balances document PowerPoint: Limited Government


1 2 Unit 3.2

Principles of the Constitution – A Review Lesson Set: Process for Changing and Interpreting the Constitution: Amendments and Judicial Review



ⓇSS.8.18A Identify the origin of judicial review and analyze examples of congressional and presidential responses.

ⓈSS.8.18B Summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden.


SS.8.30A Use social studies terminology correctly. English Language Proficiency Standards College and Career Readiness Standards












Essential Understandings / Guiding Questions In a limited [democratic] government, constitutional change often occurs through the amendment process or through reinterpretation of constitutional law by the court system and landmark court cases.

1. What is the process for amending the United States Constitution? 2. How has the amendment process changed this document in the last 200+ years? 3. How does the landmark case of Marbury v. Madison illustrate the concept of judicial review? How have other

landmark cases changed the interpretation of constitutional law? 4. How does judicial review expand the power of the federal government and the judicial branch?

Instructional Considerations Instructional Strategies / Activities Prerequisites and/or Background Knowledge for Students There are no specific prerequisites for these objectives. Background Knowledge for Teacher Process for Changing and Interpreting the Constitution: Amendments and Judicial Review Landmark cases include:

Changing the Constitution: Amendments Discuss the process for ratifying an amendment. Point out that over 10,000 amendments have been suggested in the 200+ years of the Constitution, but only 27 have been ratified. The Texas Constitution has been amended (432 times since 1876, an average of 1 amendment every 4 months).









Instructional Considerations Instructional Strategies / Activities Marbury v. Madison, the first judgment by the Supreme Court which supported the federal system of government. In 1803, Chief Justice John Marshall, a Federalist, upheld and strengthened the authority of the federal judiciary. This established the principle of judicial review. The case of Marbury v. Madison provided the Supreme Court with a unique opportunity to increase its own power and place greater limits upon both the federal and state governments. In McCulloch v. Maryland (1819), Chief Justice John Marshall continued to define the limits of the U.S. Constitution and of the authority of the federal and state governments. Maryland opposed establishment of a national bank and challenged the authority of the federal government to establish one. The Supreme Court ruled that the power of the federal government was superior to that of the states and that the states could not interfere. This decision supported the idea that the Constitution was the supreme law of the land. In Gibbons v. Ogden (1824), Chief Justice John Marshall of the U.S. Supreme Court ruled that the Constitution gave control of interstate commerce to the U.S. Congress, not the individual states through which a route passed. In this lesson students should learn about the Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden cases. Additional study of more recent Supreme Court cases is also encouraged if time permits. However, students should understand that these three cases marked “turning points” in American constitutional law.

Judicial Review – Reinterpreting the Constitution in Courts Constitutional or Unconstitutional: Reinterpreting the Law Define the term: landmark case as one which marks a turning point in the law. Summarize the key points of three significant landmark cases: • Marbury v Madison (1803) set a precedent for the

power of judicial review of federal laws [not specifically outlined in the Constitution]. Why is this so important?

• In McCulloch v Maryland (1819) the ruling of the Supreme Court established the power of the federal government over that of a state government. Why is this so important?

• Gibbons v Ogden (1824) defined interstate commerce and gave the federal government power [over the states] to regulate and control trade between and among states. Why is this so important?

Cooperative Learning/Summarizing and Note-Taking

Frayer Model Using a cooperative grouping strategy, define Judicial Review using specific vocabulary acquisition strategies: Verbal/Visual vocabulary [recommended] or Frayer model for concept words. Divide students into groups and distribute Understanding Judicial Review. Ask each group to review the cases included in the handout and summarize why these cases represent critical decisions by the Supreme Court. After students complete their work, have each group share one of their summaries. [Note: You may want to access news articles describing current Supreme Court decisions to supplement this group work on judicial review.] The Strategy: Take a Stand In History provides an interactive way for students to “stand up” for their opinions. This strategy allows for discussion of key issues and can be used to have students create real-world applications for the abstract Principles of the Constitution. Instructional Accommodations for Diverse Learners Consider using spectrums to assist students with the strategy Take A Stand in History. Spectrum products can be written or verbal. Complete spectrums on paper or by having students physically move to a particular point on a spectrum representing opposite views, or several individual viewpoints on an issue, event, or a quote or text. Students should be able to defend their own point of view and position on the spectrum with specific factual information. For scaffolding in the lower grades, teachers can assign students a particular position






Instructional Considerations Instructional Strategies / Activities to defend, or they can provide sentence starters to facilitate writing.

Assessment Connections • Vocabulary Review Game – Principles of the Constitution provides opportunities for students to review key concepts

and vocabulary related to democratic principles. Resources Textbook The American Republic Constitution pp. 232 – 253 Citizenship Handbook pp 217 - 231 Supreme Court Cases in the text pp. 624 - 625

Supporting Documents Understanding Judicial Review Vocabulary Review Game – Principles of the Constitution Strategy: Take a Stand In History

Teacher Notes for PowerPoints on Principles of Government

Provide a note-taking template and have students create this template using their own paper. [see example below] Ask them to fold their paper into thirds hot dog style to form three columns. Then fold the paper in half hamburger style and in half again the same way. What results is a 12 square grid. Have students label square number 1 [top left hand square] with Individual Rights, the one under it Popular Sovereignty, the one under that Republicanism, the bottom left Federalism, and then on the back in the upper left hand square write the principle Separation of Powers, then Checks and Balances, and finally Limited Government. Ask students to define the term in the middle column and draw an illustration that will remind them of the term in the right-hand column. Chart Side 1 Chart Side 2 Principle of

Gov’t Definition Illustration Principle of

Gov’t Definition Illustration

Individual Rights

Separation of Powers

Popular Sovereignty

Checks and Balances

Republicanism

Federalism

Limited Government Individual Rts limits govt by… Popular sovereignty limits govt by… and so on…

As the PowerPoints or other text resources are discussed during class, students should add to their charts with clear definitions of each of the seven (7) principles of U. S. government. Unique illustrations can be added for homework or as part of groupwork. PowerPoint: Why Separate Power? No separate teacher notes – Use this PowerPoint as an introduction to the necessity of dividing power among all stakeholders in a democratic system. PowePoint: Power to the People: Principles of Individual Rights, Popular Sovereignty, and Republicanism

Slide 1 Pose the following question: What idea connects the constitutional principles of popular

sovereignty, individual rights, and republicanism. Answer: these principles are All About the People…who are the real center of power in a democratic government.

Slide 2 Display slide 2 and ask students if they remember the purpose of government (protect people’s rights) or remember where the power comes from (the people). Pose the question: From which of the founding documents for the United States of America do these ideas of the purpose of government come? Answer: The Declaration of Independence – written by Thomas Jefferson [and a committee] and signed in 1776.

Slide 3 Ask students to identify the rights pictured (free speech, freedom of the press, freedom of religion, jury trial, voting) and name others not pictured. Have students complete a definition of individual rights [in their own words is best]. Monitor the sketches created to see that they have meaning….ask students to share their sketch and ideas with a partner. some,



Slide 6 - 8 Have students define popular sovereignty including the use of the phrase consent of the

governed and complete an illustration of that term…share with a partner.

Slide 11 - 16 Have students define republicanism, ensuring that they understand the difference between republicanism and the Republican political party. Emphasize the connection of the right to vote to the principles of republicanism and popular sovereignty. People rule, but through their elected representatives.

Slide 17 Ask students to explain why these 3 principles are All about the People!

PowePoint: Dividing Power: Principle of Federalism The handout Classifying Activity: Federalism supports this information

Slide 1 Read the first question and tell students that the main idea of each of these principles is the same. Tell students as they watch the PowerPoint, to try to determine the main idea of federalism.”

Slide 3 Pause to ask students for ideas.

Slide 5 Pause to allow students to define federalism in their note-taking grid.

Slide 6-8 Emphasize the overall organizer here – the federal government deals with things that relate to the entire country. Be sure that students do not copy each delegated power and that they understand that these powers are described in the U. S. Constitution.

Slide 9 Elicit from a student volunteer the unique property of elastic – it stretches to hold more. Point out how the elastic clause stretches the powers of the federal government.

Slide 10 - 12

Again, emphasize the overall organizer here – the states deal with matters closely related to people’s lives (and can vary from community to community).

Slide 13 - 15

Point out that the founding fathers were still worried about creating another British government, which is why they left all the powers not mentioned to the states. [Amendment X – reserved powers]

Slide 18 Give students time to complete an illustration about federalism in their notes. Emphasize the reason why the founding fathers created this new and complicated system of dividing power between the national government and the states – too much power in one place is dangerous!

PowePoint: Dividing Power: Principles of Separation of Powers and Checks and Balances – Distribute the handout Separation of Powers/Checks and Balances to reinforce this information. Slide 4 - 5

Pause to allow students to write a short definition of separation of powers and the 3 key examples. Remind students that they do not need to copy this information. It is available in the text and in a handout, Separation of Powers/Checks and Balances

Slide 6 - 9 Discuss the specific powers of Congress; many students are surprised to find that the President does not determine taxes or declare law. Discuss why these important powers were not given to one elected individual but rather given to a group of elected



representatives. Slide 10 - 13 Have students identify the buildings in the pictures. The Capitol Building (seat of

Congress) represents the Legislative Branch of Government which makes laws. The White House represents the house of the chief executive and it is the job of the Executive Branch to carry out the law. Be sure that students understand the meaning of appoint, ambassador, negotiate, and foreign relations.

Slide 14 Be sure that students understand that declaring a law unconstitutional means the law is not valid. The Supreme Court has the final authority to interpret the Constitution and the Constitution is the Supreme Law of the Land. Pause to allow students to make a quick sketch of the separation of powers into the three branches of government…

Slide 16 Pause to allow students to write a short definition of checks and balances. Slide 17 Click once to bring up the first line of text; ask students to search on the handout

Separation of Powers, Checks and Balances, for a check [limit] on the power of the legislative branch to make laws. [Note: if there are any ice or field hockey fans in the class use the analogy of a check in hockey means to stop or limit the ability of the other player to hit/score] After allowing students to respond, click again to bring up the veto power (hopefully verifying their response). Then ask students to search their charts for the counter-check. Pause again for answers and click to reveal the over-ride power of Congress. Pause one more time and see if students can find the final check for lawmaking, declaring a law unconstitutional.

Slide 18 Repeats the last 2 steps from slide 17 – Congress making a law and the Supreme Court declaring it unconstitutional. Ask the students if there is anything else to be done to make the desired law; give them opportunity to find the power of Congress to propose constitutional amendments before clicking to reveal the answer.

Slides 19 - 22 Continue as with Slides 16 & 17. Reveal the first line and let students use their charts to find the check. [limit] which balances the powers of the other two branches of government. Have students write one examples of checks and balances and make a quick sketch in their notes.

Slides 23 & 24 Review the main idea and the plan the Founding Fathers made to accomplish their goal.

PowePoint: Summing It Up: Limited Government – Distribute the handout Separation of Powers/Checks and Balances to reinforce this information.

Slide 2

• Pose the question: What principles are mostly centered on the people as the source of government power…Power to the People?

• Individual Rights, Popular Sovereignty, and Republicanism

Slide 3 • Pose the question: What principles of government address the issue that there

is danger when power concentrates in one place or with one individual? • Federalism, Separation of Power, Checks and Balances

Slide 5 to the end of the presentation

So…limited government is the bridge between these two ideas…have students add to their notes [in both of the last two horizontal rows] how each of the other principles of government contributes to the concept of limited government.


Group Members: ________________________________________Per:_____________Date_________________

Judicial Review Read the attached [rewritten] newspaper articles or use current events that address recent court decisions to answer the following questions about each article/case included. Work together as a group and only submit one answer sheet per group. Case Name and Year: What was the issue in the case? Who was involved? What did the Supreme Court decide? How did this affect the power of the federal government? Case Name and Year: What was the issue in the case? Who was involved? What did the Supreme Court decide? How did this affect the power of the federal government?

Case Name and Year: What was the issue in the case? Who was involved? What did the Supreme Court decide? How did this affect the power of the federal government? Case Name and Year: What was the issue in the case? Who was involved? What did the Supreme Court decide? How did this affect the power of the federal government?



Daily Chronicle April 26, 1995

Gun Free School Zones Act Not Related To Interstate Commerce, Says High Court; Must Go The Supreme Court has invalidated the Gun Free School Zones Act of 1990 as an improper exercise of Congressional authority to regulate interstate commerce. The Act, which forbids possession of a firearm in a known school zone, was used to charge a 12th grade student for carrying a concealed handgun into his high school. The Court ruled that the possession of a handgun was in no way connected to interstate commerce. The student had not moved recently and there was no indication that he intended to sell the gun across state lines. To allow the Act to stand would give Congress almost unlimited police power that has traditionally been reserved to the states.

Daily Chronicle June 11, 1990 Supreme Court Strikes Down Statute Against Flag Burning In a 5-4 decision the Court invalidated the Flag Protection Act of 1989. In 1984, Gregory Johnson was arrested, prosecuted, and convicted for his part in a flag-burning during the Republican National Convention in Dallas. Johnson appealed his conviction to the Texas Court of Criminal Appeals (one of the Texas Supreme Courts) on the grounds that his arrest and conviction were a violation of his First Amendment right of free speech. The Court of Criminal Appeals agreed and overturned his conviction saying that the State’s desire to preserve the flag as a symbol of national unity and maintain order was not as important as preserving one of the centerpieces of the American system. Texas appealed to the United States Supreme Court and lost there, also. As a response to the Court’s decision, Congress passed the Flag Protection Act of 1989, which criminalized the behavior of anyone who “knowingly mutilates, defaces, physically defiles, burns, maintains on the floor or ground, or tramples upon” a United States flag, except in relation to the disposal of a “worn or soiled” flag. Several people were prosecuted in U.S. District courts under the statute and won, based on First Amendment free speech grounds. The United States government appealed to the Supreme Court, which ruled that the Government may not prohibit the expression of an idea just because there are many people who find it offensive. The law was judged to be unconstitutional.



Daily Chronicle June 25, 1982

Court tells schools: Put the books back. In a landmark decision regarding students’ First Amendment rights, the Supreme Court has ordered that the Island Trees Union Board of Education replace some books that it had pulled from school library shelves. In February 1976, the school board ordered the removal of nine library books from its junior and senior high schools. The books were on a list received by three members of the Island Trees Board of Education at a conference they attended, and were considered objectionable because they were “anti-American, anti-Christian, anti-Semitic, and just plain filthy.” Five students led by Steven Pico brought action against the Board, saying that the removal of the books violated their First Amendment rights to free expression. The Federal District Court ruled in favor of the Board, but was reversed by the Appeals Court. The Board of Education appealed to the Supreme Court. In its ruling, the Court acknowledged that Boards of Education have broad authority in managing school affairs, but said that there are limits to what they can do in removing books from library shelves. According to the Court, the right to receive information is an important component of the rights to free speech and press that are guaranteed by the First Amendment.

Daily Chronicle November 17, 1980

Supreme Court Tells Kentucky to Take Down the Ten Commandments A Kentucky statute requiring that a copy of the Ten Commandments be posted on the wall of each public school classroom was struck down by the Supreme Court. Kentucky citizens had purchased the documents with private funds, but they had been placed in each classroom with the approval of the Kentucky Legislature. This approval alone was enough to violate the Establishment Clause of the First Amendment, said the Court. There is a three-part test that the Court applies in Establishment cases involving state statutes. First, the statute must have a non-religious purpose; second, the principal effect of the law must neither advance nor inhibit religion; and finally, the statute cannot get the state involved in religion. State statutes must meet these requirements to be constitutional. Kentucky tried to get around the first requirement by requiring the following notation be written in small print at the bottom of each display: “The secular application of the Ten Commandments is clearly seen in its adoption as the fundamental legal code of Western Civilization and the Common Law of the United States.” The Court said that merely posting the notation was not enough, and the displays had to come down.



I HAVE ….WHO HAS VOCABULARY REVIEW GAME

Instructions: Cut out the squares below and give each student in the class one or more squares. At the top of each square is a word that matches a definition on another person’s card. Choose one student to start by standing and saying “Who has…” and then reading the definition on the bottom of their card. The person who has the correct word to match that definition stands and says: “I have …” and reads the correct word. Then they proceed with the “Who has …” from the bottom of their vocabulary card.

I HAVE: 1787

I HAVE: POPULAR SOVEREIGNTY

WHO HAS:

THOSE RIGHTS GUARANTEED TO INDIVIDUALS BY THE CONSTITUTION

AND THE BILL OF RIGHTS?

WHO HAS:

THE NAME GIVEN TO THE FIRST TEN AMENDMENTS TO THE

CONSTITUTION?

I HAVE: INDIVIDUAL RIGHTS

I HAVE: BILL OF RIGHTS

WHO HAS:

THE ORIGINAL PLAN OF GOVERNMENT FOR THE UNITED

STATES?

WHO HAS:

THE TERM REFERRING TO THOSE WHO FAVORED THE NEW

CONSTITUTION?

I HAVE: ARTICLES OF CONFEDERATION

I HAVE: FEDERALISTS

WHO HAS:

THE PURPOSE OF GOVERNMENT

WHO HAS:

THE SYSTEM BY WHICH CITZENS EXERCISE POWER THROUGH

ELECTED OFFICIALS?

I HAVE: TO PROTECT PEOPLE’S RIGHTS

I HAVE: REPUBLICANISM

WHO HAS:

THE TERM WHICH MEANS THAT THE PEOPLE HAVE THE POWER?

WHO HAS:

THE IDEA THAT THE POWER OF GOVERNMENT IS LIMITED BY LAW


I HAVE:

LIMITED GOVERNMENT I HAVE:

FEDERALISM

WHO HAS:

THE TERM REFERRING TO POWER BEING DISTRIBUTED AMONG DIFFERENT BRANCHES OF

GOVERNMENT?

WHO HAS:

THE YEAR IN WHICH THE DECLARATION OF INDEPENDENCE

WAS WRITTEN?

I HAVE: SEPARATION OF POWERS

I HAVE: 1776

WHO HAS:

THE FIRST LEGISLATIVE ASSEMBLY IN THE ENGLISH COLONIES

WHO HAS:

THE PHRASE FROM THE DECLARATION OF INDEPENDENCE THAT SAYS POWER COMES FROM

THE PEOPLE

I HAVE: VIRGINIA HOUSE OF BURGESSES

I HAVE: CONSENT OF THE GOVERNED

WHO HAS:

THE TERM FOR THOSE WHO WERE OPPOSED TO THE NEW

CONSTITUTION?

WHO HAS:

THE TERM WHICH MEANS A CHANGE TO THE CONSTITUTION?

I HAVE: ANTI-FEDERALISTS

I HAVE: AMENDMENT

WHO HAS:

THE SYSTEM IN WHICH POWER IS SHARED BETWEEN FEDERAL AND

STATE GOVERNMENTS?

WHO HAS:

THE BRANCH OF GOVERNMENT THAT INTERPRETS, OR GIVES THE MEANING

OF, LAW?


I HAVE: JUDICIAL

I HAVE: PHILADELPHIA

WHO HAS:

THE PART OF OUR LEGISLATIVE BRANCH WHERE THE NUMBER OF VOTES PER STATE DEPENDS ON

POPULATION

WHO HAS:

THE BRANCH OF GOVERNMENT THAT CARRIES OUT OR ENFORCES, THE

LAW?

I HAVE: HOUSE OF REPRESENTATIVES

I HAVE: EXECUTIVE

WHO HAS:

OUR HIGHEST COURT IN THE JUDICIAL BRANCH

WHO HAS:

THE SYSTEM OF GOVERNMENT IN WHICH DIFFERENT BRANCHES

EXERCISE OVERSIGHT OF EACH OTHER?

I HAVE: SUPREME COURT

I HAVE: CHECKS AND BALANCES

WHO HAS:

THE TERM FOR THE AGREEMENT THAT COUNTED EVERY 5 BLACKS AS 3

FREE WHITES FOR PURPOSES OF REPRESENTATION?

WHO HAS:

THE TERM REFERRING TO THE GROUP OF CITIZENS WHO ACTUALLY

ELECT THE PRESIDENT

I HAVE: THREE-FIFTHS COMPROMISE

I HAVE: THE ELECTORAL COLLEGE

WHO HAS:

THE CITY IN WHICH THE CONSTITUTIONAL CONVENTION MET?

WHO HAS:

THE BRANCH OF GOVERNMENT THAT MAKES LAW?


I HAVE:

LEGISLATIVE I HAVE:

1791

WHO HAS:

THE TERM FOR THE COMPROMISE THAT GAVE THE UNITED STATES

CONGRESS A SENATE AND A HOUSE OF REPRESENTATIVES?

WHO HAS:

THE TERM REFERRING TO THE CONCEPT THAT INDIVIDUALS HAVE CERTAIN RIGHTS THAT CANNOT BE

TAKEN AWAY?

I HAVE: THE GREAT COMPROMISE

I HAVE: UNALIENABLE RIGHTS

WHO HAS:

THE TERM FOR THE POWER OF THE SUPREME COURT TO DECLARE LAWS

UNCONSTITUTIONAL

WHO HAS:

THE PART OF OUR LEGISLATIVE BRANCH IN WHICH EVERY STATE HAS

2 VOTES

I HAVE: JUDICIAL REVIEW

I HAVE: SENATE

WHO HAS:

THE TERM FOR AN AGREEMENT THAT GIVES ALL SIDES IN A DISPUTE SOME

OF WHAT THEY WANT?

WHO HAS:

THE HEAD OF THE EXECUTIVE BRANCH OF GOVERNMENT

I HAVE: COMPROMISE

I HAVE: PRESIDENT

WHO HAS:

THE YEAR IN WHICH THE BILL OF RIGHTS WAS PASSED?

WHO HAS:

THE YEAR IN WHICH THE CONSTITUTIONAL CONVENTION MET?

©©2007 Houston Independent School District2007 Houston Independent School District

Secondary Social StudiesSecondary Social Studies

Power Power ManagementManagementToo much power Too much power in one place is in one place is

dangerous!dangerous!



How do doctors cure your disease with the right amount of medicine withoutoverdosing you?



Let me thinkLet me think

Too much is bad!

Not enough is bad!

What to do, what to do?



II’’ve got it!ve got it!

The doctors divide the The doctors divide the medicine into smaller medicine into smaller doses doses –– no one takes it no one takes it all at once!all at once!LetLet’’s divide the power s divide the power into smaller chunks!into smaller chunks!



FederalismFederalism (Step 1)(Step 1)Share power between Share power between the central (national, the central (national, federal) government and federal) government and the statesthe states



Federal Government PowersFederal Government Powers(delegated powers)(delegated powers)

Powers for functions that Powers for functions that relate to the entire relate to the entire country, such as:country, such as:••Coin moneyCoin money••Establish army & navy Establish army & navy ••Establish post officesEstablish post offices



More More Federal PowersFederal PowersPowers that deal with Powers that deal with supervising statessupervising states•• Regulate trade between 2 or Regulate trade between 2 or

more statesmore states•• Admit new states to the UnionAdmit new states to the Union•• Solve disputes between statesSolve disputes between states

vs.



More More Federal PowersFederal PowersPowers that deal with Powers that deal with other countriesother countries••Regulate foreign tradeRegulate foreign trade••Make treaties with Make treaties with foreign countriesforeign countries

••Make war & peaceMake war & peace



More More Federal PowersFederal PowersTo make all laws To make all laws ““necessary & propernecessary & proper”” to to carry out its other powers carry out its other powers (the (the ““elastic clauseelastic clause””))•• Example: An army & Example: An army &

navy are not enough, we navy are not enough, we need an air force!need an air force!



State Government PowersState Government Powers(reserved powers)(reserved powers)

Powers that relate Powers that relate closely to peopleclosely to people’’s daily s daily liveslives•• Marriage & divorceMarriage & divorce•• License doctors & License doctors &

teachers, etc.teachers, etc.•• EducationEducation



More More State PowersState PowersPowers that Powers that relate closely to relate closely to everyday everyday businessbusiness•• Incorporate Incorporate

business firmsbusiness firms•• Regulate trade Regulate trade

within the statewithin the state



More More State PowersState PowersDeal with government Deal with government near peoplenear people’’s homess homes•• Establish local Establish local

governments (city, governments (city, county, schools, etc.)county, schools, etc.)

•• Conduct electionsConduct elections•• Determine voter Determine voter

qualifications (under qualifications (under Constitutional limits)Constitutional limits)



More More State PowersState PowersTo keep all To keep all ““reserved powersreserved powers””not given to the federal not given to the federal government or forbidden to the government or forbidden to the statesstates(Meaning (Meaning –– states get whatever states get whatever powers no one thought about in powers no one thought about in 1787.)1787.)

Power!



Both Federal & State Both Federal & State Governments have Governments have SharedShared

(or Concurrent) (or Concurrent) PowersPowersPowers that all governments Powers that all governments need in order to workneed in order to work•• Make lawsMake laws•• Enforce lawsEnforce laws•• Establish courtsEstablish courts•• Punish lawbreakersPunish lawbreakers



More More Shared PowersShared PowersCollect taxesCollect taxesControl banksControl banksBuild roadsBuild roadsProvide for the health & Provide for the health & welfare of the peoplewelfare of the people



FederalismFederalismDivides the power of Divides the power of government into levels: government into levels: •• FederalFederal (national, central)(national, central)

••StateState(states divide further into (states divide further into locallocal governments governments ––closer to the people)closer to the people)

CountyCountyCityCitySchoolsSchools



Federal

State

Local

People



Remember!Remember!

Too much power Too much power in one place is in one place is

dangerous!dangerous!



CreditsCredits

All pictures and illustrations from All pictures and illustrations from the Microsoft PowerPoint Clip Art the Microsoft PowerPoint Clip Art collection available on Houston collection available on Houston

Independent School District Independent School District computers.computers.

©2007 Houston Independent School District Secondary Social Studies

Limited GovernmentLimited GovernmentPrinciple #7 Principle #7 ––

Where does it fit?Where does it fit?


Remember . . .Remember . . .

ItIt’’s All About the Peoples All About the People

Individual RightsIndividual Rights

Popular SovereigntyPopular Sovereignty

RepublicanismRepublicanism


And . . .And . . .

Too much power in Too much power in one place is one place is dangerousdangerous

FederalismFederalism

Separation of PowersSeparation of Powers

Checks and BalancesChecks and Balances


Limited GovernmentLimited Government is the . . .is the . . .

Between these 2 ideas.


Limited GovernmentLimited Government

The government is not allThe government is not all--powerful. The rule of law applies powerful. The rule of law applies to all members of the government. to all members of the government. The Constitution and the Bill of The Constitution and the Bill of Rights limit the power of the Rights limit the power of the government.government.


Individual Rights . . .Individual Rights . . .

Limit the government by Limit the government by listing what the listing what the government cannot do government cannot do

Ex.: Ex.: ““Congress shall Congress shall make no law . . . make no law . . . abridging the freedom abridging the freedom of speech . . .of speech . . .””(Amendment 1)(Amendment 1)

I don’t think the

government should . . .



Limits the government. All the people have a Limits the government. All the people have a voice. Not like a . . .voice. Not like a . . .

Dictatorship Dictatorship -- one leader rules by forceone leader rules by force

Autocracy Autocracy –– one leader with all power, one leader with all power, inherited or taken by forceinherited or taken by force

Monarchy Monarchy –– rule by inheritance (king or rule by inheritance (king or queen)queen)

Oligarchy Oligarchy –– only a few people ruleonly a few people rule


In other words In other words –– NO . . .NO . . .

OR



Limits the government by hiring and Limits the government by hiring and firing the members of government. firing the members of government.

In a representative democracy, the In a representative democracy, the representatives must make the voters representatives must make the voters happy!happy!



Limits the power of government by Limits the power of government by dividing it between the federal dividing it between the federal government and the states.government and the states.

Neither one gets too much power!Neither one gets too much power!



Limits the powers of Limits the powers of the three branches of the three branches of the federal the federal governmentgovernment

Certain powers are Certain powers are listedlisted

Other powers are Other powers are specifically deniedspecifically denied



Really limits the powers of the federal government Really limits the powers of the federal government because each branch has the other 2 branches because each branch has the other 2 branches watching, making sure that no one oversteps the watching, making sure that no one oversteps the limit of their power.limit of their power.


Remember, we donRemember, we don’’t want a . . .t want a . . .

OR


Limited GovernmentLimited Government is the Bridge is the Bridge Between the 2 Sets of PrinciplesBetween the 2 Sets of Principles

ItIt’’s All About the s All About the PeoplePeople

Individual Individual RightsRights

Popular Popular SovereigntySovereignty


Too Much Power Too Much Power in One Place is in One Place is DangerousDangerous


Separation of Separation of PowersPowers

Checks and Checks and BalancesBalances


CreditsCredits

All pictures and illustrations from the All pictures and illustrations from the Microsoft PowerPoint Clip Art collection Microsoft PowerPoint Clip Art collection

available on Houston Independent available on Houston Independent School District computers.School District computers.


ItIt’’s All About the Peoples All About the People


Declaration of IndependenceDeclaration of Independence

July 7, 1776July 7, 1776

Thomas Jefferson explained Thomas Jefferson explained

The purpose of The purpose of governmentgovernment

Where power comes fromWhere power comes from

Why people organize Why people organize governmentsgovernments


““All men are created equal andAll men are created equal and

. . . endowed by . . . endowed by their Creator their Creator with certain with certain unalienable unalienable rights . . .rights . . .””

Or Or -- People have People have rights the rights the government government cannot take away.cannot take away.


““That to That to secure these rightssecure these rights

. . . Governments . . . Governments are instituted are instituted among Men, . . .among Men, . . .””

Or Or –– the purpose the purpose of government of government is to protect is to protect peoplepeople’’s rights!s rights!


““deriving their just deriving their just powerspowers

. . . from the . . . from the consent of consent of the governed,the governed,

OrOr–– the the powerpowercomes from the comes from the people; the people; the peoplepeople((governedgoverned) ) agreeagree((consentconsent) to give ) to give the government the government power to do their power to do their job.job.


A principle also known as A principle also known as --

Popular sovereigntyPopular sovereignty –– the the people rule!people rule!

The people are the boss.The people are the boss.

The government is the employee.The government is the employee.

We’re the boss!


““That whenever any Form ofThat whenever any Form of

Government Government becomes becomes destructive of destructive of these ends, it these ends, it is the Right is the Right of the People to of the People to alter or abolish alter or abolish it, . . .it, . . .””

Or Or –– if a if a government government does not protect does not protect peoplepeople’’ss rights, rights, the the peoplepeople can can change or fire change or fire that that government.government.


““and to institute newand to institute newGovernment , laying Government , laying

its foundation on its foundation on such principle and such principle and organizing its organizing its powers in such powers in such form, as to them form, as to them shall seem most shall seem most likely to effect their likely to effect their Safety and Safety and Happiness.Happiness.””

Or Or -- PeoplePeople can set can set up a new up a new government, using government, using the the principlesprinciples and and organizationorganization they they think will best think will best protect their rights.protect their rights.


7 Principles of Government7 Principles of Government

Individual RightsIndividual Rights






Limited GovernmentLimited Government


Principles About PeoplePrinciples About People

Individual rightsIndividual rights


RepublicanismRepublicanismOkay, we know about our

rights and the we know the people rule, but what is

republicanism?



The people The people elect elect representatives representatives to run the to run the government.government.

““RepsReps”” of the of the ““publicpublic””


Elect who?Elect who?

Voters elect Voters elect Representatives and Representatives and Senators to the U.S. Senators to the U.S. Congress Congress –– to make to make their laws.their laws.

Voters indirectly elect Voters indirectly elect the President through the President through the Electoral College the Electoral College ––to enforce their laws.to enforce their laws.


LetLet’’s look at Congresss look at Congress

Representatives are elected Representatives are elected for 2for 2--year termsyear terms

Senators are elected for 6Senators are elected for 6--year terms.year terms.

Opportunities to fire these Opportunities to fire these people and replace them people and replace them occur every evenoccur every even--numbered numbered year in November. year in November.


How about the President?How about the President?

President is elected to a 4President is elected to a 4--year term. year term. Voters indirectly choose the President Voters indirectly choose the President through the Electoral College.through the Electoral College.

Every state has the same number of Every state has the same number of electors as it has Senators and electors as it has Senators and Representatives.Representatives.Every candidate for President has a Every candidate for President has a group of electors who are pledged to group of electors who are pledged to vote for him/her.vote for him/her.


President (cont.)President (cont.)

In every state, the person who wins the In every state, the person who wins the most votes in that state sends all of most votes in that state sends all of their electors to the Electoral College.their electors to the Electoral College.

The other candidates get none of the The other candidates get none of the electors from that state.electors from that state.

A total of 270 electoral votes A total of 270 electoral votes wins the presidential wins the presidential election.election.


Why Vote?Why Vote?

Voting is how the Voting is how the people exercise people exercise their power to hire their power to hire and fire the and fire the government.government.

People also vote for People also vote for city, county, and city, county, and state government state government officials (in Texas, officials (in Texas, even judges).even judges).

If you want to keep your job,

you better make us happy!


Remember . . .Remember . . .

ItIt’’s all about the people!s all about the people!Individual RightsIndividual Rights




CreditsCredits




PowerPowerRemember Popular Remember Popular

Sovereignty & Sovereignty & Republicanism Republicanism -- The The

people give people give powerpower to the to the government to run the government to run the country. What next?country. What next?


But would you trust . . .But would you trust . . .

To protect you?


Or maybe?Or maybe?

Why or why not?


Which Government Which Government was so strong that it was so strong that it trampled American trampled American rights?rights?


Remember . . .?Remember . . .?


••Okay, too strong is bad!Okay, too strong is bad!••LetLet’’s make sure the U.S. s make sure the U.S.

government can never government can never be like Britain.be like Britain.


But would you trust . . .But would you trust . . .

To protect you?


Or maybe?Or maybe?Why or why not?


Remember when . . .?Remember when . . .?

•• U.S. could not collect taxesU.S. could not collect taxes•• U.S. had no executive to enforce U.S. had no executive to enforce

its lawsits laws•• U.S. had no courtsU.S. had no courts•• U.S. had no army U.S. had no army •• States had most of the powerStates had most of the power


Too little power is not Too little power is not

effective .effective . . .. .

so, out with the so, out with the Articles of Articles of

Confederation!Confederation!


LetLet’’s try again . . .s try again . . .U.S. needs U.S. needs enough enough power to power to protect protect people.people.

PLUSPLUS


That power needs to That power needs to be controlled and be controlled and limited so that the limited so that the government doesngovernment doesn’’t t become a danger become a danger to the people.to the people.


We need . . .We need . . .

Power & Control


We need a. . .We need a. . .Constitution & aConstitution & aBill of RightsBill of Rights


Too much power in one Too much power in one

place isplace is dangerous, but dangerous, but too little power is too little power is ineffective.ineffective.


CreditsCredits



©2007 Houston Independent School District Secondary Social Studies 1

The BranchesThe Branches

2 More Principles in 2 More Principles in Power Management:Power Management:


RememberRemember

Too much power is one place Too much power is one place is dangerous!is dangerous!


Federalism divided power between the nationalgovernments and the states, but the national government still has too much power!

Let’s separate that power into 3 branches.


Separation of PowersSeparation of Powers (Step 2)(Step 2)

The powers of the national The powers of the national government are divided into 3 government are divided into 3 branches:branches:

LegislativeLegislative –– makes lawsmakes laws

ExecutiveExecutive –– enforces lawsenforces laws

JudicialJudicial –– interprets laws & interprets laws & punishes lawbreakerspunishes lawbreakers


Legislative BranchLegislative Branch(U.S. Congress)(U.S. Congress)

House of RepresentativesHouse of RepresentativesNumbers based on state populationNumbers based on state populationServe 2Serve 2--year termsyear terms

SenateSenateTwo Senators per state (100 today)Two Senators per state (100 today)Serve 6Serve 6--year termsyear terms

Both House & Senate must pass a law Both House & Senate must pass a law with a 50% majoritywith a 50% majority



Has the power to:Has the power to:

Make lawsMake laws

Decide taxesDecide taxes

Spend government moneySpend government money

Declare war on other countriesDeclare war on other countries



Has the power to:Has the power to:

Propose constitutional Propose constitutional amendments (with a 2/3 amendments (with a 2/3 majority) and send them to the majority) and send them to the state for ratificationstate for ratification

OverOver--ride a presidential veto ride a presidential veto with a 2/3 majoritywith a 2/3 majority

We want the law –forget the

veto!


Legislative Branch Legislative Branch ––House of RepresentativesHouse of Representatives

Special power to Special power to impeachimpeach (officially accuse (officially accuse of crimes and send to trial) the president, of crimes and send to trial) the president, Supreme Court Justice, federal judges, or Supreme Court Justice, federal judges, or other federal officialsother federal officials


Legislative Branch Legislative Branch -- SenateSenate

Special powers to:Special powers to:

Approve presidential appointmentsApprove presidential appointments

Approve treaties with foreign Approve treaties with foreign countriescountries

Hold the impeachment trial for Hold the impeachment trial for the president, Supreme Court the president, Supreme Court Justice, federal judges, or other Justice, federal judges, or other federal officials federal officials

Approved or disapproved?


ExecutiveExecutive BranchBranch

Led by the Led by the presidentpresident & & vicevice--presidentpresident

Power to Power to enforceenforce or carry or carry out the laws made by the out the laws made by the Congress Congress

Here’s the new law –

make it happen!

Okay!



President also has the power to:President also has the power to:

Appoint ambassadors, judges, & other Appoint ambassadors, judges, & other high officials (Cabinet members)high officials (Cabinet members)

Negotiate treaties with foreign countriesNegotiate treaties with foreign countries

Conduct foreign relationsConduct foreign relations

I propose this treaty . . .



President also has the power to:President also has the power to:

Propose (suggest) new lawsPropose (suggest) new laws

Sign bills into law, or veto (reject) Sign bills into law, or veto (reject) new laws proposed by Congressnew laws proposed by Congress



President also has the power President also has the power to:to:

Command the armed forcesCommand the armed forces

Pardon criminals or issue Pardon criminals or issue reprieves (reducing reprieves (reducing sentences)sentences)


JudicialJudicial BranchBranchSupreme CourtSupreme Court

Led by the Led by the Supreme CourtSupreme Court (with appeals and (with appeals and district courts at lower levels)district courts at lower levels)

Has the power to Has the power to interpretinterpret the lawsthe laws

Has the power to decide what the facts in a Has the power to decide what the facts in a case meancase mean

Has the power to Has the power to punish lawbreakerspunish lawbreakers when when found guilty in courtfound guilty in court


JudicialJudicial BranchBranch

Supreme Court Supreme Court also also has the power to:has the power to:

Review lower court Review lower court decisionsdecisionsDeclare laws Declare laws unconstitutionalunconstitutionalDeclare executive Declare executive actions actions unconstitutionalunconstitutional

Sorry –unconstitutional!


Checks & BalancesChecks & Balances (Step 3)(Step 3)

Each branch of Each branch of government can government can limitlimit (or (or checkcheck) the ) the other 2 branches to other 2 branches to keep the power in keep the power in balancebalance..


Checks & BalancesChecks & Balances

The The CongressCongress ((LegislativeLegislative Branch) makes a law Branch) makes a law –– but . . . but . . .

The The PresidentPresident ((ExecutiveExecutive Branch) can veto that Branch) can veto that law law –– but . . .but . . .

The The CongressCongress can overcan over--ride a veto with a 2/3 ride a veto with a 2/3 vote in both houses to make the law without the vote in both houses to make the law without the President President –– but . . .but . . .

The The Supreme CourtSupreme Court ((JudicialJudicial Branch) can Branch) can declare that law unconstitutional.declare that law unconstitutional.



The The CongressCongress ((LegislativeLegislative Branch) makes Branch) makes a law a law –– but . . . but . . .

The The Supreme CourtSupreme Court ((JudicialJudicial Branch) can Branch) can declare that law unconstitutional declare that law unconstitutional –– but . . .but . . .

CongressCongress can propose constitutional can propose constitutional amendments to send to the states for amendments to send to the states for ratification.ratification.



The The PresidentPresident ((ExecutiveExecutive Branch) appoints Branch) appoints Supreme CourtSupreme Court Justices (Justices (JudicialJudicial Branch) Branch) ––but . . .but . . .

The The SenateSenate ((LegislativeLegislative Branch) has to Branch) has to approve presidential appointments, approve presidential appointments, including those to the including those to the Supreme CourtSupreme Court..



The The JudicialJudicial Branch punishes lawbreakers Branch punishes lawbreakers when the interpretation of the facts in a when the interpretation of the facts in a trial determine that the law has been trial determine that the law has been broken broken –– but . . .but . . .

The The PresidentPresident ((ExecutiveExecutive Branch) can Branch) can pardon criminals (forgive them) or reprieve pardon criminals (forgive them) or reprieve (shorten) their sentences.(shorten) their sentences.



The The PresidentPresident ((ExecutiveExecutive Branch) is the Branch) is the commandercommander--inin--chief of the armed forces chief of the armed forces ––but . . .but . . .

Only Only CongressCongress ((LegislativeLegislative Branch) can Branch) can declare war declare war –– and . . .and . . .

Only Only CongressCongress can determine to spend can determine to spend money on the armed forces.money on the armed forces.



The The House of RepresentativesHouse of Representatives ((LegislativeLegislativeBranch) can impeach the Branch) can impeach the PresidentPresident or or Supreme Court JusticeSupreme Court Justice of serious crimes of serious crimes ––and . . .and . . .

The The SenateSenate ((LegislativeLegislative Branch) can hold Branch) can hold the trial of the the trial of the PresidentPresident or or Supreme Court Supreme Court JusticeJustice and decide whether or not to and decide whether or not to remove them from office.remove them from office.



Every branch checks on every Every branch checks on every other branch other branch –– we never want we never want another one of these to get out of another one of these to get out of control!control!


Remember Remember -- Too much power Too much power in one place is dangerous!in one place is dangerous!

Limit power by:Limit power by:

1)1) FederalismFederalism

2)2) Separation of Separation of

PowersPowers

3)3) Checks and BalancesChecks and Balances


CreditsCredits



Name___________________________________________________________Per:__________________________Date__________________


FEDERALISM - DIVISION OF POWERS FEDERAL GOVERNMENT

DELEGATED POWERS FEDERAL & STATE POWERS

SHARED OR CONCURRENT POWERS

STATE POWERS RESERVED POWERS

1. To regulate commerce (trade) with

foreign countries and between

states.

2. To coin and print money.

3. To conduct foreign relations with

other countries.

4. To establish post offices.

5. To raise and support armed forces.

6. To declare war and make peace.

7. To govern American territories and

admit new states.

8. To pass naturalization (citizenship)

laws and regulates immigration.

9. To make all laws “necessary and

proper” to carry out its powers

(“elastic clause”).

10. To make laws.

11. To collect taxes.

12. To borrow money.

13. To establish courts.

14. To enforce laws and punish

lawbreakers.

15. To control banks.

16. To build roads.

17. To provide for the health and

welfare of the people.

18. To regulate trade within the state.

19. To establish local governments

(county, city, school districts, etc.).

20. To conduct elections.

21. To determine qualifications of

voters (under the limits of the

Constitution).

22. To establish and support public

schools.

23. To incorporate business firms.

24. To license professional workers.

25. To keep all the “reserved” powers

not granted to the federal

government nor prohibited to the

states.

Name___________________________________________________________Per:__________________________Date__________________

Government Duties Use the chart and your knowledge of the U.S. Constitution to indicate which level of government is responsible for each of the following duties. Place an F in the boxes which indicate a responsibility delegated to the Federal government, an S in boxes which indicate a duty reserved for the State governments, and place a F/S in the boxes of those duties/powers that are held concurrently or can be done by both Federal and State governments.

print a new $2.00 bill collect taxes make it easier to get married

make it harder to immigrate to the U.S.

make it easier to become a U.S. citizen build new prisons

make a treaty with Canada build new roads, highways, and bridges investigate crimes

increase the size of the army increase high school graduation requirements

control trade between Texas and Louisiana

make laws hold elections build new prisons

establish courts register voters limit the hours stores and bars can sell alcohol


7 Principles of the Constitution and Bill of Rights

It’s All About the People Bridging the Main Ideas Too Much Power in One Place

is Dangerous! Individual Rights Federalism Popular Sovereignty Separation of Powers Republicanism

Limited Government

Checks and Balances You will need:

• A rectangular piece of cardboard or tag board for the title (about 11 inches by 4 or 5 inches) • Variety of colors of construction paper or tag board • Scissors & rulers to cut the paper • String & tape • Pencil, crayons, or markers • Hole punch

Top Level:

1. On the large piece of cardboard or tag board, punch three holes in the center top. 2. To hang your mobile, tie three pieces of string to the top of the cardboard, then tie these three

together. Tie the three strings to a longer string to hang your mobile. Label the mobile with the title, 7 Principles of the Constitution and Bill of Rights

3. Write your name and class period on the back. 4. Make 3 more holes at the bottom of the cardboard – one in the center, the other 2 near the sides

and attach short pieces of string to hold the next level. (Tie the string and also secure it with tape.)

Bottom Level:

1. Cut 7 pieces of construction paper/tag board – one for each of the 7 Principles of Government and punch a hole in the center top.

2. On the front of each of the seven sections of the mobile: a. Label the principle b. Draw an illustration of the principle

3. On the back of each paper: a. Define the principle b. Give one specific example of something bad that could happen without that principle.

(Example: No individual rights – someone could be arrested and executed for disagreeing with the President.)

4. Attach the 7 Principles of Government to the center of the mobile. Note: This performance assessment could be accomplished in groups of three – seven where students share in the creation of the mobile by each completing two or more of the illustration/definitions depicting the various principles of government.


Name: ___________________________________ Date: ____________ Period:_____

Rubric for Government Principles Mobile Assignment: Use the guidelines to create a mobile on the 7 Principles of Government included as the basis for the United States Constitution. The mobile you create should clearly show your own understanding of each of the seven [7] principles of Constitutional government as it is reflected in the United States, including how that principle has an impact on or protects American citizens. Your mobile will be graded using the following rubric:

Category 4 3 2 1

Required Components

The mobile includes all required components as well as additional information.

The mobile includes all required components.

The mobile is missing one of the required components.

The mobile is missing two or more required components.

Appearance The mobile is decorated and uses appropriate artwork or illustrations as well as showing significant thought and attention to detail.

The mobile is decorated and uses appropriate artwork.

The mobile is minimally decorated or the artwork is inappropriate.

The mobile is not decorated.

Explanations The explanations demonstrate a thorough understanding of all 7 concepts / principles studied in the unit.

The explanations demonstrate an acceptable understanding of the 7 concepts / principles studied in the unit.

The explanations demonstrate an incomplete understanding of concepts / principles studied in the unit or some principles are not included.

The explanations demonstrate minimal understanding of concepts/ principles studied in the unit and / or most of the principles are not included.


Name _____________________________________________________ Date ______________________ Period _____________

Separation of Powers, Checks and Balances LEGISLATIVE BRANCH

CONGRESS

Major powers/responsibilities: (a) Writes, makes, passes laws (includes all

spending and revenue measures) (b) Passes a law over a Presidential veto

with a 2/3 vote in both houses (c) Approves or disapproves of Presidential

appointments (Senate only) (d) Ratifies (approves) or disapproves

treaties with other countries (Senate only)

(e) Declares war on other countries (f) Proposes constitutional amendments (g) Impeaches a President, Supreme Court

Justice, or other official (House of Representatives only)

(h) Holds the impeachment trials for high officials (Senate only)

JUDICIAL BRANCH SUPREME COURT

Major powers/responsibilities: (q) Interprets the laws (decides what

the Constitution means, what laws mean, what the facts in a case prove, etc.)

(r) Reviews lower court decisions (s) Declares laws constitutional or

unconstitutional (t) Declares executive actions

constitutional or unconstitutional (u) Punishes lawbreakers

EXECUTIVE BRANCH PRESDENT

Major powers/responsibilities: (i) Enforces, carries out, administers the

law (j) Appoints ambassadors, judges, & other

high officials (k) Negotiates treaties with other countries (l) Conducts foreign policy (relations with

other countries) (m) Proposes new laws (n) Signs (approves) bills into law or vetoes

proposed laws passed by Congress (o) Commands the armed forces (p) Pardons criminals (frees them) or issues

reprieves (shortens or lightens criminal sentences)

Representative must be 25 years old, a citizen for at least 7 years, and reside in the state elected from. Term is 2 years. Senator must be 30 years old, a citizen for at least 9 years, and reside in the state elected from. Term is 6 years.

President must be 35 years old, a natural-born citizen, and reside in the U.S. for at least 14 years. Term is 4 years, limited to 2 terms.

Supreme Court Justices have

no specific requirements in the

Constitution. Appointments are

for life.


Take a Stand

Directions: Read each statement, and have students decide the number that best expresses their individual opinions. Set up a continuum in the classroom from 1 – 5 and have students move each time a statement is read. 1=strongly disagree 2=disagree 3=not sure 4=agree 5=strongly agree

Statement Response

People should be free to say whatever they want, however they want.

The U.S. Armed Forces should be just large enough to guard our country.

Vouchers to allow students to use public money to attend private school should be legal.

People who can’t find work should be provided for by the government.

Censorship in any form is wrong.

The United States should pay for health care for all citizens.

America should stay out of the problems of other countries.

There should not be a death penalty for convicted criminals.

There should be no limit to the amount of money spent on public education by the government.

Content and access on the Internet should not be regulated.

It is all right to raise taxes if the extra money will be spent on low income and unemployed people.

In times of national emergency it is OK to suspend people’s individual rights.

The government should not help businesses that are going bankrupt.

The government must make sure that companies don’t get too powerful.

When trading with another country, the US should consider how that country treats its citizens.


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