Aligned with Maryland State Standards -...

Multiple Pathways to Success

Quarter 1 Learning Module

Aligned with Maryland State Standards

Social Studies

LSN GOVERNMENT

Prince George's County Public Schools

Board of Education of Prince George's County, Maryland

PGCPS freat ev e40

LSN Government 1st Quarter Learning Module

Objectives: 1. Students will compare and evaluate how the underlying values and principles of political and economic

systems are necessary to understanding how all people around the world are impacted by the structure they live within.

2. Students will analyze the philosophical ideas and historic documents and examine their significance in relation to the formation of American government. Students will examine how such ideas influenced the writing of our Constitution and Bill of Rights.

MSDE Standards: Indicators: 1.1.1(a) (b) (c) (d) (e) (f) (g)(h)(j) (k) Purpose of government, Basic Principles of Government, Founding Documents Indicators: 1.1.2 (c) (d) (e) (f) Construction of the Constitution and Bill of Rights Indicators: 2.2.1(a) (c) (d) (e) (f) Types of government Indicators: 4.1.2 (a) (b) Never Enough Resources Indicators: 4.1.1 (a) (b) (c) Types of Economic Systems

Activities for Unit 1: Part 1: Who Rules? Procedures:

1. Brainstorm (Complete the Mind Map): What kinds of governments exist? What kinds of leaders can be in charge of a country? Think about everything you've ever heard of or learned and add it to this mind map. Circle each idea you add and draw a line to connect it to the main phrase (or to another idea you added). Keep brainstorming until you run out of room or time.

2. Complete the Background Reading: Who Rules? to gather information about different types of governments. Be sure to Mark the Text as you read!

3. Next, practice what you learned by completing the Who Rules Worksheet Parts A and B.

Part 2: Market Economy Procedures:

1. Begin with the Background Reading: The Market Economy to learn a bit about basic economic concepts such as scarcity, opportunity costs, supply & demand and types of economic organization. Be sure to fill in the 6 Traits of a Market Economy Note-Taking Guide as you read!

2. As you read, complete the Note-taking Worksheet: 6 Traits of a Market Economy. 3. Practice applying the concepts covered in the reading by completing the The Market Economy Worksheet

Parts A-E.

Part 3: Apply What you Learned Respond to the Constructed Response Item that below on a separate sheet of paper.

Comparative Government • Compare and contrast the characteristics of limited and unlimited governments. • Evaluate the advantages and disadvantages of both types of government. • Be sure to use specific examples and details to support your response

(Hint: Use what you learned from the "Who Rules" activity and use pages 18-21 in your textbook for reference.)

Activities for Unit 2

Activity #1: The United States Constitution Procedures:

1. First, thoroughly examine the United States Constitution (page 775 in your textbook) and the ICivics Constitution Student Reading. Be sure the Mark Up the Text as you read!

2. Next, read about Constitutional Principles Separation of Powers and Checks & Balances; complete the Cutout Activity as directed.

3. Finally, complete the Practice Activity, parts A-D.

Activity #2: You've Got Rights! Procedures:

1. Begin by thinking about the rights you feel are most important for citizens to have. Complete the You've Got Rights! Anticipation Activity.

2. Then, read some information about the Bill of Rights as well as the actual text of selected Amendments. Write the number of the rights described in the Pamphlet of Protections in the Anticipation Activity on the line next to the appropriate amendment. (Note: an amendment may match more than one protection from the anticipation activity.)

3. Go on to complete the Matching and additional Practice Activity, parts A and B.

Part 3: Apply What you Learned Respond to the Constructed Response Item that below on a separate sheet of paper.

Read the list of freedoms guaranteed by the First Amendment to the United States Constitution. • Freedom of religion • Freedom of speech • Freedom of the press • The right to peaceably assemble • The right to petition the government

Citizens of a newly independent country are drafting a constitution. They have requested your help in selecting the two most important rights in the First Amendment to the United States Constitution to include in their constitution.

• Choose two First Amendment rights from the United States Constitution that you think should be included in the new country's constitution.

• Identify your choices and explain why you think they should be included. • Include details and examples to support your answer.

Who R

ules? Nam

e:

Types of Governm

ents. What kinds of governm

ents exist? What kinds of leaders can be in charge of a

country? Think about everything you've ever heard of or learned and add it to this mind m

ap. Circle each idea you add and draw

a line to connect it to the main phrase (or to another idea you added). K

eep brainstorm

ing until you run out of room or tim

e.

c)(/ Types of

Governments E) Leaders

IVIC

S Anticipation Activity M

ind Map

Mark Up the Text 1 2 Number Each Paragraph

011)

CDCircle key words or details you want to remember.

Put a question mark over things you find confusing or have questions about.

gut an exclamation mark over II things you find interesting.

Use an E to note Evidence you find in the text.

1111=1*Draw an arrow next to parts you make connections to.

Write important THOUGHTS in the margin.

Crown of the Holy Roman Empire, which was tied to the Catholic church and lasted from the 10th-19th century.

From 1962 to 2011, Myanmar (also known as Burma) was ruled by a military junta that was condemned by the world for its human rights violations.

Who Rules? Name:

We, Ourselves, and... urn... Us

In an oligarchy (OH-Iih-gar-kee), a small group of people has all the power. Oligarchyis a Greek word that means "rule by a few." Sometimes this means that only a certain group has political rights, such as members of one political party, one social class, or one race. For example, in some societies, only noble families who owned land could participate in politics. An oligarchy can also mean that a few people control the country. For example, a junta is a small group of people—usually military officers—who rule a country after taking it over by force. A junta often operates much like a dictatorship, except that several people share power.

Religious Rule

A theocracy is a government that recognizes God or a divine being as the ultimate authority. ("Theo" is a Greek word that means god.) In a theocracy, religious law is used to settle disputes and rule the people. A theocracy can also be a democracy, dictatorship, monarchy, or just about any other kind of government. For example, the Republic of Iran recognizes Islamic law, but Iran's citizens vote to elect their leaders. Modern theocracies are usually found in countries where the population is strongly religious.

Rule by None

In an anarchy, nobody is in control—or everyone is, depending on how you look at it. Sometimes the word anarchy is used to refer to an out-of-control mob. When it comes to government, anarchy would be one way to describe the human state of existence before any governments developed. It would be similar to the way animals live in the wild, with everyone looking out for themselves. Today, people who call themselves anarchists usually believe that people should be allowed to freely associate together without being subject to any nation or government. There are no countries that have anarchy as their form of government.

An A inside a circle is the traditional symbol for anarchy.

Who Rules?

NONE

Direct Democracy

Anarchy]

dDictatorship

Where would you put theocracy on this chart?

ONE FEW ALL

Monarchy Oligarch Democracy

Representative Democracy

iCracs Reading p.2

Who Rules? Name:

Someone's Got to Be In Charge

If you compared all the governments in the world, you would find one thing in common: Someone is in charge. The question is, who? There are many different forms of government. Some have one leader who has all the control. Others give power to the people. Here are some forms of government that exist (or have existed) in the world:

King Harald V of Norway with his wife, Queen Sonja. Norway Is a constitutional monarchy. The king is the head of state and has a mainly ceremonial role. The actual government is a democracy.

Me, Myself, and I

An autocracy is a government in which one person has all the power. There are two main types of autocracy: a monarchy and a dictatorship.

In a monarchy, a king or queen rules the country. The king or queen is known as a monarch. Monarchs usually come to power through their family line: The current king or queen's oldest child becomes the next king or queen. In some monarchies, especially those in historical times, the monarch held all the power and had the final say over the government. In modern times, monarchs usually share power with other parts of government. Often they are also subject to the country's constitution.

A dictatorship is a form of government where one leader has absolute control over citizens' lives. If there is a constitution, the dictator has control over that, too—so it doesn't mean much. Although other parts of the government may exist, such as courts or a lawmaking body, these branches always do what the dictator wants them to do. They do not represent citizens.

Power to the People!

In a democracy, citizens hold the political power. There are two fundamental types of democracies:

In a representative democracy, citizens elect leaders to represent their rights and interests in government. The elected leaders, or representatives, do the day-to-day work of governing the country: They consider the issues, work to find solutions, pass laws, and do all of the other things necessary to keep a country going. Citizens hold the ultimate power, though, because if they don't like what their representatives are doing, they can vote in new ones!

In a direct democracy, there are no representatives. Citizens are directly involved in the day-to-day work of governing the country. Citizens might be required to participate in lawmaking or act as judges, for example. The best example of this was in the ancient Greek city-state called Athens. Most modern countries are too large for a direct democracy to work.

AVMS

A man votes in Peru.

The Peruvian legislature

Reading p.1

777-, •

Denmark

The people of Denmark elect representatives to sit in Parliament, a lawmaking body. The Queen of Denmark heads the country, but she only has a small role in government. The government is led by a Prime Minister, who is appointed from among the elected representatives.

Brazil

Brazil is led by a president who is elected by the citizens. Citizens in Brazil elect a new president every four years. Citizens also elect representatives to serve in two different legislative bodies.

Forms of government: Form of government:

Worksheet p.1

Form of government: Forms of governmen

and

Who Rules? Name:

A. Identify That Government! Identify the form(s) of government that each country has or had.

Switzerland

Citizens elect representatives to sit in two different lawmaking assemblies. But citizens also vote several times a year to decide on laws. Citizens can vote to propose their own laws or undo laws passed by their representatives. All citizens may vote directly on these laws.

Forms of government:

and

South Africa

From 1948-1994, official policy in South Africa gave white people all the political power. Even though the majority of South Africans were black, non-whites could not influence government. White South Africans elected representatives to sit in a lawmaking body,

Forms of government:

and

North Korea

One man leads North Korea and controls its government. He also controls Its ruling political party. The ruling party chooses candidates for an Assembly, and citizens vote. The candidates do not have opponents, so citizens have no choices.

Saudi Arabia

Saudi Arabia is led by a king. The king appoints a Council of Ministers to help govern, but there are no elections. Saudi Arabia's Basic Law states that the country's constitution is the Islamic holy book the Qur'an and other religious traditions.

Who Rules? Name:

B. True or False? Use what you learned in the reading and in Exercise A to fill in the chart below.

1. A monarchy can be like a dictatorship or it can be part of a democracy.

0 True 0 False

Example or Reason:

2. A dictatorship can also be a democracy. 0 True 0 False

Example or Reason:

3. A democracy can have both representative and direct characteristics at the same time.

0 True 0 False

Example or Reason:

4. An oligarchy can include representative democracy.

0 True 0 False

Example or Reason:

5. A government can be both a monarchy and an anarchy at the same time.

0 True 0 False

Example or Reason:

6. Theocracy can co-exist with monarchy. 0 True 0 False

Example or Reason:

7. Theocracy can co-exist with democracy. 0 True 0 False

Example or Reason:

8. An oligarchy can be like a dictatorship. 0 True 0 False

Example or Reason:

C. Vocabulary. Solve the crossword puzzle using vocabulary from the reading.

Across 3. Type of democracy where citizens elect

leaders to represent them in government 7. A small group that rules a country after

taking it over by force 9. One person has all the power 10. Type of democracy where citizens are

involved in day-to-day government Down 1. Recognizes God as the ultimate authority

in government and law 2. One leader has absolute control over

citizens' lives 4. Citizens hold the political power 5. A small group of people has all the power 6. People are not subject to any nation or

government 8. A king or queen rules the country

Worksheet p.2

1 2

3

4

5

6

7

8

9

10

IVICS

Goods Et Services

The Market Economy Name:

The Economy

You've probably heard people say things like, "The economy is down," or, "Such-and-such would be good for the economy." Maybe you've figured out that the economy has something to do with money. But what is this big, scary "economy" everyone's always worried about? And how can you avoid it?

That was a trick question. You can't avoid the economy! An economy is the way goods and services are produced and consumed. Everyone is involved in the economy both by producing goods or services and by consuming them.

Consumers, Producers, and the Market

Have you ever bought anything or paid someone to do something for you? Then you are a consumer—someone who acquires goods and services for his or her own personal use. Have you ever worked babysitting, walking dogs, or making fast-food tacos? Then you are a producer, too—someone who makes goods or offers services to others. In a market economy, producers are free to decide what to produce, and consumers are free to buy whatever they need and want.

The United States has a market economy, which is also called a capitalist economy. In this type of economy, the government does not tell producers what to make, and it does not limit (for the most part) what consumers may buy. This selling and buying takes place in the market, which is not a physical place, but instead refers to the entire activity of buying and selling that takes place out in the world.

Are You Motivated Yet?

So, why would anyone decide to produce and sell something? You guessed it—money! Profit is the financial gain received by selling something for more than it cost to make it. Producers are motivated by the profits they expect to gain from the goods or services they offer. Their incentive to produce—the thing that motivates them—is the idea that consumers will want or need what they are offering. Thus, someone who thinks people want phones that respond to voice commands has an incentive to produce such phones because they expect they will profit from selling them to lots of consumers.

But what about when two or more producers are offering the same goods or services? This results in competition—producers battling over who can make the most profit. Competition is a big motivator. Here's what can happen:

Better Stuff. Competition leads to innovation, which is the process of developing newer, better things. Think of 'Phones, Android phones, and Windows phones: The producers constantly come out with new versions that have newer, better capabilities. Why? Because each producer wants you to spend your money on its phone instead of the other guys' phones.

Good Deals. Competition drives prices down. For a while, iPad was basically the only tablet on the market. Apple didn't have to worry about people buying other tablets because there weren't any real choices. But when other tablets came on the market at prices lower than iPad, Apple began to lower its price in order to compete. But there's a limit: Would you sell something for less than it cost to make?

IIVICS Reading p.1

GOOD ECONOMY

More Buying

Selling

Less Buying

Sing

SLOW ECONOMY

Goods 8 Services


It's All About Supply and Demand When a market economy is doing well, there is lots of buying and selling. During a "bad economy," buying and selling slows down. The cycle of ups and downs depends mainly on two things: supply, the amount of something that is available, and demand, the number of consumers who want it. Supply and demand are called market forces because they act to make the market function well or poorly.

Supply and Demand Out of Balance

To keep everyone producing, making profits, and buying things, supply and demand must be balanced. Here's what can happen if there is high demand but low supply. Imagine there is a big freeze in Florida and orange trees are damaged. Fewer oranges are available. If there is still a big demand for oranges, the price will go up. Fewer oranges also means there aren't as many oranges to process. Some people who pick oranges and get them ready to sell might lose their jobs.

On the other hand, too much supply with low demand can also hurt. Imagine a coal producer is very busy over the summer and mines tons and tons of coal. Winter comes, but it doesn't get very cold. People don't use their furnaces as much as usual, so they don't need as much coal. All of that coal sits around unused—and they certainly don't need to mine any more coal. The price of coal will drop, and some people involved in producing coal could lose their jobs because there is already too much.

uld I study for my Scarcity and Opportunity Cost Sho test or watch TV?

Imagine your class is deciding whether to sell candy or glow sticks for a fundraiser. Which will earn more money? People like sweets, so you decide to sell candy. In making that decision, your class gives up whatever benefit it might have gotten by choosing to sell glow sticks instead. The benefit you give up by choosing to do one thing instead of another is called opportunity cost. When you are in the process of making your choice, you try to determine which choice has more benefits and take a risk that you might be wrong. The need to choose one thing over another exists because of scarcity—the limited amount of resources available. Why not sell candy andglow sticks? Probably because it would cost too much up front to buy both. If there were unlimited resources, everyone could have everything they want and need, and there would be no need to make choices. But because of scarcity, producers You cant always predict the

and consumers must make choices that are sometimes very difficult, opportunity cost—but sometimes you can!

The Command Economy The opposite of the market economy is the command economy, where the government decides what will be produced, how much will be produced, and how much goods and services will cost. The relationship between supply and demand does not determine what gets produced and consumed. Instead, the government makes those decisions. The government owns the equipment for production, so the government is everyone's employer. There is no private property in a pure command economy, so people can't sell things to make a profit. People are consumers, but they buy what the government produces.

Reading p.2

Name:

Private Property

something gives you the right to and it. Profit would be without the right to own property. ("Property" here means both tangible and land.)

Incentives/Self-Interest

People's own motivates them to produce, in the hope of making a Self-interest is also an incentive for who seek to fulfill their and at the best price possible.

Freedom of Choice

People are free to what to and what to The choices producers and consumers make determines what and are available.

Competition

Producers with each other for by trying to produce goods and services that will be most to consumers. This leads to innovation ( and better

Limited Government Role

The does not make rules about and gets produced. The government's main role is to make sure the market is and producers have a chance to

Note-taking Worksheet

Markets & Prices

Buyers and sellers freely goods and services on the The market forces of and determine what will be.

SCARCITY

CONSUMER

SUPPLY & DEMAND

COMPETITION

PPORTUNITY COST

PROFIT

Row* 44764s, oft- 4, 4

HOUSEHOLDS/ CONSUMERS

Att,

- BUSINESSES/ PRODUCERS

45t 44' Se44

*Of Sintes&..


A. Review. Read each scenario. Match each label with the example that illustrates it.

1) Marla goes to the store and buys a new backpack.

2) Tyler mows lawns and does yard work for $10 per hour.

3) Gas Station A sells gas for $3.75/gallon. Across the street, Gas Station B sells it for $3.74. Gas Station A lowers its price to $3.74.

4) Liam spends $10 on lemonade mix and ice. On a hot day, he sets up a lemonade stand in his yard. At the end of the day, he has sold $20 worth of lemonade.

5) A car company made thousands and thousands of cars this year, but people haven't been buying as many cars. The car dealer lots are full.

6) Erin could make $24 this afternoon babysitting, or she could attend her grandma's birthday party. She decides to attend the party. She doesn't get the money, but her grandma is thrilled.

PRODUCER

7) It's holiday time, and the hottest toy of the year sells out. People are paying ten times what it's worth online.

B. Motivated? For each example, circle a if the person or business has an incentive to act and circle if they don't.

1. Jason is thinking of getting some raspberries, but they're out of season and cost $6 for a tiny box.

2. Acme, Inc. Is thinking of making touch-screen computers. It can make computers for $500 each and sell them for $2,000 each. tfp

3. Beta, Inc, is thinking of making cars that run on water. It will cost $100,000 to make one car, but people won't pay more than $40,000 to buy one.

4. Ann's house needs a new roof. She is thinking of doing the project this weekend, and roof shingles just went on sale for half price.

5. Dr. Smith is thinking of opening a dentist office in Centerville. Right now the nearest dentist is in the next town, 40 miles away.

C. A Circular Flow. There is a circular flow of interaction between consumers and producers in the market. Draw an arrow at one end of each line in the circle to show which way the thing described on that line is flowing.

Worksheet p.1

What type of economy does the United States have?

O Market

O Command

O Traditional

1111111111•1111111 11111111111M

This type of economy is also called a...


D. What's the Opportunity Cost? For each situation, write the opportunity cost—what the person gave up by making the decision. (Hint: Don't worry about math. Describe the cost in words.)

1) Oink or swim?

Sam's boss called to offer her an extra shift tonight. Sam wanted the money, but she's got a big swim meet tomorrow and needed sleep. She told her boss to offer the shift to someone else.

The opportunity cost was:

2) An Interest-ing Choice Jason can put his money in a savings account and earn about 12 cents in interest this month, or he can loan it to Matt, who says he'll return the money plus $20 at the end of the month. He loans it to Matt. The opportunity cost is:

3) Risky Business Lacey designs dresses. She can keep designing casual dresses that bring $65 but are easy to sell, or she could design formal gowns that sell for $500 but must be high fashion. She takes a risk on formal gowns. The opportunity cost is:

4) An airy hard decision

If Zephyr, Inc. spends $2 million buying out its main competitor, it can earn $3 million in new sales. If it spends $2 million designing a new airship, it might make $4 million if it can sell 10 ships, It buys the competitor. The opportunity cost is:

E. Three Kinds of Economies. You already know about market and command economies. A traditional economy exists in primitive cultures where most activity is focused on providing food. People follow the methods and traditions their ancestors have always used. Think about this, and read the statements below. Organize them into the comparison chart by writing the letter of each statement where it should go.

Market Economy

Command Economy

Traditional Economy

Private Property

Incentives

What is Produced

Competition Economy

A. The government decides what should be produced. G. Producers decide what to make based on consumer

B. The need to survive motivates people to hunt, gather, or farm. H.

demand. Private individuals own the property.

C. Producers don't compete because everyone works to meet the community's survival needs.

I. The community's customs and traditions determine what is produced.

D. The government sets wages, so people aren't J. Most property is shared by the community. motivated by profit. K. The hope of profit motivates producers to develop

E. Producers compete with each other to make profits new things. from customers. L. There is no competition because the government is

F. The government owns the property. the only producer.

Worksheet p.2 IVICS

The first three articles show us how

Ithe three branches work together to

create a government that answers the

Framers' questions.

otntitution Licay p.1

The Constitution Name:

The Law of the Land

A constitution is a document that gives the rules for how a government should run. The Framers wrote our Constitution to create a government for the new United States of America. Creating a new government is no easy job! There were many questions to consider:

• What makes us different from other nations? • How can we prevent someone like a king taking over? • How do we protect the rights of the people? • Can we make a document that is useful to future generations? • How do we keep one branch of government from becoming too

powerful?

What Does Our Constitution Look Like?

The United States Constitution is one of the shortest constitutions in the world! It has a little over 4,500 words and covers only four sheets of paper. It is also the oldest written constitution that is still in use today.

Our Constitution is divided into nine parts. The Preamble introduces the Constitution and explains what it is meant to do. The seven articles give directions for how the government should work. The amendments are changes that were made after the Constitution became law. They are broken down into the Bill of Rights (amendments 1-10) and the later amendments (11-27).

Our government is like a machine that needs three gears to run properly: executive, legislative, and judicial,

The Constitution's Table of Contents Section Answers this question...

Preamble What does the Constitution do? Article I How does the legislative branch work? Article II How does the executive branch work? Article III How does the judicial branch work? Article IV How should the states get along with each other?

Article V How can the Constitution be amended, or changed?

A rticle VI Can the U.S. be in debt? Is federal law superior to state law? What do officials say when they are sworn into office?

Article VII How did they make the Constitution the law of the land?

Amendments What changes have been made since the Constitution became law?


Article 1

All legislative powers herein granted shall be vested in a Congress of the United States, which shall consist of a Senate and House of Representatives.

Creating Congress

Article 115 the first and longest part of the Constitution. This is because the people who wrote the Constitution recognized that a legislative branch is important in a government that represents the citizens. Members of Congress are responsible for turning the wants and needs of the people into laws.

This branch makes our government a representative democracy. In a representative democracy, citizens elect people to represent their needs and concerns in Congress. Article I tells us that the legislature is divided into two parts: the Senate and the House of Representatives. It describes how Congress should be organized, states the qualifications necessary for a person to serve, and tells how often Congress should hold elections and meet as a group. There are other details that the two houses get to decide for themselves.

The Senate The House of Representatives

Qualifications You must be at least 30 years old, been a U.S.

citizen for at least 9 years, and live in the state you represent

You must be at least 25 years old, been a U.S. citizen for at least 7 years, and live in

the state you represent.

Size 2 senators per state = 100 total Number per state depends on population = 435 total lin 2011)

Length of Term 6 years 2 years

They represent... the interests of the citizens in the entire state,

the interests of the citizens who live in the district they represent within the state.

Special Duties The Senate acts as a court during impeachments.

All bills that raise money must start in the House of Representatives.

Role in Lawmaking A bill must be approved by BOTH houses of Congress before it can go to the President to become a law.

Congressional Power!, Article I gives Congress a list of specific powers...

• Collect taxes • Borrow money and pay debts • Make rules for how to become a citizen • Regulate commerce (trade) with other nations,

between the states, and with Indian tribes • Coin money and punish counterfeiters • Establish post offices • Give patents to new inventions

• Create the lower federal courts

• Punish pirates • Declare war, support an army and navy • Make any other laws that are "necessary

and proper" to carry out the powers in this list.

ClAitotion Lbra y p.2

Vice President

The Cabinet

Pres dent

Civilian and Military Employees

The President leads the executive branch

Could You be the President?

U Were you born in the U.S.? U Are you at least 35 years old? U Have you lived in the U.S. for at

least 14 years?

otAtitution .W111 P.3


Creating the President

Article II of the Constitution describes the job of the executive branch. The president heads the branch, which includes the vice president, the cabinet, and many civilian and military employees. Article II also says who qualifies to be the president, how he or she is selected (the Electoral College), what powers the office has, and what happens if a president misbehaves!

Powers of the Executive Branch: • Act as the commander-in-

chief of the armed forces and the National Guard

• Maintain a cabinet of advisors who run the 14 executive departments like the State Department and the Treasury

• Grant pardons in all federal criminal offenses, and reprieves (postpone punishments like executions)

• Negotiate treaties with other countries • Appoint ambassadors, Supreme Court Justices and federal court

judges, and Cabinet members • Make a State of the Union Address to Congress • Represent the United States when dealing with foreign countries • Make sure that laws are carried out (executed)

Article 2

The executive Power shall be vested in a President of the United States of America... He shall take care that laws are faithfully executed.

Creating the Courts: Here Come the Judges!

Article III creates the last of the three branches, the judicial branch. This is the shortest of the first three articles and includes the fewest details. The judicial branch has the job of interpreting laws to decide what they mean.

The Supreme Court is the only court that is established in Article III. All of the other federal courts are created by Congress. Federal judges are appointed and given terms that last until they retire, die, or are removed for bad behavior.

Article III gives directions about what kinds of cases the Supreme Court and federal courts can hear. It also guarantees trial by jury in criminal court and explains what the crime of treason is.

Article 3

The judicial power of the United States shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time establish.

The president reviews the bill and makes a decision to sign it into law.

OR The president reviews the bill and vetoes (refuses) it.


Checks and Balances We have three branches in our government because the Framers of the Constitution believed that there needed to be a separation of powers. They had just broken up with a king who had too much power. By dividing power into three different areas, they made sure that one branch wouldn't overpower the others. The three branches of our government interact with each other all the time. Sometimes they work together to pass a law. Other times, one or more branches get in the way of what another branch is trying to do. This is called checks and balances. Each branch makes sure the other branches don't get to powerful.

A Bill Becomes a Law Check out the ways the branches interact! Based on what you have learned about the jobs of each of the branches, label the gears Executive (E), Judicial (3), or Legislative (L).

Both houses in Congress create a bill that they think should become law.

If the bill gets a presidential veto, Congress can overpower it with a 2/3 vote in each house. It can become a law without the president's signature if there is enough support in the legislative branch.

• IVICS

Laws can be challenged in the court system. The judicial branch looks at laws and decides if they conflict with the Constitution. If a law is found unconstitutional, it is removed. otoktitution

tort v p.4

Cngitittition 'env Cutout Activity

The Legislative Branch IVIICS

Separating Powers & the Checks and Balance System. Cut out the actions on the half sheet and paste them to the correct arrows here:

The Executive Branch


Judges are appointed for life, free from presidential influence. The Courts can declare executive actions unconstitutional.

The Courts can declare laws made in Congress unconstitutional.

Congress can override a presidential veto with 2/3 vote. It can also remove a president through the impeachment process. It also approves executive appointments.

The president can veto bills, call special sessions of Congress, recommend laws, and ask citizens to pressure Congress to act.

Congress creates the lower courts. It can remove judges through impeachments and must approve appointments to the federal courts.

The President appoints Supreme Court justices and other federal judges.


Separating Power & the Checks and Balance System. Cut the six boxes and paste them to the correct arrows on the graphic organizer.

IVICS

Cmtitution Way Cutout Activity


Separating Power & the Checks and Balance System. Cut the six boxes and paste them to the correct arrows on the graphic organizer.

Judges are appointed for life, free from presidential influence. The Courts can declare executive actions unconstitutional.

The Courts can declare laws made in Congress unconstitutional.

Congress can override a presidential veto with 2/3 vote. It can also remove a president through the impeachment process. It also approves executive appointments,

The president can veto bills, call special sessions of Congress, recommend laws, and ask citizens to pressure Congress to act.

Congress creates the lower courts. It can remove judges through impeachments and must approve appointments to the federal courts.

The President appoints Supreme Court justices and other federal judges.

Cw4itution Way Cutout Activity IVICS

8. Being the president is like riding a tiger.

Hany S. Truman, D-MO

The Judicial Branch

9. We apply laws to facts. We do not apply feelings to facts.

Justice Sonia Sotomayor

The Legislative Branch

7. Floor debate [on a bill] is an exhilarating experience and important duty.

Carolyn Cheeks Kilpatrick, D- MI

'414' The Executive


A. Vocabulary. Match the definitions with the correct vocabulary term from the lesson.

1. The two houses that make up the legislative branch

2. Citizens elect officials to represent them in the government

3. Dividing the government in to parts

4. When the three branches interact with one another

5. The introduction to the U.S. Constitution

6. The first ten amendments to the U.S. Constitution

A) Bill of Rights

B) Checks and Balances

C) Representative Democracy

D) Separation of Powers

E) Preamble

F) Congress

B. What's my Job? Connect each quote about working in government to the correct branch.

C. Separate those Powers! Read each power and select the correct branch of government by circling the correct gear.

10. We write the bills that become laws.

11. We make sure the laws are carried out and enforced.

12. We hear cases about the laws and decide what the laws mean.

IVICS

D. Checking and Balancing Label each branch in the steps that are involved with appointing a Justice to the Supreme Court. (This process is repeated for all presidential appointments!)

The president selects someone that he or she thinks should become the next member of the Supreme Court,

0 The appointment must be approved by a majority vote in the Senate before they can take their seat on the court.

0 Once approved, the new justice takes his or her place on the Supreme Court and begins work!

outt,4 ituti on Reny Worksheet

9. A

li people shad be protected equally by the laws,

10. The people shall never be ensia

11. N

o person shall be searched without a gooc

reason

12. The people shall be free to drive as soon as they can operate a car,

13. No person shad be reqiired to fight in a w

ar.

14, Nio person w

ill be pat on trial twice for the

same crim

e,

15. A person m

ay foilow any religion or no

religion.

Anticipation Acti tY

You've G

ot Rights.

Nam

e:

We D

efeated

the A

liens. N

ow

Wh

at?

The year is 2056. After a huge battle w

ith alien invaders that nearly destroyed the w

orld, people are afraid about what rights they'll have under a new

governm

ent. Leaders have decided to a-eate the Pam

phlet of Protections to define what rights people w

ill have. Look at the proposed rights. M

ark the ten you think should be induded:

Pamphlet of Protections

1. The people shad have the right to own w

eapons. 2. Everyone m

ust be friends with everyone else_

3. People are free to express their opinions on any subject,

4. A person accused of a crime has the right to a fair

trial. S. Crim

inais shall not be punished in a way that is

mean or w

eird.

6. The people shall have the right to clean streets and parks,

7. Laws can't stop A

lt ciTizens from voting,

8. The people shall have the right to a free

education,

Protection # Amendment 7

In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules o the common law.

IVICS

Rights Activity p.1

You've Got Rights! Name:

Pamphlet of Protection's


Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Amendment 2

A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.

Amendment 3

No soldier shall, in time of peace be quartered in any house, without the consent of the owner.

Amendment 4

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Protection #

Protection #

Amendment 5

No person shall . . . be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.


In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury. and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

Protection #

Protection #

Protection #



Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.


The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.


The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.


Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.

Amendment 14

All persons born or naturalized in the United States. . . are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.


The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude.


The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of sex.

Amendment 26

The right of citizens of the United States, who are 18 years of age or older, to vote, shall not be denied or abridged by the United States or any state on account of age.

Protection #

Rights Activity p.2 VICS

American leaders met in private to discuss what the new Constitution should include. An artist in the 1800s imagined what the scene might have looked like and painted this image of George Washington talking to the group. Washington was a federalist.

Suffragettes in the 1910s fight for women's right to vote. Women won the right in 1919.

1VICS

You've Got Rights!

Name:

We Defeated the British... Now What?

The year is 1791. After a bloody war against the British, the American colonists have won their independence. The new Americans are excited, but some people are afraid about what rights they'll have under a new government. They've already suffered under the heavy hand of the British king. Now, some American leaders want to create a list of rights to define what rights American citizens will have. The first United States flag

Leaders of the new United States of America have already written a Constitution that explains exactly how the new government will work. The only problem? It can't take effect until it's approved by the new states. And there are some state leaders who don't like it. Known as the Anti-Federalists, these people don't even like the Constitution. They fear a strong central government, and they are demanding that the Constitution include a list of citizens' rights. Without such a list, they warn the national government will violate people's rights. They're threatening to stop the Constitution from being approved unless a list is added.

But another group, known as the Federalists, insists the Constitution alone is enough to protect citizens' rights. They warn that it's impossible to list every single right that citizens should have. But once rights are written, the government could take advantage by violating rights that aren't on the list.

Both sides are convinced they're right. To move forward, they hammer out a compromise: The Bill of Rights. Instead of including a list of rights in the main part of the Constitution, they add it as the first ten amendments, or changes, to the Constitution. One of these amendments assures that the rights listed are not the only rights citizens have.

There are three main categories of rights: individual freedoms, protections against government abuse and power, and rights of people accused of crimes. In a few minutes, you'll read the actual text of the Bill of Rights and compare it to the Pamphlet of Protections you created.

The original Bill of Rights More and More Rights

As time went on, later amendments added more rights to the Constitution. Amending the Constitution is not an easy process—and it's not supposed to be. But the difficult process has meant that important rights were slow to evolve. After the bloody Civil War was fought between the northern and southern states, African Americans who had been enslaved in the United States gained their freedom. In the 1860s and 70s, the 13th, 14th, and 15th Amendments added rights for former slaves and people of color. In the 20th century, the 19th and 26th Amendments added voting rights for women and citizens as young as 18. Even today, people are campaigning to amend the constitution to add rights for groups that are still disadvantaged.

Reading

U You've Got Rights! Name:

Matching Activity. Use this page to organize the ten amendments in the Bill of Rights.

I rims Q d"


Amendment Matching: Paste

Activity. Cut each box out and read the statement. Paste it on the amendment that is the best match.

The right to have a jury hear your case in a criminal

trial.

The government cannot deprive

you of life, liberty or

property without due process of

law.

Did you find a right not listed

in the Constitution? It still belongs to

the people!

No unreasonable searches and

seizures.

Bail, fines and punishments must not be excessive

You have the freedoms of

religion, speech, press; and the

right to assemble peacefully and petition the government.

You don't have to house soldiers in your home during

peacetime.

The right to have a jury hear your case in most civil

trials.

Citizens can keep and bear arms.

If a power isn't given to the

federal government, it

goes to the states or the

people.

S Amendment Matching: Cut IVICS

You've Got Rights! A. Categorize. Below is a list of rights found in the Constitutional amendments. Complete the graphic organizer writing the number of each right beneath the category it best belongs to.

BILL OF RIGHTS

(- INDIVIDUAL FREEDOMS

PROTECTION FROM GOVERNMENT POWER

f RIGHTS OF THE ACCUSED

la. The freedom to practice any religion or no religion. lb. Right to assemble peacefully. 2. Right to keep and bear arms. 4. No unreasonable searches and seizures by the government. 5a. The government can't take a person's life, liberty, or

property without due process of law. 5b. No person can be tried twice for the same crime. Sc. The government can't take private property without

compensation. 6a. The right to a speedy trial. 6b. People accused of a crime have the right to a lawyer. 8. No cruel and unusual punishments. 9. Rights listed in the Constitution are not the only rights

people have. 13. Slavery shall not exist in the United States. 15. People have the right to vote regardless of race. 19. Women cannot be denied the right to vote.

Name:

B. Federalist vs. Anti-Federalist. Decide whether each statement describes Federalists, Anti-Federalists, or both. Write the letter in the correct area of the Venn diagram below.

A. Feared a strong central government.

B. Thought the Constitution was enough to protect citizens' rights.

C. Agreed to the Bill of Rights as a compromise.

D. Worried a list of rights might be seen as the ONLY rights people had.

E. Thought the Constitution needed a list of protected rights.

F. Opposed the Constitution as-is.

G. Believed citizens had rights that should be protected.

H. Wanted the Constitution to be approved as-is.

I. Believed in American independence and freedom.

Federalists Anti Federalists

C. No Rights for You! Use your imagination to describe the worst possible thing that might happen if each of these amendments were missing from the Constitution: Without this... ...this might happen!

6th

4th

8th

1st

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