Fourth Grade Government and Civics Unit - …cisdsocialstudies.wikispaces.com/file/view/Fourth...

Fourth Grade Government and Civics Unit

Calhoun ISD Social Studies Curriculum Design Project

Essential

Questions

Enduring Understandings GLCEs Assessments

District Resources

What is the purpose of

government?

How might citizens behave

if there wasn’t an

organized government?

What is democracy and

how does a representative

government work?

How does the federal

government serve the

citizens of the United

States?

How does the Constitution

limit the power of the

federal government?

Societies create

governments to provide for

the safety of citizens and for

public order.

Citizens of the United States

have both rights and

responsibilities.

The Constitution created a

national government of three

branches with unique

structure and function.

Terms and Vocabulary

Government

Constitution

Preamble

Bill of Rights

Democracy

Federal

Executive Branch

Judicial Branch

Legislative Branch

Congress

President

Supreme Court

House of Representatives

Veto

Checks and balances

C1.0.1 Identify questions

political scientists ask in

examining the United States.

C1.0.2 Explain probable

consequences of an absence

of government and of rules

and laws.

C1.0.3 Describe the

purposes of government as

identified in the Preamble of

the Constitution.

C3.0.1 Give examples of

ways the Constitution limits

the powers of the federal

government.


powers granted to the

federal government (e.g.,

coining money, declaring

war) and those reserved for

the states (driver’s/marriage

license).

C3.0.3 Describe the

organizational structure of

the federal government in

the United States.

Required:

Fourth Grade Government

and Civics Unit

Assessment

Formative:

District:

This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

1



Taxing and Spending

C3.0.4 Describe how the

powers of the federal

government are separated

among the branches.


how the system of checks

and balances limits the

power of the federal

government.

C3.0.6 Describe how the

President, members of the

Congress, and justices of

the Supreme Court come to

power.

C3.0.7 Explain how the

federal government uses

taxing and spending to

serve the purposes of

government.


principles of popular

sovereignty, rule of law,

checks and balances,

separation of powers, and

individual rights serve to

limit the powers of the

federal government as

reflected in the Constitution

and Bill of Rights.


2



Essential

Questions

Enduring Understandings GLCEs Assessments

What is the role of citizens in a

democracy?

How does the Constitution limit

the power of the federal

government?

Citizens of the

United States have both rights

and responsibilities.

The United States Constitution

provides for guarantees of

individual rights.

Terms and Vocabulary

Citizen

Rights

Responsibilities

Rule of Law

Bill of Rights

Freedom of Expression

Freedom of Religion

Freedom of the Press

Freedom of Speech

Individual Rights

Popular Sovereignty

Voting

Juror

Public Office

C2.0.2 Identify situations in

which specific rights

guaranteed by the Constitution

and Bill of Rights are involved.

C5.0.1 Explain responsibilities

of citizenship.

C5.0.2 Describe the

relationship between rights and

responsibilities of citizenship.

C5.0.3 Explain why rights

have limits.

C5.0.4 Describe ways citizens

can work together to promote

the values and principles of

American democracy.


principles of popular

sovereignty, rule of law, checks

and balances, separation of

powers, and individual rights

serve to limit the powers of the

federal government as reflected

in the Constitution and Bill of

Rights.


3



Government:

Should the voting age in the

United States be lowered?

Issues in the United States

influence citizens.

Different interpretation of the

Core Democratic Values lead

people to differ on resolutions

to public issues.

Key Terms & Vocabulary

Conflict

Core Democratic Values

Public Policy

Resolution

Alternative resolution

P3.1.1

Identify public issues in the

United States that influence

the daily lives of its citizens.

P3.1.2

Use graphic data and other

sources to analyze information

about a public issue in the

United States and evaluate

alternative resolutions.

P3.1.3

Give examples of how

conflicts over core democratic

values lead people to differ on

resolutions to a public policy

issue in the United States.

P3.3.1

Compose a brief essay

expressing a position on a

public policy issue in the

United States and justify the

position with a reasoned

argument.

P4.2.1

Develop and implement an action

plan and know how, when, and

where to address or inform others

about a public issue.


4

Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-

NonCommercial-ShareAlike 3.0 Unported License.

Fourth Grade Government and Civics Unit Lessons Breakdown

Title GLCEs Included

Resources

Needed Resources Suggested Resources

Lesson 1 (2

days)

Why Do We

Need a

Government?

C1.0.2

C1.0.3

Preamble to the

Constitution

Easy version of

the Bill of Rights

Book or United Streaming video:

Shh! We're Writing the Constitution

by Jean Fritz

We the People: The Constitution of

the United States of America By

Peter Spier

10 pieces of poster board

Preamble cut into phrases and placed

in a bag

Lesson 2

(4 days)

How is Our

Federal

Government

Organized?

C3.0.3

C3.0.4

C3.0.6

C3.0.7

Background

information on

the three branches

of government

How a Bill

Becomes a Law

Presidential

Responsibilities

Chart

“How a Bill Becomes a Law” steps

written on note card

Brown construction paper cut into the

shape of a tree trunk, labeled U.S.

Constitution and three main branches

labeled Legislative, Executive, and

Judicial.

Green Construction Paper cut into the

shapes of leaves with various facts

about each branch written on them

Source: http://www.trumanlibrary.org/

whistlestop/teacher_lessons/3branches/

front.htm

www.moneyinstructor.com


5

http://www.trumanlibrary.org/%20whistlestop/teacher_lessons/3branches/front.htm



http://www.moneyinstructor.com/



Lesson 3 What Powers

Does Our

Government

Have?

C3.0.1

C3.0.2

Vocabulary sheet

Powers of

Government lists

Lesson 4 How Does the

Constitution

Limit the Power

of Government?

C2.0.1

C3.0.1

U. S. Constitution

CDV Cards

Situation Cards

Lesson 5 Why Do We

Have a System

of Checks and

Balances?

C3.0.1

C3.0.5

Checks and

Balances Chart &

Worksheet

Balance (scale)

Lesson 6 What are our

Rights and

Responsibilities

as Citizens?

C2.0.2

C5.0.1

C5.0.2

C5.0.3

Task Cards


6



Lesson 1

Title: Why Do We Need a Government?

Grade Level: Fourth Grade

Unit: Government and Civics

GLCE:

C1.0.2: Explain probable consequences of an absence of government and of rules and laws.

C1.0.3: Describe the purposes of government as identified in the Preamble of the Constitution.

Abstract: In this lesson students learn the need for government and the consequences of not having

government. Students will examine the Preamble to the United States Constitution and how it relates to the

purpose of government. Students will also learn how the federal government uses taxes.

Key Concepts: Bill of Rights, checks and balances, Constitution, shared powers, executive, legislative,

judicial, federal government, individual rights, limited government, popular sovereignty, rule of law, and

separation of powers.

Sequence of Activities (2 days): Activity 1

1. Read the book: Shh! We're Writing the Constitution (this is also available on United Streaming – 31

minutes)

2. Key Questions: Why did the thirteen states need a Constitution? They needed a plan for organizing their

new country that would provide security and strength without limiting their rights.

What was the Great Compromise and how did it affect the way Senators and

Representatives are elected? There was much conflict over how states would be

represented in the legislature. Small states wanted equal representation for each state,

large states wanted representation based on population. The Great Compromise led to

our current system of each state electing two Senators and population determining the

number of Representatives for each state.

3. Talk about the three main branches of government and the responsibilities of each.

a. Legislative: making laws

b. Executive: instituting laws

c. Judicial: judging laws

4. Discuss what life in a country might be like without a set of rules or guidelines to follow. Ask: What

problems might arise without rules? What could people do to maintain order?

5. Have the students research the Bill of Rights (kid-friendly version available below). Then have them

think about a classroom Bill of Rights. Ask: What kind of rights (or freedoms) and responsibilities do

you think everyone in our classroom should have? What kind of freedoms might get in the way of

learning and getting along?


7



A nice resource for this stage of the lesson:

http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/billrights.pdf

6. Provide markers and poster board and have students work together to write a classroom Bill of Rights.

7. Post the "Bill of Rights" on a classroom wall.

Activity 2

Materials:

1. We the People: The Constitution of the United States of America By Peter Spier or use YouTube to play

the Schoolhouse Rock Preamble.

2. Copy of the Preamble to the Constitution

3. 10 pieces of poster board

4. Cut the Preamble phrases and place in a bag: "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"; "provide for 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"

Procedures:

1. Explain to the students that the Preamble of the Constitution is the introduction that states the main

purposes of the Constitution.

2. Have the students read the Preamble together as a class.

3. Show the students the pictures from We the People or play the Schoolhouse Rock Preamble and explain

what each phrase of the Preamble represents.

4. Separate the students into groups and assign each group a phrase of the Preamble. Each group should use

resources in the classroom as well as We the People or replay Schoolhouse Rock to create a poster board

(phrases, illustrations, etc.) of what they think the phrase means. Each group will present their phrase and

explain what they believe it means.

5. Keep students in the same group and pass out a bag filled with the phrases of the Preamble to each group.

Each group should be able to put the strips in the proper order. After each group has completed their

Preamble, they will read it aloud as a group to the class.


8

http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/billrights.pdf



EASY VERSION OF THE BILL OF RIGHTS

FIRST AMENDMENT: Congress cannot pass laws that take away

Freedom of Religion (you can believe and worship as you wish)

Freedom of Speech

Freedom of the Press (you can write what you want)

Freedom to Assemble (get together with people peacefully)

Freedom to Petition (to ask the government to correct wrongs)

SECOND AMENDMENT: Because a fighting force of citizens might be needed in an emergency, states

have a right to allow people to keep weapons in their homes.

THIRD AMENDMENT: People don't have to let soldiers stay in their homes during peacetime.

FOURTH AMENDMENT: Unless the government (policemen or others) has good reason, people, their

homes or their things cannot be searched or taken away from them. Police usually have to get permission

from a judge to arrest someone or to make a search.

FIFTH AMENDMENT: People don't have to give evidence against themselves in court. If they have been

found innocent of a crime, they can't be tried again for the same crime. People have to be treated fairly by the

law, and cannot have their lives, liberty or property taken from them unless it is fair.

SIXTH AMENDMENT: People accused of a crime can have a lawyer and a trial by jury. They have to be

told what they are accused of, and they can ask questions about it.

SEVENTH AMENDMENT: If a disagreement between people is about something more than $20, they can

have a jury trial.

EIGHTH AMENDMENT: People arrested can be free while they wait for their trial if they pay money in the

court as a way of promising they will return to the court for their trial. If they show up, they get this money,

called "bail," back. Fines have to be fair. And people found guilty cannot be punished in a cruel or unusual

way.

NINTH AMENDMENT: The rights listed above aren't the only ones people have. Any not mentioned in the

Bill of Rights belong automatically to people.

TENTH AMENDMENT: Any powers that do not belong to the national government belong to the states. The

U.S. government has only those powers listed in the Constitution


9

“We the People of the United States,

in Order to form a more perfect Union,

establish Justice,

insure domestic Tranquility,

provide for the common defence,

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.”


10

Fourth Grade Government and Civics


Lesson 2

Title: How is Our Federal Government Organized?



GLCE:

C3.0.3: Describe the organizational structure of the federal government in the United States. (legislative,

executive, and judicial branches)

C3.0.4: Describe how the powers of the federal government are separated among the branches.

C3.0.6: Describe how the President, members of the Congress, and justices of the Supreme Court come to

power (elections versus appointment).

C3.0.7 Explain how the federal government uses taxing and spending to serve the purposes of government.

Abstract: In this lesson students will learn how the United States government is organized and the functions

of each branch. This lesson expands of the study of the branches through an exploration of our system of

checks and balances. Students explore how the Constitution establishes the structure of the federal

government.

Key Concepts: checks and balances, executive/legislative, judicial branches of government, limited

government, separation of powers, taxes

Materials:

1. Brown construction paper cut into the shape of a tree trunk, labeled U.S. Constitution and three main

branches labeled Legislative, Executive, and Judicial.

2. How a Bill Becomes a Law steps written on note card

3. President Responsibilities Chart

4. Green Construction Paper cut into the shapes of leaves with various facts about each branch written on

them.

Sequence of Events:

Activity 1 (multiple day activity)

Overview and Legislative Branch Procedures:

Branch Overview:

1. Explain to the students that the Constitution organized the government into three main branches, each

responsible for various tasks within the government.

(Option: A related video stream on Discovery Education:

http://player.discoveryeducation.com/index.cfm?guidAssetId=919E04BF-4141-45BB-92E4-

A7294B049F96&blnFromSearch=1&productcode=US )

2. The teacher will post the trunk of the tree on the board as well as the first branch -- Legislative Branch.

3. The teacher will explain the Legislative Branch to the students. Possible web-based options for exploring

the Legislative Branch:

www.congressforkids.net


11

http://player.discoveryeducation.com/index.cfm?guidAssetId=919E04BF-4141-45BB-92E4-A7294B049F96&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=919E04BF-4141-45BB-92E4-A7294B049F96&blnFromSearch=1&productcode=US

http://www.congressforkids.net/



http://bensguide.gpo.gov/index.html

http://kids.clerk.house.gov/young-learners/

(These sites are useful either in whole group settings or for student exploration in a computer lab.)

See attached worksheet and key as a guide to the legislative branch.

Key Points to discuss:

Explain that the House of Representatives and the Senate, together called Congress, make up the

Legislative Branch.

The responsibilities of the House and the Senate as well as who is involved in each, how many

members there are, and how they are elected.

How a Bill Becomes a Law

1. The teacher will then explain to the students that the Legislative Branch makes the laws of our

country.

2. The teacher will explain the process of How a Bill Becomes a Law.

http://www.scholastic.com/browse/article.jsp?id=4702 – Description of the process

http://teacher.scholastic.com/scholasticnews/indepth/911report/congress/images/WEB_bill.PDF

The teacher will give each student a copy of "How a Bill Becomes a Law" handout so that students

can follow along.

3. Share Schoolhouse Rock “I’m Just a Bill.”

Create Leave for the Legislative Branch of the Government Tree

1. Brainstorm together key information about the Legislative Branch from earlier lessons. The teacher

will record each key point on a leaf for the Legislative Branch of the tree. (See attached template for

leaves.) Key points may include, but are not limited to:

Introduces or proposes new bills

Has the power to override a veto

Has the power to impeach the President

Is made up of the House of Representatives and the Senate

Can approve a bill and can override the President’s veto with a 2/3 majority vote

Has the power to declare war

Has the power to collect taxes

Number of Representatives based on state population

Two Senators per state

Elected by the voters

House of Representatives and Senate together are called Congress

Approve appointments, treaties, amendments, and government spending

2. Add leaves to the Government tree.


12


http://kids.clerk.house.gov/young-learners/

http://www.scholastic.com/browse/article.jsp?id=4702

http://teacher.scholastic.com/scholasticnews/indepth/911report/congress/images/WEB_bill.PDF

http://www.youtube.com/watch?v=mEJL2Uuv-oQ

http://www.google.com/imgres?imgurl=http://0.tqn.com/d/specialed/1/0/v/B/leaf-template.jpg&imgrefurl=http://specialed.about.com/od/integration/ss/Valentinesartsample_3.htm&h=2796&w=2382&sz=175&tbnid=9a0xyg4_8zY4bM:&tbnh=90&tbnw=77&prev=/search%3Fq%3Dleaf%252




13



Activity 2

Executive Branch

Procedures:

1. The teacher will review the Legislative Branch of the government with the students.

2. Then the teacher will introduce the Executive Branch of the government and put up the branch on the

classroom government tree.

3. Explain that the president, vice-president and his cabinet make up the Executive Branch.

4. The teacher will explain the Executive Branch to the students. Possible web-based options for exploring

the Executive Branch:




See attached worksheet and key as a guide to the Executive Branch.

5. Create leaves for the Executive Branch of the Government Tree

Brainstorm together key information about the Executive Branch from earlier lessons. The teacher will

record each key point on a leaf for the Executive Branch of the tree. (See attached template for leaves.) Key

points may include, but are not limited to:

President is the Commander in Chief

President is the Executive Officer

President makes appointments

President has the power to veto a bill

President makes treaties

President makes appointments

Vice President will take over for the President if he/she cannot fulfill his/her duties

Vice President is the president of the Senate and casts tie breaking votes, if needed.

The cabinet advise the President

The cabinet runs major federal agencies


Activity 3

Judicial Branch

Procedures:

1. The teacher will review the Legislative Branch and Executive Branch with the students.

2. The teacher will introduce the Judicial Branch and put the third government branch on the classroom

government tree.

3. The teacher will explain the Judicial Branch to the students. Possible web-based options for exploring the

Judicial Branch:




14









See attached worksheet and key as a guide to the Judicial Branch.

4. Create leaves for the Executive Branch of the Government Tree

Brainstorm together key information about the Judicial Branch from earlier lessons. The teacher will record

each key point on a leaf for the Judicial Branch of the tree. (See attached template for leaves.) Key points

may include, but are not limited to:

Nine Supreme Court Justices, one of which who is the Chief Justice

Chosen by the President and approved by the Senate

Can review cases tried in a lower court

Length of term is life or until choosing retirement

Supreme Court determines if laws are constitutional

Hears cases between state governments

Reviews appealed cases

Review a case tried in a lower court if an appeal has been made

Supreme Court and other courts made up the Judicial Branch


6. Use the attached Review of Branches to have students sort information into the correct branch as a

review.

Activity 4

Understanding Taxes

1. Explain to students that we spend a large part of our working year just paying taxes.

a. For most of us, it is a regular part of life and work.

b. We are taxed when we work, and often taxed when we make a purchase.

c. Besides federal income taxes, we have state taxes, personal property taxes, sales tax, capital gains

taxes, and more.

d. Federal, state, and local governments use revenue from taxes to fulfill the purposes of government,

for example, to fund the military to provide for the common defense, and funding the federal court

system to establish justice.

2. Explain each tax (sales, income, state, federal, property, etc.).

3. Brainstorm a list of services paid for by tax dollars. (roads, schools, police, fire, social services, military)

4. Use the attached tax worksheet to further illustrate the concept of taxes at the local, state, and Federal

level.

Other related resources:

http://www.kidseconposters.com/keb/Title%20List%20Poster%20Set%20P/Taxes-rev.html

www.moneyinstructor.com


15


http://www.kidseconposters.com/keb/Title%20List%20Poster%20Set%20P/Taxes-rev.html

http://www.moneyinstructor.com/

Name _____________________ _______

Legislative Branch

1. The three branches of the United States’ Federal Government are

a. _______________ _____________

b. _______________ _____________

c. _______________ _____________

2. The two parts of Congress (the Legislature) are the

_________________________ and the ____________________.

3. The main responsibility of Congress is ____________________.

4.

Know your Congress!

House of Representatives

Senate

Minimum Age

U. S. Citizenship Requirement

Delegates per state

Length of term


16

5. Powers of the Legislature:

______ Impeachment a. All major appointments and treaties, Senate

only

______ Power of the Purse

b. If a President or federal official is accused of

misconduct, the House files the complaint and

the Senate holds the trial

______ Constitutional

Amendments

c. This requires a 2/3 majority vote in both the

House and the Senate

______ Approval

d. These changes can be proposed by a 2/3

majority vote

______ Overriding the Veto e. All government spending must be approved

by Congress


17

Name ____Key_______

Legislative Branch


a. _______________Legislative_____________

b. _______________Executive_____________

c. _______________Judicial_____________

2. The two parts of Congress (the Legislature) are the ___House of Representatives_____ and the

_____Senate___.

3. The main responsibility of Congress is __creating laws__.

4.

Know your Congress!

House of Representatives Senate

Minimum Age 25 30

U. S. Citizenship Requirement 7 9

Delegates per state Based on Population 2 per state

Length of term 2 years 6 years

5. Powers of the Legislature:

___b__ Impeachment a. All major appointments and treaties, Senate

only

___e__ Power of the Purse b. If a President or federal official is accused of

misconduct, the House files the complaint and the

Senate holds the trial

__d___ Constitutional Amendments

c. This requires a 2/3 majority vote in both the

House and the Senate

_ a___ Approval

d. These changes can be proposed by a 2/3

majority vote

__c___ Overriding the Veto e. All government spending must be approved by

Congress


18



What a President Can Do And Cannot Do

A PRESIDENT CAN...

make treaties with the approval of the Senate.

veto bills and sign bills.

represent our nation in talks with foreign countries.

enforce the laws that Congress passes.

act as Commander-in-Chief during a war.

call out troops to protect our nation against an attack.

make suggestions about things that should be new laws.

lead his political party.

entertain foreign guests.

recognize foreign countries.

grant pardons.

nominate Cabinet members and Supreme Court Justices and other high officials.

appoint ambassadors.

talk directly to the people about problems.

represent the best interest of all the people.

A PRESIDENT CANNOT...

make laws.

declare war.

decide how federal money will be spent.

interpret laws.

choose Cabinet members or Supreme Court Justices without Senate approval.

Source: http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/front.htm


19

http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/front.htm




20

Name _____________________ _______

Executive Branch


a. _______________ _____________

b. _______________ _____________

c. _______________ _____________

2. The three parts of Executive Branch are the ____________________

_________________________ and the ____________________.

3. The main responsibility of the Executive Branch is

__________________________________________________________.

4.

Know your Executive Branch!

President Vice President Cabinet

Responsibilities

Elected or Appointed

Length of term


21

5. Powers of the Executive Branch:

______ Commander in Chief a. Agreements with other countries approved

by the Senate

______ Appointments b. Leader of the U.S. Military

______ Treaties

c. Can choose cabinet members and Supreme

Court Justices with approval from the Senate

______ Chief Executive Officer

d. Ability to stop a bill from becoming a law

______ Power of Veto e. Is head of the Executive Branch


22

Name _____________________ _______

Executive Branch


a. Executive Branch

b. Legislative Branch

c. Judicial Branch

2. The three parts of Executive Branch are the President, Vice President, and the

Cabinet.

3. The main responsibility of the Executive Branch is to enforce the laws .

4.

Know your Executive Branch!

President Vice President Cabinet

Responsibilities

Commander in Chief

Makes appointments

Makes treaties

Executive Officer

Power to Veto

Will take over for the President if

he/she cannot fulfill his/her duties

President of the

Senate and casts tie breaking votes, if

needed.

Advise the President

Runs major

federal agencies

Elected or Appointed

Elected Elected Appointed

Length of term

4 years 4 years At

President’s discretion


23

5. Powers of the Executive Branch:

B Commander in Chief a. Agreements with other countries approved

by the Senate

C Appointments b. Leader of the U.S. Military

A Treaties

c. Can choose cabinet members and Supreme

Court Justices with approval from the Senate

E Chief Executive Officer

d. Ability to stop a bill from becoming a law

D Power of Veto e. Is head of the Executive Branch


24

Name _____________________ _______

Judicial Branch


a. ________________________

b. ________________________

c. ________________________

2. _________________ and ____________________ are examples of court systems in

the U.S. Judicial Branch.

3. The main responsibility of the Supreme Court is

__________________________________________________________.

5. The Judicial Branch:

______ Nine a. Can review cases tried in a lower court

______ Judicial Review b. The number of Supreme Court Justices

______ Court of Appeals c. Leader if the Supreme Court Justices

______ Chief Justice

d. Chosen by the President and approved by

the Senate

______ Term length e. Life or until choosing retirement

______ Appointed f. Determines if laws are constitutional


25

Name ________KEY__________ _______

Judicial Branch


a. ___Legislative____________

b. ___Executive_____________

c. ___Judicial_______________

2. _U.S. Supreme Court____ and __District or Appellate, etc.__ are examples of court

systems in the U.S. Judicial Branch.

3. The main responsibility of the Supreme Court is __determine if laws are

constitutional or not (Judicial Review) _____________________________.

5. The Judicial Branch:

_B___ Nine a. Can review cases tried in a lower court

_F___ Judicial Review b. The number of Supreme Court Justices

_A___ Court of Appeals c. Leader if the Supreme Court Justices

_C___ Chief Justice

d. Chosen by the President and approved by

the Senate

_E___ Term length e. Life or until choosing retirement

_D___ Appointed f. Determines if laws are constitutional


26


27

A Bill is an idea for a law

Must be proposed by a legislator –

Member of the House of Reps. or

the Senate

Then it goes through a process in

Congress before going to the President


28


29

1. BILL IS INTRODUCED

IN HOUSE OR SENATE

2. BILL IS RESEARCHED

BY COMMITTE

3. COMMITTEE PRESENTS

ITS FINDINGS This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

30

4. BILL IS DEBATED & Voted on

5. IF PASSED, THE BILL IS

SENT TO THE OTHER

HOUSE

7. IF BILL IS PASSED BY

BOTH HOUSES IT IS SENT

TO THE PRESIDENT This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

31

8. PRESIDENT MAY

SIGN

BILL INTO LAW OR

VETO THE BILL

9. CONGRESS MAY

OVERRIDE

VETO WITH 2/3RDS

VOTE

IN BOTH HOUSES This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

32


IN HOUSE OR SENATE


BY COMMITTE



33


IN HOUSE OR SENATE


BY COMMITTE



34


IN HOUSE OR SENATE


BY COMMITTE



35



SENT TO THE OTHER

HOUSE




36



SENT TO THE OTHER

HOUSE




37

8. PRESIDENT MAY

SIGN

BILL INTO LAW OR

VETO THE BILL

9. CONGRESS MAY

OVERRIDE

VETO WITH 2/3RDS

VOTE

IN BOTH HOUSES This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

38

Veto Latin for “I forbid”

Pocket veto: President has 10 days to

sign a bill – if he does not: & Congress

is not meeting the bill dies or if

Congress is meeting the bill becomes

law


39

Name _______________________________

Branches of Government Sort

Sort each item into the correct Branch of the Federal Government.


40



Lesson 3

Title: What Powers Does Our Government Have?

Grade Level: Fourth

Unit of Study: Government and Civics

GLCE:

C3.0.1: Give examples of ways the Constitution limits the powers of the federal government.

C3.0.2: Give examples of powers granted to the federal government and those reserved for the states.

Abstract: In this lesson students will learn ways the constitution limits the powers of the federal government

and give examples of powers granted to the federal government and those reserved for the state government.

Key Concepts: delegated/reserved/shared (concurrent) powers, federal government, governmental authority,

limited government

Sequence of Events: Activity 1

Procedures: Using a sorting game, students learn about the powers of the federal and state governments.

1. Present the three vocabulary words with their definitions (delegated powers, reserved powers, and

concurrent powers.) Discuss the definitions of these terms. A useful resource for this topic is available at:

http://www.kidsdiscover.com/blog/parentresources/infographic-us-government/

Next, inform the students that they will be playing a sorting game which will help them understand the

different powers of government.

2. Divide the class into small groups, each group will complete a Power Sort using one set of power cards

and a sorting chart.

3. Each group is responsible for reading, discussing, and sorting each power into the correct category. This

is an opportunity for groups to research and have rich discussions to develop the meaning of the powers

as needed.

4. The teacher should confirm accuracy either by checking in with each group or having a whole group

discussion of the sort and the rationale for how each power is categorized.

Activity 2

1. Students will sort the powers into the sorting chart individually just as they did in groups. Please adapt

this activity as fits your particular classroom style. This may be completed as a classroom activity, during

centers, self-checking or checked by peers or adults.

Activity 3

1. Ask students to complete a piece of writing focused on this topic. This may be formatted to fit your

curricular needs for writing. (Examples include, but are not limited to: a formal writing piece, a short

writing, a comic strip, a plan for a movie, etc…)

The focus of the writing should be on explaining how the Constitution limits the powers of government

with emphasis on explaining examples of the powers granted to the federal government and those


41

http://www.kidsdiscover.com/blog/parentresources/infographic-us-government/



reserved for the states.


42

Fourth Grade Government and Civics Lesson 3 Vocabulary

Delegated Powers (federal) - The power given to the federal government by the

Constitution.

(regulate interstate and foreign trade, coin and print money, conduct foreign

relations, establish post offices and roads, raise and support armed forces,

declare war and make peace, govern American territories and admit new

states, pass naturalization laws and regulate immigrations, make all laws

necessary and proper to carry out its powers.)

Reserved Powers (state) - The powers set aside by the Constitution for the states or

for the people.

(regulate trade within the state, establish local governments, conduct

elections, determine voter qualifications, establish and support public

schools, incorporate businesses, make marriage laws, license professional

workers, and keep all powers not guaranteed to the federal government nor

prohibited by the states.)

Concurrent Powers (shared) - A power that is shared by the federal government

and the states.

(collect taxes, borrow money, establish courts, charter banks, enforce laws

and punish law breakers, and provide health and welfare to the people. )


43

What powers does our government have?

Delegated Powers (federal)

The power given to the federal

government by the Constitution.

Reserved Powers (state)

The powers set aside by the

Constitution for the states or for

the people.

Concurrent Powers (shared)

A power that is shared by the

federal government and the

states.


44

What powers does our government have?


45

Regulate interstate

and foreign trade

coin and print

money

Conduct foreign

relations

Establish post

offices and roads

Raise and support

armed forces

Declare war and

make peace

Govern American

territories and

admit new states


46

Pass naturalization

laws and regulate

immigrations

Make all laws

necessary and

proper to carry out

its power

Regulate trade

within the state

Establish local

governments

Conduct elections Determine voter

qualifications


47

Establish and

support public

schools

Incorporate

businesses

Make marriage

laws

License

professional

workers

Keep all powers,

not guaranteed to

the federal

government nor

prohibited by the

states

Collect taxes


48

Borrow money Establish courts

Charter banks

Enforce laws and

punish law

breakers

Provide health and

welfare to the

people


49


50


51




Lesson 4

Title: How Does the Constitution Limit the Power of Government?



GLCE:

C2.0.1: Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of

powers, and individual rights serve to limit the powers of the federal government as stated in the Constitution

and Bill of Rights.

C3.0.1 Give examples of ways the Constitution limits the powers of the federal government.

Abstract: Students will be able to:

1. Identify the three branches of American government.

2. Describe the function of each branch of government.

3. Explain how the "checks and balances" system functions to protect the individual citizen.

4. Describe how each branch of government is "separate" in its powers to the other branches of

government.

5. Explain how the amendments to the Constitution function today

Key Concepts: The highest law of the land in the United States is the Constitution. This is the basic

principle we want young people to understand and support. Associated with the knowledge of the

Constitution are several fundamental ideas: checks and balances, separation of powers, Bill of Rights, and

amendments.

Resources/Materials Needed: A copy of the U.S. Constitution for each student.

Sequence of Activities: The following ideas will prepare students for their explanation of the Constitution:

The Power Game -- Checks and Balances in the Constitution:

1. Divide the class into three groups. Each group needs a copy of CDV Cards! (with Rule of Law,

Checks and Balances, Separation of Powers, Individual Rights, and Popular Sovereignty definitions)

for reference throughout the game.

2. The teacher has the stack of situation cards. Each situation card is coded with the first letter of the

branch that is unconstitutionally stealing power.


52




3. The teacher begins by selecting a situation card and reading it aloud for the group. Review the

branches of government by having students first discuss which branch is unconstitutionally stealing

power.

4. Now, one group is given the opportunity to discuss and decide which CDV is being broken using their

CDV Cards! as a reference. Give them approximately 30 seconds to respond as a group. If they are

correct, they earn a point. If not, another group can have the opportunity to steal the point.

5. Take a few minutes to discuss the rationale for what CDV is being broken before moving on to the

next question.

6. Proceed through all the cards, giving each group equal opportunity to answer. Answers are listed

below.

Correct Answers:

1. Popular Sovereignty


53




Executive –The President appoints his brother the governor of Michigan without holding an election.

Legislative –Congresswoman Smith passes a law that to ban smoking because she does not like the

smell of smoke.

Judicial – A judge overrules a jury’s decision because he does not like the defendant’s lawyer.

2. Individual Rights

Executive – President makes a law that says no one can speak negatively about him/her.

Legislative – Congress passes a law declaring one national religion.

Judicial – The Supreme Court rules that only men can vote as it was in the past.

3. Rule of Law

Executive –President does not have to pay for his parking ticket.

Legislative – Congress passes a law that Congressmen do not have to obey speed limits when driving.

Judicial - Supreme Court Justices do not have to pay taxes.

4. Checks and Balances

Executive – The President decides not to allow Congress to approve Supreme Court Justice

nominations.

Legislative – Congress passes a law that the President can no longer veto bills.

Judicial – The Supreme Court decides to end the Executive and Legislative branches and choose a

King and Queen instead.

5. Separation of Powers

Executive – The President declares war without discussing it with Congress.

Legislative – Congress determines that an amendment to the Constitution is illegal and should be

removed.

Judicial – The Supreme Court writes a treaty with another country without the President’s

involvement.


54

The President appoints his brother the governor

of Michigan without holding an election.

(E)

President makes a law that says no one can

speak negatively about him/her.

(E)

Congresswoman Smith passes a law that to ban

smoking because she does not like the smell of

smoke. (L)

Congress passes a law declaring one national

religion. (L)

A judge overrules a jury’s decision because

he does not like the defendant’s lawyer.

(J)

The Supreme Court rules that only men can vote as it was in the past.

(J)


55

President does not have to pay for his parking

ticket. (E)

The President decides not to allow Congress to approve Supreme

Court Justice nominations.

(E)

Congress passes a law that Congressmen do not

have to obey speed limits when driving.

(L)

Congress passes a law

that the President can no longer veto bills.

(L)

Supreme Court Justices do not have to pay

taxes. (J)

The Supreme Court decides to end the

Executive and Legislative branches

and choose a King and Queen instead.

(J) This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

56

The President declares war without discussing

it with Congress. (E)

Congress determines that an amendment to

the Constitution is illegal and should be removed.

(L)

The Supreme Court writes a treaty with

another country without the President’s

involvement.

(J)


57

CDV Cards! Civics Lesson 4

Rule of Law

We believe both our government and citizens should be controlled and

limited by our laws.

Checks and Balances

We believe the three branches of government

must have equal power so no branch can control the

others.

Separation of Powers

We believe the powers to pass laws, govern, and judge should be divided among three branches of

government.

Individual Rights

We believe all of us have basic freedoms our

government cannot take away from us.

Popular Sovereignty

We believe the people, not the government, rule this

country through their votes.


58



Lesson 5

Title: Why Do We Have a System of Checks and Balances?


Abstract: This lesson expands the study of the branches of government through a lesson on checks and

balances. Students will answer the question of how do checks and balances serve to limit the power of the

federal government?

Key Concepts: checks and balances, executive/legislative/judicial branches of government, limited

government

GLCE: C3.0.1 Give examples of ways the Constitution limits the powers of the federal government.

C3.0.5 Give examples of how the system of checks and balances limits the power of the federal government.

Sequence of Activities:

Step 1: Checks and Balances

Materials:

Checks and Balances charts and worksheet

Balance (scale)

Procedures:

1. Review the responsibilities of the three branches of government with the students.

2. Show the students a scale and ask them what is needed to balance the scale. Lead students to

understand that it must have equal weight on each side.

3. Explain that each branch of the government has different powers, but has equal weight. Explain also

that the Constitution set up a system of checks and balances that was created to ensure that that no one

branch of our government could become too powerful. Use the worksheet below to guide the

discussion.

4. Explain various checks that the branches perform on the other branches while supplying the students

with an outline of the checks and balances.

5. Complete the checks and balances worksheet in pairs.


59




60




61

The Checks and Balances System:

A Worksheet

Power Which Branch Has

The Power?

Which Branch's

Power is Being

Checked? (Could be more than one)

1) Create and pass

legislation.

2) Veto bills.

3) Ratify treaties.

4) Appoint Federal judges.

5) Impeachment of federal

officials.

6) Confirm presidential

appointments.

7) Declare laws

unconstitutional.

8) Override Presidential

Vetoes.

9) Judges are appointed for

life.

10) Controls appropriations

of money.


62

The Checks and Balances System:

A Worksheet (KEY)

Power Which Branch Has

The Power?

Which Branch's

Power is Being

Checked? (Could be more than one)

1) Create and pass

legislation.

Legislative

Executive

2) Veto bills.

Executive

Legislative

3) Ratify treaties.

Legislative

Executive

4) Appoint Federal judges.

Executive Legislative

5) Impeachment of federal

officials.

Legislative Executive, Judicial

6) Confirm presidential

appointments.

Legislative Executive

7) Declare laws

unconstitutional.

Judicial Executive

8) Override Presidential

Vetoes.

Legislative Executive

9) Judges are appointed for

life.

Judicial Legislative, Executive

10) Controls appropriations

of money. Legislative Executive


63



Lesson 6

Title: What are our Rights and Responsibilities as Citizens?

Grade Level: Fourth


GLCE:

C2.0.2 Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are

involved.

C5.0.1 Explain responsibilities of citizenship.

C5.0.2 Describe the relationship between rights and responsibilities of citizenship

C5.0.3 Explain why rights have limits.

Abstract: In this lesson students explore the responsibilities of citizenship.

Key Concepts: rights and responsibilities, Constitution, Bill of Rights, amendments, and faction

Sequence of Activities:

Activity 1

Procedures: Students will review rights and responsibilities.

1. The teacher will review with students what they learned about why we have rules and laws. (Rules and

laws are in place to protect us. The Constitution is the law of the land in the U.S.).

2. The teacher will introduce the words: rights and responsibilities.

3. The teacher will pass out Rights and Responsibilities worksheet.

4. The students will work with one person to brainstorm and complete the student sheet. (Student sheet

consists of two columns, one labeled rights and one labeled responsibilities.)

5. When completed (about 10-15 min.), the students will regroup as a class and discuss their ideas about

rules and responsibilities.

6. Students may add ideas to their student sheets that they did not already have.

Activity 2

Procedures: Students will connect rights and responsibilities to the Bill of Rights.

1. The teacher will inform students that all U.S. citizens have rights that cannot be infringed upon.

2. Hand out the easy version of the Bill of Rights and discuss each amendment.

3. The teacher will lead the students in adding to the list of student examples on the Rights and

Responsibilities worksheet. (Ex: freedom of expression, freedom of religion, the right to be treated

equally, the right to be treated fairly by your government, the right to vote and run for public office).

Discussion should take place about the responsibilities that come along with each right before recording

this on the worksheet.


64



Activity 3

1. The students will write a brief summary describing what they learned about rights and responsibilities.

Some key points should include:

"What rights do we have as U.S. citizens?"

"What responsibilities come with having those rights?"

“Explain why rights have limits.”

A possible supplementary video stream:

Show the United Streaming video: America at Its Best: We all Contribute and Make a Difference


65

Fourth Grade Government and Civics Lesson 6

Rights and Responsibilities Chart

Rights Responsibilities


66

Fourth Grade Government and Civics Lesson 6

Rights and Responsibilities Chart (KEY)

Rights Responsibilities

Freedom of Religion Respect the religion of others

Freedom of Speech Speak without harming others

Freedom of the Press Print writing that doesn’t harm others

Freedom to Assemble Gather peacefully

Freedom to Petition Express what you wish for within the

limits of the Constitution

Right to bear arms Must follow rules of training and

licensing for safety of yourself and

others

Protection from illegal searches Cooperate with officials providing

proper documentation

Right to be fairly treated under the law-

protection of life and liberty

Follow the laws

Right to trial Serve on a jury when requested

Right to be free while awaiting trial Follow judge’s orders

Protection from cruel or unusual

punishment

Treat others respectfully

Vote to elect leaders who choose

appropriate consequences

All rights not mentioned belong to the

people

Use rights in a way that do not take

rights from others

States have right to powers not set aside

for Federal government

State powers must still uphold the

Constitution

Voters should elect state and Federal

leaders responsibly


67



EASY VERSION OF THE BILL OF RIGHTS

FIRST AMENDMENT: Congress cannot pass laws that take away Freedom of Religion (you

can believe and worship as you wish) Freedom of Speech

Freedom of the Press (you can write what you want)

Freedom to Assemble (get together with people peacefully)

Freedom to Petition (to ask the government to correct wrongs)

SECOND AMENDMENT: Because a fighting force of citizens might be needed in an

emergency, states have a right to allow people to keep weapons in their homes.

THIRD AMENDMENT: People don't have to let soldiers stay in their homes during peacetime.

FOURTH AMENDMENT: Unless the government (policemen or others) has good reason,

people, their homes or their things cannot be searched or taken away from them. Police usually

have to get permission from a judge to arrest someone or to make a search.

FIFTH AMENDMENT: People don't have to give evidence against themselves in court. If they

have been found innocent of a crime, they can't be tried again for the same crime. People have to

be treated fairly by the law, and cannot have their lives, liberty or property taken from them

unless it is fair.

SIXTH AMENDMENT: People accused of a crime can have a lawyer and a trial by jury. They

have to be told what they are accused of, and they can ask questions about it.

SEVENTH AMENDMENT: If a disagreement between people is about something more than

$20, they can have a jury trial.

EIGHTH AMENDMENT: People arrested can be free while they wait for their trial if they pay

money in the court as a way of promising they will return to the court for their trial. If they show

up, they get this money, called "bail," back. Fines have to be fair. And people found guilty

cannot be punished in a cruel or unusual way.

NINTH AMENDMENT: The rights listed above aren't the only ones people have. Any not

mentioned in the Bill of Rights belong automatically to people.

TENTH AMENDMENT: Any powers that do not belong to the national government belong to

the states. The U.S. government has only those powers listed in the Constitution.


68

Bill of Rights Worksheet

Name _______________________________

HR ____________

Directions: Read each scenario below. Explain in a couple of sentences whether you agree or

disagree that the statement supports the constitution. Write the amendment from the Bill or

Rights that relates to each scenario. You may use your copy of the Bill of Rights and or the

Constitution.

1. A person who enters a room and screams "Fire!" just to see the reaction of the people in the

room is protected under provisions in the Bill of Rights.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________

2. A police officer comes to your door and asks to search your home without probable cause.

You don't want to allow the officer to enter, but he is allowed to search your home.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________

3. Violence is getting to the point in our society where they should stop letting civilians own

guns.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________


69


4. The Death Penalty is a good way to punish those who murder another human being.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________

5. Your parents own a house. They invest hours of time and many thousands of dollars into it.

The government can make your parents sell the house to them so a highway can be built on

the land.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________

6. If a power is not expressed in the Constitution, then it is the responsibility of the individual

states to protect citizens' rights.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________

7. People are still free to practice any religion in the United States.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________


70


8. A person involved in a dispute over $10 is permitted to take his or her complaint to a civil

court.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________

9. The President is allowed to call you at home and tell you that you must let soldiers stay in

your home.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________

10. Everybody in the United States has the right to a free education.

Amendment: _________________________________________________________

Explain: _________________________________________________________

_________________________________________________________

_________________________________________________________


71

Fourth Grade Government and Civics Unit - …cisdsocialstudies.wikispaces.com/file/view/Fourth...

Documents

Transcript of Fourth Grade Government and Civics Unit - …cisdsocialstudies.wikispaces.com/file/view/Fourth...