Week 2 Florida Studies Weekly — State History

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Week 2 Florida Studies Weekly — State HistoryTeacher Supplement

Three Branches of Government

NGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.1.1, SS.4.C.2.1, SS.4.C.2.2, SS.4.C.2.3, SS.4.C.3.1, SS.4.C.3.2, SS.4.FL.1.8ELA/LAFS Standards Covered: LAFS.4.L.1.1, LAFS.4.L.1.2, LAFS.4.L.2.3, LAFS.4.L.3.4, LAFS.4.L.3.6, LAFS.4.RI.1.1, LAFS.4.RI.1.2, LAFS.4.RI.2.4, LAFS.4.RI.3.8, LAFS.4.RL.1.1, LAFS.4.SL.1.1, LAFS.4.SL.2.4, LAFS.4.SL.2.5, LAFS.4.W.1.1, LAFS.4.W.1.2, LAFS.4.W.1.3, LAFS.4.W.2.4, LAFS.4.W.3.7, LAFS.4.W.3.9

Outline of This Week’s LessonThe ConstitutionI. The Constitution—Mightier Than the Sword! a. introduction to the U.S. Constitution, providing examples of amendments and the power behind this documentII. Three Government Branches a. Congress to Be Bicameral b. The Executive Branch c. The Legislative Branch d. The Judicial Branch e. Checks and Balances f. Kids at the Capitol

Learning Target Statement: Students will learn about the bicameral congress, the three branches of government and the system of checks and balances. Students will define what a constitution is and examine some examples from the U.S. Constitution.

Literature Links“The Bill of Rights in Translation: What It Really Means” by Amie Jane Leavitt“Branches of Government in Action” by John Hamilton“Shh! We’re Writing the Constitution” by Jean Fritz“We the Kids: The Preamble to the Constitution of the United States” by David Catrow

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Words to Know and Building Academic Vocabulary (BAV)

Teacher Planning Guide

Day 1 (1 period, 45 minutes) The Constitution—Mightier Than the Sword!NGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.1.1, SS.4.C.2.1, SS.4.C.3.1ELA/LAFS Standards Covered: LAFS.4.L.1.2, LAFS.4.L.2.3, LAFS.4.L.3.4, LAFS.4.L.3.6, LAFS.4.RI.1.1, LAFS.4.RI.1.2, LAFS.4.RI.2.4, LAFS.4.RI.3.8, LAFS.4.RL.1.1, LAFS.4.SL.1.1

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Background Information: The Constitution was signed and established on September 17, 1787, by delegates to the Constitutional Convention in Philadelphia. It established America’s national government and fundamental laws and guaranteed certain basic rights for its citizens. They devised a plan for a stronger federal government with three branches: the executive, legislative and judicial. They also ensured a system of checks and balances to make sure no single branch would have too much power. The Bill of Rights, which is the first 10 amendments guaranteeing basic individual protections such as freedom of speech and religion, became part of the Constitution in 1791.

Lesson Suggestion: shared

BAV: (15 minutes) rights

Lesson Tasks• Introduce the lesson; read the title of the article with the students. Activate students’ background knowledge

on the Constitution and what it means to them.• Introduce the BAV words. Have students record the BAV words in their Studies Weekly Journals. Post the

BAV in the classroom for students to refer to all week. If time permits, allow students to sketch/draw the meaning of the word.

• Draw students’ attention to the illustration on Page 1. Introduce the phrase “The pen is mightier than the sword.” Have students turn and talk in their groups to infer what this statement means. It is suggested that students record the statement and their inferences in their Studies Weekly Journals.

• Pull students back together as a whole group and record group inferences on the board. Explain to students that after reading the article they will further discuss this statement to see if their inferences have changed.

• Read Page 1 as a whole group, focusing on the headings “Right to Privacy,” “Freedom of Speech,” “Freedom of Religion,” “Innocent until Proven Guilty” and “Right to Bear Arms.” Follow the Teacher Questions to guide discussion during reading.

• After completing the reading on Page 1, reintroduce “The pen is mightier than the sword.” Have students turn and talk again in their groups to discuss the meaning of this statement. Hold a group discussion to talk about the students’ understanding of the statement and what it means to them now that they have acquired more evidence to support their original inference. Have students respond back in their Studies Weekly Journals to the statement that was posed previously in the beginning of the lesson. Students can record more evidence that supports their previous inference, or they can change their inferences based upon the reading.

• To incorporate the use of the online Studies Weekly, it is suggested that the teacher scan the image located at the top left of Page 1 to see the selected primary-source related media.

Differentiated Instruction: The use of visuals and the Studies Weekly Journal will help to enhance English Language Learners’ comprehension of the material. Provide small group instruction with individualized one-on-one instruction when needed. These accommodations will also help your Below Level/Developing Learners. The incorporation of whole group and small group discussion on identifying an inference will allow your Gifted Students a more intense learning experience, for they will be able to dig deeper in their discussions when explaining their inferences.

Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level1. The text states, “Written words are easily more powerful than a sword.” Provide the textual evidence that

supports this statement. (According to the text, written words can be more powerful than a sword because a treaty can stop armies from fighting; a law can stop us from hurting others; a newspaper can help people find ways to solve problems without fighting.) LOW/2

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2. Would drug testing be a violation of your rights to privacy as a student? (Drug testing would be a violation of your rights as a student if your parents had not given prior permission because you are a minor. You are on school property, which puts you under school jurisdiction.) HIGH/4-5

3. If drug testing was implemented in schools, do you think drug testing would help reduce the drug use found in schools? (Student responses will vary.) HIGH/4-5

4. Many Americans feel that guns should be banned to help reduce crime. Do you think this solution will reduce crime rates and violence? (Student responses will vary.) HIGH/4-5

5. Freedom of speech is protected by our Constitution. Why would freedom of speech need protection? (Freedom of speech is protected by our Constitution, so no one can suppress our ideas and beliefs. It is protecting our right to speak and write on what we believe in as Americans. Student responses will vary.) HIGH/4-5

Self-Check Question: Why would we need a document like the Constitution to protect our rights? (Student responses will vary.) MODERATE/4-5

Common Misconceptions: A common misconception is that many voters today would have had the right to vote under the original Constitution. Women, African Americans, Catholics and white men who didn’t own substantial property could not vote. It was not until the 15th Amendment that the Constitution gave African American men the right to vote; the 19th Amendment gave women the right to vote.

Day 2 (1 period, 45 minutes) Pages 2-3 Lesson Three Government Branches NGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.1.1, SS.4.C.2.2, SS.4.C.3.1, SS.4.C.3.2ELA/LAFS Standards Covered: LAFS.4.L.1.2, LAFS.4.L.3.4, LAFS.4.L.3.6, LAFS.4.RI.1.1, LAFS.4.RI.3.8, LAFS.4.RI.1.1, LAFS.4.SL.1.1

Background Information: To provide a strong and fair national government, the three separate branches were created — the executive, the legislative and the judicial. The legislative branch is made up of two houses of Congress — the Senate and the House of Representatives. Their main job is to make laws. The president is the head of the executive branch, which makes the laws official, and the judicial branch oversees the court system of the United States. The Supreme Court is the head of the judicial branch. It rules whether something is constitutional or unconstitutional. *Remind students that the original Constitution did not count American Indians as part of the population. Slaves were counted as three-fifths of a person.

Lesson Suggestions: shared, modeled and independent

BAV: bicameral, governor

Lesson Tasks• Review BAV words and topics that were discussed on Day 1. Students can continue to add to their BAV

words located in their Studies Weekly Journals as they encounter new words.• Video Launch: https://www.flocabulary.com/3-branches-of-government/. Have the students watch the

video clip, observing the traits of each of the three branches of government. Hold a five- to seven-minute discussion on what they learned with the video and the song.

• Using the I Wonder, I Know Blackline Master, have students fill out the “I Wonder” portion of the graphic

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organizer with a wonder statement about the three branches of government. It is suggested that the teacher model how to create this statement using the graphic organizer to better guide the students’ thinking.

• Read headings “Congress to Be Bicameral,” “The Executive Branch,” “The Legislative Branch” and the “Judicial Branch.” Follow the Teacher Questions below to guide discussion during the readings.

• To end the lesson, have students complete the “I Know” portion of the graphic organizer. Using the information gained throughout the reading, students will now write what they know based on their reading. It is suggested that the teacher model how to create this statement to better guide students’ thinking. Students can keep this assignment in their Studies Weekly Journals for further reference.

Differentiated Instruction: The use of visuals and the incorporation of the Flocabulary video will help English Language Learners better understand this higher-level concept. Provide small group instruction with individualized one-on-one instruction when needed. These accommodations will also help your Below Level/Developing Learners. The use of the graphic organizer will help all level learners to better organize their thoughts and monitor their thinking throughout the text.

Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level1. What inference can you make, based on the reading, about why a law, made for the nation, would have to

pass through both houses? (Based on the reading, I infer that a law would have to pass through both houses to make it harder for a bill to pass as a law. With each house member representing the state’s population, they will be able to vote on the bill with more representation to make sure the bill was not poorly considered and better represents the people of our nation or state.) HIGH/2-5

2. Our state governor is elected by the people and serves for a term of four years. Why would it only be allowed that the governor serve for four years? (Student responses will vary.) MODERATE/4

3. The legislative branch is where the elected officials write bills and then vote on whether they should become laws. What evidence from the text can you cite that supports why this branch would be the best collection of representatives to write bills for our state? (Reponses will vary. According to the text, the legislative branch would be the best collection of representatives to write bills for our state because they are elected by the people of Florida. This would provide the voters with more of a say in what types of bills are being written since they voted in the representative.) MODERATE to HIGH/1 and 4

4. When does the Supreme Court reject a law? Make sure to cite your evidence. (The Supreme Court rejects a law when it does not agree with the Constitution.) LOW/2

5. In reference to the article “Citizenship,” why do you think Benjamin Harrison felt that our schools needed a national flag flying over them? What would this promote among students? (Student responses will vary.) LOW to MODERATE/2-3

Self-Check Question: Congress is bicameral, meaning it is divided into two houses. What are the two houses, and how are they represented? (The two houses are the Senate and the House of Representatives. The Senate consists of two senators from each state, and the House of Representatives has representation based on a state’s population.) MODERATE/2

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Day 2/3 Continued (1 period, 45 minutes) Page 3 Checks and BalancesKids at the CapitolWhere do tax dollars go?NGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.1.1, SS.4.C.2.3, SS.4.C.3.1, SS.4.C.3.2, SS.4.FL.1.8ELA/LAFS Standards Covered: LAFS.4.L.1.2, LAFS.4.L.3.4, LAFS.4.L.3.6, LAFS.4.RI.1.1, LAFS.4.RI.1.2, LAFS.4.RI.3.7, LAFS.4.SL.1.1

Background Information: Checks and balances can limit the powers of each of the three branches of government. Each branch “checks” the power of the other branches to make sure that the power is balanced between them. The page position can be traced back to the 1850s. The chief responsibility of Senate pages/messengers is to run errands and assist the senators during floor sessions and committee meetings. In addition, they answer telephones, retrieve bill copies from the bill room, sort and deliver mail, support the clerk’s office, assist in the public information office, staff information desks and speak with visiting students and tourists.

Lesson Suggestions: shared and group work

BAV: minimum wage

Lesson Tasks• Review BAV words and topics that were discussed on Day 2. Students can continue to add to their BAV

words located in their Studies Weekly Journals as they encounter new words.• Read headings “Checks and Balances” and “Kids at the Capitol.” Follow the Teacher Questions to guide

discussion.• In groups, have students complete the Three Branches of Government Blackline Master. Students will share

their completed work as a whole group to identify if there were any differences among the groups.

Differentiated Instruction: To meet the needs of all your students, the assignment can be broken down or extended to allow for more time to complete the assignment. Implementing the graphic organizer will allow your English Language Learners, as well as your lower level students, to visualize the structure of the three government branches and how they operate. Depending upon the needs of your students, you might have to conference/guide them through this activity for extra support. It is suggested that you group your students together based on cognitive ability to enhance the students’ overall learning experience. This assignment lends itself to your Gifted Students because it allows for a more self-directed produced outcome that they are able to monitor using the evidence from the text.

Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level1. Why do you think it is important to have each branch keep track of each other? (It is important to keep track

of each branch to make sure that things are running as the Constitution says they should. This ensures that the power of government is balanced among the branches.) MODERATE/3

2. What if the Supreme Court did not review the laws passed by the General Assembly? What do you think the outcome would be? (Student responses will vary. Some laws might be passed that might not agree with the Constitution or are constitutional.) HIGH/2-4

3. Why do you think lawmakers involve students in real government processes through their page and messenger program? (So students will be able to see how the government works; to encourage students to be

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more respectful and knowledgeable of the law. It also allows for promotion of citizenship.) MODERATE/24. In reference to the bottom article, “Where Do Tax Dollars Go?” why do you think the U.S. has to use tax

dollars to pay our police officers and fire fighters? (We use tax dollars to pay for jobs that are public service; they work for our community.) MODERATE/2-4

Self-Check Question: How do the page and messenger programs promote citizenship? (Responses will vary. This program shows students what is involved in the governmental process and encourages students to respect and follow laws and policies.) MODERATE/2 to HIGH/4

Common Misconceptions: Students who are chosen to take part in the page and messenger programs are assigned a tutor to assist with their assignments from school. Students are still expected to keep up with their studies while attending the program.

Day 3 (1 period, 45 minutes) Page 4Crossword PuzzleNGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.1.1, SS.4.C.2.1, SS.4.C.3.1, SS.4.C.3.2ELA/LAFS Standards Covered: LAFS.4.L.3.4, LAFS.4.L.3.6, LAFS.4.RI.1.1, LAFS.4.SL.1.1

Lesson Suggestion: group work

• Have students practice “citing sources” by having them highlight where in this week’s magazine they found the answer to each crossword puzzle clue.

Cognitive Complexity Level: LOW/1, MODERATE/2

Our Class Constitution Blackline Master- Located on the Online Teacher Edition (OTE)NGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.1.1, SS.4.C.2.1, SS.4.C.2.2ELA/LAFS Standards Covered: LAFS.4.L.1.1, LAFS.4.L.1.2, LAFS.4.L.2.3, LAFS.4.RI.2.4, LAFS.4.SL.1.1, LAFS.4.W.2.4

Lesson Suggestion: group work Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level1. What is the purpose of your class constitution? (Elicit student responses.) LOW/32. When do we need rules? (Elicit student responses.) LOW/33. In our classroom, why do we need a set of “laws” that we follow? (Elicit student responses.) MODERATE/54. Will developing four positively-created class standards allow our class to run successfully? (Elicit student

responses.) MODERATE/5

Cognitive Complexity Level: HIGH/1-5

Differentiated Instruction: Allowing your students to create their own class constitution will provide a more concrete understanding of what a constitution is and what it stands for. Based on the needs of your students, it is suggested that you provide less support as students work through the assignment. Break the assignment up as needed and provide feedback to guide their progress.

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Day 4 (1 period, 45 minutes) Let’s Write: Writing Literacy Skills Prompts NGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.2.1, SS.4.C.2.2, SS.4.C.3.1, SS.4.C.3.2, SS.4.FL.1.8ELA/LAFS Standards Covered: LAFS.4.L.1.2, LAFS.4.L.2.3, LAFS.4.L.3.6, LAFS.4.RI.1.1, LAFS.4.W.1.1, LAFS.4.W.1.2, LAFS.4.W.1.3, LAFS.4.W.2.4, LAFS.4.W.3.9

Opinion: Where do tax dollars go? Many Americans are troubled by the amount of taxes they pay every year. As described in the reading, our tax money is spent on projects to help our country. A large portion of our taxes are spent on education. In your opinion, do you feel that our taxpayer money is being spent properly on the needs you see in your education?

Informative/Explanatory: There are three branches in the American national government. Identify the three branches of government and explain the purpose of each branch. Write to explain why checks and balances are important in this system of government. Make sure to use your evidence from the article and include insight gained from the reading. Narrative: Imagine that you are a member of the legislative branch. It is your job to write bills and vote on whether or not these bills should become laws. You have recently written a bill specifically for fourth grade students. Write a story describing this bill and if it was voted in to become a law.

Day 4 Continued (1 period, 45 minutes) Looking Back Activities and SuggestionsNGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.2.1, SS.4.C.2.2, SS.4.C.3.1, SS.4.C.3.2ELA/LAFS Standards Covered: LAFS.4.L.1.2, LAFS.4.L.3.6, LAFS.4.RI.1.1, LAFS.4.W.2.4, LAFS.4.W.3.9• Students should complete the Studies Weekly Journal Reflection.

Think & Review Questions: located on Page 4 of the Student Edition• Ask students to answer each question in a complete sentence, using textual evidence, when needed, found

inside of their Studies Weekly Journals.

• If time allows, play Constitution Bingo as a class. Students can use either the Bingo board located on Page 4 of the Student Edition or the Constitutional Bingo Blackline Master.

Day 5 (1 period, 45 minutes) AssessmentNGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.1.1, SS.4.C.2.1, SS.4.C.2.2, SS.4.C.2.3, SS.4.C.3.1, SS.4.C.3.2; SS.4.FL.1.8

Lesson Suggestion: independent

Differentiated Instruction: Depending upon the needs of students, administer the assessment to best fit their learning style (orally, visually, dictation, etc.).

Assessment Suggestion: Use the provided assessment included in this week’s Teacher Supplement.

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Writing and Technology Web Surfers • This amazing website offers an extensive overview of the Constitution. It provides a video introducing the

background of the document and includes links that allow students to explore each amendment. Students can even take a tour of the Constitution Museum!

http://constitutioncenter.org/

• The website Kids.gov provides students with detailed explanations of our state and national governments. It enhances student comprehension of this topic through a lot of great visuals and links to allow students to explore more on their own while providing an overview of the three branches of government.

https://kids.usa.gov/index.shtml

• Congress for Kids is a great interactive site that allows for a step-by-step introduction of the Constitution. The website allows for a virtual field trip through the sequential steps of how the Constitution was established and even allows for quick student self-assessments.

http://www.congressforkids.net/Constitution_index.htm

Digital Projects: The teacher may use this as a student product assessment and/or a replacement for the weekly assessment. MODERATE to HIGH/3-4

2.0 Technology Suggestion(s)Flipbook (http://www.benettonplay.com/toys/flipbookdeluxe/)• Throughout this week, students have learned about the Constitution and the three government branches.

Using the website, Flipbook, students will be able to create a digitally animated flipbook. A lesson suggestion is to have students create an animated flipbook showing the signing of the Constitution. Students will be able to create their own digital animation and add text and speech bubbles to show the progression of the event. Students will then present their creation to the class.

NGSSS Social Studies Standards Covered: SS.4.A.1.1, SS.4.A.1.2, SS.4.C.2.1, SS.4.C.3.1, SS.4.C.3.2ELA/LAFS Standards Covered: LAFS.4.L.1.1, LAFS.4.L.2.3, LAFS.4.SL.2.4, LAFS.4.SL.2.5, LAFS.4.W.3.7

Homework Suggestion: Our State Bill of RightsDepending on the size of your class, assign each student one of Florida’s State Bill of Rights. Students will research their right and present their findings in a digital presentation. They will need to explain the right in their own words and provide examples of how this right affects our everyday lives. It is recommended to use the website, Blabberize, to produce their presentation. However, websites that offer multimedia projects can be chosen based on teacher or student preference. Parent participation is encouraged, as students will need parental support as they utilize the internet to research Florida’s State Bill of Rights.

Rubric:State Bill of Rights Public Service Announcement Total ____________/50Background/summary of right ____________/10Examples of impacts on everyday life ____________/10Oral presentation ____________/10Public service announcement ____________/10Multimedia presentation ____________/10

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Differentiated InstructionEnglish Language Learner: Make abstract concepts more concrete through the use of photos, pictures, music and realia; provide alternative resources for students to use during lessons that fit their language needs; pair with a higher-functioning partner; chunk assignments to fit specific learning needs; provide whole-group, small group and individualized instruction as needed.

Below Level/Developing Learner: Make abstract concepts more concrete through the use of photos, pictures, music and realia; pair with a higher-functioning partner; chunk the assignment to fit specific learning needs; provide individualized instruction; extend time; provide a different assessment based on student ability.

Gifted and Talented Learner: To challenge students, provide them with an extension activity. Students can research the bills that are being written and voted on in the legislative branch. Students can identify a bill of their interest and learn of the process that the bill must go through in order to become a law. Using their research, students can present their findings with a form of technology or an oral presentation.

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Weekly Literacy ConnectionI Wonder, I Know. . .

NGSSS Social Studies Standards Covered: SS.4.A.1.2, SS.4.C.1.1, SS.4.C.3.1, SS.4.C.3.2ELA/LAFS Standards Covered: LAFS.4.L.1.2, LAFS.4.RI.1.2, LAFS.4.RI.3.7, LAFS.4.RI.1.1ELD Standards Covered: ELD.K12.ELL.LA.1, ELD.K12.ELL.SS.1 Cognitive Complexity Level: HIGH/2-3

DIRECTIONS: As you begin reading “The Three Government Branches,” think about the questions you may have. What are some wonderings that come to mind? In the spaces below, record an “I Wonder” statement to help monitor your thinking as you tackle the reading. After completing your reading, fi ll in the “I Know” statement, showing the knowledge you have gained from the text.

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Name:___________________________________ Date:___________________Florida Studies Weekly— State History Quarter 1, Week 2

Weekly Literacy ConnectionI Wonder, I Know. . .

NGSSS Social Studies Standards Covered: SS.4.A.1.2, SS.4.C.1.1, SS.4.C.3.1, SS.4.C.3.2ELA/LAFS Standards Covered: LAFS.4.L.1.2, LAFS.4.RI.1.2, LAFS.4.RI.3.7, LAFS.4.RI.1.1ELD Standards Covered: ELD.K12.ELL.LA.1, ELD.K12.ELL.SS.1 Cognitive Complexity Level: HIGH/2-3

DIRECTIONS: As you begin reading, “The Three Government Branches,” think about the questions you may have. What are some wonderings that come to mind? In the spaces below, record an “I Wonder” statement to help monitor your thinking as you tackle the reading. After completing your reading, fill in the “I Know” statement showing the knowledge you have gained from the text.

I KNOW. . .___________________________

___________________________

___________________________

_________________________

______________

___________

_________

_________

I WONDER . . . ____________________________

____________________________________________

_______________________________________________

__________________________________________________

________________________________________________

______________________________________

______________________________

_________________________

Three Branches of GovernmentLegislative BranchExecutive BranchJudicial Branch

Name: Date:Florida Studies Weekly — State History Quarter 1, Week 2

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Constitutional Bingo

Constitutional Bingo Words:

Players of this game must write the words (shown below) in the boxes on their bingo boards (below). There are 16 boxes, and there are 20 words, so four of the words will not be used. Write the words in any box you choose and in any order you choose.

1. unconstitutional2. Senate3. judicial4. checks and balances5. taxes6. executive7. legislative

8. Bill of Rights9. Congress10. responsibilities11. House of Representatives12. amendments13. veto14. interpret

15. freedom16. election17. citizenship18. document19. governor20. Supreme Court


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Constitutional Bingo CluesNOTE: You may need to adapt these questions to your lesson, and some of the questions may not be answered directly in Studies Weekly.

1. What do we call something that is not legal because it is contrary to the U.S. Constitution? Hint: Think of the duties of the judicial branch. They decide whether or not a law abides by the Constitution. (unconstitutional)

2. The process of each branch of government checking on the other branches is the principle of _________ ____ ___________. (checks and balances)

3. The branch of government with judges is the ________ branch. (judicial)

4. The Senate and the House of Representatives make up the ___________ branch. (legislative)

5. The money people pay to help government is also known as _________. (taxes)

6. The branch of government that has a governor is the _______ branch. (executive)

7. The judicial branch’s job is to ____________ the law. (interpret)

8. The amendments added to the Constitution that describe our individual rights is the ________. (Bill of Rights)

9. A name for the coming together of the Senate and House to pass laws is _________. (Congress)

10. With every right, come some __________. (responsibilities)

11. Persons in the legislative branch who are elected according to population make up the _________. (House of Representatives)

12. Changes or additions to the Constitution are known as ___________. (amendments)

13. The governor or president can ________ a bill. (veto)

14. The ____________ is made up of two senators from each state. (Senate)

15. Our Constitution guarantees us ________ if we obey the law. (freedom)

16. The act of voting someone into offi ce occurs during an ________. (election)

17. Membership in our state and country is known as _________. (citizenship)

18. The Constitution is a written ________. (document)

19. The state chief of the executive branch is the ______. (governor)

20. The highest court in the judicial branch is the ________. (Supreme Court)


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Our Class Constitution

Name:___________________________________ Date:___________________Florida Studies Weekly — State History Quarter 1 , Week 2

Our Class Constitution

The U.S. Constitution is the highest form of law from our government. Think about your classroom and how it operates. Are there things you would like to change or make better? Here is your chance to create a document for your class that would be the highest law and the foundation for your classroom community. Follow the steps below to create a constitution for your classroom!

1. The Constitution begins with the Preamble. This is the main point established by the people. What are your goals for your classroom? Write them here.

We, the people of Room__________, share the goals of_______________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. The main body of the Constitution establishes the three branches of government and the important decisions that will be made. What is the government in your classroom going to look like? What responsibilities are your classmates going to have? What responsibilities is your teacher or principal going to have? Describe your classroom government here.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

The U.S. Constitution is the highest form of law from our government. Think about your classroom and how it operates. Are there things you would like to change or make better? Here is your chance to create a document for your class that would be the highest law and the foundation for your classroom community. Follow the steps below to create a constitution for your classroom!

1. The Constitution begins with the Preamble. This is the main point established by the people. What are your goals for your classroom? Write them here.

We, the people of Room__________, share the goals of_______________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. The main body of the Constitution establishes the three branches of government and the important decisions that will be made. What is the government in your classroom going to look like? What responsibilities are your classmates going to have? What responsibilities are your teacher or principal going to have? Describe your classroom government here.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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NGSSS Social Studies Standards Covered: SS.4.A.1.2, SS.4.C.1.1, SS.4.C.3.1, SS.4.C.3.2ELA/LAFS Standards Covered: LAFS.4.L.1.1, LAFS.4.L.3.6, LAFS.4.RI.3.9, LAFS.4.SL.1.1, LAFS.4.W.2.4ELD Standards Covered: ELD.K12.ELL.LA.1, ELD.K12.ELL.SS.1 Cognitive Complexity Level: HIGH/3-5

3. The Bill of Rights is the fi rst 10 Amendments. They describe Americans’ rights and freedoms. What are the freedoms that your classmates should enjoy? List and describe them here.

Citizens of our classroom should have the freedom to:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Signatures of the abiding classroom government:

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Weekly Assessment

For the following question, use this week’s Studies Weekly magazine to cite one source in your answer. (For example: I found part of the answer in the article “Getting Information.”)

1. What does the character trait “citizenship” mean? Give an example of how you demonstrate citizenship.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. If the government passes laws that citizens do not agree with, which basic right gives them permission to gather together to protest against the law peacefully? Afreedom of speech and press Bthe right to assemble Cboth A and B Dthe right to remove a bad law

3. If a person is caught in the act of committing a crime, what gives the person the right to be represented by an attorney in a fair trial? Adue process Bthe Attorney Act of 1865 CThe Bill of Rights Dland grants

4. What is our state constitution? Aa document that tells about our government Ba document that explains how the government works Ca body of laws that everyone agrees to obey Dall of the above

5. Which statement is true about state and local government? AStates are run by mayors, and cities are run by governors. BStates are led by governors, and cities are led by mayors. CStates have the U.S. Constitution, and cities have the Florida Cities Constitution. DCities are run by citizens, and states are run by state senators.


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6. Which branch of the government does the governor head? Ajudicial Bexecutive Clegislative Dbicameral

7. Which part of the government decides which government services are paid for with taxes? Ajudicial branch

B police Clegislative branch Dlawyers

8. Which part of the government makes the laws? Ajudicial branch Bpolice Clegislative branch Dlawyers

For the following question, use this week’s Studies Weekly magazine to cite one source in your answer. (For example: I found part of the answer in the article “Getting Information.”)

10. If you were the governor, how would you be able to improve education in your state?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Use the diagram to help answer Questions 6-9.

9. Which is not part of the system of checks and balances? Athree branches working together Beach branch checking on the other branches Cproviding balanced government power Dgovernment checks being signed by the governor and treasurer

Which branch of the government does the governor head?

7. Which part of the government decides which government services are paid for with taxes?

legislative branch

8. Which part of the government

legislative branch

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Weekly Assessment Scoring Guide

Question #

Related Florida Social Studies

StandardsDescription

_____/ Points

Possible

1 SS.4.C.2.3 Explain the importance of public service, voting and volunteerism. _____/2

2 SS.4.C.2.2Identify ways citizens work together to infl uence government and help solve community and state

problems._____/1

3 SS.4.C.1.1Describe how Florida’s constitution protects the rights of citizens and provides for the structure,

function and purposes of state government._____/1

4 SS.4.A.1.2 Synthesize information related to Florida history through print and electronic media. _____/1

5 SS.4.C.3.2Distinguish between state (governor, state

representative or senator) and local government (mayor, city commissioner).

_____/1

6 SS.4.C.3.1Identify the three branches (legislative, judicial,

executive) of government in Florida and the powers of each.

_____/1

7 SS.4.FL.1.8

Income earned from working and most other sources of income are taxed. Describe ways that the revenue from these taxes is used to pay for

government provided goods and services.

_____/1

8 SS.4.C.3.1Identify the three branches (legislative, judicial,

executive) of government in Florida and the powers of each.

_____/1

9 SS.4.A.1.1Analyze primary and secondary resources

to identify signifi cant individuals and events throughout Florida history.

_____/1

10 SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of its citizens. _____/2

Total Points: _____/12


Week 2 Florida Studies Weekly — State History

Documents

Transcript of Week 2 Florida Studies Weekly — State History