LSN Government 1st Quarter Learning Module - … Government 1st Quarter Learning Module ... Students will analyze the philosophical ideas and historic documents and examine their ...

LSN Government 1st Quarter Learning Module

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

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

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

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

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

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

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

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

Part 2: Market Economy Procedures:

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

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

Parts A-E.

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

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

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

Activities for Unit 2

Activity #1: The United States Constitution Procedures:

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

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

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

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

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

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

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

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

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

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

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

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

Mark Up the Text

1 Number Each Paragraph

CD Circle key words or details you

want to remember.

Put a question mark over things

you find confusing or have

questions about.

Put an exclamation mark over

things you find interesting.

E Use an E to note Evidence you

find in the text.

Draw an arrow next to parts you

make connections to.

Write important THOUGHTS in the margin.

Types of cGovernments

Leaders

Types of Governments Ek

Leaders

Who Rules?

Name:

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

r'S Anticipation Activity — Mind Map

Who Rules?

Name:

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

OV7CS

Anticipation Activity — Mind Map

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

Who Rules?

Name:

Someone's Got to Be In Charge

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

Me, Myself, and I

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

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

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

Power to the People!

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

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

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

•IVF:r.L0,

A man votes in Peru.

The Peruvian legislature

Reading p.1

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

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

Representative Democracy

4 Where would you put theocracy on this chart?

Who Rules

• 1 NONE . • ONE

--, Anarchy

Direct Democracy

—Dictatorship

Who Rules?

Name:

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

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

Religious Rule

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

Rule by None

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

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

Democracy

Reading p.2

Forms of government:

and

Saudi Arabia


Forms of government: Form of government:

Form of government:

Worksheet p.1


Who Rules?

Name:

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

Switzerland

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

South Africa

From 1948-1991, official policy in South Africa gave white people all the political power. Even though the majority of South Africans were black, non-whites could not influence government. White South Africans elected representatives to sit in a lawmaking body.

North Korea

One man leads North Korea and controls its • government. He also controls its ruling political • party. The ruling party chooses candidates for an

Assembly, and citizens vote. The candidates do not have opponents, so citizens have no choices.

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

Brazil

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

Denmark

• The people of Denmark elect representatives to sit in Parliament, a lawmaking body. The Queen of Denmark heads the country, but she only has a small role in government. The government is led

• by a Prime Minister, who is appointed from among the elected representatives.

Who Rules?

Name:

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

1. A monarchy can be like a dictatorship or it can be

part of a democracy.

0 True

0 False

Example or Reason:

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

0 False

Example or Reason:

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

0 True

0 False

Example or Reason:

4. An oligarchy can include representative democracy.

0 True

0 False

Example or Reason:

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

0 True

0 False

Example or Reason:

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

0 False

Example or Reason:

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

0 False

Example or Reason:

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

0 False

Example or Reason:

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

Across

3. Type of democracy where citizens elect leaders to represent them in government

7. A small group that rules a country after taking it over by force

9. One person has all the power

10. Type of democracy where citizens are involved in day-to-day government

Down

1. Recognizes God as the ultimate authority in government and law

2. One leader has absolute control over citizens' lives

4. Citizens hold the political power

5. A small group of people has all the power

6. People are not subject to any nation or government

8. A king or queen rules the country

Worksheet p.2

1

2

3

4

5

6

7

8

9

10

Goods Et Services

The Market Economy Name:

The Economy

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

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

Consumers, Producers, and the Market

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

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

Are You Motivated Yet?

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

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

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

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

Reading p.1

GOOD ECONOMY

More Buying

Selling

Less Buying

Sellinqing -

SLOW

ECONOMY


It's An About Supply and Demand

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

Supply and Demand Out of Balance

To keep everyone producing, making profits, and buying things, supply and demand must be balanced. Here's what can happen if there is high demand but

low supply. Imagine there is a big freeze in Florida and orange trees are damaged. Fewer oranges are available. If there is still a big demand for oranges, the price will go up. Fewer oranges also means there aren't as many oranges to process. Some people who pick oranges and get them ready to sell might lose their jobs.

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

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

Imagine your class is deciding whether to sell candy or glow sticks for a fundraiser. Which will earn more money? People like sweets, so you decide to sell candy. In making that decision, your class gives up whatever benefit it might have gotten by choosing to sell glow sticks instead. The benefit you give up by choosing to do one thing instead of another is called opportunity cost. When you are in the process of making your choice, you try to determine which choice has more benefits and take a risk that you might be wrong.

The need to choose one thing over another exists because of scarcity—the limited amount of resources available. Why not sell candy andglow sticks? Probably because it would cost too much up front to buy both. If there were unlimited resources, everyone could have everything they want and need, and there would be no need to make choices. But because of scarcity, producers You can't always predict the

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

Goods & Servire_s The Command Economy

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

Reading p.2

Name:

6 TRAITS OF A MARKET ECONOMY

Private Property

something gives you the

right to and it.

Profit would be

without the right to own property.

("Property" here means both tangible

and land.)

Markets b Prices

Buyers and sellers freely

goods and services on the

The market forces

and

determine what will be.

Incentives/Self- Interest

People's own

motivates them to produce, in the hope

of making a Self-interest is

also an incentive for

who seek to fulfill their and

at the best price possible.

Freedom of Choice

People are free to what

to and what to

The choices

producers and consumers make

determines what and

are available.

Competition

Producers with each

other for by trying to

produce goods and services that will be

most to consumers.

This leads to innovation (

and better

Limited Government Role

The does not make

rules about and

gets produced. The government's main

role is to make sure the market is

and producers have a

chance to

IVICS Note-taking Worksheet

Worksheet p.1


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

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

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

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

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

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

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

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

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

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

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

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

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

t.̂ 1,

4. Ann's house needs a new roof. She is thinking of doing the project this weekend, and roof shingles just went on sale for half price. 64:

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

'VMS

O Market

O Command

O Traditional

Market Economy

Command Economy

Traditional Economy

Private Property

Incentives

What is Produced

Competition

What type of economy does the United States have?

This type of economy is also called a...


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

1) Clink or swim?

Sam's boss called to offer her an extra shift tonight. Sam wanted the money, but

she's got a big swim meet

tomorrow and needed sleep. She told her boss to offer the shift to someone e.ise.

The opportunity cost was:

2) An Interest-ing Choice

Jason can put his money in a

savings account and earn

about 12 cents in interest this month, or he can loan it to Matt, who says he'll

return the money plus $20

at the end of the month. He

loans it to Matt.

The opportunity cost is:

3) Risky Business

Lacey designs dresses. She

can keep designing casual dresses that bring $65 but are easy to sell, or she could

design formal gowns that sell

for $500 but must be high fashion. She takes a risk on

formal gowns.


4) An air-y hard decision

If Zephyr, Inc. spends $2 million buying out its main competitor, it can earn $3 million in new sales. If it spends $2 million designing a new airship, it might make $4 million if it can sell 10 ships.

It buys the competitor.


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

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

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

demand.

Private individuals own the property.

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

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

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

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

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

CS Worksheet p.2

The Constitution Name:

The Law of the Land

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

• What makes us different from other nations?

• How can we prevent someone like a king taking over?

• How do we protect the rights of the people?

• Can we make a document that is useful to future generations?

• How do we keep one branch of government from becoming too powerful?

What Does Our Constitution Look Like?

The United States Constitution is one of the shortest

constitutions in the world! It has a little over 4,500 words and

covers only four sheets of paper. It is also the oldest written constitution that is still in use today.

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

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

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

Preamble What does the Constitution do?

Article I

Article II

How does the legislative branch work? _

How does the executive branch work?

Article III How does the judicial branch work?

Article IV How should the states get along with each other?

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

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

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

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

The first three articles show us how

Ithe three branches work together to

create a government that answers the

Framers' questions.

Create the lower federal courts

Punish pirates

Declare war, support an army and navy

Make any other laws that are "necessary and proper" to carry out the powers in this list.


Article 1

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

Creating Congress

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

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

The Senate The House of Representatives

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

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

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

the state you represent.

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

Length of Term 6 years 2 years

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

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

Special Duties The Senate acts as a court

during impeachments. Al! bills that raise money must start

in the House of Representatives.

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

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

• Collect taxes • Borrow money and pay debts

• Make rules for how to become a citizen • Regulate commerce (trade) with other nations,

between the states, and with Indian tribes • Coin money and punish counterfeiters • Establish post offices

• Give patents to new inventions

vs stion p.2

President

Vice President

The Cabinet

Civilian and Military Employees

The President leads the executive branch

Could You be the President?

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

least 14 years?

Article 3

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

titution 11 P-3

The Constitution

Name:

Creating the President

Article II of the Constitution describes the job of the executive

branch. The president heads the branch, which includes the

vice president, the cabinet, and many civilian and military

employees. Article II also says who qualifies to be the

president, how he or she is selected (the Electoral College),

what powers the office has, and what happens if a president

misbehaves!

Creating the Courts: Here Come the Judges!

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

The Supreme Court is the only court that is established in Article

III. All of the other federal courts are created by Congress. Federal judges are appointed and given terms that last until they

retire, die, or are removed for bad behavior.

Article III gives directions about what kinds of cases the Supreme

Court and federal courts can hear. It also guarantees trial by jury

in criminal court and explains what the crime of treason is.

CV

Article 2

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

Powers of the Executive Branch:

• Act as the commander-in-chief of the armed forces and the National Guard

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

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

• Negotiate treaties with other countries

• Appoint ambassadors, Supreme Court Justices and federal court judges, and Cabinet members

• Make a State of the Union Address to Congress

• Represent the United States when dealing with foreign countries

• Make sure that laws are carried out (executed)

ution p.4


Checks and Balances

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

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

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

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

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

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

OR

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


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

The Executive Branch

The Legislative Branch fit n Cutout Activity

ittition ay Cutout Activity

The Constitution

Name:

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

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

The Courts can declare laws made in Congress unconstitutional.

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

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

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

The President appoints Supreme Court justices and other federal judges.

The Constitution

Name:

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

I.

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

The Courts can declare laws made in Congress unconstitutional.

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

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

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

The President appoints Supreme Court justices and other federal judges.

tution y Cutout Activity

The Executive The Judicial Branch

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

Justice Sonia Sotomayor \_

The Legislative Branch

7. Floor debate [on a bill] is an exhilarating 8. Being the president experience and important duty. is like riding a tiger.

Carolyn Cheeks Kilpatrick, D- MI Harry S. Truman, D-MO

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

.tution ny Worksheet

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

C

The Constitution

Name:

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

1. The two houses that make up the legislative branch

2. Citizens elect officials to represent them in the government

3. Dividing the government in to parts

4. When the three branches interact with one another

5. The introduction to the U.S. Constitution

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

A) Bill of Rights

B) Checks and Balances

C) Representative Democracy

D) Separation of Powers

E) Preamble

F) Congress

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

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

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

10. We write the bills that become laws.

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

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

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

You've Got Rights! Name:

We Defeated the Aliens... Now What? The year is 2056. After a huge battle with alien invaders that nearly destroyed the world, people are afraid about what rights they'll have under a new government. Leaders have decided to create the Pamphlet of Protections to define what rights people will have. Look at the proposed rights. Mark the ten you think should be included:

Pamphlet of Protections 1 The people shall have the right to own weapons.

2. Everyone must be friends with everyone else.

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

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

S. Criminals shall not be punished in a way that is mean or weird.

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

7. Laws can't stop adult citizens from voting.

8 The people shall have the right to a free education.

9. All people shall be protected equally by the laws.

10. The people shall never be enslaved.

11. No person shall be searched without a good reason

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

13. No person shall be required to fight in a war.

14. No person will be put on trial twice for the same crime.

15. A person may follow any religion or no religion.

• IVICS

Anticipation Activity


We Defeated the Aliens... Now What? The year is 2056. After a huge battle with alien invaders that nearly destroyed the world, people are afraid about what rights they'll have under a new government. Leaders have decided to create the Pamphlet of Protections to define what rights people will have. Look at the proposed rights. Mark the ten you think should be included:

Pamphlet of Protections 1. The people shall have the right to own weapons.

2. Everyone must be friends with everyone else.

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

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

S. Criminals shall not be punished in a way that is mean or weird.

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

Laws can't stop adult citizens from voting.

The people shall have the right to a free education.

• VICS

Anticipation Activity

9. All people shall be protected equally by the laws.

10. The people shall never be enslaved.

11. No person shall be searched without a reason

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

11 No person shall be required to fight in a war.

14. No person will be put on trial twice for the same crime.

15. A person may follow any religion or no religion.

INC

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

The original Bill of Rights

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

You've Got Rights!

Name:

We Defeated the British... Now What?

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

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

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

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

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

More and More Rights

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

Reading


jcailf .Ny Amendment 1

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the

• right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Amendment 2

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

• Amendment 3

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

Amendment 4

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

Amendment 5

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

Amendment 6

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

Pamphlet of Protections

Protection #

Protection #

Protection #

Protection #

Protection #

Protection #

Protection # Amendment 7

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

Rights Activity p.1 71/GCS



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


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


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

Amendment 13

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

Amendment 14 14

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

Protection #

Protection #


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


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


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

Rights Activity p.2

Amendment Matching: Paste


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


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

No unreasonable searches and

seizures.

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

trial.

The government cannot deprive

you of life, liberty or

property without due process of

law.

Bail, fines and punishments must not be excessive

Did you find a right not listed

in the Constitution? It still belongs to

the people!

You have the freedoms of

religion, speech, press; and the

right to assemble peacefully and petition the government.

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

peacetime.

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

trials.

Citizens can keep and bear arms.

If a power isn't given to the

federal government, it

goes to the states or the

people.

Amendment Matching: Cut

You've Got Rights! A. Categorize. Below is a list of rights found in

the Constitutional amendments. Complete the

graphic organizer writing the number of each right

beneath the category it best belongs to.

BILL OF RIGHTS

PROTECTION FROM GOVERNMENT POWER

(RIGHTS Of THE ACCUSED

INDIVIDUAL FREEDOMS

la. The freedom to practice any religion or no religion.

lb. Right to assemble peacefully.

2. Right to keep and bear arms.

4. No unreasonable searches and seizures by the government.

5a. The government can't take a person's life, liberty, or property without due process of law.

5b. No person can be tried twice for the same crime.

Sc. The government can't take private property without compensation.

6a. The right to a speedy trial.

6b. People accused of a crime have the right to a lawyer.

8. No cruel and unusual punishments.

9. Rights listed in the Constitution are not the only rights people have.

13. Slavery shall not exist in the United States.

15. People have the right to vote regardless of race.

19. Women cannot be denied the right to vote.

Name:

B. Federalist vs. Anti-Federalist. Decide

whether each statement describes Federalists, Anti-

Federalists, or both. Write the letter in the correct

area of the Venn diagram below.

A. Feared a strong central government.

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

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

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

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

F. Opposed the Constitution as-is.

G. Believed citizens had rights that should be protected.

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

I. Believed in American independence and freedom.

Federalists

Anti-Federalists

C. No Rights for You! Use your imagination to describe the worst possible thing that might happen if each of these amendments were missing from the Constitution:

Without this... ...this might happen!

6th

4th

8th

1st

WIC'S Review