Three Branches of Government

Three Branches of Government Grade Level: 4-6 Teacher Guidelines pages 1 2 Instructional Pages pages 3 4 Activity Page pages 5 Practice Page page 6 Homework Page page 7 Answer Key page 8 9

Classroom Procedure: 1. Ask students: How are rules made at your home? Do you get a say in them? What do you have to do to get a rule changed? 2. Allow for responses and discussion. Introduce the three branches of government based on the, sometimes difficult, paths they must follow to get a rule changed in their home or at school. Many people are involved in leading the country, making laws, and deciding what is best for the people. 3. Distribute Three Branches of Government content pages. Read and review the information with the students. Save content page questions for lesson closing. Tell students the name of each building for the branches. Use the additional resources to enhance understanding. 4. Distribute Activity page. Read and review the instructions. The activity may take place over a two-day period depending on how much time you want to allot for the lesson. 5. Stress to the President not to pick friends as a justice. In addition, encourage all students to think about their decision fairly. 6. Tell students they should be able to back up their arguments regarding their decision. 7. Remind students that the House of Representatives is not involved, but would be a part of the new law. Also, explain the procedure is not an exact method of adding a law, etc. 8. Here is an outline of the Activity procedure, which can be adapted to your needs: a. Students choose roles. b. While the V-P and President are discussing the law and the new justice, the senate and the justices are separately discussing the new law. c. The President gives a short speech to the senate about the law and announces his candidate for the Supreme Court. (The other justices may listen to the speech as well.) Approximate Grade Level: 4-6 Objectives: The students will be able to identify the three branches of the U.S. government, and list some of the responsibilities of each. Common Core State Standards: CCSS.ELA-Literacy.RI.4.3 CCSS.ELA-Literacy.RI.4.5 CCSS.ELA-Literacy.W.4.3 CCSS.ELA-Literacy.W.4.7 CCSS.ELA-Literacy.RI.5.3 CCSS.ELA-Literacy.W.5.2 CCSS.ELA-Literacy.W.5.3 CCSS.ELA-Literacy.W.5.7 CCSS.ELA-Literacy.SL.6.2 CCSS.ELA-Literacy.RH.6.4 CCSS.ELA-Literacy.RH.6.10 Class Sessions (45 minutes): At least 2 class sessions Teaching Materials/Worksheets: Three Branches of Government content pages (2), Activity page, Role Cut-outs, Practice page, Homework page Student Supplies: handouts Prepare Ahead of Time: Review the activity carefully in order to adapt if necessary. Copy handouts. Options for Lesson: Use different laws for the activity, or reuse some of the actual laws from the past. Instead of allowing students to randomly choose a role, assign each student a role. Eliminate the Supreme Court justice from being appointed, and instead, allow 9 justices from the beginning. Allow students to randomly choose roles again to discuss a new or past law. 2

d. Following the speech, the senate discusses the pending justice. If approved, he/she joins the other 8 justices. The V-P beaks a tie. (If not approved, repeat procedure.) e. The new justice joins the Supreme Court and all discuss the new law coming to a final vote. At the same time, the senate is voting on the law as well and coming to a vote. f. During e and f, the President may lobby some of the senators to vote his/her way. 9. Once all decisions have been made, ask students about the experience. What did they like about it? What made it difficult? Do they think it is too complicated? Do they think there is a better way? 10. Allow for responses and discussion these questions and others. 11. Distribute Practice page. Check and review the students responses. 12. Distribute the Homework page. The next day, check and review the students responses. 13. In closing, ask the questions from the content pages: Is there a something in the United States that you think should be changed? In your future, do you think you would want to become the President, a senator, congressman, or justice? Why or why not? 3

Teacher Notes The lesson introduces the students to the branches of government and the duties of each branch. This lesson may be used in conjunction with a lessons related to how a bill becomes a law or the Constitution. The students may not recall every responsibility of each branch, but should understand and be able to identify the basic duties for each branch. Other lessons will give students a more in-depth understanding of each branch. Additional Resources: CONTENT: https://kids.usa.gov/three-branches-of-government/index.shtml https://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/1.htm http://www.congressforkids.net/constitution_threebranches.htm http://www.house.gov/content/learn/branches_of_government/ http://www.sheppardsoftware.com/usa_game/government/branches_government.htm (Interactive) http://bensguide.gpo.gov/a-what-are-branches http://government.mrdonn.org/3branches.html WORKSHEETS: http://www.internet4classrooms.com/grade_level_help/governance_civics_branches_of_government_fourth_4th_grade_social_studies. htm http://www.congressforkids.net/games/threebranches/2_threebranches.htm http://www.educatorworksheets.com/social%20studies/government/government.html http://www.k12reader.com/worksheet/branches-of-government/ https://kids.usa.gov/teachers/activities-and-worksheets/social-studies/index.shtml VIDEOS: https://www.flocabulary.com/unit/3-branches-of-government/video/ (3 min-rap Song and more) https://www.youtube.com/watch?v=j0xngh1rmiu (9 min) https://www.youtube.com/watch?v=nhhyqrjgzbk (10 min) https://www.youtube.com/watch?v=ulxpqmydwzy (2 min) https://www.youtube.com/watch?v=-eiswiy9bg8 ( 3 min-song) https://www.youtube.com/watch?v=mt5k4zk0ily (4 min-song) 4

Three Branches of Government Often, when you and a couple friends get together, one of you may act as the leader of the group. When you or one of your friends have an idea to do something, a decision is made about the idea. Sometimes the leader thinks of an idea and all of you agree, or maybe just two of you agree to the idea. Finally, even though all of you may agree on something, one of you may say, We better not do that, it would be wrong or it could cause one of us a problem. In this case, you and your friends try to come up with a new idea. This is similar to how the three branches of government work together in the United States. The Three Branches of Government include the executive, the legislative, and the judicial. Each branch has a special role in the function of the United States government and the running of the country. The three branches were established by the U.S. Constitution to separate the powers of government. 1 LEGISLATIVE BRANCH Two Houses of Congress: Laws are written, discussed and voted on. Senate: 100 senators, two from each state, elected by its citizens Each serve six-year terms, may serve consecutive terms The Vice-President is the head of the Senate and only votes if there is a tie among the Senators. Approves nominations by the President to Cabinet, Supreme Court, federal courts and other positions. All treaties (agreements made with other countries) must be approved by a twothirds vote. House of Representatives: 435 representatives, number based on the state s population. Elected by its citizens, serves 2-year terms. May serve consecutive terms. A Speaker of the House is elected by the representatives to serve as its leader. The Senate AND the House of Representatives must vote and ratify a bill for it to become a law. They may also override Presidential vetoes. 5

2 EXECUTIVE BRANCH PRESIDENT: Leader of the country Elected by the entire country to a 4-year term, may serve only two terms in office. Approves and carries out laws passed by the Legislative Branch, may also veto laws. Appoints or removes cabinet members. Negotiates treaties, acts as head of state for the country, commander of chief of the armed forces. Receives advice from the Cabinet about important matters. Includes the Vice-President and the cabinet, made up of the heads of major departments of the government. THE CABINET: Gives advice to the President about a variety of matters Secretary of State Secretary of Treasury Secretary of Defense Attorney General (Justice Department) Secretary of the Interior Secretary of Agriculture Secretary of Commerce Secretary of Labor Secretary of Health and Human Services Secretary of Homeland Security Secretary of Housing and Urban Development Secretary of Transportation Secretary of Education Secretary of Energy Secretary of Veterans Affairs 3 JUDICIAL BRANCH NINE JUDGES: The Supreme Court oversees the U.S. court system Consists of eight judges or justices, plus one chief justice. There are no term limits, some justices serve until they die. Nominated by the President, approved by the Senate. Explains the meaning of the Constitution and laws. Decides whether a something is constitutional or unconstitutional, meaning it is permitted or not permitted. Often decides new ways of interpreting a law, decides court cases. Settles court cases between 2 or more states. 6

In 1787, the writers of the Constitution did not want one person or a group of people to have complete power over the country and its citizens. The states leaders wanted a national government that was strong, but also fair. They wanted individual freedoms protected, as well as preventing the government from abusing its powers. The Three Branches of Government is a system of checks and balances used to prevent this from occurring. This helps to make sure the power is shared by each branch. Returning to the example with your friends, it is similar to one friend making sure an idea does not cause a problem or go against the rules. Is there a something in the United States that you think should be changed? In your future, do you think you would want to become the President, a senator, congressman, or justice? Why or why not? 7

Activity Name Date Instructions 1. A new law has been made by one of the states. As the President, V-P, Senator, or a Justice, you will consider both sides of the issue and come to a final decision. NEW LAW: The Federal government is thinking of passing a new law telling states their driving ages must be moved to 18. Before a vote on the law, some citizens of different states filed a lawsuit saying it was unconstitutional. All of you will need to decide if the law is permitted. You must put aside your personal feelings and decide if the law can be made by the Federal government. 2. You will randomly choose which role you will play to discuss the new law. 3. The following are the directions for just two Branches of Government: (It will be assumed the House of Representatives already has made a decision on the law.) a. President: 1) You will speak to the Senate trying to convince them to vote with your opinion about the new law. 2) Of the students who are from Senate, you must choose a ninth Supreme Court justice asking the rest of the Senators to approve your candidate, convincing them he or she is right for the job. You can also discuss your choice privately with your V-P. (This is not the time to pick a friend, but the person who can best make a decision fairly.) b. Vice-President: 1) If there are ties in the Senate, you will be the deciding vote. 2) You will also discuss a new Supreme Court justice with the President, simply advising the President about the final choice. c. Senator: 1) You will debate the new law with other members of the Senate. 2) You will also discuss and debate the new law after the President speaks to you, voting on it one way or another. 3) You must also reject or accept the new judge the President chooses, first listening to the President convince you he or she is the right person for the job. d. Justice: 1) There are just eight of you, but the President will try to appoint a 9th judge if the Senate approves him or her. 2) You will listen to both sides of the argument about the new law. Listen carefully to the President s speech to the Senate and to their debate. 3) Once there is a 9th justice, all of you will discuss the law and decide if it is constitutional and if you will allow the state to keep the law as it is, and tell why you made the decision. 4. The teacher will give each group time to discuss and debate the law or the choice of a new justice. Listen carefully to all of the arguments. Be sure you cooperate and participate in the discussions in your group. 8

Activity Name Date Teacher: Cut apart each of the roles students will randomly choose from for the activity. There are enough roles for up to 30 students. You may have the Senators meet in two or three smaller groups before they meet for final votes and discussion about the law or choosing the new justice 9

Practice Name Date Tell which branch each of the following statements is a part of. J-Judicial, E-Executive, L-Legislative 1) Often decides on new ways of interpreting the law. 2) Includes the Senate and the House of Representatives. 3) The Vice-President is a part of this branch and decides tie votes. 4) The leader of the country: The President. 5) Also known as the Supreme Court. 6) The Cabinet is a part of this branch. 7) Each one is nominated by the President, approved by the Senate. 8) There are 100 senators and 435 representatives from the 50 states. 9) Approves or vetoes laws passed by the Senate or representatives. 10) It is where laws are written, discussed and voted on. 11) Explains the meaning of the Constitution and laws. 12) Includes the Vice-President and the cabinet. 13) They must vote and ratify a bill before it become a law. 14) Made up of the heads of department of the government. 15) Consists of eight judges, also called justices, and one chief justice. 16) Settles cases between two or more states. 17) Commander-in-chief of the armed forces. 18) They may serve an unlimited amount of terms in office. 19) May only serve two terms in office. 20) Decides whether something is constitutional or unconstitutional. 10

Homework Name Date Answer each question 1. In your own words, summarize the meaning of checks and balances: (in their own words) 2. Give an example of checks and balances that is not related to the government or your friends as in the example: 3. Would you be a senator or a member of the House of Representatives if you served 6 consecutive years? (Explain your answer.) 4. Who is the leader on the Supreme Court? 5. About how many different cabinet members are there? 6. How many senators are there? 7. How many representatives in the House are there? 8. How many justices or Supreme Court judges are there? 9. What is the leader of the House of Representatives called? 10. Who is the head of the senate? Write the name of the Branch of Government related to each of the following buildings: 11

Practice Name Answer Key Date Tell which branch each of the following statements is a part of. J-Judicial, E-Executive, L-Legislative J 1) Often decides on new ways of interpreting the law. L 2) Includes the Senate and the House of Representatives. L 3) The Vice-President is a part of this branch and decides tie votes. E 4) The leader of the country: The President. J 5) Also known as the Supreme Court. E 6) The Cabinet is a part of this branch. J 7) Each one is nominated by the President, approved by the Senate. L 8) There are 100 senators and 435 representatives from the 50 states. E 9) Approves or vetoes laws passed by the Senate or representatives. L J E L E J J E L E J 10) It is where laws are written, discussed and voted on. 11) Explains the meaning of the Constitution and laws. 12) Includes the Vice-President and the cabinet. 13) They must vote and ratify a bill before it become a law. 14) Made up of the heads of department of the government. 15) Consists of eight judges, also called justices, and one chief justice. 16) Settles cases between two or more states. 17) Commander-in-chief of the armed forces. 18) They may serve an unlimited amount of terms in office. 19) May only serve two terms in office. 20) Decides whether something is constitutional or unconstitutional. 12

Homework Name Answer Key Date Answer each question 1. In your own words, summarize the meaning of checks and balances: (in their own words) Not want one person or a group of people to have complete power over the country and its citizens. The states leaders wanted a national government that was strong, but also fair. 2. Give an example of checks and balances that is not related to the government or your friends as in the example: Answers will vary 3. Would you be a senator or a member of the House of Representatives if you served 6 consecutive years? (Explain your answer.) It could be either a senator at one term or a representative serving three 2-year terms. 4. Who is the leader on the Supreme Court? Chief Justice 5. About how many different cabinet members are there? 15 6. How many senators are there? 100 7. How many representatives in the House are there? 435 8. How many justices or Supreme Court judges are there? 9 9. What is the leader of the House of Representatives called? Speaker of the House 10. Who is the head of the senate? Vice-President Write the name of the Branch of Government related to each of the following buildings: Judicial Branch Legislative Branch Executive Branch 13