 Overview of Government/s Lesson 1 (2 Days)
Unit: Government
Grade: 5
Why Government? Lesson 2 (3 days) (Day Two students need computers) Who Rules? Who Rules in the Western Hemisphere? United States Government Lesson 3 (1 day)
The Declaration of Independence Lesson 4 (4 days) Constitutional Convention, The U.S. Constitution Lesson 4 (2 days)
The U.S. Bill of Rights Lesson 6 (2 days) The rights and responsibilities of citizenship in the United States Lesson 7 (5 days) Structure of American Government (i.e. three branches) Lesson 8 (1 day) Comparison of federal and state governments Canadian Government Lesson 9 (2 days) Structure of Canadian Government Lesson 10 (1 day) The United States and Canada Compared
Overview of Government/s: Lessons 1 and 2 (5 days) Lesson One: Why Government? (Day One) CCSS: RI 1, 4, and 9; W 4 1. Hand out the reading on the Purpose of Government (1 of 4). Have students read and answer questions 1 – 3. Go over the questions and then have students work on question #4. 2. After discussing answers to questions #4, tell students that there are different theories or ideas about how government should work. Hand out the first Why Government (2 of 4) worksheet. Tell students that you are going to ask them to draw something different in each of the nine boxes – they are to sketch something quickly in response to the directions you give them. 3. Read out loud the following: Draw what is described here for each box: Box Box Box Box Box Box Box Box Box
1: 2: 3: 4: 5: 6: 7: 8: 9:
Draw Draw Draw Draw Draw Draw Draw Draw Draw
a man thinking. He’s thinking about government. a picture of life without rules. How might people behave? a man having three ideas! someone doing something to survive. someone owning things. someone being free to live how they want (or a symbol of freedom). two people making an agreement with each other. someone giving something away a symbol of government.
4. Next have students cut out each of the cards on the second Why Government* (3 of 4) worksheet. Have them match the statement from each card with the picture that illustrates it; then have them attach the two. (They are creating “The Story of John Locke” in a comic strip).
Lesson One: Why Government? (Day Two) CCSS: RI 9; W 4 and 9 1. Have students complete the third Why Government* (4 of 4) worksheet. (They will need their completed Story of John Locke comic strip to complete this worksheet). a. Using the bold words from their story, they will create a vocabulary list. b. Using the words from their list, they will come up with the definitions of natural rights, social contract, and state of nature. c. Using the words, they will make connections. d. Using the words, they will complete a Venn diagram. 2. To close the lesson, have students return to the Purpose of Government worksheet (from the previous lesson) and answer question #5. Discuss the student’s answers as a class. *You can print very clean copies of these worksheets; they are available as pdf @ http://static.icivics.org/sites/default/files/uploads/Why%20Government.pdf
Lesson Two: Who Rules? (Day One) CCSS: RI 4; W 1 and 4 1. Begin the lesson by asking students to consider the following question: “Do you think that rules are more effective when developed by the class as a whole or when the teacher simply makes all the decisions and tells the class what they can and cant’ do/say.” 2. Hand out the “Who Rules?” worksheets and explain to students that they will be looking at different forms of government and different ways that countries are run. 3. As a class, read over the first page together (I of 2) and then have students pair up to complete Compare and Contrast questions 1 and 2. Have students share their answers and then go on to the next page, 2 of 2. 4. As a class, read over the descriptions of monarchy, dictatorship, and socialism. Pairing up again, students answer questions 3 and 4; share and discuss as a class. 5. To check for understanding, have students work on their own to complete the rest of the worksheet.
Lesson Two: Who Rules in the Western Hemisphere? Day Two (Need Computers) CCSS: RI 5, 7, and 10; W 4, 7, and 8 Note: Students will need to be assigned countries to research. Each country is on the chart and the chart is numbered, so it may be easiest just to assign students numbers. 1. Go to World Book Online @ http://www.worldbookonline.com and log on. (Log on information is available under “Staff Downloadable Items /Passwords/Log-ons). 2. Under “World Book Web” have students go to World Book Kids. 3. Students should click on the circle that says “Compare Places” and then “Compare Countries.” a. All students should choose Mexico as place 1. They need to find the Mexican flag (the countries are in alphabetical order) and click on it. b. Next, they should click on “Compare Places.” c. To make sure students understand what they need to do, have all students find the United States flag. d. Next, they should click “Compare Now.” e. Students will see a series of facts. They should scroll down to find the: i. Capital ii. Government iii. Head of state iv. Head of government f. Students should record this information on their charts (1 of 4). g. Students should then ‘X” out the two countries and find the flags of the two countries that they were assigned. Once they click on those flags they should again click “Compare Now.” h. Students should then record the information on their charts. i. Next, students should click “Kids” at the top to take them back to the first page and then go to “Maps and More.” They should click “World Book Atlas” and use the links on the side to look at the maps of the North and South America. (Clicking on the countries zooms into just the country so that students can see where the capital is located).
j. Students should label the country name and capital on the maps ( 2, 3, and 4 of 4) for each country that they were assigned, as well as the United States and Mexico.
Lesson Two: Who Rules in the Western Hemisphere? Day Three) (Need overhead projector/transparency) 1. Students should pair up and share the information they recorded on their charts. This should be done several times so that each student has at least 8 different countries on their chart. Students should also add the countries and capitals to their maps. 2. Using an overhead transparency, have students share information with you so that the chart can be completed. Once they have a completed chart: a. They should get an atlas and complete the map. b. Create a key to show which type of government exists in each country. c. Write a concluding statement on the back of their maps indicating their understanding of the types of governments that exist in the western hemisphere. (Most nations in the western hemisphere are republics). Students may note: only one country is a constitutional monarchy, but several have the British monarch as the head of state. (This is a hold over from colonial times); only one country is a socialist state – you may wish to tell students that most people refer to Cuba as a communists country and that in the entire world there are only five such nations: China, Cuba, Laos, North Korea, and Vietnam; Haiti simply says elected government – You may wish to refer to the earthquake and the incredible instability of that nation (once a French colony that gained its independence in 1804 following a successful slave revolt).
Teachers Note: The website identifies the nations of the western hemisphere as having the following forms of governments. (A completed chart is provided). For the purposes of discussion with students, there really are only four types, regardless of how they are identified: republic, democracy, constitutional monarchy and socialist state. Republic (Federal) Republic (Constitutional) Republic (Democratic) Republic (Democratic Constitutional) Republic (Constitutional) Democracy (Parliamentary) Democracy (Constitutional Parliamentary) Democracy Constitutional Monarchy Socialist State
Name _____________________________________________ Purpose of Government
Governments have been formed by people for thousands of years. In early times, several families would live together. They had customs to help them live peacefully. They also had at least one leader who decided how to share food and settle arguments. The leader made rules that most people obeyed. This was an early form of government — a leader and a set of customs and rules. The word government can mean the way people make rules or laws. It can also mean the people who make the rules. Government takes many forms. Today, most people believe that a democracy is the best kind of government. In a democracy, the citizens decide who their leaders will be. All the people have a voice. President Abraham Lincoln of the United States spoke of this idea in 1863 when he said democracy is a government “of the people, by the people, and for the people…” A national government, or the government of a whole country, makes laws about trade, war, and taxes. It also builds national roads and decides how citizens will live together.
Government Unit Lesson 1, 1 of 5
1. In much earlier times, how were decisions made?
2. What is a democracy?
3. What types of rules/laws
does a government make?
A good government keeps everything running smoothly. The people are expected to obey laws and pay taxes. In return, the government provides them with safe and healthy surroundings.
4. Based on this reading, what is the purpose of government? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
5. What did John Locke say is the purpose of government? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Name___________________________________ Why Government: The Story of John Locke
Government Unit Lesson 1, 2 of 5
1
2
3
4
5
6
7
8
9
Name ____________________________________ Why Government
Government Unit Lesson 1, 3 of 5
Read each of the boxes below and match the statement from each box with the picture that illustrates it. (from the pictures you just drew in the 9 boxes). Cut out each box below and attach the box to the picture it matches up to create “The Story of John Locke� in a comic strip.
Name ________________________________________
Government Unit Lesson 1, 4 of 5
Why Government Vocabulary Building: Use the bold words in your “The Story of John Locke” comic strip to create a vocabulary list here. You will use these words for the following activities.
Word Math: Use the words form the list above to complete the “word problems” below. _________________________________
_______________________________
________________________________
Definition:
Definition:
Definition:
________________
________________
Social: living in groups or communities instead of living alone People make a A group of people living together under laws and government
Contract: An agreement between people
to form laws and government
______________________________________________
Definition:
to protect ______________________________________________________
Name ________________________________________ Why Government
Government Unit Lesson 1, 5 of 5
Connection: Describe how the words listed are connected. 1.
LIFE
LIBERTY
PROPERTY
________________________________________________________________________________________________________ 2.
NATURAL RIGHTS
STATE OF NATURE
________________________________________________________________________________________________________ 3.
GOVERNMENT
SOCIAL CONTRACT
________________________________________________________________________________________________________ Venn: Put the number of each of the following words in the correct category.
1. Natural Rights 2. Life 3. Liberty 4. Property 5. Government 6. No laws 7. Laws 8. Compromise 9. Fend for yourself 10. Protected rights
STATE OF NATURE
SOCIAL CONTRACT
Name__________________________________________________
Who Rules?
Government Unit Lesson 2, 1 of
There are many different forms of government in our world. Each looks a little bit different. The major differences lie in who is on control, but there are other smaller differences as well. Let’s explore some different categories and forms of government. Any form of government in which political power is exercised by all citizens, either directly or through their elected representatives
Democracy
Direct Democracy: All citizens have a chance to participate in government. The people directly control and are responsible for the laws that govern their society. The world’s first direct democracy was in ancient Athens where they held assemblies to pass laws. Representative Democracy: This is also a government by the people, but where citizens elect leaders to write and manage laws for the country. These leaders represent the will of the people. Often the rules that leaders have to follow are written in a constitution*.
*constitution: the key political principles/ideas on which a state is governed (also refers to the actual document where these ideas are written down). Republic: Any form of government whose head of state** is not a monarch and is usually a president. In a democratic republic, leaders represent the people who elected them. The United States is a democratic republic. **Head of State: the chief public representative of a country who may also be the head of
government
Compare
1. Direct democracy and representative democracy are alike because ______________ __________________________________________________________________________ 2. A republic and a democracy are alike because ________________________________ __________________________________________________________________________
Monarchy: Kings, queens, princes, and princesses. We all pretend when we’re little, but in a monarchy these roles are a reality. Monarchy is rule by a king or a queen who gains power because their family is in charge. Monarchs inherit their right to rule a country. Some modern monarchies, like Spain and Japan, have constitutions, while Dictatorship: A dictator has complete control over the lives of his or her citizens. others do not. Often dictators take control of a government by force (meaning they are not elected by the people). Because a dictator has absolute power, opposition is usually not allowed and people are prevented from voicing their opinions.
Socialism: In a socialist state, all property is owned by the state (the government). There is no private property. It is the job of the government to make all of the economic decisions and in many socialist states the government makes all of the rules with no input from the citizens. 3. Monarchy and dictatorship are alike because _____________________________ _______________________________________________________________________ 4. A dictatorship and a socialist state are alike because _______________________ _______________________________________________________________________ Examine the characteristics of each form of government in the box below and circle the one that doesn’t belong. Direct Democracy: Monarchy: Dictatorship:
rule by the people rule by one rule by one
led by a monarch power inherited ruler elected
regular voting by citizens regular elections citizens have no voice
Your Opinion
Which form of government do you think is best? _____________________________________________ List two reasons why you think it is the best:________________________________________________
_____________________________________________________________________________________
Which form of government do you think is the worst? ________________________________________ List two reasons why you think it is the worst:_______________________________________________ _____________________________________________________________________________________
Answer Key: Who Rules? Worksheet
Direct democracy and representative democracy are alike because they are both ruled by the people/both hold voting A republic and a democracy are alike because leaders represent the people/people have a say in government, the rules/laws Monarchy and dictatorship are alike because in a monarchy power is inherited and in a dictatorship it is taken by force A dictatorship and a socialist state are alike because in both the people have no say; the government makes all the rules/decisions Direct Democracy: Monarchy: Dictatorship:
rule by the people rule by one rule by one
led by a monarch power inherited ruler elected
regular voting by citizens regular elections citizens have no voice
Government Unit Lesson 2, 1 of 4
NNaam mee ________________________________________________________________________________________
G Goovveerrnnm meennttss iinn tthhee W Weesstteerrnn H Heem miisspphheerree Country
1
Argentina
2
Belize
3
Bolivia
4
Brazil
5
Canada
6
Chili
7
Colombia
8
Costa Rica
9
Cuba
10 Dominican Republic 11 Ecuador 12 El Salvador 13 French Guiana
Capital
Government
Head of State
Head of Government
Country
14 Haiti 15 Honduras 16 Jamaica 17 Mexico 18 Nicaragua 19 Panama 20 Paraguay 21 Peru 22 Suriname 23
United States of America
24 Uruguay 25 Venezuela
Capital
Government
Head of State
Head of Government
NNaam mee ________________________________________________________________________________________
Government Unit Lesson 2, 3 of 4
NNaam mee ________________________________________________________________________________________
Government Unit Lesson 2, 4 of 4
Lesson 3: The Declaration of Independence CCSS: RI 4 and 8; W 1, 3 and 4 1. Explain to students that there are six different parts of the Declaration and that in today’s lesson they are going to look at that document. To view an “original” copy of the Declaration of Independence go to: http://www.archives.gov/exhibits/charters/declaration.html a. Preamble b. Statement of beliefs or the thinking behind the complaints c. The list of complaints d. Prior attempts to redress grievances e. Declaration of Independence f. The Signatures 2. Tell students that the Declaration of Independence is revolutionary. It is the first ever declaration of its kinds and it becomes a template for future declarations made by many other nations across the world and across time. It asks people to take a leap into treason, provides no plan for the future, it is risky, yet persuasive. Emphasize to students that although a good number of the colonists were literate (especially in the New England colonies) the declaration was written to be read out loud, i.e. it was meant to be listened to (it was read in town squares and commons across the 13 colonies). If you can (and you have time) consider showing the Scene from the HBO series John Adams which shows the vote and the initial reading of the Declaration. Go to http://www.youtube.com/watch?v=-7Y1ougODMo and begin at 4:15 (if you start at the beginning, it shows the delegates voting). 3. Hand out worksheets 1, 2, and 3. Read the first two pages as a class. As you read ask: who is the speaker (S)? What is the occasion (O)? Who is the audience (A) ? What is the Purpose?(P) Have students complete the last page on their own. Go over the answers to the SOAP chart.
Name _________________________________________________________
Government Unit Lesson 3, 1 of 3
Declaration of Independence, 1776 While Thomas Jefferson is credited as the main author of the declaration, each of the founding fathers contributed ideas to it. In addition, see if you can find the influence of John Locke in the document! Preamble: The reasons for writing down the Declaration. This is the very beginning of the document.
When in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
Dissolve: separate
Station: social standing Impel: force
The Preamble is followed by a statement of beliefs specifically stating why the signers believed they had the right to declare their independence. Endowed: given
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
Unalienable: impossible to give up Institutued: begun Deriving: receiving Effect: bring out
Government Unit Lesson 3, 2 of 3
After the statement of beliefs comes the list of complaints. There are many grievances; here are just a few:
For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefits of Trial by Jury: He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. Following the list of complaints, the signers of the Declarations explain how they have tried to fix these problems, but nothing has worked! In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury.
Oppressions: cruel/unfair treatment Petitioned: formally have asked
Redress: solution
And finally, the document ends with the actual declaring of independence.
We, therefore, the Representatives of the united States of America . . . do solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved;
Solemnly: seriously Absolved: free Allegiance: loyalty
The document has 56 signatures at the end. The signature of John Hancock is the biggest and is easily the most recognizable of all.
Government Unit Lesson 3, 3 of 3
The colonists were upset and they were determined to gain their independence from Great Britain. The Founding Fathers felt it was very important to declare the reasons why the colonies were “breaking up” with Great Britain.
Speaker/s‐ Who are the speakers/ authors?
Occasion‐ What happened to cause this to be written?
Audience‐ Who do you think this document was written for? Who was going to read it.
Purpose‐ Why was this document written? What purpose does it serve?
1. SOAP the Declaration of Independence. 2. In your own words, from the point of view of an American colonist, explain to King George why you are breaking up with him.
Dear King George III, _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Nice knowing you, ____________________________ (Your Sig nature)
Lesson 4: The Constitutional Convention (Day One)
Background Information: Once the Revolutionary War was over, the Founding Fathers had a difficult time solving the new countries’ problems. For one thing, it had no power to collect taxes under The Articles of Confederation. The Founding Fathers saw the need for a strong government that could pay the nations’ bills, settle arguments between states, and maintain order. They decided to set up a committee to write a constitution and to hold a Constitutional Convention. It was written in 1787 and includes the powers of the three branches of government and the rights of citizens. (This system owes its origins in part to the New York Iroquois tribes. These tribes had formed The League of Five Nations, a federation that dealt with common problems). 1. Hand out copies of the Readers Theatre: Unite or Die. 2. Assigns parts to students. Students can double up as narrators in order to give everyone a part. 3. For a clean copy of Unite of Die, you can download a pdf at http://www.charlesbridge.com/client/client_pdfs/downloadables/UniteorDie_ReadersTheate r.pdf 4. As students read, create a timeline on the board (or big paper) that can be saved for the next several lessons. Dates and events to include: September 3, 1783: Treaty of Paris signed September 1786: delegates from 5 states gather in Maryland May 25, 1787: the Constitutional Convention Begins September 17, 1787: the Constitution is signed 5. After reading the play, ask students to answer the following questions: a. Why did the Founding Fathers believe the Articles of Confederation had to be put aside? (they were too weak; there was a need for a stronger government) b. Identify a conflict that arose at the convention. (# of delegates based on population versus equal representation) c. Identity how the powers of the new government were divided. (three branches: executive, legislative, judicial),
Lesson 4: The US Constitution (Day Two) CCSS: RI 4 and 8 ; W 2 and 4 1. Begin the lesson by asking students to review the answers to the following questions: a. Why did the Founding Fathers believe the Articles of Confederation had to be put aside? (they were too weak; there was a need for a stronger government) b. Ask students to identify a conflict that arose at the convention. (# of delegates based on population versus equal representation) c. Ask students to identity how the powers of the new government were divided. (three branches: executive, legislative, judicial) 2. Explain to students that they will be learning more about the three branches, but before they do, they need to better understand why the US Constitution is such an important document in our nation’s history. 3. Hand out the “Stranded on a Desert Island” worksheet (1 of 5). Read out loud as a class and then have students answer questions individually on the back. Then have them partner to share responses. These responses should be ready to share with the rest of class. As students share their answers, point out similar responses among the students; try and relate their answers to what they read and know about John Locke: State of nature – a condition in which there is no government; Natural rights – life, liberty, and property. They are what make us human beings and what define our purpose in life. Social contract – the best way to protect each person’s natural rights so all people can enjoy them and live at peace with one another. Individuals must agree with others to create and live under a government and give that government the power to make and enforce laws. 4. Close the lesson by pointing out to students that just as they tried to determine how to organize, protect, and govern their desert island, the framers of the Constitution struggled to determine the purpose and function of their new government.
Lesson 4: The US Constitution, the Preamble (Day Three)
1. Share with students an image of the Constitution (available @ http://www.archives.gov/exhibits/charters/constitution.html). They will not be able to see the fine print, but that is the point – they will be able to see “We the People.” Discuss the importance of these words as the starting point. 2. Share the following information with the students: The Preamble is the opening statement to the Constitution which explains the reasons the Framers crafted our Republican form of government, to replace the Articles of Confederation. The Constitution was drafted over a period of about six weeks, and then was eloquently phrased by the Committee of Style – headed by Governor Morris of Pennsylvania. The Preamble is an explanation, but it is not the law. The laws of our country are clearly detailed in Articles I – VII, which follow after the preamble. The powers of each branch of the Federal government, and the states, are set forth in these articles. (Show the image of the original document). 3. Next handout the Preamble to the United Sates Constitution worksheet (2 of 5). Read the top of the page together. Have students read the Preamble once to themselves and then read it out loud as a class. To help them understand what each part means, ask them to think about the stranded on a desert island activity. Then as a class, work together to explain/re‐write each line. Stranded Island Questions 1. How will you make sure that anyone who feels unfairly treated will have a place to air complaints? (establishing justice) 2. How will you make sure that people can have peace and quiet? (insuring domestic tranquility) 3. How will you make sure that group members will help if outsiders arrive who threaten your group? (providing for the common defense) 4. How will you make sure that the improvements you make on the island (such as shelters, fireplaces and the like) will be used fairly? (promoting the general welfare) 5. How will you make sure that group members will be free to do what they want as long as it doesn't hurt anyone else? (securing the blessing of liberty to ourselves) 6. How will you make sure that the rules and organizations you develop protect future generations? (securing the blessing of liberty to our posterity)
4. To check for understanding, have students complete (on their own) the Preamble paraphrasing worksheet (3 of 5).
Teacher Guidance for writing the class interpretation of the preamble: We the People, of the United States This means the citizens of the USA. The new form of government may have been drawn up by some of the best‐ educated men of the new nation, but the rights of Republican government belonged to all. in Order to form a more perfect Union The Articles of Confederation had many limitations on governing the new nation. In this phrase, the Framers were not stating they were crafting a government and nation that were without flaw; they meant that the new Constitution would produce and uphold a better form of government than the Articles. establish Justice The reasons for the Revolution against England were still very much in the minds of American citizens. Fair trade and fair trial were paramount. insure domestic Tranquility Shays’ Rebellion – an uprising of Massachusetts farmers against the state for repayment of war debts‐ was one reason the Constitutional Convention was held. Citizens were very concerned with the keeping of peace within our borders. provide for the common defense The possibilities of attacks by other countries was very real. No one state by itself had the military might to defend itself against a large‐scale attack. The Framers knew it was necessary for the states to work together to defend the nation. promote the general Welfare This clause means the “well‐being” of all. It relates back to the previous three clauses: by establishing justice, keeping the peace, and defending the nation, the citizens’ well‐being would be taken care of to the best extent possible by a Federal government. and secure the Blessings of Liberty to ourselves and our Posterity. America had fought long and hard for liberty…freedom from a tyrannical government that imposed unjust laws, and placed the goals of the English Crown above the individual. The purpose of the new Constitution was to protect and maintain those hard‐won rights, for our Framers’ generation and all that followed. do ordain and establish this Constitution for the United States of America This ending clause makes a powerful statement…We the People have made this governing document for Our nation, and it is We the People who give it the power. Sample Re‐written Preamble We the people of the United States of America are here to make sure that everyone has the same rules to live by. Also, we want to watch over these rules in order to make sure they are being followed. We wrote these down in this Constitution so that all the States can work together as one country. These laws must be fair and will help keep us safe and protected in our homes. These laws will also protect us from unsafe acts against our country, as well as keep us healthy and strong. These special rules will keep us free and make sure we get to forever keep all the important things in our lives that we are thankful for like our family, religion and our thoughts.
Lesson 4: The Ratification of the US Constitution (Day Four) 1. Review the background of the timeline of the writing of the US Constitution: From May to September 1787 a group of men known as the Framers met. The Framers talked about what should be in the Constitution. The United States was a brand new country. The United States had a government that did not work very well. The Framers met to find a new way of running the country. This meeting is called The Convention. Some of the Framers are famous to us today. They include James Madison, Ben Franklin, and George Washington. At that time there were only 13 states. The men came from all the states except Rhode Island. Each state had ideas for the new government. The Framers had many debates. They talked a lot. They make a lot of speeches. By talking about it, they came up with a plan that everyone could agree with. They had to have a lot of compromises. Only by agreeing could all the arguments be worked out. Ben Franklin said the he was not sure if the plan was perfect. He said that it was probably as perfect as it could be. After the Convention, the Constitution had to be approved. Actually, only nine states had to agree to, or ratify, the Constitution. But everyone wanted all 13 states to agree. Two states took a long time to decide to agree. These states were Rhode Island and North Carolina. In the end, they did agree. Once the first nine states agreed, we say the Constitution was "ratified." New Hampshire was the ninth state to ratify. 2. Class Activity to simulate writing a constitution and ratifying it: a. Divide the class into (random) groups of about four or five. Distribute the Worksheet (4 of 5) for this activity to each group. Explain that the goal of this activity is for the group to find some interest they all share and develop a club around it. Encourage the groups not to settle on their first idea but to think of at least five possibilities. The Worksheet offers some suggestions for possible clubs. b. Each group of students should meet to determine their mission and common goals, a name for their club, and a logo. Then each group writes a constitution which specifies their goals, decision‐making procedures, meeting times, and so on. Upon completion, each group member signs the charter. To help your students write their charters, they can use History Alive pages 220‐233. (In addition, there is helpful information at this website: http://www.usconstitution.net/constkids4.html) Additional Resources: http://www.wartgames.com/themes/government/constitution.html
Lesson 4 – Seven Principles of the US Constitution (Day Five)
1. Using History Alive, have students read section 14.3. This section explains how the delegates invented a strong national government and strong state governments and that the Constitutional Convention set up a government where there was a balance of powers. (Essentially a review of the first three lessons). 2. Next, as a class watch the Brain POP movie. It is listed under Social Studies and is called the US Constitution: It’s the Law of the Land. (3:56) 3. ** Before you begin the movie, have students take a look at the worksheet so that they are prepared to take notes as they watch. 4. Have students complete the 6 Word Summary and Metaphor worksheet (5 of 5) and share with the class.
Government Lesson 4 Name ________________________________
Worksheet 1 of 6
Stranded on a Desert Island Background: It was supposed to be a fun school trip to the beach. Your teacher gave you have an hour to collect shells and plants for a science project.
Suddenly, a giant wave appeared out of nowhere and carried your group (all of the students, but no teacher!) into the middle of the sea. The wave carries you away, and the water is so powerful that all of you fall unconscious, only to wake up on a sandy beach several hours later.
Everyone goes off to explore the island, and after a couple of hours, it becomes clear that your group is stuck on this small desert island with no hope of escape.
You will probably have to wait a long time until someone comes to rescue you, and you will need to come up with a plan to survive that you will all stick to. There are some problems with the island: • You have no electricity. • You have all lost your mobile phones in the sea. • There is not much fresh water to drink. • On the island, you are completed isolated. • The island does have some animals and fruit and vegetables, but there will only be enough for everyone if the food is shared.
Who’s in charge? The strongest? The weakest? You? 1. How will you make sure that anyone who feels unfairly treated will have a place to air complaints? 2. How will you make sure that people can have peace and quiet? 3. How will you make sure that group members will help if outsiders arrive who threaten your group? 4. How will you make sure that the improvements you make on the island (such as shelters, fireplaces and the like) will be used fairly? 5. How will you make sure that group members will be free to do what they want as long as it doesn't hurt anyone else? 6. How will you make sure that the rules you develop will protect future generations?
Government Lesson 4 Name ___________________________________
Worksheet 2 of 6
The Constitution of the United States is the cornerstone of our American government. In 4,543 words this document describes the structure or plan of the government and the rights of the American people. The Constitution is known as a "living document" because it can be amended. Since its ratification, it has only been changed (amended) 27 times. The Constitution is a strong document, more powerful than any branch of government or any state. At the same time, it is flexible enough to allow for freedom and changes in America. The Constitution is organized into three parts: Preamble: Describes the purpose of the document and government. Articles: Establish how the government is structured and how the Constitution can be changed. There are seven articles. Amendments: Changes to the Constitution; the first ten are called the Bill of Rights
The Preamble is a 52‐word sentence that introduces the Constitution. The very long sentence explains the purpose for writing the Constitution. Read the Preamble and then follow the directions below.
Preamble to the United States Constitution We the People of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.
Government Lesson 4
Line from the Preamble…
Worksheet 3 of 6
What it means…
1. We the People of the United States, in order to form a more perfect union,
2. establish justice,
3. insure domestic tranquility,
4. provide for the common defense,
5. promote the general welfare,
6. and secure the blessings of liberty to ourselves and our posterity,
7. do ordain and establish this Constitution for the United States of America
In the boxes below, write down a definition or explanation of the word.
1. Union
2. justice
3. domestic
4. tranquility
6. defense
7. general
8. welfare
10. posterity
11. ordain
12. establish
5. common 9. secure
Government Lesson 4 Name _________________________________________
Worksheet 4 of 6
Now it’s your turn to update the Preamble. Use the information from the boxes above to help your write a modern version of the Preamble in the space below. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
Government Lesson 4 Name ___________________________
Worksheet 5 of 6
You Make the Rules! Our Club Constitution Here are some ideas for a club: Robotics, Art, Intramurals, Engineering, Astronomy, Newspaper, Cheerleading, Science Club, Student Government, Pep Club Name of our club _____________________________________________________________
Our Constitution (What are your rules?) Unanimously voted on and ratified _________________ (date) Signed:
Government Lesson 4
Worksheet 6 of 6
Name ________________________________
As you watch the video, record important words in the box below.
Now, look at the words that you wrote, and use them to help you complete the following:
1. A Six‐Word Summary of the Video 2. Create your own metaphor:
The United States Constitution is like _______________________________________________________ because it _______________________________________________________
Lesson 5: The Bill of Rights (Day One of Two) CCSS: RI 7; W 4 and 9
Students will need to work in small groups or pairs to complete this activity on the computer. If that is problematic, this can be completed as a whole class activity with the computer portion projected for the whole class. 1. Activate prior knowledge and remind students that in the previous lesson, they learned that the Constitution is divided into three parts: the Preamble, the Articles and the Amendments. For the next two days, they will be focusing on the first ten amendments, which they have learned is called the Bill of Rights. 2. The purpose of the Bill of Rights is to guarantee the individual rights of citizens. Students should go to the following website and play the game there to learn about the individual rights protected by the Bill of Rights: http://www.constitutioncenter.org/billofrightsgame/ 3. Once the students have found all eights rights and “fixed” the Bill of Rights, they should print and ratify their own copies of the Bill of Rights. They will need this copy of the Bill of Rights to complete the worksheet, The Bill of Rights… In My Own Words on Day Two.
Lesson 5: The Bill of Rights (Day Two of Two) 1. The students will need their copies of the Bill of Rights that they printed yesterday. Give students copies of Worksheet 1 of 4 and 2 of 4. Using the Bill of Rights, they will translate each amendment into their own words. Students can work individually or in pairs. 2. After students have been given some time to translate the Bill of Rights, come together as a class and discuss the meaning of each amendment. Be sure each student has the correct information on their own sheet and give students the opportunity to share their responses. If time permits, allow students the opportunity to add a symbol or picture to represent each amendment. 3. Give students copies of Worksheet 3 of 4 and 4 of 4. Tell the students that now that they understand the meaning of each amendment, they can begin to think of situations where each amendment would apply to their own lives. Worksheet 2 gives situations and asks the students to identify which amendment applies to each situation. This allows students the time to apply the knowledge and ensure understanding.
Government Lesson 5
The Bill of Rights . . . In My Own Words
Worksheet 1 of 4
By: ___________________________________________ Use the Bill of Rights document and translate each amendment into your own words. What does each amendment mean? What freedoms are guaranteed to citizens? How are they protected by the Bill of Rights? Be sure to use your words and include all parts of each amendment. If you would like, you may draw a picture representing each amendment, in addition to writing the words, to help you remember what each one means.
The Bill of Rights: The First Ten Amendments to the Constitution of the United States of America Amendment I
Amendment II
Amendment III
Amendment IV
Government Lesson 5
Amendment V
Worksheet 2 of 4
Amendment VI
Amendment VII
Amendment VIII
Amendment IX
Amendment X
Government Lesson 5
Worksheet 3 of 4
Bill of Rights Situations: Exercising the Amendments
By: ___________________________________
Directions: Read each situation below very carefully. Next, name the amendment that is being exercised in each of the following situations in the space provided.
Amendment
Situation A
B
C
D
E
Arturo was stopped by a police officer on his way home from school. The police officer wanted to search Arturo’s backpack because he heard a teenage boy had just robbed the candy store on the corner. Arturo said to the officer, “Do you have a warrant?” The officer said, “No.” Arturo informed the officer that he could not search his bag because it violated his rights. Esperanza arrived home one evening to find a member of the United States Navy sitting at the dining room table eating dinner with her parents. Esperanza quickly turned to her parents and said, “Why is there a military person in our home?” Esperanza’s parents said, “We were told we had to house this soldier.” Esperanza quickly kicked the soldier out and said to him, “Read the Bill of Rights.” Rafi is upset over the current curfew that affects teenagers throughout Glendale. Rafi decided that he was going to collect as many signatures as he could on a petition and present it to the city government’s office. Joseph, a recent immigrant to the United States, was driving around the city of Los Angeles and noticed that there were churches and temples from several different religions located throughout the city. He was amazed at the fact that people in the United States could practice and worship any religion of their choosing. On January 10, 2002, Gerard was arrested for trespassing on his neighbor’s property. When he appeared before the judge to set his trial date, the judge told him his trial would take place on January 24, 2006. Juan immediately informed the judge that this date was unacceptable.
Government Lesson 5
F
G
H
I
J
Worksheet 4 of 4
Nowhere in the Constitution does it talk about what part of the federal government is in charge of education. Today each individual state controls and sets the standards for their state’s educational system. Mary was caught littering in the park one day after school. When she went to trial, the jury found her guilty since there was a ton of evidence showing her guilt. The judge decided to give Mary a special sentence. He wanted Mary to walk from Los Angeles to Washington D.C. Along her journey across the country, Mary had to fill up 1 million bags of trash with litter she found along the roads. Mary quickly informed the judge she did not have to fulfill this sentence. Stephanie was told that she could not wear her favorite shirt anymore. Instead she had to wear shirts that were only approved by the federal clothing agency. Stephanie knew that this rule could not possibly be true because she learned about the Bill of Rights in school. Elias wrote a nice lengthy article for the Daily News describing the changes students would like to see at Roosevelt Middle School. The principal tried to stop Elias’s article from being published in the local newspaper, but she was unsuccessful. Nancy visited one of her elderly neighbors and noticed that she had a gun locked away in one of her cabinets. During the visit, Nancy turned to her neighbor and asked, “Why do you have a gun in your house?” Her neighbor simply said, “I am exercising my right to own a gun legally.”
Lesson 6: The Rights and Responsibilities of Citizenship in the U.S. (2 Days)
Day 1
Today’s focus is on the rights provided to citizens through the Amendments to the Constitution. The students will play a computer game that illustrates the rights of citizens. This game provides all the information needed and allows the students to gain familiarity with the rights in the amendments while earning points for running a successful law firm that specializes in constitutional law. Demonstrate the game on the following website and complete one round together to ensure students’ understanding. http://www.icivics.org/games/do‐i‐have‐right After demonstrating, divide the students into groups of two or three as you see fit and give them time to play the game on the computer. They can complete the game in about 25 – 30 minutes.
Day 2 Today’s focus is on the responsibilities of citizens. The students will play a computer game that illustrates the responsibilities of citizens. This game provides all the information needed and allows students to gain familiarity with the responsibilities of citizenship while tossing anvils at community members and “launching responsibility” at them. Demonstrate the game on the following website and complete one round together to ensure students’ understanding. http://www.icivics.org/games/responsibility‐launcher After demonstrating, divide the students into groups of two or three as you see fit, and give them time to play the game on the computer. They can complete the game in about 15 – 20 minutes. *One note on icivics.org… it is not necessary to log in or create an account. When you get to the game, and it prompts you to log in, just have the students click “No Thanks.”
Lesson 7: Structure of American Government (5 Days) CCSS: R 2 and 4; W 2 and 4 3 Branches Interact Simulation – Modified Directions Preparation for Simulation • Download pdf ebook “3 Branches Interact Simulation” from the HHH website 5th Grade SS Curriculum page • Divide Class into Groups (See Teacher’s Guide p 14 for a description of how to set up the groups). • Create Folder for each group including copies of the following: Day 1 p154 – 1 for each student Day 1 p45‐46 Double sided – 1 for each student Day 1 p154 and 158 Double Sided – 1 per group Day 1 p156 – 157 Double Sided – 1 for each student Day 2 p47 – 49 Double sided ‐ 2 per group Day 2 p50 – 51 Double Sided – 2 per group Day 2 p52 – 54 Double Sided – 2 per group Day 2 p62 – 63 Double Sided – 1 for each student Day 3 p55 – 57 Double Sided – 2 per group Day 3 p58 – 59 Double Sided – 2 per group Day 3 p60 – 61 Double Sided – 2 per group Day 3 p64 – 1 for each student Day 4 p140 – 1 for each student, and 1 able to be projected for the class to see Day 4 p167 – 1 for each student Day 5 p65 – 66 Double Sided – 1 for each student Day 5 p67 – 68 Single Sided – 1 for each student
Lesson 7 Day 1
• (See Day 1 of Teacher’s Guide) Pizza Scenario, Don’t allow too much time for students to guess… get them to the problems and have them identify possible solutions as a whole class activity. • TG p 154 Then you can lead them to the branches of government faster. This should take about 20 minutes. • Assign the students to their jigsaw groups and give them their role, Branch and A or B. (Six students per group; if fewer, make sure all branches are represented in each group by at least one student).
• (See Day 2 of Teacher’s Guide) Complete INTRODUCTORY ESSAY TG p45 and 46 as a whole class having students record the answers in SS notebooks. Create the graphic organizers shown in TG p24 to show difference between confederacy and federal government. Have students add to SS Notebook. Lesson 7 Day 2 (See Day 3 of Teacher’s Guide) • Explain the difference between their jigsaw groups (original groups) and expert groups (where they meet with other students with the same role to become experts on their branch of government). They will be meeting in expert groups, then teaching the other members of their jigsaw groups the information they learn. It is important that they understand they will be responsible for turn‐key teaching their information. Complete Dossier 1 activity for each of the branches in their expert groups. • After allowing time for groups to complete, stop them and explain that they will gather back in their jigsaw groups for the next part of the project.(See Day 4 of Teacher’s Guide) • Have each group share out their focus questions from the Dossier 1 activities then take out their graphic organizers. In the interest of time, complete the Jigsaw Task 1 graphic organizers together asking students to volunteer their answers as you go. Each student should end up with a completed organizer. If you feel that you have time for the students to work cooperatively, then review and discuss as a class after, as the directions in the TG indicate, that would work too.
Lesson 7 Day 3
• See Day 5 of Teacher’s Guide • Follow Day 5 of TG directions. p31 – 32
Lesson 7 Day 4
• See Day 7 of Teacher’s Guide • Follow Day 7 of TG directions p35 – 39 • As setup for this lesson, you will need 10 index cards, 6 labeled YES and 4 labeled NO and the projectable “How a Bill Becomes a Law” poster (TG p 140)
Lesson 7 Day 5 • • • •
See Day 8 of Teacher’s Guide Follow Day 8 of TG directions p 40 – 41 Students will need scissors and glue for this activity. If you have time, and/or would like to assess the students on this material, there is an assessment included that you may use in part or in its entirety. Be sure to use Level 1 if you decide to use it, that is, pages 69 – 73 of the TG.
Lesson 8: Comparison of Federal and State Government (1 day) 1. Provide students with copies of Lesson 8 Worksheet 1 and Lesson 8 Worksheet 2. It is suggested that you copy each page single‐sided as the students will be comparing the pages side by side. 2. Once students have their worksheets, they need to choose two colors to underline or highlight the text. One color will be for the parts of government that are the same whether federal or state. The other color will represent the differences between federal and state government. 3. Demonstrate for the students, making sure to note that students do not have to color a whole sentence or box the same way. For example the President proposes the national budget, while the governor proposes the state budget. Both propose the budget… that could be highlighted in one color, while the budget they propose is different; i.e. national as compared to state. The words national and state could be highlighted in the other color. 4. The purpose of highlighting these charts is to allow students to visualize the information more clearly. In addition, it slows the students down enough that they really need to read carefully in order to distinguish small differences in wording. Be sure to note the difference between being an elected official and being an appointed official. This becomes apparent in the judicial branch of the national and state governments.
Lesson 8
THE FEDERAL GOVERNMENT
Worksheet 1 of 2
LEGISLATIVE BRANCH (makes laws for the nation) Congress of the United States
∑
∑
U.S. House of Representatives Members are elected for 2-year terms States are represented according to the size of their population
∑
U.S. Senate
Members are elected for 6-year terms ∑ Each state has two Senators ∑ Approves treaties and appointments
EXECUTIVE BRANCH (carries out national laws) President of the United States ∑ ∑ ∑ ∑ ∑
Elected for a 4-year term Commander-in-Chief of the nation’s armed forces Proposes the national budget Enforces laws passed by Congress Can veto (reject) bills passed by Congress
JUDICIAL BRANCH (interprets and applies national laws) United States Supreme Court ∑ Justices are appointed for life terms
Other National Courts ∑ Justices are appointed for life terms
Lesson 8
NEW
GOVERNMENT YORK STATE
Worksheet 2 of 2
LEGISLATIVE BRANCH (makes laws for the state)
New York State Legislature
∑ ∑
Assembly Members are elected for 2-year terms 150 members
∑ ∑
N.Y. Senate Members are elected for 4-year terms 61 Senators
EXECUTIVE BRANCH (carries out state laws) Governor of New York ∑ ∑ ∑ ∑ ∑
Elected for a 4-year term Commands the state militia Proposes the state budget Enforces laws passed by New York State Legislature Can veto (reject) bills passed by New York State Legislature
JUDICIAL BRANCH (interprets and applies state laws) New York Court of Appeals
∑
Justices are appointed for 14-year terms based on merit selection
State Supreme Courts
∑
Justices are elected for a 14 yr term
Canadian Government Lesson 9: Structure of Canadian Government (Day One) 1. Begin the lesson by reading the first worksheet in this lesson (1 of 4). This reading puts into context how Canada gained its independence and then sought to create a new government. 2. Have students read the paragraph to themselves. Tell them to underline or highlight any dates in the reading. Next, read out loud to students and then have them complete the timeline at the bottom of the page. After going over the timeline, have students come up with an appropriate title. 3. Take a few minutes and ask students to consider the question at the bottom of the page. Remind them of the following: a. The United States and Canada share a border and have a shared history: both were British colonies. b. The United States gained independence in 1776 and Canada looked both to British government and the United States for examples of what government should look like. c. Ask if they recall what the learned in lesson 2 (when they created charts on the governments of the western hemisphere)? What kind of government does Canada have? (Constitutional monarchy) Who is the head of state? (the Queen) Who is the head of the government? (Prime Minister) 4. Have students go on to the next worksheet (2 of 4). Although Canada has three branches of government, it can be a bit confusing as there is overlap between the Executive and Legislative branches – it is recommended that you go over this worksheet as a class.
Lesson 9: Rights of Canadian Citizens (Day Two) 1. Remind students that in the previous lesson, they learned of the events that led to Canadian independence and about the structure of the Canadian government. In this lesson, they will be looking at the rights of Canadian citizens. Before handing out the worksheets, ask students to write down 2 – 3 rights guaranteed to American citizens through our Bill of Rights. Have students share and record on the board. 2. Next, as a class, read out loud the paragraph at the top of worksheet 3 of 4. Help students to make connections between our Bill of Rights and the Canadian Charter of Rights and Freedoms. 3. Have students pair up. Ask one student to read the first three rights on the chart and ask the other students to read the second three. After reading on their own, ask students to tell their partner about the three rights they read. As a class go over all of the rights on the chart to ensure that students understand the rights. As you discuss, refer to the list you wrote on the board at the beginning of the lesson. Encourage students to make comparisons. 4. Finally, have pairs work together to complete worksheet 4 of 4 with a partner applying their understanding of these rights to the scenarios outlined on the worksheet.
Government Unit Lesson 9, 1 of 4
Name __________________________________________ After the United States gained its independence, Great Britain had four colonies in eastern Canada. A fifth colony was founded in 1784. Many groups of people lived in these colonies, including native Canadians, French settlers, and Loyalists who had moved from the United States to Canada after the American Revolution. To help the colonies grow, Great Britain encouraged immigrants to come from England, Ireland, and Scotland. Thousands of Irish immigrants arrived after 1846 because of a potato famine in Ireland. As the Canadian colonies grew, its people began to discuss sovereignty. Colonial leaders met in Charlestown, Prince Island in 1864 to consider forming a confederation. At first, some colonies refused to join. In 1866, Canada’s leaders went to London with their plan of government. In 1867, the British Parliament passed a law that created the Dominion of Canada. John A. MacDonald became its first prime minister. Famine: lack of food Sovereignty: independence Confederation: union Dominion: self-governing nation
Directions: Complete the timeline below, using information from the reading. Year 1776
Event/Description
Beginning after 1846 Colonial leaders meet in Charlottetown to discuss confederation. 1866 The British parliament passes a law that creates the Dominion of Canada Based on the information above, what would be a good title for this timeline? Title: ________________________________________________________ What do you think the new Canadian government looked like?
Government Unit Lesson 9, 2 of 4
Name _____________________________________________________
In the Executive Branch, the Queen of England is the head of state and is represented in Canada by the ______________________________. The Prime Minister is the head of the government and is the leader of the political party that wins the most seats in the House of Commons. The Prime Ministers provides leadership and direction to the government with the support of a _______________. The Legislative Branch is made up of representatives who are elected by voters; they are members of the ___________________________. These elected officials each represent a different geographic area. In Canada, this branch is commonly referred to as Parliament. The Senate usually consists of 105 members. Since they are appointed upon the recommendation of the ______________________________________, the Senate is considered part of both the Executive and Legislative branches. The Judicial Branch is headed by a chief justice. There are ________ judges on the Supreme Court of Canada and each is appointed by the Governor General. Executive Branch
Provides leaderships and direction for the government Makes the laws Interprets the constitution
Word Bank Cabinet
Prime Minister
House of Commons
Nine Governor General
Government Unit Lesson 9, 3 of 4
Name _______________________________________________ In 1867, the British Parliament passed the British North American Act which gave the newly created Canadian government the power “to make laws for Peace, Order, and Good Government.” Before that time, all decisions having anything have to do with Canada had been made in England. The new members of the Canadian government set out to make clear the laws of the land. Although everyone knew who was responsible for what (example: defense of the nation was the job of the national government, while education and healthcare were the responsibilities of the provinces), most of the laws were never written down. This did not change until 1982! The Canadian Charter of Rights and Freedoms (1982) forms the first thirty-five sections of the Constitution Act. These rights and freedoms make clear the rights of Canadian citizens.
Main Points from the Canadian Charter of Rights and Freedom Fundamental Rights
freedom of religion; freedom of thought, belief, and opinion including the freedom of the press and other media; and freedom of peaceful assembly (get together)
Democratic Rights
the right for every Canadian, 18 years of age or older, to vote in an election, to be a candidate in an election and the requirement that governments hold elections at least every five years and that these governments meet at least every year.
Mobility Rights
the right of every Canadian to choose to live and work in any province or territory in Canada.
Legal Rights
the guarantee that Canadians, when arrested, must be told of their right to see a lawyer and must be tried within a reasonable amount of time. Canadians are also guaranteed the right to be presumed innocent until proven guilty.
Equality Rights
the right for any Canadian not to be discriminated (singled out) against on the basis of race, national or ethnic origin, color, religion, sex, age, or mental or physical ability.
Official Languages of the right for all Canadians to use either English or French in communications with Canada Canada’s federal government and some of Canada’s provincial governments.
Government Unit Lesson 9, 4 of 4
Name _______________________________________________ Directions: Working with a partner, use the Canadian Charter of Rights and Freedoms to determine which right or freedom is being violated in each scenario. Write your answer in the space provided. Use the list below to assist you as you work. Rights Fundamental Freedoms Mobility Rights Equality Rights
Democratic Rights Legal Rights Official Languages
1. Tim was sentenced to 20 years in prison without a trial. ____________________________ 2. Fred was arrested for being a member of the Catholic Church. _______________________ 3. A group of 5th graders meeting to discuss their favorite book are told that they have to leave the park. __________________________________________ 4. May cannot find anyone to speak to her in French when she calls the government Help Line to find out where to vote. _____________________________ 5. Karl is not allowed to vote in an election because he lives on a farm. __________________ 6. Lisa was arrested and taken to jail, but she was never told why. _______________________ 7. Peter was not allowed in the restaurant because the manager thought his wheelchair would be in the way. _________________________________________ 8. Ellen, a Canadian citizen, lived in China for two years and was not allowed back into Canada when she tried to return. ________________________________ 9. Jeff was arrested for having a bumper sticker on his car that said, “Use Common Sense and Vote Paul Martin OUT of Office.� ____________________________________
In the space below, come up with your own scenario. What right is being violated?
Answer Key Year 1776
Event/Description US gained independence/Canada consisted of four colonies
Beginning after 1846 1864
Thousands of immigrants arrived in Canada, especially after the Irish potato famine Colonial leaders meet in Charlottetown to discuss confederation.
1866
Canada’s leaders go to London with their plan for government
1867
The British parliament passes a law that creates the Dominion of Canada
Title: Canadian Independence; The Road to Independence In the Executive Branch, the Queen of England is the head of state and is represented in Canada by the Governor General. The Prime Minister is the head of the government and is the leader of the political party that wins the most seats in the House of Commons. The Prime Ministers provides leadership and direction to the government with the support of a Cabinet. The Legislative Branch is made up of representatives who are elected by voters; they are members of the House of Commons. These elected officials each represent a different geographic area. In Canada, this branch is commonly referred to as Parliament. The Senate usually consists of 105 members. Since they are appointed upon the recommendation of the Prime Minister, the Senate is considered part of both the Executive and Legislative branches. The Judicial Branch is headed by a chief justice. There are nine judges on the Supreme Court of Canada and each is appointed by the Governor General.
Executive Branch Legislative Branch
Provides leaderships and direction for the government Makes the laws
Executive Branch
Interprets the constitution
1. Tim was sentenced to 20 years in prison without a trial. Legal Rights 2. Fred was arrested for being a member of the Catholic Church. Fundamental Freedoms 3. A group of 5th graders meeting to discuss their favorite book are told that they have to leave the park. Fundamental Freedoms 4. May cannot find anyone to speak to her in French when she calls the government Help Line to find out where to vote. Official Languages 5. Karl is not allowed to vote in an election because is lives on a farm. Democratic Rights 6. Lisa was arrested and taken to jail, but she was never told why. Legal Rights 7. Peter was not allowed in the restaurant because the manager thought his wheelchair would be in the way. Equality Rights 8. Ellen, a Canadian citizen, lived in China for two years and was not allowed back into Canada when she tried to return. Mobility Rights 9. Jeff was arrested for having a bumper sticker on his car that said, “Use Common Sense and Vote Paul Martin OUT of Office.� Fundamental Freedom
Lesson 10: Canada and the United States Governments Compared 1. Students will need the worksheets they completed in lesson 2 (comparing governments of the Western Hemisphere), as well as the worksheets they completed on Canadian government. 2. Half of the students should be assigned to complete the Canada side of the worksheet for this lesson (1 of 2) and half should be assigned the United States side of the worksheet for this lesson (2 of 2). 3. Once students have completed their assigned side (including filling in the roles/members of each branch of government), students should partner up to share this information. 4. Once students have two completed sides, go over the information as a class and ask questions to help students see the similarities between the two types of governments, as well as the notable differences. Key for Branches:
Name ___________________________________________________
Canada
Capital _____________________________________ *Label it on the map Type of Government __________________________ Head of State _________________________________ Head of Government ___________________________ Three Rights All Citizens Have ____________________ _______________________________________________ _______________________________________________ What document guarantees these rights? ___________ _______________________________________________ _______________________________________________
United States
Capital _____________________________________ *Label it on the map Type of Government __________________________ Head of State _________________________________ Head of Government ___________________________ Three Rights All Citizens Have ____________________ _______________________________________________ _______________________________________________ What document guarantees these rights? ___________ _______________________________________________ _______________________________________________