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Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
Essential
Questions
Enduring Understandings GLCEs Assessments
District Resources
What is the purpose of
government?
How might citizens behave
if there wasn’t an
organized government?
What is democracy and
how does a representative
government work?
How does the federal
government serve the
citizens of the United
States?
How does the Constitution
limit the power of the
federal government?
Societies create
governments to provide for
the safety of citizens and for
public order.
Citizens of the United States
have both rights and
responsibilities.
The Constitution created a
national government of three
branches with unique
structure and function.
Terms and Vocabulary
Government
Constitution
Preamble
Bill of Rights
Democracy
Federal
Executive Branch
Judicial Branch
Legislative Branch
Congress
President
Supreme Court
House of Representatives
Veto
Checks and balances
C1.0.1 Identify questions
political scientists ask in
examining the United States.
C1.0.2 Explain probable
consequences of an absence
of government and of rules
and laws.
C1.0.3 Describe the
purposes of government as
identified in the Preamble of
the Constitution.
C3.0.1 Give examples of
ways the Constitution limits
the powers of the federal
government.
C3.0.2 Give examples of
powers granted to the
federal government (e.g.,
coining money, declaring
war) and those reserved for
the states (driver’s/marriage
license).
C3.0.3 Describe the
organizational structure of
the federal government in
the United States.
Required:
Fourth Grade Government
and Civics Unit
Assessment
Formative:
District:
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1
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
Taxing and Spending
C3.0.4 Describe how the
powers of the federal
government are separated
among the branches.
C3.0.5 Give examples of
how the system of checks
and balances limits the
power of the federal
government.
C3.0.6 Describe how the
President, members of the
Congress, and justices of
the Supreme Court come to
power.
C3.0.7 Explain how the
federal government uses
taxing and spending to
serve the purposes of
government.
C2.0.1 Explain how the
principles of popular
sovereignty, rule of law,
checks and balances,
separation of powers, and
individual rights serve to
limit the powers of the
federal government as
reflected in the Constitution
and Bill of Rights.
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2
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
Essential
Questions
Enduring Understandings GLCEs Assessments
What is the role of citizens in a
democracy?
How does the Constitution limit
the power of the federal
government?
Citizens of the
United States have both rights
and responsibilities.
The United States Constitution
provides for guarantees of
individual rights.
Terms and Vocabulary
Citizen
Rights
Responsibilities
Rule of Law
Bill of Rights
Freedom of Expression
Freedom of Religion
Freedom of the Press
Freedom of Speech
Individual Rights
Popular Sovereignty
Voting
Juror
Public Office
C2.0.2 Identify situations in
which specific rights
guaranteed by the Constitution
and Bill of Rights are involved.
C5.0.1 Explain responsibilities
of citizenship.
C5.0.2 Describe the
relationship between rights and
responsibilities of citizenship.
C5.0.3 Explain why rights
have limits.
C5.0.4 Describe ways citizens
can work together to promote
the values and principles of
American democracy.
C2.0.1 Explain how the
principles of popular
sovereignty, rule of law, checks
and balances, separation of
powers, and individual rights
serve to limit the powers of the
federal government as reflected
in the Constitution and Bill of
Rights.
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3
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
Government:
Should the voting age in the
United States be lowered?
Issues in the United States
influence citizens.
Different interpretation of the
Core Democratic Values lead
people to differ on resolutions
to public issues.
Key Terms & Vocabulary
Conflict
Core Democratic Values
Public Policy
Resolution
Alternative resolution
P3.1.1
Identify public issues in the
United States that influence
the daily lives of its citizens.
P3.1.2
Use graphic data and other
sources to analyze information
about a public issue in the
United States and evaluate
alternative resolutions.
P3.1.3
Give examples of how
conflicts over core democratic
values lead people to differ on
resolutions to a public policy
issue in the United States.
P3.3.1
Compose a brief essay
expressing a position on a
public policy issue in the
United States and justify the
position with a reasoned
argument.
P4.2.1
Develop and implement an action
plan and know how, when, and
where to address or inform others
about a public issue.
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Fourth Grade Government and Civics Unit Lessons Breakdown
Title GLCEs Included
Resources
Needed Resources Suggested Resources
Lesson 1 (2
days)
Why Do We
Need a
Government?
C1.0.2
C1.0.3
Preamble to the
Constitution
Easy version of
the Bill of Rights
Book or United Streaming video:
Shh! We're Writing the Constitution
by Jean Fritz
We the People: The Constitution of
the United States of America By
Peter Spier
10 pieces of poster board
Preamble cut into phrases and placed
in a bag
Lesson 2
(4 days)
How is Our
Federal
Government
Organized?
C3.0.3
C3.0.4
C3.0.6
C3.0.7
Background
information on
the three branches
of government
How a Bill
Becomes a Law
Presidential
Responsibilities
Chart
“How a Bill Becomes a Law” steps
written on note card
Brown construction paper cut into the
shape of a tree trunk, labeled U.S.
Constitution and three main branches
labeled Legislative, Executive, and
Judicial.
Green Construction Paper cut into the
shapes of leaves with various facts
about each branch written on them
Source: http://www.trumanlibrary.org/
whistlestop/teacher_lessons/3branches/
front.htm
www.moneyinstructor.com
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Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-
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Lesson 3 What Powers
Does Our
Government
Have?
C3.0.1
C3.0.2
Vocabulary sheet
Powers of
Government lists
Lesson 4 How Does the
Constitution
Limit the Power
of Government?
C2.0.1
C3.0.1
U. S. Constitution
CDV Cards
Situation Cards
Lesson 5 Why Do We
Have a System
of Checks and
Balances?
C3.0.1
C3.0.5
Checks and
Balances Chart &
Worksheet
Balance (scale)
Lesson 6 What are our
Rights and
Responsibilities
as Citizens?
C2.0.2
C5.0.1
C5.0.2
C5.0.3
Task Cards
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6
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
Lesson 1
Title: Why Do We Need a Government?
Grade Level: Fourth Grade
Unit: Government and Civics
GLCE:
C1.0.2: Explain probable consequences of an absence of government and of rules and laws.
C1.0.3: Describe the purposes of government as identified in the Preamble of the Constitution.
Abstract: In this lesson students learn the need for government and the consequences of not having
government. Students will examine the Preamble to the United States Constitution and how it relates to the
purpose of government. Students will also learn how the federal government uses taxes.
Key Concepts: Bill of Rights, checks and balances, Constitution, shared powers, executive, legislative,
judicial, federal government, individual rights, limited government, popular sovereignty, rule of law, and
separation of powers.
Sequence of Activities (2 days): Activity 1
1. Read the book: Shh! We're Writing the Constitution (this is also available on United Streaming – 31
minutes)
2. Key Questions: Why did the thirteen states need a Constitution? They needed a plan for organizing their
new country that would provide security and strength without limiting their rights.
What was the Great Compromise and how did it affect the way Senators and
Representatives are elected? There was much conflict over how states would be
represented in the legislature. Small states wanted equal representation for each state,
large states wanted representation based on population. The Great Compromise led to
our current system of each state electing two Senators and population determining the
number of Representatives for each state.
3. Talk about the three main branches of government and the responsibilities of each.
a. Legislative: making laws
b. Executive: instituting laws
c. Judicial: judging laws
4. Discuss what life in a country might be like without a set of rules or guidelines to follow. Ask: What
problems might arise without rules? What could people do to maintain order?
5. Have the students research the Bill of Rights (kid-friendly version available below). Then have them
think about a classroom Bill of Rights. Ask: What kind of rights (or freedoms) and responsibilities do
you think everyone in our classroom should have? What kind of freedoms might get in the way of
learning and getting along?
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Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
A nice resource for this stage of the lesson:
http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/billrights.pdf
6. Provide markers and poster board and have students work together to write a classroom Bill of Rights.
7. Post the "Bill of Rights" on a classroom wall.
Activity 2
Materials:
1. We the People: The Constitution of the United States of America By Peter Spier or use YouTube to play
the Schoolhouse Rock Preamble.
2. Copy of the Preamble to the Constitution
3. 10 pieces of poster board
4. Cut the Preamble phrases and place in a bag: "We, the People of the United States"; "in order to form a
more perfect Union"; "establish Justice"; "insure domestic Tranquility"; "provide for the common
defense"; "provide for the general Welfare"; "and secure the Blessings of Liberty"; "to ourselves and our
Posterity"; "do ordain and establish this Constitution"; "for the United States of America"
Procedures:
1. Explain to the students that the Preamble of the Constitution is the introduction that states the main
purposes of the Constitution.
2. Have the students read the Preamble together as a class.
3. Show the students the pictures from We the People or play the Schoolhouse Rock Preamble and explain
what each phrase of the Preamble represents.
4. Separate the students into groups and assign each group a phrase of the Preamble. Each group should use
resources in the classroom as well as We the People or replay Schoolhouse Rock to create a poster board
(phrases, illustrations, etc.) of what they think the phrase means. Each group will present their phrase and
explain what they believe it means.
5. Keep students in the same group and pass out a bag filled with the phrases of the Preamble to each group.
Each group should be able to put the strips in the proper order. After each group has completed their
Preamble, they will read it aloud as a group to the class.
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8
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
EASY VERSION OF THE BILL OF RIGHTS
FIRST AMENDMENT: Congress cannot pass laws that take away
Freedom of Religion (you can believe and worship as you wish)
Freedom of Speech
Freedom of the Press (you can write what you want)
Freedom to Assemble (get together with people peacefully)
Freedom to Petition (to ask the government to correct wrongs)
SECOND AMENDMENT: Because a fighting force of citizens might be needed in an emergency, states
have a right to allow people to keep weapons in their homes.
THIRD AMENDMENT: People don't have to let soldiers stay in their homes during peacetime.
FOURTH AMENDMENT: Unless the government (policemen or others) has good reason, people, their
homes or their things cannot be searched or taken away from them. Police usually have to get permission
from a judge to arrest someone or to make a search.
FIFTH AMENDMENT: People don't have to give evidence against themselves in court. If they have been
found innocent of a crime, they can't be tried again for the same crime. People have to be treated fairly by the
law, and cannot have their lives, liberty or property taken from them unless it is fair.
SIXTH AMENDMENT: People accused of a crime can have a lawyer and a trial by jury. They have to be
told what they are accused of, and they can ask questions about it.
SEVENTH AMENDMENT: If a disagreement between people is about something more than $20, they can
have a jury trial.
EIGHTH AMENDMENT: People arrested can be free while they wait for their trial if they pay money in the
court as a way of promising they will return to the court for their trial. If they show up, they get this money,
called "bail," back. Fines have to be fair. And people found guilty cannot be punished in a cruel or unusual
way.
NINTH AMENDMENT: The rights listed above aren't the only ones people have. Any not mentioned in the
Bill of Rights belong automatically to people.
TENTH AMENDMENT: Any powers that do not belong to the national government belong to the states. The
U.S. government has only those powers listed in the Constitution
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“We the People of the United States,
in Order to form a more perfect Union,
establish Justice,
insure domestic Tranquility,
provide for the common defence,
promote the general Welfare,
and secure the Blessings of Liberty
to ourselves and our Posterity,
do ordain and establish this Constitution
for the United States of America.”
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10
Fourth Grade Government and Civics
Calhoun ISD Social Studies Curriculum Design Project
Lesson 2
Title: How is Our Federal Government Organized?
Grade Level: Fourth Grade
Unit: Government and Civics
GLCE:
C3.0.3: Describe the organizational structure of the federal government in the United States. (legislative,
executive, and judicial branches)
C3.0.4: Describe how the powers of the federal government are separated among the branches.
C3.0.6: Describe how the President, members of the Congress, and justices of the Supreme Court come to
power (elections versus appointment).
C3.0.7 Explain how the federal government uses taxing and spending to serve the purposes of government.
Abstract: In this lesson students will learn how the United States government is organized and the functions
of each branch. This lesson expands of the study of the branches through an exploration of our system of
checks and balances. Students explore how the Constitution establishes the structure of the federal
government.
Key Concepts: checks and balances, executive/legislative, judicial branches of government, limited
government, separation of powers, taxes
Materials:
1. Brown construction paper cut into the shape of a tree trunk, labeled U.S. Constitution and three main
branches labeled Legislative, Executive, and Judicial.
2. How a Bill Becomes a Law steps written on note card
3. President Responsibilities Chart
4. Green Construction Paper cut into the shapes of leaves with various facts about each branch written on
them.
Sequence of Events:
Activity 1 (multiple day activity)
Overview and Legislative Branch Procedures:
Branch Overview:
1. Explain to the students that the Constitution organized the government into three main branches, each
responsible for various tasks within the government.
(Option: A related video stream on Discovery Education:
http://player.discoveryeducation.com/index.cfm?guidAssetId=919E04BF-4141-45BB-92E4-
A7294B049F96&blnFromSearch=1&productcode=US )
2. The teacher will post the trunk of the tree on the board as well as the first branch -- Legislative Branch.
3. The teacher will explain the Legislative Branch to the students. Possible web-based options for exploring
the Legislative Branch:
www.congressforkids.net
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11
Fourth Grade Government and Civics
Calhoun ISD Social Studies Curriculum Design Project
http://bensguide.gpo.gov/index.html
http://kids.clerk.house.gov/young-learners/
(These sites are useful either in whole group settings or for student exploration in a computer lab.)
See attached worksheet and key as a guide to the legislative branch.
Key Points to discuss:
Explain that the House of Representatives and the Senate, together called Congress, make up the
Legislative Branch.
The responsibilities of the House and the Senate as well as who is involved in each, how many
members there are, and how they are elected.
How a Bill Becomes a Law
1. The teacher will then explain to the students that the Legislative Branch makes the laws of our
country.
2. The teacher will explain the process of How a Bill Becomes a Law.
http://www.scholastic.com/browse/article.jsp?id=4702 – Description of the process
http://teacher.scholastic.com/scholasticnews/indepth/911report/congress/images/WEB_bill.PDF
The teacher will give each student a copy of "How a Bill Becomes a Law" handout so that students
can follow along.
3. Share Schoolhouse Rock “I’m Just a Bill.”
Create Leave for the Legislative Branch of the Government Tree
1. Brainstorm together key information about the Legislative Branch from earlier lessons. The teacher
will record each key point on a leaf for the Legislative Branch of the tree. (See attached template for
leaves.) Key points may include, but are not limited to:
Introduces or proposes new bills
Has the power to override a veto
Has the power to impeach the President
Is made up of the House of Representatives and the Senate
Can approve a bill and can override the President’s veto with a 2/3 majority vote
Has the power to declare war
Has the power to collect taxes
Number of Representatives based on state population
Two Senators per state
Elected by the voters
House of Representatives and Senate together are called Congress
Approve appointments, treaties, amendments, and government spending
2. Add leaves to the Government tree.
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12
Fourth Grade Government and Civics
Calhoun ISD Social Studies Curriculum Design Project
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13
Fourth Grade Government and Civics
Calhoun ISD Social Studies Curriculum Design Project
Activity 2
Executive Branch
Procedures:
1. The teacher will review the Legislative Branch of the government with the students.
2. Then the teacher will introduce the Executive Branch of the government and put up the branch on the
classroom government tree.
3. Explain that the president, vice-president and his cabinet make up the Executive Branch.
4. The teacher will explain the Executive Branch to the students. Possible web-based options for exploring
the Executive Branch:
www.congressforkids.net
http://bensguide.gpo.gov/index.html
(These sites are useful either in whole group settings or for student exploration in a computer lab.)
See attached worksheet and key as a guide to the Executive Branch.
5. Create leaves for the Executive Branch of the Government Tree
Brainstorm together key information about the Executive Branch from earlier lessons. The teacher will
record each key point on a leaf for the Executive Branch of the tree. (See attached template for leaves.) Key
points may include, but are not limited to:
President is the Commander in Chief
President is the Executive Officer
President makes appointments
President has the power to veto a bill
President makes treaties
President makes appointments
Vice President will take over for the President if he/she cannot fulfill his/her duties
Vice President is the president of the Senate and casts tie breaking votes, if needed.
The cabinet advise the President
The cabinet runs major federal agencies
6. Add leaves to the Government tree.
Activity 3
Judicial Branch
Procedures:
1. The teacher will review the Legislative Branch and Executive Branch with the students.
2. The teacher will introduce the Judicial Branch and put the third government branch on the classroom
government tree.
3. The teacher will explain the Judicial Branch to the students. Possible web-based options for exploring the
Judicial Branch:
www.congressforkids.net
http://bensguide.gpo.gov/index.html
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14
Fourth Grade Government and Civics
Calhoun ISD Social Studies Curriculum Design Project
(These sites are useful either in whole group settings or for student exploration in a computer lab.)
See attached worksheet and key as a guide to the Judicial Branch.
4. Create leaves for the Executive Branch of the Government Tree
Brainstorm together key information about the Judicial Branch from earlier lessons. The teacher will record
each key point on a leaf for the Judicial Branch of the tree. (See attached template for leaves.) Key points
may include, but are not limited to:
Nine Supreme Court Justices, one of which who is the Chief Justice
Chosen by the President and approved by the Senate
Can review cases tried in a lower court
Length of term is life or until choosing retirement
Supreme Court determines if laws are constitutional
Hears cases between state governments
Reviews appealed cases
Review a case tried in a lower court if an appeal has been made
Supreme Court and other courts made up the Judicial Branch
5. Add leaves to the Government tree.
6. Use the attached Review of Branches to have students sort information into the correct branch as a
review.
Activity 4
Understanding Taxes
1. Explain to students that we spend a large part of our working year just paying taxes.
a. For most of us, it is a regular part of life and work.
b. We are taxed when we work, and often taxed when we make a purchase.
c. Besides federal income taxes, we have state taxes, personal property taxes, sales tax, capital gains
taxes, and more.
d. Federal, state, and local governments use revenue from taxes to fulfill the purposes of government,
for example, to fund the military to provide for the common defense, and funding the federal court
system to establish justice.
2. Explain each tax (sales, income, state, federal, property, etc.).
3. Brainstorm a list of services paid for by tax dollars. (roads, schools, police, fire, social services, military)
4. Use the attached tax worksheet to further illustrate the concept of taxes at the local, state, and Federal
level.
Other related resources:
http://www.kidseconposters.com/keb/Title%20List%20Poster%20Set%20P/Taxes-rev.html
www.moneyinstructor.com
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15
Name _____________________ _______
Legislative Branch
1. The three branches of the United States’ Federal Government are
a. _______________ _____________
b. _______________ _____________
c. _______________ _____________
2. The two parts of Congress (the Legislature) are the
_________________________ and the ____________________.
3. The main responsibility of Congress is ____________________.
4.
Know your Congress!
House of Representatives
Senate
Minimum Age
U. S. Citizenship Requirement
Delegates per state
Length of term
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16
5. Powers of the Legislature:
______ Impeachment a. All major appointments and treaties, Senate
only
______ Power of the Purse
b. If a President or federal official is accused of
misconduct, the House files the complaint and
the Senate holds the trial
______ Constitutional
Amendments
c. This requires a 2/3 majority vote in both the
House and the Senate
______ Approval
d. These changes can be proposed by a 2/3
majority vote
______ Overriding the Veto e. All government spending must be approved
by Congress
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17
Name ____Key_______
Legislative Branch
1. The three branches of the United States’ Federal Government are
a. _______________Legislative_____________
b. _______________Executive_____________
c. _______________Judicial_____________
2. The two parts of Congress (the Legislature) are the ___House of Representatives_____ and the
_____Senate___.
3. The main responsibility of Congress is __creating laws__.
4.
Know your Congress!
House of Representatives Senate
Minimum Age 25 30
U. S. Citizenship Requirement 7 9
Delegates per state Based on Population 2 per state
Length of term 2 years 6 years
5. Powers of the Legislature:
___b__ Impeachment a. All major appointments and treaties, Senate
only
___e__ Power of the Purse b. If a President or federal official is accused of
misconduct, the House files the complaint and the
Senate holds the trial
__d___ Constitutional Amendments
c. This requires a 2/3 majority vote in both the
House and the Senate
_ a___ Approval
d. These changes can be proposed by a 2/3
majority vote
__c___ Overriding the Veto e. All government spending must be approved by
Congress
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18
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
What a President Can Do And Cannot Do
A PRESIDENT CAN...
make treaties with the approval of the Senate.
veto bills and sign bills.
represent our nation in talks with foreign countries.
enforce the laws that Congress passes.
act as Commander-in-Chief during a war.
call out troops to protect our nation against an attack.
make suggestions about things that should be new laws.
lead his political party.
entertain foreign guests.
recognize foreign countries.
grant pardons.
nominate Cabinet members and Supreme Court Justices and other high officials.
appoint ambassadors.
talk directly to the people about problems.
represent the best interest of all the people.
A PRESIDENT CANNOT...
make laws.
declare war.
decide how federal money will be spent.
interpret laws.
choose Cabinet members or Supreme Court Justices without Senate approval.
Source: http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/front.htm
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19
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
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20
Name _____________________ _______
Executive Branch
1. The three branches of the United States’ Federal Government are
a. _______________ _____________
b. _______________ _____________
c. _______________ _____________
2. The three parts of Executive Branch are the ____________________
_________________________ and the ____________________.
3. The main responsibility of the Executive Branch is
__________________________________________________________.
4.
Know your Executive Branch!
President Vice President Cabinet
Responsibilities
Elected or Appointed
Length of term
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21
5. Powers of the Executive Branch:
______ Commander in Chief a. Agreements with other countries approved
by the Senate
______ Appointments b. Leader of the U.S. Military
______ Treaties
c. Can choose cabinet members and Supreme
Court Justices with approval from the Senate
______ Chief Executive Officer
d. Ability to stop a bill from becoming a law
______ Power of Veto e. Is head of the Executive Branch
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22
Name _____________________ _______
Executive Branch
1. The three branches of the United States’ Federal Government are
a. Executive Branch
b. Legislative Branch
c. Judicial Branch
2. The three parts of Executive Branch are the President, Vice President, and the
Cabinet.
3. The main responsibility of the Executive Branch is to enforce the laws .
4.
Know your Executive Branch!
President Vice President Cabinet
Responsibilities
Commander in Chief
Makes appointments
Makes treaties
Executive Officer
Power to Veto
Will take over for the President if
he/she cannot fulfill his/her duties
President of the
Senate and casts tie breaking votes, if
needed.
Advise the President
Runs major
federal agencies
Elected or Appointed
Elected Elected Appointed
Length of term
4 years 4 years At
President’s discretion
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23
5. Powers of the Executive Branch:
B Commander in Chief a. Agreements with other countries approved
by the Senate
C Appointments b. Leader of the U.S. Military
A Treaties
c. Can choose cabinet members and Supreme
Court Justices with approval from the Senate
E Chief Executive Officer
d. Ability to stop a bill from becoming a law
D Power of Veto e. Is head of the Executive Branch
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24
Name _____________________ _______
Judicial Branch
1. The three branches of the United States’ Federal Government are
a. ________________________
b. ________________________
c. ________________________
2. _________________ and ____________________ are examples of court systems in
the U.S. Judicial Branch.
3. The main responsibility of the Supreme Court is
__________________________________________________________.
5. The Judicial Branch:
______ Nine a. Can review cases tried in a lower court
______ Judicial Review b. The number of Supreme Court Justices
______ Court of Appeals c. Leader if the Supreme Court Justices
______ Chief Justice
d. Chosen by the President and approved by
the Senate
______ Term length e. Life or until choosing retirement
______ Appointed f. Determines if laws are constitutional
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25
Name ________KEY__________ _______
Judicial Branch
1. The three branches of the United States’ Federal Government are
a. ___Legislative____________
b. ___Executive_____________
c. ___Judicial_______________
2. _U.S. Supreme Court____ and __District or Appellate, etc.__ are examples of court
systems in the U.S. Judicial Branch.
3. The main responsibility of the Supreme Court is __determine if laws are
constitutional or not (Judicial Review) _____________________________.
5. The Judicial Branch:
_B___ Nine a. Can review cases tried in a lower court
_F___ Judicial Review b. The number of Supreme Court Justices
_A___ Court of Appeals c. Leader if the Supreme Court Justices
_C___ Chief Justice
d. Chosen by the President and approved by
the Senate
_E___ Term length e. Life or until choosing retirement
_D___ Appointed f. Determines if laws are constitutional
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26
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27
A Bill is an idea for a law
Must be proposed by a legislator –
Member of the House of Reps. or
the Senate
Then it goes through a process in
Congress before going to the President
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28
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29
1. BILL IS INTRODUCED
IN HOUSE OR SENATE
2. BILL IS RESEARCHED
BY COMMITTE
3. COMMITTEE PRESENTS
ITS FINDINGS This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
30
4. BILL IS DEBATED & Voted on
5. IF PASSED, THE BILL IS
SENT TO THE OTHER
HOUSE
7. IF BILL IS PASSED BY
BOTH HOUSES IT IS SENT
TO THE PRESIDENT This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
31
8. PRESIDENT MAY
SIGN
BILL INTO LAW OR
VETO THE BILL
9. CONGRESS MAY
OVERRIDE
VETO WITH 2/3RDS
VOTE
IN BOTH HOUSES This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
32
1. BILL IS INTRODUCED
IN HOUSE OR SENATE
2. BILL IS RESEARCHED
BY COMMITTE
3. COMMITTEE PRESENTS
ITS FINDINGS This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
33
1. BILL IS INTRODUCED
IN HOUSE OR SENATE
2. BILL IS RESEARCHED
BY COMMITTE
3. COMMITTEE PRESENTS
ITS FINDINGS This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
34
1. BILL IS INTRODUCED
IN HOUSE OR SENATE
2. BILL IS RESEARCHED
BY COMMITTE
3. COMMITTEE PRESENTS
ITS FINDINGS This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
35
4. BILL IS DEBATED & Voted on
6. IF PASSED, THE BILL IS
SENT TO THE OTHER
HOUSE
7. IF BILL IS PASSED BY
BOTH HOUSES IT IS SENT
TO THE PRESIDENT This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
36
4. BILL IS DEBATED & Voted on
5. IF PASSED, THE BILL IS
SENT TO THE OTHER
HOUSE
6. IF BILL IS PASSED BY
BOTH HOUSES IT IS SENT
TO THE PRESIDENT This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
37
8. PRESIDENT MAY
SIGN
BILL INTO LAW OR
VETO THE BILL
9. CONGRESS MAY
OVERRIDE
VETO WITH 2/3RDS
VOTE
IN BOTH HOUSES This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
38
Veto Latin for “I forbid”
Pocket veto: President has 10 days to
sign a bill – if he does not: & Congress
is not meeting the bill dies or if
Congress is meeting the bill becomes
law
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39
Name _______________________________
Branches of Government Sort
Sort each item into the correct Branch of the Federal Government.
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40
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
Lesson 3
Title: What Powers Does Our Government Have?
Grade Level: Fourth
Unit of Study: Government and Civics
GLCE:
C3.0.1: Give examples of ways the Constitution limits the powers of the federal government.
C3.0.2: Give examples of powers granted to the federal government and those reserved for the states.
Abstract: In this lesson students will learn ways the constitution limits the powers of the federal government
and give examples of powers granted to the federal government and those reserved for the state government.
Key Concepts: delegated/reserved/shared (concurrent) powers, federal government, governmental authority,
limited government
Sequence of Events: Activity 1
Procedures: Using a sorting game, students learn about the powers of the federal and state governments.
1. Present the three vocabulary words with their definitions (delegated powers, reserved powers, and
concurrent powers.) Discuss the definitions of these terms. A useful resource for this topic is available at:
http://www.kidsdiscover.com/blog/parentresources/infographic-us-government/
Next, inform the students that they will be playing a sorting game which will help them understand the
different powers of government.
2. Divide the class into small groups, each group will complete a Power Sort using one set of power cards
and a sorting chart.
3. Each group is responsible for reading, discussing, and sorting each power into the correct category. This
is an opportunity for groups to research and have rich discussions to develop the meaning of the powers
as needed.
4. The teacher should confirm accuracy either by checking in with each group or having a whole group
discussion of the sort and the rationale for how each power is categorized.
Activity 2
1. Students will sort the powers into the sorting chart individually just as they did in groups. Please adapt
this activity as fits your particular classroom style. This may be completed as a classroom activity, during
centers, self-checking or checked by peers or adults.
Activity 3
1. Ask students to complete a piece of writing focused on this topic. This may be formatted to fit your
curricular needs for writing. (Examples include, but are not limited to: a formal writing piece, a short
writing, a comic strip, a plan for a movie, etc…)
The focus of the writing should be on explaining how the Constitution limits the powers of government
with emphasis on explaining examples of the powers granted to the federal government and those
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41
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
reserved for the states.
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42
Fourth Grade Government and Civics Lesson 3 Vocabulary
Delegated Powers (federal) - The power given to the federal government by the
Constitution.
(regulate interstate and foreign trade, coin and print money, conduct foreign
relations, establish post offices and roads, raise and support armed forces,
declare war and make peace, govern American territories and admit new
states, pass naturalization laws and regulate immigrations, make all laws
necessary and proper to carry out its powers.)
Reserved Powers (state) - The powers set aside by the Constitution for the states or
for the people.
(regulate trade within the state, establish local governments, conduct
elections, determine voter qualifications, establish and support public
schools, incorporate businesses, make marriage laws, license professional
workers, and keep all powers not guaranteed to the federal government nor
prohibited by the states.)
Concurrent Powers (shared) - A power that is shared by the federal government
and the states.
(collect taxes, borrow money, establish courts, charter banks, enforce laws
and punish law breakers, and provide health and welfare to the people. )
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43
What powers does our government have?
Delegated Powers (federal)
The power given to the federal
government by the Constitution.
Reserved Powers (state)
The powers set aside by the
Constitution for the states or for
the people.
Concurrent Powers (shared)
A power that is shared by the
federal government and the
states.
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44
What powers does our government have?
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45
Regulate interstate
and foreign trade
coin and print
money
Conduct foreign
relations
Establish post
offices and roads
Raise and support
armed forces
Declare war and
make peace
Govern American
territories and
admit new states
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46
Pass naturalization
laws and regulate
immigrations
Make all laws
necessary and
proper to carry out
its power
Regulate trade
within the state
Establish local
governments
Conduct elections Determine voter
qualifications
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47
Establish and
support public
schools
Incorporate
businesses
Make marriage
laws
License
professional
workers
Keep all powers,
not guaranteed to
the federal
government nor
prohibited by the
states
Collect taxes
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48
Borrow money Establish courts
Charter banks
Enforce laws and
punish law
breakers
Provide health and
welfare to the
people
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49
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50
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51
Fourth Grade Government and Civics Unit
Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported License.
Lesson 4
Title: How Does the Constitution Limit the Power of Government?
Grade Level: Fourth Grade
Unit: Government and Civics
GLCE:
C2.0.1: Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of
powers, and individual rights serve to limit the powers of the federal government as stated in the Constitution
and Bill of Rights.
C3.0.1 Give examples of ways the Constitution limits the powers of the federal government.
Abstract: Students will be able to:
1. Identify the three branches of American government.
2. Describe the function of each branch of government.
3. Explain how the "checks and balances" system functions to protect the individual citizen.
4. Describe how each branch of government is "separate" in its powers to the other branches of
government.
5. Explain how the amendments to the Constitution function today
Key Concepts: The highest law of the land in the United States is the Constitution. This is the basic
principle we want young people to understand and support. Associated with the knowledge of the
Constitution are several fundamental ideas: checks and balances, separation of powers, Bill of Rights, and
amendments.
Resources/Materials Needed: A copy of the U.S. Constitution for each student.
Sequence of Activities: The following ideas will prepare students for their explanation of the Constitution:
The Power Game -- Checks and Balances in the Constitution:
1. Divide the class into three groups. Each group needs a copy of CDV Cards! (with Rule of Law,
Checks and Balances, Separation of Powers, Individual Rights, and Popular Sovereignty definitions)
for reference throughout the game.
2. The teacher has the stack of situation cards. Each situation card is coded with the first letter of the
branch that is unconstitutionally stealing power.
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52
Fourth Grade Government and Civics Unit
Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported License.
3. The teacher begins by selecting a situation card and reading it aloud for the group. Review the
branches of government by having students first discuss which branch is unconstitutionally stealing
power.
4. Now, one group is given the opportunity to discuss and decide which CDV is being broken using their
CDV Cards! as a reference. Give them approximately 30 seconds to respond as a group. If they are
correct, they earn a point. If not, another group can have the opportunity to steal the point.
5. Take a few minutes to discuss the rationale for what CDV is being broken before moving on to the
next question.
6. Proceed through all the cards, giving each group equal opportunity to answer. Answers are listed
below.
Correct Answers:
1. Popular Sovereignty
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53
Fourth Grade Government and Civics Unit
Calhoun ISD Collaborative K-8 Social Studies Curriculum is licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unported License.
Executive –The President appoints his brother the governor of Michigan without holding an election.
Legislative –Congresswoman Smith passes a law that to ban smoking because she does not like the
smell of smoke.
Judicial – A judge overrules a jury’s decision because he does not like the defendant’s lawyer.
2. Individual Rights
Executive – President makes a law that says no one can speak negatively about him/her.
Legislative – Congress passes a law declaring one national religion.
Judicial – The Supreme Court rules that only men can vote as it was in the past.
3. Rule of Law
Executive –President does not have to pay for his parking ticket.
Legislative – Congress passes a law that Congressmen do not have to obey speed limits when driving.
Judicial - Supreme Court Justices do not have to pay taxes.
4. Checks and Balances
Executive – The President decides not to allow Congress to approve Supreme Court Justice
nominations.
Legislative – Congress passes a law that the President can no longer veto bills.
Judicial – The Supreme Court decides to end the Executive and Legislative branches and choose a
King and Queen instead.
5. Separation of Powers
Executive – The President declares war without discussing it with Congress.
Legislative – Congress determines that an amendment to the Constitution is illegal and should be
removed.
Judicial – The Supreme Court writes a treaty with another country without the President’s
involvement.
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54
The President appoints his brother the governor
of Michigan without holding an election.
(E)
President makes a law that says no one can
speak negatively about him/her.
(E)
Congresswoman Smith passes a law that to ban
smoking because she does not like the smell of
smoke. (L)
Congress passes a law declaring one national
religion. (L)
A judge overrules a jury’s decision because
he does not like the defendant’s lawyer.
(J)
The Supreme Court rules that only men can vote as it was in the past.
(J)
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55
President does not have to pay for his parking
ticket. (E)
The President decides not to allow Congress to approve Supreme
Court Justice nominations.
(E)
Congress passes a law that Congressmen do not
have to obey speed limits when driving.
(L)
Congress passes a law
that the President can no longer veto bills.
(L)
Supreme Court Justices do not have to pay
taxes. (J)
The Supreme Court decides to end the
Executive and Legislative branches
and choose a King and Queen instead.
(J) This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
56
The President declares war without discussing
it with Congress. (E)
Congress determines that an amendment to
the Constitution is illegal and should be removed.
(L)
The Supreme Court writes a treaty with
another country without the President’s
involvement.
(J)
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57
CDV Cards! Civics Lesson 4
Rule of Law
We believe both our government and citizens should be controlled and
limited by our laws.
Checks and Balances
We believe the three branches of government
must have equal power so no branch can control the
others.
Separation of Powers
We believe the powers to pass laws, govern, and judge should be divided among three branches of
government.
Individual Rights
We believe all of us have basic freedoms our
government cannot take away from us.
Popular Sovereignty
We believe the people, not the government, rule this
country through their votes.
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58
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
Lesson 5
Title: Why Do We Have a System of Checks and Balances?
Grade Level: Fourth Grade
Abstract: This lesson expands the study of the branches of government through a lesson on checks and
balances. Students will answer the question of how do checks and balances serve to limit the power of the
federal government?
Key Concepts: checks and balances, executive/legislative/judicial branches of government, limited
government
GLCE: C3.0.1 Give examples of ways the Constitution limits the powers of the federal government.
C3.0.5 Give examples of how the system of checks and balances limits the power of the federal government.
Sequence of Activities:
Step 1: Checks and Balances
Materials:
Checks and Balances charts and worksheet
Balance (scale)
Procedures:
1. Review the responsibilities of the three branches of government with the students.
2. Show the students a scale and ask them what is needed to balance the scale. Lead students to
understand that it must have equal weight on each side.
3. Explain that each branch of the government has different powers, but has equal weight. Explain also
that the Constitution set up a system of checks and balances that was created to ensure that that no one
branch of our government could become too powerful. Use the worksheet below to guide the
discussion.
4. Explain various checks that the branches perform on the other branches while supplying the students
with an outline of the checks and balances.
5. Complete the checks and balances worksheet in pairs.
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59
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
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60
Fourth Grade Government and Civics Unit
Calhoun ISD Social Studies Curriculum Design Project
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61
The Checks and Balances System:
A Worksheet
Power Which Branch Has
The Power?
Which Branch's
Power is Being
Checked? (Could be more than one)
1) Create and pass
legislation.
2) Veto bills.
3) Ratify treaties.
4) Appoint Federal judges.
5) Impeachment of federal
officials.
6) Confirm presidential
appointments.
7) Declare laws
unconstitutional.
8) Override Presidential
Vetoes.
9) Judges are appointed for
life.
10) Controls appropriations
of money.
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62
The Checks and Balances System:
A Worksheet (KEY)
Power Which Branch Has
The Power?
Which Branch's
Power is Being
Checked? (Could be more than one)
1) Create and pass
legislation.
Legislative
Executive
2) Veto bills.
Executive
Legislative
3) Ratify treaties.
Legislative
Executive
4) Appoint Federal judges.
Executive Legislative
5) Impeachment of federal
officials.
Legislative Executive, Judicial
6) Confirm presidential
appointments.
Legislative Executive
7) Declare laws
unconstitutional.
Judicial Executive
8) Override Presidential
Vetoes.
Legislative Executive
9) Judges are appointed for
life.
Judicial Legislative, Executive
10) Controls appropriations
of money. Legislative Executive
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63
Fourth Grade Government and Civics
Calhoun ISD Social Studies Curriculum Design Project
Lesson 6
Title: What are our Rights and Responsibilities as Citizens?
Grade Level: Fourth
Unit: Government and Civics
GLCE:
C2.0.2 Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are
involved.
C5.0.1 Explain responsibilities of citizenship.
C5.0.2 Describe the relationship between rights and responsibilities of citizenship
C5.0.3 Explain why rights have limits.
Abstract: In this lesson students explore the responsibilities of citizenship.
Key Concepts: rights and responsibilities, Constitution, Bill of Rights, amendments, and faction
Sequence of Activities:
Activity 1
Procedures: Students will review rights and responsibilities.
1. The teacher will review with students what they learned about why we have rules and laws. (Rules and
laws are in place to protect us. The Constitution is the law of the land in the U.S.).
2. The teacher will introduce the words: rights and responsibilities.
3. The teacher will pass out Rights and Responsibilities worksheet.
4. The students will work with one person to brainstorm and complete the student sheet. (Student sheet
consists of two columns, one labeled rights and one labeled responsibilities.)
5. When completed (about 10-15 min.), the students will regroup as a class and discuss their ideas about
rules and responsibilities.
6. Students may add ideas to their student sheets that they did not already have.
Activity 2
Procedures: Students will connect rights and responsibilities to the Bill of Rights.
1. The teacher will inform students that all U.S. citizens have rights that cannot be infringed upon.
2. Hand out the easy version of the Bill of Rights and discuss each amendment.
3. The teacher will lead the students in adding to the list of student examples on the Rights and
Responsibilities worksheet. (Ex: freedom of expression, freedom of religion, the right to be treated
equally, the right to be treated fairly by your government, the right to vote and run for public office).
Discussion should take place about the responsibilities that come along with each right before recording
this on the worksheet.
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64
Fourth Grade Government and Civics
Calhoun ISD Social Studies Curriculum Design Project
Activity 3
1. The students will write a brief summary describing what they learned about rights and responsibilities.
Some key points should include:
"What rights do we have as U.S. citizens?"
"What responsibilities come with having those rights?"
“Explain why rights have limits.”
A possible supplementary video stream:
Show the United Streaming video: America at Its Best: We all Contribute and Make a Difference
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65
Fourth Grade Government and Civics Lesson 6
Rights and Responsibilities Chart
Rights Responsibilities
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66
Fourth Grade Government and Civics Lesson 6
Rights and Responsibilities Chart (KEY)
Rights Responsibilities
Freedom of Religion Respect the religion of others
Freedom of Speech Speak without harming others
Freedom of the Press Print writing that doesn’t harm others
Freedom to Assemble Gather peacefully
Freedom to Petition Express what you wish for within the
limits of the Constitution
Right to bear arms Must follow rules of training and
licensing for safety of yourself and
others
Protection from illegal searches Cooperate with officials providing
proper documentation
Right to be fairly treated under the law-
protection of life and liberty
Follow the laws
Right to trial Serve on a jury when requested
Right to be free while awaiting trial Follow judge’s orders
Protection from cruel or unusual
punishment
Treat others respectfully
Vote to elect leaders who choose
appropriate consequences
All rights not mentioned belong to the
people
Use rights in a way that do not take
rights from others
States have right to powers not set aside
for Federal government
State powers must still uphold the
Constitution
Voters should elect state and Federal
leaders responsibly
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67
Fourth Grade Government and Civics
Calhoun ISD Social Studies Curriculum Design Project
EASY VERSION OF THE BILL OF RIGHTS
FIRST AMENDMENT: Congress cannot pass laws that take away Freedom of Religion (you
can believe and worship as you wish) Freedom of Speech
Freedom of the Press (you can write what you want)
Freedom to Assemble (get together with people peacefully)
Freedom to Petition (to ask the government to correct wrongs)
SECOND AMENDMENT: Because a fighting force of citizens might be needed in an
emergency, states have a right to allow people to keep weapons in their homes.
THIRD AMENDMENT: People don't have to let soldiers stay in their homes during peacetime.
FOURTH AMENDMENT: Unless the government (policemen or others) has good reason,
people, their homes or their things cannot be searched or taken away from them. Police usually
have to get permission from a judge to arrest someone or to make a search.
FIFTH AMENDMENT: People don't have to give evidence against themselves in court. If they
have been found innocent of a crime, they can't be tried again for the same crime. People have to
be treated fairly by the law, and cannot have their lives, liberty or property taken from them
unless it is fair.
SIXTH AMENDMENT: People accused of a crime can have a lawyer and a trial by jury. They
have to be told what they are accused of, and they can ask questions about it.
SEVENTH AMENDMENT: If a disagreement between people is about something more than
$20, they can have a jury trial.
EIGHTH AMENDMENT: People arrested can be free while they wait for their trial if they pay
money in the court as a way of promising they will return to the court for their trial. If they show
up, they get this money, called "bail," back. Fines have to be fair. And people found guilty
cannot be punished in a cruel or unusual way.
NINTH AMENDMENT: The rights listed above aren't the only ones people have. Any not
mentioned in the Bill of Rights belong automatically to people.
TENTH AMENDMENT: Any powers that do not belong to the national government belong to
the states. The U.S. government has only those powers listed in the Constitution.
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Bill of Rights Worksheet
Name _______________________________
HR ____________
Directions: Read each scenario below. Explain in a couple of sentences whether you agree or
disagree that the statement supports the constitution. Write the amendment from the Bill or
Rights that relates to each scenario. You may use your copy of the Bill of Rights and or the
Constitution.
1. A person who enters a room and screams "Fire!" just to see the reaction of the people in the
room is protected under provisions in the Bill of Rights.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
2. A police officer comes to your door and asks to search your home without probable cause.
You don't want to allow the officer to enter, but he is allowed to search your home.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
3. Violence is getting to the point in our society where they should stop letting civilians own
guns.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
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Bill of Rights Worksheet
4. The Death Penalty is a good way to punish those who murder another human being.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
5. Your parents own a house. They invest hours of time and many thousands of dollars into it.
The government can make your parents sell the house to them so a highway can be built on
the land.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
6. If a power is not expressed in the Constitution, then it is the responsibility of the individual
states to protect citizens' rights.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
7. People are still free to practice any religion in the United States.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
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70
Bill of Rights Worksheet
8. A person involved in a dispute over $10 is permitted to take his or her complaint to a civil
court.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
9. The President is allowed to call you at home and tell you that you must let soldiers stay in
your home.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
10. Everybody in the United States has the right to a free education.
Amendment: _________________________________________________________
Explain: _________________________________________________________
_________________________________________________________
_________________________________________________________
This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
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