Overview
This lesson covers the three branches of government and the system
of checks and balances established in the U.S. Constitution that
keeps one branch from becoming too powerful.
Standards — Social Studies
Grade 8
Social Studies Skills and Methods, Benchmark A
3. Write a position paper or give an oral presentation
that includes citation of sources.
Social Studies Skills and Methods, Benchmark
D
4. Organize and lead a discussion.
Government, Benchmark B
4. Explain the political concepts expressed in
the U.S. Constitution:
a. Representative democracy.
b. Federalism.
c. Bicameralism.
d. Separation of powers.
e. Checks and balances.
5. Explain how the U.S. Constitution protects the
rights of citizens, regulates the use of territory, manages conflict
and establishes order and security.
Materials
• Copies of the U.S. Constitution
• Article I, II and III worksheets
Procedures
-
Have students count off by threes. One group will read Article
I of the Constitution, the next will read Article II and the
third will read Article III.
-
Pass out copies of the Constitution or have the students turn
to it in their textbook.
-
Pass out the worksheets for Article
I, Article II and Article
III.
-
Have students read and answer the questions independently.
-
When they complete the worksheets (this could extend to a
homework assignment), have them meet with other students who
read same section.
-
In their groups, have the students share answers and discuss
their reading.
-
After discussions, explain that each group is responsible
for teaching their branch of government to the class through
the creation of an original graphic organizer.
-
Graphic organizers must include:
• Name of branch
• Division of branch/organization of branch
• Head/leader of branch
• Length of term of person(s) serving in branch
• Qualifications of person(s) serving
• Powers given to branch
-
Each group makes a presentation to the class.
-
After the presentations, reassign groups so that each group
has at least one of each branch represented.
-
Have the new groups discuss balance of power and checks and
balances.
-
Each new group will be responsible for creating a visual aid
that illustrates checks and balances and balance of power.
-
Have each group present their visual aids.
Evaluation
Rubric for Graphic Organizer
| CATEGORY |
20-15 |
14-9 |
8-0 |
| Organization |
Main concept holds prominent position; subconcepts are linked
to the appropriate source. |
Main concept holds prominent position; subconcepts all link
to the main idea. |
Main concept is not easily identified; subconcepts are not
linked appropriately. |
| Links |
All links are connected in the right direction. Hyperlinks
work. |
Most links are connected in the right direction. Most hyperlinks
work. |
Links don’t clarify the relationships. No hyperlinks. |
| Content |
Important information is accurate. Information is succinct.
|
Most of the information is accurate. There are a few too many
words used to explain concept. |
Unneeded information is present. Too many words are used. |
| Conventions |
No misspellings or grammatical errors are present. |
There are fewer than three misspellings or grammatical errors. |
Contains numerous spelling and grammatical errors. |
|
