| Overview
The idea of federalism in government can once again be compared
to the functions of the school, with the board of education being
the federal government, the principal being the state government
and the teacher being the local government. After a discussion of
this, students will receive a scenario sheet and will have to determine
whether the federal, state or local government will handle the problem.
Standards — Social Studies
Grade 8
Government, Benchmark B
4. Explain the political concepts expressed in
the U.S. Constitution:
a. Federalism.
5. Explain how the U.S. Constitution protects the
rights of citizens, regulates the use of territory, manages conflict
and establishes order and security.
Procedure
-
Review the idea of the school following the same model as the
federal government (as in the prior lesson). Confirm that the
superintendent, principal and teacher model the national, state
and local government model.
-
Give a couple of examples asking who would be the authority
in each circumstance.
• A student is suspended. Who makes the final decision?
(Generally the superintendent does, but this example could cause
discussion.)
• Who collects lunch money in elementary schools? (Generally,
the teacher does.)
• You wear a shirt with a four-letter word on the front.
Who suspends you from class? (Usually the teacher does.) From
school? (The principal does.)
-
Now take the model to the government level. Discuss the different
roles of the national, state and local governments.
-
Break the students into groups and distribute the Whose
Job Is It worksheet.
-
Ask them to come to consensus within the group on whether
national, state or local governments would have jurisdiction
over the issue.
-
Have a class discussion while going over the answers. Some
answers will vary depending upon how the student interprets
the picture or the statement.
Answer Key — Whose Job Is It?
- federal
- federal
- local (license) / state (age laws)
- local
- federal
- all
- federal
- state
- local
- federal
- local
- state
Evaluation
This activity is meant to engender discussion. The teacher can opt
to use the rubric below to evaluate participation.
Participation Rubric
| CATEGORY |
20-16 |
15-11 |
10-6 |
5-0 |
| Level of Engagement in Class |
The student proactively contributes to class by offering ideas
and asking questions more than once per class. |
The student proactively contributes to class by offering ideas
and asking questions once per class. |
The student rarely contributes to class by offering ideas
or asking questions. |
The student never contributes to class by offering ideas or
asking questions. |
| Listening Skills |
The student listens when others talk, both in groups and in
class. Student incorporates or builds off the ideas of others. |
The student listens when others talk, both in groups and in
class. |
The student does not listen when others talk, both in groups
and in class. |
The student does not listen when others talk, both in groups
and in class. The student often interrupts when others speak. |
| Preparation |
The student is almost always prepared for class with assignments
and required class materials. |
The student is usually prepared for class with assignments
and required class
materials. |
The student is rarely prepared for class with assignments
and required class
materials. |
The student is almost never prepared for class with assignments
and required class materials. |
|
