Basic Structure of the Federal Government Lesson: Key Idea 4.4

Key Idea 4.4 Basic Structure of the Federal Lesson: New York State Government Government 1

Lesson Structure

Compelling What is the purpose of government? Question

Supporting How should the government be organized? Question

Formative Students will fill in a chart that shows the U.S. branches of government. Performance Task

Lesson Summary

Students will learn about the U.S. branches of government and be able to understand which groups function underneath each branch.

Historical Background

The United States government is divided into three separate branches with a different group working within each branch. The Executive branch has the President. The Legislative branch contains Congress. The Judicial branch contains the Supreme Court.

Content Standards

Key Idea 4.4 Government

Conceptual 4.4a After the Revolution, the United States of America established a Understanding(s) federal government; colonies established state governments.

Content Students will examine the basic structure of the federal government, Specification(s) including the president, Congress, and the courts.

Social Studies Themes and Practices

Themes Power, Authority, and Governance (GOV) Civic Ideals and Practices (CIV)

Practices Gathering, Interpreting, and Using Evidence (A1): Develop questions about New York State and its history, geography, economics and government.

Resources

Featured 1. OHM BOCES Workbook (SS_4.4_WB1) Resources 2. OHM BOCES PowerPoint (SS_4.4PPT1)

Additional 1. Government Structure Resources 2. Ben’s Guide

Vocabulary

Government President Federal Court

Thirty Minute Lesson Sequence

Opening: (5 Minutes) Review the vocabulary for the lesson using the workbook page and the presentation file slides labeled vocabulary. Stage the question: What is the purpose of government?

Activity: (20 Minutes) Students will examine a chart that shows the branches of government (president, congress, and the courts). Students will complete the chart in the workbook using the word bank provided.

Exit Ticket: (5 Minutes) Exit Ticket Students will match the branch of government with the group who functions within it.

Key Idea 4.4 Comparing the Different Lesson: New York State Levels of Government Government 2

Lesson Structure

Compelling What is the purpose of government? Question

Supporting Why are there different levels of government? Question

Formative Students will fill in a Venn Diagram that shows the similarities and differences Performance between Federal, Local, and State government responsibilities. Task

Lesson Summary

Students will examine the table that shows the different responsibilities of the different levels of government. Students will compare the similarities and differences of the different governments using a Venn Diagram.

Historical Background

Students need to understand that there are different levels of government who have different responsibilities to meet the needs of their citizens. Students need to realize that there is not one single government that does everything.

Content Standards

Key Idea 4.4 Government

Conceptual 4.4a After the Revolution, the United States of America established a Understanding(s) federal government; colonies established state governments.

Content Students will explore ways that the federal, state, and local Specification(s) governments meet the needs of citizens, looking for similarities and differences between the different levels of government.

Social Studies Themes and Practices

Themes Power, Authority, and Governance (GOV) Civic Ideals and Practices (CIV)

Practices Gathering, Interpreting, and Using Evidence (A1): Develop questions about New York State and its history, geography, economics and government.

Resources

Featured 1. OHM BOCES Workbook (SS_4.4_WB2) Resources 2. OHM BOCES PowerPoint (SS_4.4PPT2)

Additional 1. Link to the Venn Diagram with the responsibilities of the different Resources branches of government

Vocabulary n/a

Thirty Minute Lesson Sequence

Opening: (5 Minutes) Students will be told to think about each statement on the presentation file, and will give a thumbs up if they believe the government has a right to decide or a thumbs down if it is a personal decision.

Activity: (20 Minutes) Students will examine the table in the workbook that shows the responsibilities of the different levels of government and fill in a Venn Diagram comparing the similarities and differences of their responsibilities using the table.

Answer Key: Federal: prints money, national security,

State: department of motor vehicles, hospitals

Local: fire services, repair roads

Federal and State: prisons

Federal and Local: none

State and Local: education

Federal, State, and Local: police, build roads, parks, elections

Exit Ticket: In the workbook, students will give an example of one responsibility each level of government has to meet the needs of their citizens: Federal, State, and Local Then ask students: Why is it helpful to have different levels of government?

Key Idea 4.4 New York State Flag and Lesson: New York State Seal Government 3

Lesson Structure

Compelling What is the purpose of government? Question

Supporting How should government be organized? Question

Formative Students will read an article about the state and seal of New York State. Performance Task

Lesson Summary

Students will look at the state flag which shows the state seal and understand why they are used and where they came from.

Historical Background

When the United States of America was founded it was a very divided nation. Many people were wary of a powerful federal government which, in turn, led them to developing strong loyalties to their more local and state governments that were run by their own elected officials. In order to band people together within each state and demonstrate the values that its people felt most important, each state developed a flag to portray and represent these ideals.

Content Standards

Key Idea 4.4 Government

Conceptual 4.4b The New York State Constitution establishes the basic structure of Understanding(s) government for the state. The government of New York creates laws to protect the people and interests of the state.

Content Students will examine the elements of the New York State Seal adopted Specification(s) in 1777 and the New York State flag and explain the symbols used.

Social Studies Themes and Practices

Themes Power, Authority, and Governance (GOV) Civic Ideals and Practices (CIV)

Practices Gathering, Interpreting, and Using Evidence (A1): Develop questions about New

York State and its history, geography, economics and government. Gathering, Interpreting, and Using Evidence (A2): Recognize, use, and analyze different forms of evidence used to make meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs).

Resources

Featured 1. OHM BOCES Workbook (SS_4.4_WB3) Resources 2. OHM BOCES PowerPoint (SS_4.4PPT3)

Additional n/a Resources

Vocabulary n/a

Thirty Minute Lesson Sequence

Opening: (5 Minutes) Students will be presented with different state flags. Students will see if they can identify which belongs to New York.

Activity: (20 Minutes) Students will read an article explaining the elements of the New York State Seal adopted in 1777 and the New York State Flag symbols.

Students will then answer the following questions:  What does the state motto excelsior mean? (It means ever upward)  What do the outspread wings of the eagle symbolize? (protection)  What does the crown at the foot of Lady Liberty (on left) represent? (it represents the overthrowing of the British Monarchy during the War of Independence)  What is the Roman goddess of Justice holding in her left hand? (She is holding the scales of Justice)

Exit Ticket: (5 Minutes) Exit Ticket Draw a flag of your own that depicts you! Create a flag that symbolizes you. Include 3 symbols that represent you and explain what each represents.

Key Idea 4.4 Lesson: New York State Government New York State Government 4

Lesson Structure

Compelling What is the purpose of government? Question

Supporting How should government be organized? Question

Formative Students will identify the person or persons that function under each branch Performance of the NYS government and their roles and responsibilities. Task

Lesson Summary

Students will identify the people who function under each branch of the state government and their roles and responsibilities to meet the needs of citizens. Students will also examine a chart to find the current senate and assembly office holders and the governor.

Historical Background

Students will understand the different role of the NYS government. They will see that the branches are the same on the federal and state level but different people function under each.

Content Standards

Key Idea 4.4 Government

Content Students will use a graphic organizer to show the different branches of Specification(s) state government and the roles and responsibilities of each. The present governor, the local senator, and the local assembly-person should be identified.

Social Studies Themes and Practices

Themes Power, Authority, and Governance (GOV) Civic Ideals and Practices (CIV)

Practices Gathering, Interpreting, and Using Evidence (A1): Develop questions about New York State and its history, geography, economics and government.

Resources

Featured 1. OHM BOCES Workbook (SS_4.4_WB4) Resources 2. OHM BOCES PowerPoint (SS_4.4PPT4)

Additional 1. New York State Assembly Resources 2. New York Senators 3. Study Zone- New York State and Local Government

Vocabulary n/a

Thirty Minute Lesson Sequence

Opening: (5 Minutes) Stage the questions: What are the branches of the federal government? Who functions under each of the branches? Possible Answers: Legislative (congress), Executive (president), Judicial (supreme court)

Review the branches of the Federal government to set the stage for today’s lesson.

Activity: (20 Minutes) Students will examine a chart that shows the different branches of government at the state level. Legislative-Senate & Assembly Executive-Governor Judicial-State Supreme Court/Judges After students have examined the different branches of government and the people who function under those branches, they will fill out a chart in their workbook. Students will examine the roles and responsibilities of the senate and assembly, the governor, and the state supreme court/judges. The senators and assemblypersons can propose laws. The governor-signs bills to become laws in the state or veto bills in which he does not agree with New York State Courts- handles cases that are outside the authority of other courts, meets the legal needs of the citizens of the state, enforces the laws

There is a link provided in the presentation file for the students to examine who is currently holding the position of governor, senators, and assemblypersons.

Exit Ticket: (5 Minutes) Directions: Identify 1 branch of New York State government, the person or persons that function under that branch, and their responsibilities.

Key Idea 4.4 Lesson: How a Bill Becomes a Law New York State Government 5

Lesson Structure

Compelling What is the purpose of government? Question

Supporting How should government be organized? Question

Formative Students will complete a mental map on the process of how a bill becomes a Performance law in New York State. Task

Lesson Summary

Students will be investigating how a bill becomes law in New York State. They will begin by brainstorming any ideas they have on the process, what is a law, and what is a bill by using a KWL. After students will read a brief article on the process, conduct a reader’s theater, and fill in a mental map.

Historical Background

The American Revolution was fought to bring Enlightenment ideas into practice. At the heart of Enlightenment ideas is the notion that people are entitled to representation in their government. When a bill is proposed by our citizens and taken up the ladder to be presented by our government officials, it is important that each body of the legislative branch have a voice in ratifying, amending, and/or vetoing the bill. This lesson will describe that process.

Content Standards

Key Idea 4.4 Government: There are different levels of government within the United States and New York State. The purpose of government is to protect the rights of citizens and to promote the common good. The government of New York State establishes rights, freedoms, and responsibilities for its citizens.

Content Students will investigate the steps necessary for a bill to become a law Specification(s) in New York State.

Social Studies Themes and Practices

Themes Power, Authority, and Governance (GOV) Civic Ideals and Practices (CIV)

Practices Gathering, Interpreting, and Using Evidence (A1): Develop questions about New York State and its history, geography, economics and government. Civic Participation (F4): Identify opportunities for and the role of the individual in social and political participation in the school, local, and/or state community. Civic Participation (F7): Identify people in positions of power and how they can influence people’s rights and freedom.

Resources

Featured 1. OHM BOCES Workbook (SS_4.4_WB5) Resources 2. OHM BOCES PowerPoint (SS_4.4PPT5)

Additional 1. NY State Senate- How a Bill Becomes a Law Resources 2. Doc on How a Bill Becomes a Law 3.

Vocabulary

Bill Representatives Sponsor Veto Legislation

Thirty Minute Lesson Sequence

Opening: KWL Have KWL chart created and at the front of the room. Ask the question, “How does a bill become a law?” Give students a few seconds to think, and perhaps share some ideas. Write down any ideas given. Next, guide students using more specific questions:

What is a law? What is a bill?

Students should record their ideas into their workbooks page ____. Ask for some examples and write them down on the class KWL.

Finally, have students write down at least one question they have, such as “what is a bill or how does a bill becomes a law?” Tell students will be come back to this note-catcher at the end of the lesson.

Activity: Teach lesson vocabulary.

Role playing: Give students the article titled, How a Bill Becomes a Law in New York State. Students will read the article and annotate as needed. Once they are done, explain to students that they will be acting out how a bill becomes a law in New York State. Assign the following roles: Citizen(s)- develop idea Sponsor Committee (group) Senate (Group) Assembly (group) The Governor

Exit Ticket: Give students the remainder of class to complete the KWL note-catcher. Students will fill in the last column, L, by explaining how a bill becomes a law in New York State.

Key Idea 4.4 Local Government in New Lesson: New York State York State Government 6

Lesson Structure

Compelling What is the purpose of government? Question

Supporting How should government be organized? Question

Formative Students will identify their town, village, or city within their county, identify Performance the local branches of government, and the relationship between the local and Task state government.

Lesson Summary

Students will identify the county and the city, town, or village in which they live, local branches of government, and the relationship between local and state government.

Historical Background

Students need to know the difference between a city, town, and village. Students will understand that each state is divided into counties, and people live within each county in either a city, town, or village.

Content Standards

Key Idea 4.4 Government

Conceptual 4.4c Government in New York State is organized into counties, cities, Understanding(s) towns, and villages

Content  Students will identify the county in which they live, noting where Specification(s) their city, town or village is within that county. OR Students will identify the borough of New York City in which they live, and in which county the borough is located. (NOTE: Teachers choose the appropriate content specification based on the school location)  Students will examine the structure of their local government and its relationship to state government. Students will be able to identify the elected leaders of their community.

Social Studies Themes and Practices

Themes Power, Authority, and Governance (GOV) Civic Ideals and Practices (CIV)

Practices Gathering, Interpreting, and Using Evidence (A1): Develop questions about New York State and its history, geography, economics and government.

Resources

Featured 1. OHM BOCES Workbook (SS_4.4_WB6) Resources 2. OHM BOCES PowerPoint (SS_4.4PPT6)

Additional n/a Resources

Vocabulary

County City Town Village

Thirty Minute Lesson Sequence

Opening: (5 Minutes) Vocabulary Activity Students will complete the vocabulary activity in the workbook by filling in the vocabulary word from the word box that matches the definition provided. Students will draw a picture to help them remember the vocabulary word. Key-village, county, town, city

Activity: (20 Minutes)  Teacher will use the link in the presentation file to identify the name of the town, village, or city that you live in (or where your school is located/if there is multiple counties/towns for the school district).  Students will examine the local branches of government and fill in the chart in the workbook  Teacher should find the local elected leaders to share with their students  Students will examine the relationship between the local government and state government by reading a short article. Students will write one thing they learned about the relationship between the local and state government.

Exit Ticket: (5 Minutes) Students will fill in a chart to show their understanding of the local branches of government and the people who function within them using a word bank in the workbook.

Key Idea 4.4 Local Government in New Lesson: New York State York State Government 7

Lesson Structure

Compelling What is the purpose of government? Question

Supporting What are rights and freedoms? Question

Formative Students will identify rights guaranteed to all the citizens of the U.S. and specifically Performance the citizens of New York. Task

Lesson Summary

Students will identify rights guaranteed to all the citizens of the U.S. and specifically the citizens of New York.

Historical Background

N/A

Content Standards

Key Idea New York State government

Conceptual 4.4d New Yorkers have rights and freedoms that are guaranteed in the United Understanding(s) States Constitution, in the New York State Constitution, and by state laws.

Content Students will examine the rights and freedoms guaranteed to citizens. Specification(s)

Social Studies Themes and Practices

Themes Power, Authority, and Governance (GOV) Civic Ideals and Practices (CIV)

Practices Gathering, Interpreting, and Using Evidence (A1): Develop questions about New York State and its history, geography, economics and government.

Resources

Featured 1. OHM BOCES Workbook (SS_4.4_WB7) Resources 2. OHM BOCES PowerPoint (SS_4.4_PPT7)

Additional N/A Resources

Vocabulary

N/A

Thirty Minute Lesson Sequence

Opening: (5 Minutes) Vocabulary activity for rights and freedoms. Students will identify their rights and freedoms at home and at school.

Activity: (20 Minutes) Students will examine the rights given to all citizens of the U.S. based on the U.S. constitution, and the rights specifically given to N.Y. citizens based on the N.Y. constitution and N.Y. law.

Exit Ticket: (5 Minutes) Exit Ticket Name 2 rights that are guaranteed to all citizens of the United States of America. Name 2 rights that are given to the citizens of New York.

Key Idea 4.4 Local Government in New Lesson: New York State York State Government 8

Lesson Structure

Compelling What is the purpose of government? Question

Supporting What are the responsibilities of citizens? Question

Formative Students will identify their responsibilities as a child and as an adult. Performance Task

Lesson Summary

Students will read an article that explains the responsibilities of citizens as kids and adults. Students will identify their responsibilities and understand the importance.

Historical Background

Students need to understand that even though they are kids they have responsibilities and that their responsibilities will change when they become an adult.

Content Standards

Key Idea New York State Government

Conceptual 4.4e Citizens of the State of New York have responsibilities that help Understanding(s) their nation, their state, and their local communities function. Some responsibilities are stated in laws.

Content Students will learn their responsibilities as citizens, such as obeying Specification(s) rules and laws (e.g., traffic safety, see something–say something, anti- bullying)

Social Studies Themes and Practices

Themes Power, Authority, and Governance (GOV) Civic Ideals and Practices (CIV)

Practices Gathering, Interpreting, and Using Evidence (A1): Develop questions about New York State and its history, geography, economics and government.

Resources

Featured 1. OHM BOCES Workbook (SS_4.4_WB8) Resources 2. OHM BOCES PowerPoint (SS_4.4PPT8)

Additional N/A Resources

Vocabulary

Responsibility

Thirty Minute Lesson Sequence

Opening: (5 Minutes) Introduce the vocabulary word responsibility. Turn and talk to a partner: What are your responsibilities at home? What are your responsibilities at school? Write down the answers to these questions in the workbook.

Activity: (20 Minutes) Students will read an article about the responsibilities of children and adults as a citizen of New York and understand the importance.

Exit Ticket: (5 Minutes) Exit Ticket: Why is it important that everyone completes their responsibilities as a citizen of New York State?

Key Idea 4.4 Review Class 1 of 1 Lesson:

Review 9

Lesson Structure

Compelling What is the purpose of government? Question

Supporting How should government be organized? Question Why are there different levels of government? What are rights and freedoms? What are the responsibilities of citizens?

Formative N/A Performance Task

Lesson Summary

N/A

Historical Background

N/A

Content Standards

Key Idea Review unit 4.4

Conceptual 4.4a After the Revolution, the United States of America established a Understanding(s) federal government; colonies established state governments. 4.4b The New York State Constitution establishes the basic structure of government for the state. The government of New York creates laws to protect the people and interests of the state. 4.4c Government in New York State is organized into counties, cities, towns, and villages. 4.4d New Yorkers have rights and freedoms that are guaranteed in the United States Constitution, in the New York State Constitution, and by state laws. 4.4e Citizens of the State of New York have responsibilities that help their nation, their state, and their local communities function. Some responsibilities are stated in laws.

Content N/A Specification(s)

Social Studies Themes and Practices

Themes N/A

Practices N/A

Resources

Featured N/A Resources

Additional N/A Resources

Vocabulary

Vocabulary from the unit will either be used in context or specific words will be reviewed as needed.

Thirty Minute Lesson Sequence

Opening: N/A

Activity: N/A

Exit Ticket: N/A