Grade 5
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 4 days
Grade 05 Social Studies Unit 06 Exemplar Lesson 02: The Powers That Be
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this
lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration
for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how
your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the
TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional
Materials.)
Lesson Synopsis
In this lesson students learn about the governmental structures and functions of the government of the United States, a constitutional
republic. The ability to check each branch by other branches has kept the powers of the government in balance.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in
a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
5.16
Government. The student understands the framework of government created by the U.S. Constitution of
1787. The student is expected to:
5.16A Identify and explain the basic functions of the three branches of government.
5.16B Identify the reasons for and describe the system of checks and balances outlined in the U.S.
Constitution.
5.19
Citizenship. The student understands the importance of effective leadership in a constitutional
republic. The student is expected to:
5.19A Explain the contributions of the Founding Fathers to the development of the national government.
5.19B Identify past and present leaders in the national government, including the president and various
members of Congress, and their political parties.
5.19C Identify and compare leadership qualities of national leaders, past and present.
Social Studies Skills TEKS
5.24
Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions.
5.24C Organize and interpret information in outlines, reports, databases, and visuals, including graphs,
charts, timelines, and maps.
5.25
Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
5.25C Express ideas orally based on research and experiences.
5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/01/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 15 Grade 5
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 4 days
Grade 05 Social Studies Unit 06 PI 02
Create a visual representation outlining the basic functions of the branches of the national government highlighting how each branch checks the other.
Write a summary statement on why the framers of the Constitution designed our system that way.
Standard(s): 5.16A , 5.16B , 5.24B , 5.25D
ELPS ELPS.c.1C , ELPS.c.1E
Key Understandings
Effective democratic government systems have measures of control.
— How would one measure if a government system were effective?
— What types of control should an effective government system have?
— How are federal and state governments different?
Vocabulary of Instruction
legislative
judicial
executive
democracy
checks and balances
separation of powers
unconstitutional
federal
Materials
chart paper
Chart paper or typing paper to paste the articles to and to write the summary.
Glue sticks or paste.
Paper, Typing paper or chart paper
Teachers might have copies of newspapers in the classroom or allow students to use the Internet to find articles. The articles
do not have to be from the current week as long as they relate to the actions of the three branched of the federal or state
governments.
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site
and are not accessible on the public website.
Handout: A Balancing Act (1 per student)
Handout: Branches of Government (1 per student)
Handout: Branches of Government Organization Chart (1 per student)
Handout : Checks and Balances Cycle Diagram
Teacher Material: Checks and Balances Cycle Diagram – Sample Answers
Handout: Leadership Qualities of National Leaders Past and Present
Handout: National Leaders from Texas (Past)
Resources
Advance Preparation
1.
2.
3.
4.
5.
6.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Gather newspaper articles showing how the government is at work today.
Prepare materials and handouts as needed.
Background Information
After working with the Articles of Confederation from 1781 – 1787, the Founding Fathers knew the new country needed a stronger central government and
Last Updated 05/01/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 15 Grade 5
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 4 days
the result was the U.S. Constitution. Within this document they spelled out how the new government was to be run and who was to do it. But in order to
keep the government from having too much power, several principles were put in place, such as checks and balances, separation of powers, and
federalism.
Constitutional republic: a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the
governed, serve for an established tenure, and are sworn to hold the law as supreme above any person.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These
lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each
unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be
saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – A Balancing Act – Checks and Balances
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
1. Divide the class into three groups.
2. Distribute to each group the Handout: A Balancing Act that includes their
instructions.
Attachments:
Handout: A Balancing Act
Purpose:
Group 1 will have the duty of making up a new rule for the class to
follow.
Group 2 will have the power to approve the new rule and make sure
everyone is following the new rule.
Group 3 will decide if the new rule is okay and make sure it is enforced
properly.
3. Give the class a few minutes to simulate the passing of the new rule, the
enforcement of the new rule, and the decision about the constitutionality of
the rule and the way it is enforced. (legislative, executive, and judicial
branches)
4. Lead a discussion with the whole class about their exercise. Some
suggested questions are:
Was it easy for the class to pass a new rule? Why or why not?
(Record student answers.)
What made it difficult to enforce this new rule? (Record student
answers.)
Why do you think there was a group making decisions about how
the rule was enforced? (Record student answers.)
Do you think it’s necessary to have several groups making
decisions about rules that everyone has to follow? Why or why
not? (Record student answers.)
Students are learning the functions of the three branches of
the federal government.
TEKS: 5.16A
Instructional Note:
Teacher may provide a list of possible new
rules from which the groups choose.
Possible suggestions are: No one can speak
without asking _______ (a student) for
permission.
Everyone must put his or her hand on their
head when (a student) is talking.
Respect everyone’s comments.
Listen respectfully.
5. Point out that under the Articles of Confederation the state legislatures
made all the decisions.
Our Founding Fathers discussed this idea further, and when
they wrote the Constitution, they decided the country needed a
better “balance of power." Can you think of why? What problems
would come up? We will look at how the U.S. Constitution
created a better balance of power.
EXPLORE – Branches of Government and their Duties
Last Updated 05/01/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Suggested Day 1 (continued) – 35 minutes
page 3 of 15 Grade 5
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 4 days
1. With the students in the same groups, give them the Handouts: Branches
of Government and Branches of Government Organization Chart.
These groups will be the Expert Groups.
2. Students read the information in the Handout: Branches of Government
and complete their section on the Handout: Branches of Government
Chart.
Attachments:
Handout: Branches of the Government
Handout: Branches of the Government
Organization Chart
Handout: Checks and Balances Cycle
Diagram
Teacher Resource: Checks and Balances
Cycle Diagram Sample Answers
Purpose:
The teacher is leading students to the key understanding of
the effective democratic government systems exercise
control to establish peace and order.
TEKS: 5.16A, 5.16B
EXPLAIN – Separation of Powers
Suggested Day 2 – 30 minutes
1. Once students have completed their part of the chart, regroup students
into groups that have representatives from each Expert Group.
Materials:
2. The new Home Groups will share their Expert information so the whole
group can complete the entire chart.
3. Facilitate a discussion with the class on the powers of the different
branches. Some suggested questions include:
Why do you think the Framers separated the powers between
the three branches of government? (They were afraid of one
person or group having too much power.)
Do you think it’s a good idea to have separate branches of
government with their own responsibilities and powers? Why or
why not (Answers will vary.)
Do you think the three branches of government can work
together? Why or why not? (Answers will vary. Students may think
that each branch is doing its own thing.)
How do we know that the branches are doing what they are
supposed to do? (People have to keep informed.)
chart paper
Teacher Resource: Checks and Balances
Cycle Diagram from Explore
Purpose:
The teacher is leading the students to understanding the
purpose of separation of powers and checks and balances.
TEKS: 5.16A, 5.16B, 5.16C
Instructional Note:
Have students write their answers on their
copy of the diagram to use for future learning
4. Remind students that the Framers wrote the Constitution to provide for a
separation of power of the three branches of government. Each has its own
responsibilities and, at the same time, they work together to make the
country run smoothly while working to assure that the rights of the citizens
are protected. This is done through checks and balances. A branch may
use its powers to check the powers of the other two in order to maintain a
balance of power among the three branches of government.
5. Display the Handout: Checks and Balances Cycle Diagram as an
overhead transparency or drawn on chart paper.
6. Conduct a whole class discussion to complete the Diagram. Suggested
questions are as follows:
How does the Judicial branch check the powers of the Executive
and Legislative branches? (Fill in the response on the diagram)
How does the Executive branch check the powers of the Judicial
and Legislative branches? (Fill in the response on the diagram)
How does the Legislative branch check the powers of the
Executive and Judicial branches? (Fill in the response on the
diagram)
7. Conduct a class discussion based upon the completed Diagram. Some
suggested questions are as follows:
Last Updated 05/01/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 15 Grade 5
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 4 days
Do you think that it is important to have the different branches
control each other in some way? Why or why not? (Answers will
vary.
If this system works for our nation, does the state of Texas have
the same type of governmental structure as the federal
government? (Yes.)
Are there certain things that the national government can do
that the states cannot do? (Yes, the national government is in charge
of the military, currency, foreign trade, and can make other laws for the
entire country. The states can make state laws, deal with education and
build state highways.)
EXPLORE
Suggested Day 2 – 20 minutes
1. Using the provided list of leadership qualities (See Handout: Leadership
qualities of National Leaders, Past and Present), students discuss
leadership qualities of national leaders with whom they are familiar,
supporting their statements with evidence.
Attachments:
2. Consider using past presidents, especially from Texas such as Eisenhower,
Johnson, George Bush, and George W. Bush or other past presidents
student may be familiar with.
3. Students pick a presidents they are familiar with and write a paragraph
explaining which two leadership qualities their choice most exemplifies.
4. Students read about national leaders from Texas who lived in the past.
(See the Handout: National Leaders from Texas (Past) to learn about
Speaker of the United State House Sam Rayburn and United States
Senator, John Tower. Add other past national leaders from Texas as
appropriate.)
Handout: Leadership qualities of National
Leaders, Past and Present (1 per student
or a classroom Anchor Chart)
Handout: National Leaders from Texas
(Past) (1 per student)
Instructional Note:
Add other Texas national leaders as
appropriate.
5. Students discover which leadership quality which made each man famous.
6. Discuss the leadership qualities of Rayburn and Tower.
EXPLAIN
Suggested Day 3 – 20 minutes
1. Using a T-chart, students choose two leaders who have served at the
national level in the past.
2. Students write a comparison of the two, explaining their leadership
qualities.
3. Compare what is similar and what is different about them. Use the textbook,
Internet or other library resources to make sure the facts are correct.
4. Students explain their writing to a partner.
ELABORATE – Applying Separated Powers to Today
Suggested Day 3 (continued) – 30 min.
1. Have students bring in news articles relating to current proceedings of the
three branches of government, both federal and state.
Materials:
2. Have a few students share their articles with the class.
3. Choose a topic or issue from the articles and facilitate a class discussion.
The following are suggested questions to lead the discussion:
How would you vote on the issue? Why? (Answers will vary.)
What do you think the President (or future Present), will do?
Why?
If the law passes and is approved by the President, do you think
the Supreme Court will challenge it? Why or why not?
(Answers will vary.)
How might the federal government handle this differently than a
state government? (Answers will vary.)
Last Updated 05/01/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Teachers might have copies of newspapers
in the classroom or allow students to use the
Internet to find articles. The articles do not
have to be from the current week as long as
they relate to the actions of the three
branched of the federal or state
governments.
Chart paper or typing paper to paste the
articles to and to write the summary.
Glue sticks or paste.
Purpose:
Students are learning that the ideas of the Founding
Fathers about the separated powers are continued today
page 5 of 15 Grade 5
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 4 days
Students choose one modern day leader who exemplifies the qualities of leadership and
and still needed.
write a short biography about that person. Use the Internet or other library resources to
make sure the facts are correct. Reports may be compiled using technology sources.
TEKS: 5.16A, 5.16B, 5.24B, 5.24C
EVALUATE – Performance Indicator
Suggested Day 4 – 50 minutes
Grade 5 Social Studies Unit06 PI02
Create a visual representation outlining the basic functions of the branches of the
national government highlighting how each branch checks the other. Write a summary
statement on why the framers of the Constitution designed our system that way.
Standard(s): 5.16A , 5.16B , 5.24B , 5.25D
ELPS ELPS.c.1C , ELPS.c.1E
Materials:
Paper, Typing paper or chart paper
Purpose:
Students are pulling together the reasons the framers of
the Constitution designed our system the way they did and
how the three branches work.
TEKS: 5.16A, 5.16B, 5.24C, 5.25D
Instructional Note:
Consider providing a word bank of academic
vocabulary for students to choose from and
include in their summary.
Last Updated 05/01/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 15 Grade 5
Social Studies
Unit: 06 Lesson: 02
A Balancing Act
Group 1:
You will have the duty of making up a new rule for the class to follow.
This group will have to choose one spokesperson to take your new rule
to Group 2. You will have to pay close attention to how the new rule if
being followed to decide if new rules or changes in the rule are needed.
Group 2:
This group will have to choose one leader to with the power to approve
the new rule and then let the class know about the rule. Everyone else in
the group will have to enforce the rule.
Group 3:
You will choose five people from the group to decide if the new rule is
okay. If the new rule is not okay or it is not being enforced properly, then
you let the class know that it is against the constitution. You will also
monitor that the new rule is enforced properly and fairly.
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
©2012, TESCCC
05/17/13
Page 1 of 1
Grade 5
Social Studies
Unit: 06 Lesson: 02
Branches of Government
Legislative Branch–The legislative branch of government is made up of the Congress.
Article One of the Constitution gave this branch the power to make the laws. Some of the
laws they make are as follows:
 Control trade between states and between the United States and other countries
 Authorize taxes
 Borrow money
 Authorize the printing of currency (money)
 Declare war on other countries
Congress is divided into two parts: the House of Representatives, often just called the
House, and the Senate.
The House of Representatives is made up of elected officials based on the total
population of the respective state. Requirements to be a representative are as follows:
 Be at least 25 years old.
 Be a U.S. citizen for the past 7 years.
 Live in the state they represent.
Representatives serve two-year terms. At the end of the two years, the people of the state
may choose a new representative or may re-elect the same person. If the state allows it,
there is no limit to the number of years a representative may serve his/her state.
The House has special jobs that only it can do. It can:
 Start laws that make people pay taxes.
 Decide if a government official should be put on trial before the Senate if s/he commits a
crime against the country. This process is called Impeachment.
The Senate has only two representatives from each state regardless of population. Each
Senator serves a six-year term and as with the Representatives, can either be re-elected or
replaced with a new choice. Requirements to be a Senator are:
 Be at least 30 years old.
 Be a U.S. citizen for the past 9 years.
 Live in the state they represent.
The Senate has special jobs that only it can do. It can:
 Say yes or no to any treaties the president makes.
 Say yes or no to any people the president recommends for jobs, such as cabinet
officers, Supreme Court justices, and ambassadors.
 Can hold a trial for a government official who does something very wrong.
Together Congress can override presidential vetoes by a 2/3 vote and pass a law.
©2012, TESCCC
04/23/13
Page 1 of 3
Grade 5
Social Studies
Unit: 06 Lesson: 02
Executive Branch–The executive branch of government makes sure that the laws of the United States
are followed or executed. The President of the United States is the head of the executive branch of
government. This branch is very large so the President gets help from the Vice President, Cabinet
Members and leaders of many individual agencies.
The President is the elected leader of our country and the head of the military (Commander-in-Chief).
His job is also to act as a check on the laws that Congress creates. When the Senate and the House
approve a bill, they send it to the President. If he agrees with the law, he signs it and the law goes into
effect.
If the President does not agree with a bill, he can refuse to sign it. When he does this, it is called a veto.
If the President vetoes a bill, it is returned to Congress. Congress can override a veto, but to do so,
two-thirds of the Members of Congress (both the House and Senate) must vote to override the
President. This does not happen often.
The President has several other duties as well. He serves as the American Head of State, which means
that he meets with the leaders of other countries and can make treaties with them. (As a check on this
power, the Senate must approve any treaty by a 2/3 vote before it becomes official.)
The President is also the chief of the government. That means that he is technically the boss of every
federal government worker.
The President appoints judges to the Federal Courts, including the Supreme Court, and grants pardons
to convicted people.
Also, the President is the official head of the U.S. military, called the Commander-in-Chief. He can
authorize the use of troops overseas without declaring war. To officially declare war, the President must
get the approval of the Congress.
The requirements to be elected President are as follows:
 Be at least 35 years old,
 Be a natural born (born in the US or a US military base in another country) citizen of the United
States and have lived in the U.S. for the last 14 years.
Because of the 25th Amendment to the Constitution, a President may serve only two four-year terms.
The Vice President is also the President of the Senate, and can only vote in case of a tie. He/she will
take over for the President in case the President is no longer able to serve.
Cabinet Members advise the President on many issues and help carry out policies. The purpose of the
Cabinet is to advise the President. They are the President’s closest and most trusted advisors, and
usually his/her closest friends. The Cabinet includes the Vice President, the heads of 15 executive
branch departments, and other government officials chosen by the President. A few of these people are
the Secretary of State, the Secretary of Treasury, the Secretary of Defense and the Attorney General.
Individual Agencies help carry out policies or provide special services. They include agencies such as
Environmental Protection Agency, Homeland Security, and NASA.
©2012, TESCCC
04/23/13
Page 2 of 3
Grade 5
Social Studies
Unit: 06 Lesson: 02
Judicial Branch–The judicial branch of government is made up of the federal court system.
The Supreme Court is the highest court in the land. Courts decide arguments about the
meaning of laws, how they are applied, and whether they break the rules of the Constitution,
which is called unconstitutional.
The Supreme Court hears cases that have made their way up through the court system. The
Supreme Court is made up of 9 judges, called justices. The head justice is called the Chief
Justice. These justices are appointed by the President of the United States, but must be
approved by a 2/3 vote of the Senate. Justices have their jobs for life, unless they resign,
retire, or are impeached by the House and convicted by the Senate.
The Supreme Court only hears cases that challenge the Constitution, and once they are heard
and decided upon, the decision can only be changed by another Supreme Court trial. Many of
their decisions have had a great impact on the way the government, businesses, and we do
things.
The Supreme Court is the most visible of all the federal courts.
©2012, TESCCC
04/23/13
Page 3 of 3
Grade 5
Social Studies
Unit 06, Lesson: 02
Branches of Government Organization Chart
Federal Government
©2012, TESCCC
9/1/2012
page 1 of 1
Grade 5
Social Studies
Unit: 06 Lesson: 02
Checks and Balances Cycle Diagram
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
©2012, TESCCC
4/23/13
page 1 of 1
Grade 5
Social Studies
Unit: 06 Lesson: 02
Checks and Balances Cycle Diagram – Sample Answers
Executive
Branch
Overrides vetoes
Impeaches president
Confirms appointments
Declares whether
executive actions are
unconstitutional
Vetoes laws
Approves laws
Suggest laws
Legislative
Branch
Appoint judges
Grants pardons
Declares acts or laws
unconstitutional
Interprets laws
Judicial
Branch
Impeaches judges
Confirms appointments to
courts
Proposes changes to
constitution
©2012, TESCCC
4/23/13
page 1 of 1
Grade 5
Social Studies
Unit: 06 Lesson: 02
Leadership Qualities of National Leaders, Past and Present
 Honesty, integrity
 Forward-looking, visionary
 Dedicated
 Competent
 Courageous
 Decision-making abilities
©2012, TESCCC
05/14/12
page 1 of 1
Grade 5
Social Studies
Unit: 06 Lesson: 02
National Leaders from Texas (Past)
Texas is known in the world and in the United States of America for producing fine
leaders to help lead our nation. Four presidents have considered Texas home including
Eisenhower, Johnson, and both Bushs. Another national leader from the past was
Speaker of the U.S. House of Representatives, Mr. Sam Rayburn. He was from
Bonham, Texas, though originally born in Tennessee in 1882. He lived until 1961, and
served as the Speaker of the House for over 17 years, the longest serving in U.S.
history. He served all the presidents from Woodrow Wilson to John F. Kennedy.
As long as he served in public office, Speaker Rayburn, refused
to accept fees from clients who had interests at stake in the
legislature. A wealthy oil man had a very expensive horse
delivered to Rayburn’s farm in Bonham, but Rayburn returned the
horse. He was a man of integrity. No one could “buy” his votes.
And, he always paid his own expenses. He was also famous for
describing southern states from the Pacific to the Atlantic as the
“sun belt.”
Another famous Texan who served as a national leader was
Senator John Tower. He was born in Houston, Texas in 1925 and
died in the year 1991. After being elected Senator from Texas, he
continued to be re-elected and served for 24 years. While a United
States Senator, Tower served as chairman of the Armed Services
Committee and strongly supported modernizing and equipping the
armed forces. He was considered a visionary in Texas and he
supported Texas future economic interests, working to improve the
business environment of the energy, agricultural, and fishing and
maritime sectors.
Image credit:
(2009). Sam rayburn. (2009). [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/e/ed/Sam_Rayburn2.jpg
(2004). John tower. (2004). [Print Photo]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/9/9a/John_Tower.jpg
©2012, TESCCC
04/23/13
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