In this lesson students will learn about the division of powers between national and state governments. This lesson is an ELD lesson and is designed to ensure that my ELL students fully understand the basic concepts in local, state, and national government with the incorporation of technology, SDAIE technique, and ELD methodology into my instructional strategies. (ELD methodology is the use of instructional strategies designed to promote the acquisition of English by students whose primary language is one other than English.) Subject:United States Government
Topic:The Federal System
Grade Level:12
Student Lesson Name
and URL:
Federalism: The Nation and
the States
Standard
Addressed
Twelfth Grade
United States Government
This unit addresses the following California
History/Social Science Content Standard for twelfth grade United States
Government.
12.7- Students analyze and compare the powers and procedures of the national, state, tribal and local governments.
Instructional ObjectivesStudents will be able to:
Describe the difference between the expressed, implied, and inherent powers
Compare and contrast powers of the national government with the state government using a graphic organizer. Student Activities
Introductory Activities (Day 1- approx. 50 minutes)
Teacher shows transparencies on the overhead about the national and state governments and explains why the national government deals with the issues of national importance while the state government deals with the issues of local importance. Transparecies are made using the national and international Newspapers from the Website.Then teacher asks the students why immigration and defense are national issues but education and DMV are state issues.
On the overhead, teacher projects
terms
related to national and/or state governments.
The teacher asks the students to
demonstrate an understanding of vocabulary about the division of powers
between the national and state governments by Reading, Writing, Listening,
and telling a partner about it.
Teacher tells the students to place
the terms relating to the national, state, and concurrent levels by recording
them in the appropriate section of the Venn diagram.
Enabling Activities(Day
2- approx. 50 minutes)
Students will go to the library
to work on the computer to access the web pages to browse through various
newspapers to access some pictures and then have them identified with the
national and state level. From each picture students will identify
about who the people are in each picture, what are the people doing, and
is their work related to a national government of a state government.
Students will record this information drawn from the pictures on a Venn
diagram and add at least two more examples of each type of power in the
appropriate section of the graph.
Culminating Activities
(Day 3- approx. 90 minutes)
Divide the students into three groups
and have each group create a power point slide on the delegated, reserved,
and concurrent powers .Then have each group write a paragraph to describe
their picture about national, State and concurrent powers . When finished
have the students share this information with the class.
Prepare the class for mind-jogger
video review game. (Same three groups as above.)
The main assessment will be based on their graphic organizer (Venn diagram)
Understanding of vocabulary and related terms
Group project of creating a power point slide and sharing it with other groups
Oral presentation to other groups
Scores from mind-jogger video
A multiple choice test on the federal system Terms related to national and/or state governments:
Regulate foreign and interstate commerce
Declare war
Regulate interstate commerce
Administer elections
Coin money
Levy taxes
Spend for general welfare
Establish local government system
Establish federal courts
Conduct foreign relations
Establish courts
Protect the public’s health, welfare,
and morals
Immigration
Provide an army and navy
Exercise powers implied from the
expressed powers
Borrow money
Patent and copyright
Marriage license
Teaching license
Some of the ELD strategies, which I have
begun to use or have increased the use of in my classroom curriculum, are
listed below:
Focusing on vocabulary
The use of graphic organizers to
make a relationship from one step to another
The use of visuals to read a caption
and write a paragraph about it
Collaborative learning to enhance
Reading, Writing, Listening, and Speaking about the subject
Using cooperative grouping to “lower
the affective filter” and help students become comfortable with public
speaking
Asking “WH” questions (Who, What,
When, Where, and Why)
Rajinder K. Chopra
School
Name: Ganesha High School
School
Location: 1151 Fairplex Drive, Pomona, CA 91768
Last Revised:
07/20/2001