Summary
In this lesson, students are introduced to the concept of federalism. Students will begin by analyzing statements about governmental power, then reading a short narrative to locate references to the government's role in our daily lives. Students will then watch a video about federalism, complete a graphic organizer, and participate in a structured debate on three issues related to federalism. This is the first lesson of two in the "Yours, Mine, and Ours" lesson series.
Essential Question(s)
How is power shared in a federal system?
Snapshot
Engage
Students analyze four statements about governmental power and respond using the Justified True or False strategy.
Explore
Students predict how government policies affect everyday life.
Explain
Students examine the issue of federalism and compare and contrast levels of governmental power.
Extend
Students discuss two issues related to federalism by participating in a Socratic Seminar.
Evaluate
Students reflect on the concept of federalism by answering an exit ticket question.
Materials
Lesson Slides (attached)
Government in Daily Life handout (attached; one per student)
Who Has the Power handout (attached; one per student)
Issues of Federalism handout (attached; one per student)
Government in Daily Life Teacher Guide (attached)
Who Has the Power Teacher Guide (attached)
Sticky notes
Pens/pencils
Notebook paper
Engage
5 Minute(s)
Use the attached Lesson Slides to guide the lesson. Introduce students to the Justified True or False strategy. Display slide 3 and tell students to read each statement on the slide. As they read each statement, tell students to think if the statement is true or false and the reason for their thinking, then talk to an Elbow Partner about their thinking. Ask for volunteers to share their responses to each of the five statements. If students have misconceptions, guide their thinking by asking questions about the powers of the federal and state governments.
Review slides 4–5 with students, which has the essential question and lesson objective.
Explore
20 Minute(s)
Pass out the attached Government in Daily Life handout to students. Move to slide 6 and tell students to read the handout with a partner. As they read a person’s daily life events in the left column, students should write the law or government agency that impacts the activity in the second column.
After providing time for students to complete the handout, use the attached Government in Daily Life Teacher Guide to go through each event with students. Ask for volunteers to share what they listed as the law or government agency. If students do not know, share the law or agency listed on the teacher guide.
Ask students if they were surprised by the many ways in which the government impacts daily life. Move to slide 7, tell students that the United States government has a system of federalism in which some powers are given only to the federal government, some are given only to the state governments, and some are shared. Ask students to think about why the United States might need a system that has different levels of responsibility. Provide some time for students to think before asking for volunteers to share their thoughts.
Explain
20 Minute(s)
Tell students that next they will learn more about the system of federalism. Pass out the attached Who Has the Power handout to students. Tell students that at the top of the handout, there are ten different powers that are either given to the federal government, the state governments, or shared between both levels. Tell students they will watch a short video that describes federalism and which level of government has certain powers. Move to slide 8 and play the “What is federalism?” video for students.
Move to slide 9 and provide time for students to list the ten powers in one of the circles on the Who Has the Power handout. Some of the powers listed are not included in the video, let students struggle a bit and think through each power. After providing time for students to complete the handout in pairs, review each power with students and clarify misconceptions.
Move to slide 10 and inform students they will participate in a Socratic Seminar during the next class period. Pass out the attached Socratic Seminar handout to each student. Tell students to read the information on the handout about gun ownership and minimum wage, then think about the reflection questions included in the handout. After reading, students should come to the next class with at least two self-generated questions for each issue and be ready to discuss during the Socratic Seminar.
Extend
30 Minute(s)
Display slide 11 and review the Socratic Seminar do’s and don’ts with students. Move to slide 12 and divide the class into two groups. Explain to students that these two groups will be the inner and outer circles of the Socratic Seminar.
The role of the inner circle of students is to answer the questions and have a discussion. Because only half the class will be in this circle, students may be more likely to participate—with fewer people in a speaking role, students generally are more willing to jump into the discussion.
The role of the outer circle of students is to quietly record observations of the speakers. The presence of this outer circle will help the speakers be more conscious of their participation. With peers observing and listening, students tend to put more effort into participating in a meaningful way.
When students are ready to begin, ask the inner circle one of the questions that closely aligns with the text to get the conversation started. Begin with the questions on the Socratic Seminar handout and then move on to the questions students have generated.
Provide approximately 15 minutes for the discussion per group. Once the first group in the inner circle has completed their discussion, instruct students to switch spots with those in the outer circle. Move to slide 13 and repeat the process.
Evaluate
5 Minute(s)
Provide each student with a sticky note and display slide 14. Tell students to respond to the Exit Ticket question on the slide: What are the benefits and drawbacks of a federal system?
Collect sticky notes and review to assess student understanding of the lesson content.
Resources
K20 Center. (n.d.). Bell Ringers and Exit Tickets. https://learn.k20center.ou.edu/strategy/125
K20 Center. (n.d.). Elbow Partners. Strategies. https://learn.k20center.ou.edu/strategy/116
K20 Center. (n.d.). Establishing Norms. Strategies. https://learn.k20center.ou.edu/strategy/188
K20 Center. (n.d.). Justified True or False. Strategies. https://learn.k20center.ou.edu/strategy/174
K20 Center. (n.d.). Socratic Seminar. Strategies. https://learn.k20center.ou.edu/strategy/781
USLawEssentials. (2016, September 30). What is federalism? YouTube. https://www.youtube.com/watch?v=4PJKe12mUvs