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What is the purpose and need for government?

SS.3.C.1.1 Explain the purpose and need for government.

LAFS.3.L.3.4 – Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on

grade 3 reading and content, choosing flexibly from a range of strategies.

LAFS.3.L.3.5 – Demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

2

SS.3.C.1.1

Explain the purpose and need for government.

Correlated Florida Standards (See Full Text on Cover Page)

LAFS.3.L.3.4, LAFS.3.L.3.5

Essential Question

What is the purpose and need for government?

Learning Goals/Objectives

Students will read and discuss the meaning of the Preamble to the U.S. Constitution.

Students will practice analyzing vocabulary words for multiple meaning words, synonyms, antonyms, etc.

Overview Students will read and discuss the Preamble to the Constitution to understand the purpose and need for

government by participating in close reading and word analysis activities.

Materials

Preamble to the Constitution graphic organizer

Time

15-20 minutes with additional time for extension activities

Activity Sequence

INTRODUCTION/HOOK

1. Pose the following question to the students: “Why do you think government is necessary?”

2. Have students brainstorm as a whole class. Teacher Note: Possible answers may include: to keep us safe,

to give school money, to check that our food is safe to eat, to provide transportation, to make roads safe,

to create laws to protect us, to provide law enforcement.

ACTIVITY

3. Explain to students that they will read a primary source as a whole class. Explain that a primary source is

an original material that has not been altered or distorted. 4. Pass out the “Preamble to the Constitution” graphic organizer. Explain to students that the Preamble is the

introduction to the U.S. Constitution and they will read this text in order to understand the purpose and

need for government. They will also look into the “deeper layers” of the vocabulary words found in the

document (multiple meaning words, synonyms, antonyms, etc.) to construct meaning.

5. Work as a whole class to complete the graphic organizer. Instruct students to write in their graphic

organizers the inferred meaning of each phrase, vocabulary features of the phrase (synonyms, antonyms,

affixes, multiple meaning words) and a modern example. Teacher Note: Use the Answer Key to guide the

reading and discussion of the Preamble.

6. Instruct students to write down their answers and fill out graphic organizer.

CLOSURE

7. Instruct students to answer the following prompt in writing: Using an example from the Preamble, explain

one reason why government is necessary.

OPTIONAL EXTENSION SUGGESTION 1. Create your own Classroom Preamble using the following sentence starter: “We the Students of

___________’s class, in order to…...”.

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Preamble to the Constitution We the People of the United States, in order to form a more perfect union, establish justice,

insure domestic tranquility, provide for the common defense, promote the general welfare,

and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this

Constitution for the United States of America.

Inferred Meaning Vocabulary Modern Example

in order to form a

more perfect union

establish justice

insure domestic

tranquility

provide for the

common defense

promote the general

welfare

and secure the

blessings of liberty

to ourselves and to

our posterity

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Preamble to the Constitution ANSWER KEY

We the People of the United States, in order to form a more perfect union, establish justice,

insure domestic tranquility, provide for the common defense, promote the general welfare,

and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this

Constitution for the United States of America.

Inferred Meaning Vocabulary Modern Example

in order to form a

more perfect union

Create something better than

before Antonyms = perfect,

imperfect

Multiple meaning word =

form

Prefix = union, unity,

unanimous (uni=one)

Each state works together

establish justice Do something that is fair

Antonyms using prefixes

justice = injustice

Everyone getting a fair trial

and treating everyone equally

insure domestic

tranquility

To have peace -suffix “ity” = a condition of

(tranquility, humility,

serenity)

- Opposite of domestic =

international

Using the police to keep

people safe.

provide for the

common defense

protect us from other

countries

provide

Prefix = pro = project

forward

The military

promote the general

welfare

having enough to eat, a place

to live

promote

Prefix = pro = project

forward

Fair pay for doing your job,

keeping our food safe and

roads fixed

and secure the

blessings of liberty

to make sure that we are free Synonym of liberty =

freedom

Synonym of blessings = gifts

Make sure everyone can vote,

pray, think what they want.

to ourselves and to

our posterity

and future Americans are free posterity

Prefix = post = after

For us and our children

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How does government gain its power from the people?

SS.3.C.1.2 Describe how government gains its power from the people.

LAFS.3.SL.1.2 – Determine the main ideas and supporting details of a text read aloud or information presented in

diverse media and formats, including visually, quantitatively, and orally.

LAFS.3.W.1.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons.

LAFS.3.RI.2.6 – Distinguish their own point of view from that of the author of a text.

2

SS.3.C.1.2

Describe how government gains its power from the people.


LAFS.3.SL.1.2, LAFS.3.W.1.1, LAFS.3.RI.2.6

Essential Question

How does government gain its power from the people?


Students will understand that the government gains its power from the people through voting.

Students will apply their understanding and discuss differing views on voting.

Overview Students will read, discuss and complete a graphic organizer on the importance of voting. Students will apply

their understanding by discussing differing views on voting as a whole class.

Materials

Democracy and Voting reading

How does government gain its power? handout

Voting Scenarios handout

Time


Activity Sequence

INTRODUCTION/HOOK

1. Ask students, “How do the president, the Congress, the Florida legislature, or the governor gain their

power?”

2. Guide students to an understanding that citizens vote for candidates running for an elected office. The

person who gets elected is the person who gets the most votes. Share with students that a democracy is

government run by the people.

3. Ask students, “What would our government be like if the people didn’t elect their leaders? Why do you

think voting is important?”

ACTIVITY

4. Pass out the ‘How does government gain its power?’ handout.

5. Engage students in an active discussion about the importance of voting while completing the handout as a

whole class. Teacher Note: Use the Democracy and Voting reading to guide the discussion. As an

alternative approach, engage students in a whole class reading of the passage and then complete the

handout.

CLOSURE

6. Project or pass out the Voting Scenarios handout.

7. Read aloud the three scenarios.

8. Instruct students to think about and write down if they agree with the position of the first, second or third

scenario and why.

OPTIONAL EXTENSION SUGGESTION

1. Provide students with the following writing prompt: Imagine you are a candidate running for the office of

President of the United States. What would you do if you were elected? Write to explain the actions you

would take as president.

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Democracy and Voting

A Government of the People

After our separation from England, the Founding Fathers wanted to create a new

government, so they established a democracy. A democracy is a form of government run by

the people. Even though a democracy is government by the people, not everyone can be

individually represented in government; this is why we select leaders to represent us.

Leaders

A leader has many roles. Some of those roles include making decisions for their community

and establishing laws. A good leader is someone who is honest, enthusiastic, confident, a good

communicator and who is committed to excellence.

Voting

People choose their leaders through voting. Voting is about making choices. To vote you must

be a citizen of the United States and be 18 years old or older. Election Day is the Tuesday

after the first Monday in November. Sometimes people also vote on other days during the

year. Places where people vote are called polling places and they are set up around the

country in schools, churches or firehouses. In order to vote, citizens must register by

providing proof of citizenship and address.

Adapted from: http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/SS.3.C.1.2%20Lesson-complete-edited.pdf

http://socialsciences.dadeschools.net/files/elementary_lessons-civic_integration/SS.3.C.1.2%20Lesson-complete-edited.pdf

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“How does government gain its power?”

A democracy is government by the people. Not everyone can be individually represented in

government, so WE select _______________________________ to represent us.

How do the people choose their leaders? _________________________________________

__________________________________________________________________________

Voting is about making choices!

What are the roles of a leader?

______________________________

______________________________

What makes a good leader?

______________________________

______________________________

Who? When?

Where?

How?

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Voting Scenarios Who do you agree with and why?

“All citizens should be required to vote. Voting is an important right. Citizens should become

involved in their government, because the people you vote for will make laws that affect you.

I think it is very important for people to be an active part of the process of selection of

leaders who will represent our voice, ideas and needs in government. Each vote counts!”

Stephanie Campbell• Saint Louis, MO

“In my opinion every citizen should be encouraged to vote, but it should not be required. I

think that one of the greatest things about the United States of America is freedom – to me,

freedom of choice is an important right too. One of the reasons, people decide not to vote is

because they feel they don’t have enough information about the candidates or they are unable

to find one candidate they like.”

Allan Smith • Atlanta, GA

“In my opinion, forcing people to vote is a good idea, but in order for this to work, there has

to be certain conditions. For example, people should be able to vote when they have time off.

Some people have to take time off from their jobs to vote. Democracy is a government of the

people, so everyone should do their part.”

Joseph Recio • Orlando, FL

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“How does government gain its power?”

ANSWER KEY A democracy is run by the people. Not everyone can be individually represented in

government, so WE select LEADERS to represent us.

How do the people choose their leaders? People VOTE and become involved in their

government.

Voting is about making choices!

What are the roles of a leader?

Make decisions for their

community.

Establish laws

What makes a good leader?

Honest, enthusiastic, confident, a

good communicator, committed to

excellence

Who?

Legal resident of

the U.S. who is

18 or older

When?

Election Day is

the Tuesday after

the first Monday

in November.

Where?

Around the

country

At a polling

(voting) place

Schools,

churches, or

firehouses

How?

First register to

vote. To register

means giving

proof of your

citizenship and

address.

1

How was the United States government established

through a written constitution?

SS.3.C.1.3 Explain how government was established through a written Constitution.

LAFS.3.RI.1.2 – Determine the main idea of a text. Recount the key details and explain how they support the

main idea.

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SS.3.C.1.3

Explain how government was established through a written Constitution.


LAFS.3.RI.1.2

Essential Question

How was the United States government established through a written constitution?


Students will understand that the U.S. Constitution establishes the government of the United States.

Overview

Students will understand how the U.S. Constitution outlines the federal branches of government by reading,

discussing and completing a handout about the structure and powers of the three branches.

Materials

The United States Constitution handout

Time

15-20 minutes

Activity Sequence

INTRODUCTION/HOOK

1. Project an image of the U.S. Constitution, http://www.ourdocuments.gov/doc.php?flash=true&doc=9.

Teacher Note: Click on “Larger Images” to view a zoomed in version of the document.

2. Ask students to share anything they think they know about the U.S. Constitution in order to activate any

prior knowledge.

ACTIVITY

3. Explain to students that the U.S. Constitution outlines the structures and powers of the federal (national)

government, powers of the state governments, identifies the rights of individuals and outlines how

government powers are limited.

4. Place students into pairs and pass out the United States Constitution handout.

5. Explain to students that they will understand how the federal (national) government is structured by

reading about the three branches of the federal government as outlined in the U.S. Constitution.

6. Read aloud as a whole class the Legislative Branch section and identify the structure and powers of the

branch according to the text.

7. Instruct students to work with their partner to read and complete the handout for the executive and judicial

branches.

CLOSURE

8. Review the handout as a whole class.

http://www.ourdocuments.gov/doc.php?flash=true&doc=9

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Name___________________________________________________________ Date________________________

Directions: Work with your partner to read each passage aloud. For each branch of government identify the structure and powers of the branch.

The United States Constitution

Article I: Legislative Branch

All legislative powers are given to

a Congress, consisting of a Senate

and a House of Representatives.

Congress has the power to pass

laws that govern the whole

country.

Article II: Executive Branch

All executive powers are given to

a President and Vice President.

The president serves as the head of

the executive branch and the

commander in chief of the

military. The executive branch

makes sure that people know and

follow the laws.

Article III: Judicial Branch

Judicial powers are given to one

supreme court and to other courts

that Congress creates. The judicial

branch has the power to decide

arguments over how to interpret

the U.S. Constitution and

arguments over laws passed by

Congress.

Structure

Powers

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The United States Constitution – Answer Key

Article I: Legislative Branch

All legislative powers are given to

a Congress, consisting of a Senate

and a House of Representatives.

Congress has the power to pass


country.

Article II: Executive Branch

All executive powers are given to

a President and Vice President.

The president serves as the head of

the executive branch and the

commander in chief of the

military. The executive branch

makes sure that people know and

follow the laws.

Article III: Judicial Branch

Judicial powers are given to one

supreme court and to other courts

that Congress creates. The judicial

branch has the power to decide

arguments over how to interpret

the U.S. Constitution and

arguments over laws passed by

Congress.

Structure Congress

House of Representatives

Senate

President and Vice President Supreme Court

Other lower courts

Powers This branch has the power to pass


country.

The president is the head of the

executive branch, the commander

in chief of the military.

This branch makes sure people

know and follow the laws.

This branch decides arguments

over how to interpret the U.S.

Constitution and arguments over

laws passed by Congress.

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What do civic virtues look like in action?

SS.3.C.2.1 Identify group and individual actions of citizens that demonstrate

civility, cooperation, volunteerism, and other civic virtues.

LAFS.3.SL.1.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

LAFS.3.SL.1.2 – Determine the main ideas and supporting details of a text read aloud or information presented in

diverse media and formats, including visually, quantitatively, and orally.

2

SS.3.C.2.1

Identify group and individual actions of citizens that demonstrate

civility, cooperation, volunteerism, and other civic virtues.


LAFS.3.SL.1.1, LAFS.3.SL.1.2

Essential Question

What do civic virtues look like in action?


Students will discuss vocabulary terms related to civic virtues.

Students will illustrate a civic virtue in action.

Overview Students will engage in a whole class discussion about vocabulary terms related to civic virtues. They will discuss

examples of what the terms look like in action and illustrate one way they demonstrate civic virtues in their lives.

Materials

Chart Paper

Civics Content Vocabulary

Civic Virtues Quilt Template

Markers

Time


Activity Sequence

INTRODUCTION/HOOK

1. List the following terms on the board: citizen, civility, cooperation, virtue, and volunteerism.

2. Instruct students to brainstorm the meaning of these terms. Record their ideas on chart paper. Possible

brainstorming questions to ask could include:

What are the roles and responsibilities of a citizen in the community and in the nation?

How can Americans be good citizens?

Can good citizens be heroes?

How does being a good citizen affect others?

How can students in elementary school be good citizens?

What does it mean to be a citizen in a global community?

ACTIVITY

3. Project and/or pass out the Civics Content Vocabulary handout.

4. Review the terms and definitions as a whole class.

5. Pose the following question for discussion: What do these terms look like in action? Engage students in a

discussion to come up with examples for each term. Add the examples to the third column on the chart.

6. Pass out a Civic Virtues Quilt Template rectangle to each student. Instruct students to illustrate one way

they demonstrate civic virtues in their home, at school or in their community.

7. Provide time for students to complete their illustration.

CLOSURE

8. Have students share their illustrations. Teacher Note: Optional: Staple all of the rectangles together and

create a Civic Virtues Quilt for the classroom wall.

OPTIONAL EXTENSION SUGGESTIONS

1. Play the following video You Can Be a Hero Too, https://www.youtube.com/watch?v=I5UBikauIQM.

Teacher Note: If needed, download the video before the lesson using www.keepvid.com.

2. Engage students in a discussion about how the man in the video expressed civic virtues. Have students

reflect introspectively on how they might be rewarded when they demonstrate civic virtues in their lives.

https://www.youtube.com/watch?v=I5UBikauIQM

http://www.keepvid.com/

3

Civics Content Vocabulary

Word Definition Examples

citizen a person who is a legal member of a

country, state, or community

civility polite or respectful manner

cooperation working together

virtue good behavior or characteristic

volunteerism the act of doing a service or task

willingly and without pay

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Civic Virtues Quilt Template

1

What are the levels of government?

SS.3.C.3.1 Identify the levels of government (local, state, federal).

LAFS.3.RI.1.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.


main idea.

LAFS.3.RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.

2

SS.3.C.3.1

Identify the levels of government (local, state, federal).


LAFS.3.RI.1.1, LAFS.3.RI.1.2, LAFS.3.RF.4.4

Essential Question

What are the levels of government?


Students will understand that there are three levels of government.

Students will understand some of the responsibilities and government officials at each level.

Overview Students will read a passage about the three levels of government and fill out an activity sheet identifying the

responsibilities and officials for each level of government.

Materials

Blank paper

Three Levels of Government reading

Three Levels of Government handout

Time

15-20 minutes

Activity Sequence

INTRODUCTION/HOOK

1. Give each student a sheet of blank paper

2. Have students make three columns: local government, state government, and federal government. 3. Have students write down what they think they know about each level of government to activate any prior

knowledge.

ACTIVITY

4. Pass out the Three Levels of Government reading and handout.

5. Explain to students that they will work as a whole class and read the passage to understand some of the

major responsibilities and leaders for the three levels of government. Explain to students that as they read

aloud they will mark or highlight text that helps them understand the responsibilities and leaders for each

level.

6. Work as a whole class to read the passage.

7. Instruct students to use their marked text to complete the Three Levels of Government handout.

CLOSURE

8. Instruct students to summarize what they have learned about one of the levels of government as an

exit slip.

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Three Levels of Government

In the United States, there are three levels of government. As Americans, we live under the rule of all three

of these governments. The three levels of government are the federal government, the state government and

the local government.

The federal government, located in Washington, D.C., has three branches: the executive, the legislative and

the judicial. Each of the three branches has different responsibilities. The U.S. Constitution separates power

between the three branches. The executive branch executes or carries out the laws. The President of the

United States is the head of the executive branch. The legislative branch refers to Congress and is the branch

that makes our nation’s laws. Congress is made up of two parts, or houses: the House of Representatives and

the Senate. Each state has the right to representation in the House of Representatives depending on its

population. Members of the House of Representatives are known as representatives. Every state also has the

right to two members of the Senate known as senators. The judicial branch refers to the courts. This is the

branch where judges and justices interpret the laws. The writers of the U.S. Constitution included a system of

checks and balances to make sure that one of the three branches could not become more powerful than the

others.

State governments are governed by state constitutions. Individual states cannot create any laws that conflict

with national laws because the U.S. Constitution is “the supreme law of the land”. This means that no state

laws can go against what the U.S. Constitution says. State constitutions separate state government power into

three branches, similar to the federal government. These branches are also called executive, legislative and

judicial. Instead of dealing with national laws, state branches of government are concerned with state level

laws. People living in a state elect a governor as the head of the executive branch. In Florida, the state

legislative branch is also made up of two parts: the House of Representatives and Senate. Members of the

state legislative branch are called state representatives and state senators.

Local government refers to city and county governments. Local governments have leaders such as a mayor

and commissioners. Citizens give leaders power to make decisions concerning the city or county. Local

government leaders pass local laws called ordinances and focus on providing services such as clean water,

garbage pick up, playgrounds, parks, streets, lights, and police and fire protection.

Adapted from: http://socialsciences.dadeschools.net/pdf/elementary_lessons-civic_integration/SS.3.C.3.1.complete-edited.pdf

http://socialsciences.dadeschools.net/pdf/elementary_lessons-civic_integration/SS.3.C.3.1.complete-edited.pdf

4

Name________________________________ Date_____________

Three Levels of Government

Level Major Responsibilities Government Officials

Level: __________________

Level: ___________________

Level: ____________________

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Three Levels of Government – Answer Key

Level Major Responsibilities Government Officials

Level: Federal

Executive – carries out the laws

Legislative – makes our nation’s laws

Judicial – interpret the laws

President, Representatives, Senators,

Judges, Justices

Level: State

state branches of government are

concerned with state level laws

Governor

State Representative

State Senator

Level: Local

Local government leaders pass local

laws called ordinances and focus on

providing services such as clean water,

garbage pick up, playgrounds, parks,

streets, lights, and police and fire

protection

Mayor, Commissioner

1

How is county government organized?

SS.3.C.3.2 Describe how government is organized at the local level

LAFS.3.RI.1.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.


main idea.

LAFS.3.RI.2.5 – Use text features and search tools (e.g. Key words, side bars, hyperlinks) to locate information

relevant to a given topic efficiently.

LAFS.3.RI.3.7 – Use information gained from illustrations (maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g. where, when, why, and how key events occur).

2

SS.3.C.3.2

Describe how government is organized at the local level.


LAFS.3.RI.1.1, LAFS.3.RI.1.2, LAFS.3.RI.2.5, LAFS.3.RI.3.7

Essential Question

How is county government organized?


Students will understand how their county government is structured and the primary job responsibilities

of some county officials.

Overview Students will conduct online research in order to understand the structure and responsibilities of their county

government and students will summarize their understanding in writing.

Materials

My County handout

Access to computers for online research

Time


Activity Sequence

INTRODUCTION/HOOK 1. Share with students that local government consists of county and city governments. Local government

focuses on the needs and services of the people within the county or city.

2. Ask students if they can identify the county and/or the city where they live.

ACTIVITY

3. Pass out the My County Government handout and explain to students that they will work as a whole class

to research and understand the structure and some of the key people in their county government. Teacher

Note: Depending on computer availability, this activity can be completed as a whole class, in small

groups or individually.

4. Search the county government’s website(s) to understand the basic structure of the county government

(mayor, commission, courts) and the names and major responsibilities of county leaders. Some

positions might include:

Mayor

Commissioner

Courts/Judges

Clerk of the Court

Police Chief/Sherriff

5. Instruct students to take notes on the My County Government handout.

CLOSURE

6. Provide students with the following prompt as an exit slip: Using your handout, write to explain how the

county government is organized.

OPTIONAL EXTENSION SUGGESTIONS 1. Have students bring in pictures of the members of the local government.

2. Have students find, read and summarize news articles about their county or city government.

3. Have students conduct the same research for their city government.

3

My County Government

COUNTY NAME:

______________________________

1

Why does every state have a constitution?

SS.3.C.3.3 Recognize that every state has a state constitution


LAFS.3.RI.1.1 – Determine the main idea of a text, recount the key details and explain how they support the main

idea.

LAFS.3.RI.3.9 – Compare and contrast the most important points and key details presented in two texts on the

same topic.

2

SS.3.C.3.3

Recognize that every state has a state constitution


LAFS.3.RF.4.4, LAFS.3.RI.1.1, LAFS.3.RI.3.9

Essential Question

Why does every state have a constitution?


Students will understand that every state has a state constitution.

The students will understand the purpose of a state constitution.

Overview Students will read translated and actual text of the Florida Preamble to understand the purpose of the Florida

Constitution. Students will apply this understanding to infer why other states have constitutions.

Materials

Internet access

The Preamble of the Florida Constitution handout

Time

15-20 minutes

Activity Sequence

INTRODUCTION/HOOK

1. Display a map of the United States. Teacher Note: Use the cover page graphic or access one from,

http://alliance.la.asu.edu/maps/US-NAMES.pdf

2. Share with students that there is one United States Constitution that governs the whole country, outlines

the structure for the federal (national) government and explains the powers of state governments.

3. Point to the map of the United States and explain to students that in addition to the U.S. Constitution, each

of the fifty states have their own constitutions.

ACTIVITY

4. Display the Florida Constitution,

http://www.leg.state.fl.us/Statutes/Index.cfm?Mode=Constitution&Submenu=3&Tab=statutes and point

out the Preamble.

5. Explain to students that a preamble is an introduction and explains the main points of a constitution.

6. Place students into pairs and pass out The Preamble of the Florida Constitution handout.

7. Explain to students that they will read to understand the purposes of Florida’s constitution by

understanding what is in the preamble. They will summarize their understanding of each main idea by

creating a visual or symbol.

8. Read aloud the selected text of the preamble at the top of the handout.

9. Direct student attention to the graphic organizer on the handout. Read aloud the first row and work as a

whole class to create a visual or symbol to represent the main idea.

10. Have students work with their partner to complete the remaining rows on the graphic organizer.

11. Review as a whole class.

CLOSURE

12. Project the map of the United States from the beginning of the lesson.

13. Pose the following questions for discussion: Based on what you have learned from the preamble, why

does Florida have a constitution? What is the major difference between the U.S. and Florida

constitutions? Think about all of the other states, why do you think they also have constitutions?

http://alliance.la.asu.edu/maps/US-NAMES.pdf

http://www.leg.state.fl.us/Statutes/Index.cfm?Mode=Constitution&Submenu=3&Tab=statutes

3

NAME________________________________ DATE__________

The Preamble of the Florida Constitution

Selected Text of the Preamble:

We, the people of the State of Florida, … in order to … insure domestic tranquility, maintain public order,

and guarantee equal civil and political rights to all, do ordain and establish this constitution.

Directions: With your partner, read the original phrase and translation of the Florida Preamble, and then

create a visual or symbol to represent the main idea of the text.

Original Text Translated Text Visual or Symbol

We, the people of

the State of Florida,

All citizens of the

State of Florida

insure domestic

tranquility,

to make sure the

state is happy and

peaceful

maintain public

order,

to keep the state

running smoothly

and guarantee equal

civil and political

rights to all,

and give equal

rights to everybody

do ordain and

establish this

constitution.

establish Florida’s

Constitution

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The Preamble of the Florida Constitution – Answer Key

Selected Text of the Preamble:

We, the people of the State of Florida, … in order to … insure domestic tranquility, maintain public order,

and guarantee equal civil and political rights to all, do ordain and establish this constitution.

Directions: With your partner, read the original phrase and translation of the Florida Preamble, and then

create a visual or symbol to represent the main idea of the text.

Original Text Translated Text Visual or Symbol

We, the people of

the State of Florida,

All citizens of the

State of Florida

insure domestic

tranquility,

to make sure the

state is happy and

peaceful

maintain public

order,

to keep the state

running smoothly

and guarantee equal

civil and political

rights to all,

and give equal

rights to everybody

do ordain and

establish this

constitution.

establish Florida’s

Constitution

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What makes the U.S. Constitution the supreme law of the land?

SS.3.C.3.4 Recognize that the Constitution of the United States is the supreme law of the land


main idea.


LAFS.3.W.1.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons.

2

SS.3.C.3.4

Recognize that the Constitution of the United States is the supreme law of the land.


LAFS.3.RI.1.2, LAFS.3.RF.4.4, LAFS.3.W.1.1

Essential Question

What makes the U.S. Constitution the supreme law of the land?


Students will recognize that the U.S. Constitution is the supreme law of the land.

Overview

Students will understand that the U.S. Constitution is the supreme law of the land by analyzing adapted text from

Article VI of the U.S. Constitution.

Materials

Supreme Images handout

Supremacy Clause handout

Exit Slips

Time


Activity Sequence

INTRODUCTION/HOOK 1. Project the Supreme Images handout, either one image at a time or all of the images at once. Point out that

lots of different people and companies like to use the term ‘supreme’.

2. Discuss the images as a whole class and pose the following question for discussion: Based on these

images, how would you define the term “supreme”?

ACTIVITY

3. Share the following key points with students:

The U.S. Constitution establishes the structure and function of the national (federal) government.

Every state has a constitution that structures the state government.

4. Pass out and project the Supremacy Clause handout.

5. Work as a whole class to read and discuss the text.

6. Instruct students to summarize the text in their own words on the handout.

CLOSURE

7. Instruct students to respond to the following prompt as an exit slip: Why do you think the Founding

Fathers made the U.S. Constitution supreme?

OPTIONAL EXTENSION SUGGESTION

1. Discuss as a whole class one or more of the following scenarios illustrating the conflict between state and

federal government (based on Supreme Court cases). For each scenario, pose the following question for

discussion: How would the Supreme Court rule and why? Teacher Note: Students don’t need to know

the case; in all of these cases, the Supreme Court ruled that the U.S. Constitution and federal government

was supreme.

Scenario One: The State of Maryland wants to make the national bank pay a tax. Congress says it

can’t. What will the Supreme Court say and why? Teacher Note: see McCulloch v Maryland, 1819,

http://encyclopedia2.thefreedictionary.com/McColloch+v.+Maryland

Scenario Two: New York wants to make boat operators who aren’t New York residents pay lots of

money to take people into and out of the state on the water. The Constitution says only Congress can

control trade between states, including taxation. What will the Supreme Court say about what New

York is doing? Teacher Note: see Gibbons v. Ogden, 1824, http://www.oyez.org/cases/1792-

1850/1824/1824_0

Scenario Three: After the Supreme Court says schools have to be integrated because of equal rights,

some states refuse to integrate. Are they allowed to refuse? Teacher Note: see Cooper v Aaron, 1958,

http://law2.umkc.edu/faculty/projects/ftrials/conlaw/preemption.htm

http://encyclopedia2.thefreedictionary.com/McColloch+v.+Maryland

http://www.oyez.org/cases/1792-1850/1824/1824_0

http://www.oyez.org/cases/1792-1850/1824/1824_0

http://law2.umkc.edu/faculty/projects/ftrials/conlaw/preemption.htm

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Supreme Images

The Supreme Court

http://en.wikipedia.org/wiki/Supreme_Court_of_the_United_States

#/media/File:Supreme_Court_US_2010.jpg

Supreme Food Processing Company

http://www.bayt.com/en/job/quality-controller-in-uae-

1613108/

The Supremes

http://en.wikipedia.org/wiki/File:The_Supremes_(Promo_Pic_1).pn

g#/media/File:The_Supremes_(Promo_Pic_1).png

Supreme Superhero

http://vignette4.wikia.nocookie.net/imagecomics/imag

es/3/31/Supreme_002.jpg/revision/latest?cb=2010030

4234521

http://en.wikipedia.org/wiki/Supreme_Court_of_the_United_States#/media/File:Supreme_Court_US_2010.jpg

http://en.wikipedia.org/wiki/Supreme_Court_of_the_United_States#/media/File:Supreme_Court_US_2010.jpg

http://www.bayt.com/en/job/quality-controller-in-uae-1613108/

http://www.bayt.com/en/job/quality-controller-in-uae-1613108/

http://en.wikipedia.org/wiki/File:The_Supremes_(Promo_Pic_1).png#/media/File:The_Supremes_(Promo_Pic_1).png

http://en.wikipedia.org/wiki/File:The_Supremes_(Promo_Pic_1).png#/media/File:The_Supremes_(Promo_Pic_1).png

http://vignette4.wikia.nocookie.net/imagecomics/images/3/31/Supreme_002.jpg/revision/latest?cb=20100304234521



4

________________________________________

Name ________________________________________ Date ________________

The Supremacy Clause (Adapted)

This Constitution, and the Laws of the United States…shall be the supreme law of the land;

and the judges in every state shall be bound thereby, anything in the constitution or laws of

any state to the contrary notwithstanding.

In Your Own Words:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

________________________________________

Name ________________________________________ Date ________________

The Supremacy Clause (Adapted)

This Constitution, and the Laws of the United States…shall be the supreme law of the land;

and the judges in every state shall be bound thereby, anything in the constitution or laws of

any state to the contrary notwithstanding.

In Your Own Words:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

________________________________________ The Supremacy Clause (Adapted) http://press-pubs.uchicago.edu/founders/tocs/a6_2.html

http://press-pubs.uchicago.edu/founders/tocs/a6_2.html

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EXIT SLIP

Why do you think the Founding Fathers made the

U.S. Constitution supreme?

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