1 / 21

Objective

Objective. TSW identify the principles of government by completing a slap down activity. Students will also compare the principles and concepts of the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of Rights by completing a carousel activity. Warm-up.

lore
Download Presentation

Objective

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Objective TSW identify the principles of government by completing a slap down activity. Students will also compare the principles and concepts of the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of Rights by completing a carousel activity.

  2. Warm-up 1. What was the main cause of the Civil War? 2. List one economic cause and one political cause of the Civil War. 3. What was the last battle of the Civil War? 4. What is Juneteenth?

  3. Principles of GovernmentTrue or False Slap Down Game

  4. T/F Slap Down Rules • Tear 2 small squares from a sheet of paper…each about the size of a post-it note • Write “True” on one square. • Write “False” on the other square.

  5. T/F Slap Down Rules • Hold one square in each hand. • Listen as the teacher reads the statement on the screen. • Think about the statement and if it is True or False.

  6. T/F Slap Down Rules • When the teacher says, “1, 2, 3, SLAP DOWN!” slap down the note with your answer on your desk . • Talk to a neighbor and justify your answer. • The teacher will clarify and verify the appropriate response.

  7. T/F Slap Down Rules • EVERYONE is a winner in the game! • If you get the answer correct… you were affirmed. Yay! • If you get the answer incorrect… you learned something. Yay!

  8. Republicanism FALSE! is a form of government where power lies directly in the hand of the individual citizen and they decide policy and legislation. 1-2-3- Slap Down!

  9. Republicanism is a form of government where the power of establish policy and create legislation lies in the hands of representatives chosen by voters

  10. LIMITED GOVErNMENT TRUE! A written document limits the power of the government 1-2-3- Slap Down!

  11. INDIVIDUAL RIGHTS FALSE! a personal liberty or privilege that must be in writing for the government to protect 1-2-3- Slap Down!

  12. INDIVIDUAL RIGHTS a personal liberty or privilege the government must protect, not all of which are listed in constitutions

  13. CHECKS AND BALANCES FALSE! the ability of each branch of government to write checks for all the other branches of government so that all bills are paid on time 1-2-3- Slap Down!

  14. CHECKS AND BALANCES the ability of each branch of government to exercise checks, restrictions, or controls, over the other branches

  15. Separation of powers FALSE! the division of basic government roles into heroes, each with its own superpowers 1-2-3- Slap Down!

  16. Separation of powers the division of basic government roles into branches, each with its own separate powers

  17. federalism TRUE! a system of government where power is shared between the central (or national) government and the state … with the central government being supreme 1-2-3- Slap Down!

  18. Popular sovereignty FALSE! the power to rule is vested in the King or Queen through the power of the royal blood line 1-2-3- Slap Down!

  19. Popular sovereignty the power to rule is vested in the people through the power of the ballot

  20. Activity • With your small group you will read placard. You will write one similarity and difference of the US Constitution and the Texas Constitution on chart paper next to the placard. • When I tell you it is time, you will rotate to the next placard. • Each group will add to the graphic organizer until they reach their original group. • Then we will have a discussion on similarities and difference clarifying student inferences and correcting misperceptions.

  21. Reflection Students individually complete an exit ticket by completing the following sentence frame as a summary of the cooperative activity: The Texas Constitution is similar to the U.S. Constitution because _________________________________________________; however, it is different from the U.S. Constitution because ________________________________________________.

More Related