U.S. Government
Social Studies
Unit: 04
Lesson: 02
Suggested Duration: 8 Days
Powers, Roles, and Policy
Lesson Synopsis: Students explore the specific powers, structures, and functions of the legislative branch of
government.
TEKS:
G.5
G.5A
G.5B
G.5C
G.5D
G.6
G.6A
G.6B
G.8
G.8A
G.18
G.18A
Economics. The student understands the roles played by local, state, and national governments in both the public
and private sectors of the U.S. free enterprise system. The student is expected to:
Explain how government fiscal, monetary, and regulatory policies influence the economy at the local, state and national
levels.
Identify the sources of revenue and expenditures of the U.S. government and analyze their impact on the U.S. economy.
Compare the role of government in the U.S. free enterprise system and other economic systems.
Understand how government taxation and regulation can serve as restrictions to private enterprise.
Economics. The student understands the relationship between U.S. government policies and the economy. The
student is expected to:
Examine how the United States government uses economic resources in foreign policy.
Understand the roles of the executive and legislative branches in setting international trade and fiscal policies.
Government The student understands the structure and functions of the government created by the U.S.
Constitution. The student is expected to:
Analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress,
the role of committees, and the procedure for enacting laws.
Science, technology, and society. The student understands the role the government plays in developing policies
and establishing conditions that influence scientific discoveries and technological innovations. The student is
expected to:
Understand how U.S. constitutional protections, such as patents, have fostered competition and entrepreneurship.
Social Studies Skills TEKS:
G.20
G.20B
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:
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.
Create a product on a contemporary government issue or topic using critical methods of inquiry
G.20C
Analyze and defend a point of view on a current political issue.
G.20A
G.21
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
G.21A
Use social studies terminology correctly.
G.21B
Use standard grammar, spelling, sentence structure, and punctuation.
G.21D
Create written, oral, and visual presentations of social studies information.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Design and create a poster illustrating the powers, structures, and functions of the legislative branch. On the
poster, highlight a power you feel is most important. Explain the power and its impact in depth. Include your
reasoning for selecting it. (G.5D, G.8A, G.21A; G.21D)
•
1A; 1C; 5G
Key Understandings and Guiding Questions:
•
The Congress, one of the branches of government whose powers, structures, and functions are outlined in the
U.S. Constitution, directly impacts the lives of the citizens when it enacts laws.
 What are the powers delegated to the Congress?
 Are any of the powers more important than others? If so, which ones? Why are they more important?
 Why is it beneficial for the federal government to have certain powers rather than the states?
©2013, TESCCC
05/06/13
page 1 of 10
U.S. Government
Social Studies
Unit: 04 Lesson: 02





How does the complex procedure for enacting laws provide multiple opportunities for citizen input?
How does Congress use committees to expedite the work of Congress?
How can a citizen impact the legislative process?
How have U.S. constitutional protections, such as patents, fostered competition and entrepreneurship?
How has your life been impacted by scientific and technological advancements?
Vocabulary of Instruction:
•
•
•
•
power
structure
function
revenue
•
•
•
•
appropriations
delegated or enumerated
monetary policy
fiscal policy
•
•
regulatory policy
patent
Materials:
•
Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
•
•
Handout: Testing Your Knowledge Of The Legislative Process (1 per student)
Handout: The Dynamic Legislative Process (I per student)
Handout: Who Is In Charge? (1 per student)
Teacher Resource: PowerPoint: Understanding the Role of Public Policy
Teacher Resource: PowerPoint: Add, Subtract, Multiply, Divide
Teacher Resource: PowerPoint: Qualities of an Effective Business Letter
Handout: Rubric for Letter to Government Official (1 per student)
Resources:
•
•
U.S. Constitution http://www.archives.gov/exhibits/charters/constitution.html/
Web resources:
• http://congress.indiana.edu/e-learning-module-the-dynamic-legislative-process
• www.house.gov
• http://congress.indiana.edu/
• Governor’s Office website for information on policies: http://governor.state.tx.us/priorities
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.
Reserve the computer lab for Day 2, 4, and 5.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information:
Filibuster – a method used to try and defeat a bill in the legislature by the use of lengthy speeches to postpone voting.
It begins when a senator or group of senators gets the floor and continues to speak in hopes the others will eventually
abandon or modify certain portions of the bill. It is stopped when 3/5 of the Senate or 60 senators vote for cloture. Cloture
is a procedure that allows each senator to speak only one hour on a bill under consideration. Today the Senate sets aside
a time for other business if a filibuster begins in order to continue other work in the Senate. If this rule were not in place, a
filibuster could paralyze other work of the Senate.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
©2013, TESCCC
05/06/13
page 2 of 10
U.S. Government
Social Studies
Unit: 04 Lesson: 02
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
Instructional Procedures
Notes for Teacher
ENGAGE
1. Write the following statements on the board:
• The House of Representatives is the place where all revenue
(tax) bills must originate.
• The Senate is allowed to use a filibuster (speaking continuously
in an attempt to stop or modify legislation) while the House
cannot.
2. Use a “Think, Pair, Share” strategy to allow students to process their
ideas on the two statements.
3. To review the constitutional principle of federalism and remind students
of the powers of the Legislative Branch,
• Divide the class into pairs.
• Give each partnership a piece of chart paper and markers.
• Assign each pair one of the delegated/enumerated powers listed in
Article I, Section 8, Clauses 1-18.
• Students explore what the Constitution has to say about the power
and prepare a graphic to display in the room. (See Notes for
Teachers.)
• Post the graphics around the room.
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 50 minutes
Materials:
• U.S. Constitution
• chart paper, markers
TEKS: G.8A
Instructional Note:
• If a class has fewer than thirty
students, combine some of the shorter
powers, such as those in Clauses 12,
13, 14.
Power of
Congress in
Constitution and
definition in own
words
Examples of this
power being
exercised
Visual illustration
of the power
Benefits of federal
government rather
than states having
this power
4. Facilitate a discussion about the reasons the federal government should
have this power rather than the states. Include in the discussion checks
and balances on/by the Congress. (This will review the constitutional
principle of federalism.)
o
o How
EXPLORE
1. Explain to students that they will be visiting an interactive website on
Congress in order to create a flow chart that explains the legislative
process. Additionally, they should pay close attention to the role of the
committees in both houses.
2. Distribute copies of the Handout: Testing Your Knowledge Of The
Legislative Process and Handout: The Dynamic Legislative Process.
3. Go to the website: http://congress.indiana.edu/e-learning-module-thedynamic-legislative-process
4. Click on the picture next to the words “The Dynamic Legislative
Process”
5. Click play. Explain that Mr. Hamilton is a retired member of
Congress from Indiana who has established this website to better
educate people about Congress.
6. Click on the second module, “Textbook Legislative Process”. Students
begin the first activity by taking an interactive quiz. If showing the module
on a classroom computer, poll the class for what they believe to be the
correct answer to each question. Have students complete the quiz on
their Handout: Testing Your Knowledge of the Legislative Process as
well so they will have the information for later reference.
©2013, TESCCC
05/06/13
Suggested Day 2 – 40 minutes
Attachments:
• Handout: Testing Your Knowledge
Of The Legislative Process
• Handout: The Dynamic Legislative
Process
TEKS: G.8A
Instructional Note:
If available, this activity should be done in
the computer lab. If the lab is not available
and you have the capability to project
images from your classroom computer to
a large screen, you may show the videos
at http://congress.indiana.edu/e-learningmodule-the-dynamic-legislative-processto
the class as a whole.
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U.S. Government
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
Notes for Teacher
7. As students proceed through the module, they create the flow chart (on
their Handout: The Dynamic Legislative Process) of the legislative
process as it is described. Special note should be made of the role of
committees in the process.
8. Skip module 3. Students move on to module 4 titled “The Dynamic
Legislative Process.”
9. As students proceed through this module, they should note the
differences pointed out between the dynamic process and the standard
process.
• Students write on their handout the 10 things a legislator must
do to try to get a bill passed, particularly at the committee stage.
These appear inside ovals outlined in red. Students will need
to use the “pause” button above the images to stop the
action and record their answers.
• As they proceed through the module, students add to their flow
chart the numbers of the eight actions that can be used to
circumvent the standard legislative process, placing the numbers
beside the appropriate step on their flow chart. Students may
wait until all the actions appear on the final screen at the
end of the module and should follow the instructions to
“move your cursor over the arrows for more information”
for an example of how each action has been used.
10. Skip module 5. Proceed to module 6 “Lee Hamilton Summary and
Links”.
EXPLAIN
1. Facilitate a discussion where students explain differences in the textbook
process and the dynamic process modules. Throughout the discussion,
encourage students to explain the role of the committees in the passage
of legislation. Teacher probes with questions, adds background
information where needed, and corrects misconceptions.
2. Conclude the discussion by asking students to review their flow chart
and identify all of the places that a citizen can impact the passage of
legislation with which they agree or disagree. Answer: Citizens can
impact the process all the way from the beginning to the end. It is the
citizens’ responsibility to be informed and to contact their members from
the time the bill is introduced to the final vote.
3. If desired, for homework students could be assigned to read appropriate
sections of the textbook to deepen their understanding.
EXPLORE
©2013, TESCCC
Suggested Day 2 continued – 10 minutes
Instructional Note
• Clarify the meaning of any terms
associated with the legislative
process: floor, constituents, omnibus
bill, funding bill (or emergency
appropriations bill), discharge petition,
floor amendment, interest groups
• Suggested questions:
•
What is the importance of
committees in the legislative
process?
•
Why are there so many steps in
the legislative process?
Suggested Day 3 – 30 minutes
05/06/13
page 4 of 10
U.S. Government
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
Notes for Teacher
1. Number students 1 to 7. Assign one of the other significant powers of
Congress (listed below) found in other portions of the Constitution to
each student.
Materials:
• U.S. Constitution
2. Allow a short amount of time for students to individually research their
assigned Article and Section of the Constitution and be able to explain
the congressional power. (They should jot down their answer in
preparation for discussion.)
•
Article II, Section 2 (advise and consent)
• Article III, Section 1 (creation of federal courts by majority of both
houses of Congress)
• Article IV, Section 3 (admission of new states by consent of
Congress)
• Article V (Congress can propose amendments by 2/3 of both
houses)
• Amendment 12 (House chooses president if candidate doesn’t get a
majority of electoral votes; Senate chooses Vice-President)
• Enforcement Clauses of Amendments 13, 14, 15, 19, 23, 24, and 26
(Congress has the power to pass laws necessary to carry out the
Amendments)
• Amendment 25 (Both houses must approve a new vice president
appointed by the president)
TEKS: G.8A
3. Post the numbers 1-7 (or the Article/Clauses researched) around the
room.
4. After students have written their answer, they move to the appropriate
area of the room (under the posted number) to meet with others with the
same power to verify and expand their answer, adjusting their written
answer as needed and becoming an “expert” on that power.
5. Regroup students so that each group includes a representative of each
power. One at a time, the students share their knowledge and
conclusions about these additional powers with the others in the group.
6. Conclude by asking student groups to consider what they feel are the
most significant powers of Congress.
EXPLAIN
1. Facilitate a discussion where students use academic language and
specific examples to support their ideas on the information learned.
Teacher probes with questions, adds background information where
needed, and corrects misconceptions.
2. On a sheet of paper, students provide the following:
•
3 powers of the legislative branch;
•
2 roles of the legislative branch;
•
1 check the legislative branch has on another branch; and
•
1 check that another branch of the government has on the
legislative branch.
Suggested Day 3 continued – 20 minutes
Instructional Note
Possible questions:
• What are the structure and functions
of the legislative branch?
• What are the checks and balances
on/by the legislative branch? How do
they impact our lives?
This could be a formative assessment.
EXPLORE
Suggested Day 4 – 25 minutes
1. Ask: Do any of the roles or powers of the legislative branch impact
the economy?
TEKS: G.5A, G.5B, G.5C, G.5D; G.6A,
©2013, TESCCC
05/06/13
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U.S. Government
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
Notes for Teacher
G.6B; G.8A
2. Define key terms relating to government’s power over the economy for
students:
• fiscal policy – the use of government spending and revenue
collection to influence the economy (can be used to influence
economic growth, employment, prices, and international relations)
• monetary policy – the use of interest rates to control the money
supply and the rate of interest (done by the Federal Reserve, the
central bank of the United States)
• regulatory policy – the government imposes regulations that affect
businesses and industry
3. Since one of the major responsibilities of Congress is to provide funding
for federal programs, it is important to understand not only what the key
federal programs are, but also the amount of tax revenue allotted to
each.
4. Go to the website, http://congress.indiana.edu/e-learning-modulefederal-budget-allocation; Once there, go to the interactive learning
module titled, “Federal Budget Allocation” by clicking on the picture next
to the words. Guide them through the simulation where they plan the
allocation of the revenue coming in for government services.
EXPLAIN
1. Facilitate a discussion where students identify sources of revenue
(income taxes, social security taxes, corporate taxes, excise taxes, and
other sources) and expenditures (see the chart in the simulation) and the
role of the legislature in the budget process. Also, consider the effect
Congress has on current events in relation to international trade.
Teacher probes with questions, adds background information where
needed, and corrects misconceptions.
2. The Executive Branch is also responsible for international policy. How
does the budgetary process influence this?
3. On an Exit Card, students draw conclusions about the budget allocation
with regard to the priorities and values that the current government
budget illustrates.
Suggested Day 4 continued – 15 minutes
Possible questions:
• What are sources of revenue and
expenditure of the U.S. Government?
• What impact does the fiscal policy of
Congress have on the U.S.
economy?
• How does the budget process and
Congress’s role in the process differ
from that of other countries?
• What effects do decisions by the
legislature regarding the budget have
on international trade (and viceversa)?
Instructional Note:
This could be a formative assessment.
ELABORATE
1. If time permits or as homework, students complete the Handout: Who Is
In Charge?
Suggested Day 4 continued – 10 minutes
Attachments:
• Handout: Who Is In Charge? (1 per
student)
Instructional Note:
This may be completed for homework.
Identifying the leadership of the most
important standing committees, etc.,
students will be preparing for the
performance indicator in this lesson.
©2013, TESCCC
05/06/13
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U.S. Government
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
ENGAGE
Notes for Teacher
1. Begin with the question: Is government the only entity that can be
involved in improving the general welfare of American citizens?
Take some responses. (Answers will vary.)
Suggested Day 5 – 10 minutes
TEKS: G.5A, G.5B, G.5C, G.5D; G.6A,
G.6B; G.8A;
2. Ask: What is the difference among the following three groups —
private sphere; voluntary agencies; and the government?
• private sphere (individuals pursuing their private interests within the
law)
• voluntary agencies (people working together in an organization to
pursue interests common to all of them)
• government (formal legislative, executive, and judicial institutions at
the local, state, and national levels to create public policy to improve
the everyday life of its citizens)
3. Students cite examples of the groups. Then cite examples of how two or
three of these groups work together to improve the life of U.S. citizens.
EXPLAIN
Suggested Day 5 continued – 20 minutes
1. Organize students in small groups of three or four.
2. Post the following list of possible policy priorities
• Cancer research
• Exploration of space
• Taxing Internet purchases
• Environmental concerns and global warming
• Energy (“green,” coal, nuclear, grid concerns)
• Water
• Costs of health care, uninsured children and families
• Deteriorating infrastructure (bridges, railroads, highways, etc.)
• Cost of education
• Technology in the classroom
• Incentives for new entrepreneurships in the field of science and/or
technology
3. Encourage discussion in student groups to decide which sector or
combination of sectors (private sphere, voluntary agency, or
government) would be the best to tackle the issue. Students use
academic language and provide reasons for their choices.
EXPLORE
1. Go to the website, http://congress.indiana.edu/e-learning-module-theimpact-congress. Click on the picture next to the words “The Impact of
Congress.”
2. As students work through the interactive simulation, have them make a
list of ten different activities and the role the government played in each.
3. Using PowerPoint: Understanding the Role of Public Policy, introduce
the term, “Public Policy.”
4. Allow student pairs to discuss the term to see if the students can define
what is meant by the term. Then provide the answer: Public policy can
be defined as a set of ideas embodied in government laws, rules, or
©2013, TESCCC
05/06/13
Suggested Day 5 continued – 20 minutes
Materials:
• Web resource:
http://congress.indiana.edu/elearning-module-the-impactcongress
Attachments:
• Teacher Resource PowerPoint:
Understanding the Role of Public
Policy
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U.S. Government
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
Notes for Teacher
regulations that guide a course of action to deal with public issues or
problems to improve the general welfare of its citizens.
5. Facilitate a discussion where students discuss what they know about the
public policy in any of the ten activities they identified in the simulation.
6. Access textbook sections, other classroom and library materials, and the
Internet to investigate technological innovation and business
development, Congressional leadership regarding public policy, and
Congressional action related to funding technological innovation and
business development.
EXPLAIN
1. Have a spokesman for each group share their ideas.
3. How have government policies affected technological innovations?
Examples: tax policies by local, state and national governments can
favor or hinder new business development (tariffs, quotas, NAFTA,
4. What role has the Congress played in technological innovation in
history? approved funding, wrote appropriate laws, copyright and patent
laws have long been part of U.S. way of doing business. Many
technological innovations have been borne of military funding. Nuclear
energy, Internet, NASA, technology/business incubators, etc.
Suggested Day 6 – 40 minutes
Attachments:
• Teacher Resource PowerPoint: Add,
Subtract, Multiply, Divide
TEKS: G.5D, G.8A, G.18A
5. Explain to the students that they will be participating in the “Add,
Subtract, Multiply, Divide” Activity. Use PowerPoint: Add, Subtract,
Multiply, Divide to illustrate the meaning of each action.
6. Divide the class into groups of four and have them number off 1-4. The
four should sit in a circle. Each person should have a piece of paper on
which to record the question, below, that corresponds to their number:
• What are the roles of Congress in public policy?
• How has your life been affected by scientific and technological
advancements?
• How has the government been involved in these areas?
• What part does leadership play in innovation and advancement
in a free enterprise system?
7. Each person in the group writes their ideas to answer their question.
8. Allow a short amount of time and then, when time is called by the
teacher, have the student draw a line under their response and pass the
paper to the person on their left. The new person should add additional
new ideas to the response of the first person.
9. When time is called by the teacher, have the student draw a line under
their comments, and pass the paper to the left again. The new person
should read the responses of the previous at least two and write
questions or concerns (subtract) about any of the comments previously
written.
10. When time is called by the teacher, have the student draw a line under
their response and pass the paper to the left. This person should read all
of the comments and then elaborate (multiply) on any of the key ideas.
11. When the paper is returned to the original owner, that person should
read all of the comments and write a final summary paragraph (divide)
©2013, TESCCC
05/06/13
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U.S. Government
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
Notes for Teacher
to answer the question.
ELABORATE
1. To investigate examples of how congressional leadership affects policy
regarding technology and innovation, use documents from the Kennedy
Presidential Library regarding the Space Program. Include various points
of view from congressional leaders (Speaker of the House Sam
Rayburn, Majority Whip and then President Pro-Tem of the Senate
Lyndon Johnson).
2. Other related topics include inventions or markets that were the
outgrowth of government funding, including military and defense
spending (highway system, cell phones, navigational systems, etc.).
3. For homework, students are assigned to find a newspaper article, a
magazine article, or a printout of an article from the Internet about an
issue currently before Congress. Explain that they will need this article to
complete an assignment in class the following day. The article should be
attached to a sheet of paper. Students apply what they have learned to
the issue by completing the following tasks in writing:
•
Identify the issue.
•
Identify the steps being followed to accomplish a goal related to
the issue.
•
Who is involved? What do the people involved wish to
accomplish? What are their positions relative to the issue?
•
What are the next steps that will be taken? (Example: current
issues before Congress include heath care reform and issues
related to the recession and banking crisis of 2008-2009.)
EXPLORE
1. Students discuss their “issue” from Day 6 homework. As a new issue is
mentioned, list these on the board or display using a document camera.
The teacher probes with questions, corrects misinformation, and adds
background information where needed.
ELABORATE
1. Instruct students to select any issue discussed in this entire lesson, not
just those mentioned today. Have each student write a letter to their
senator or representative, expressing an opinion on the issue, whether
you support any actions being taken, or have concerns about the current
policies in place.
2. Use PowerPoint: Qualities of an Effective Business Letter to review
the how to write a good business letter.
Suggested Day 6 continued – 10 minutes
Materials:
• Video of Kennedy’s speech
challenging the nation to reach the
moon “by the end of the decade” is
available at many internet sites.
• Also available are documents and
news articles expressing points of
view on government support of
technological advances in Texas.
Perform an Internet search, or go to
the Governor’s Office website for
information on policies:
http://governor.state.tx.us/priorities
(Each state has a similar site to
provide varying points of view.)
Suggested Day 7 – 15 minutes
TEKS: G.5A, G.5B, G.5C, G.5D; G.6A,
G.6B; G.8A; G.18A
(depends on the topics that arise)
Suggested Day 7 continued – 35 minutes
Attachments:
• Teacher Resource PowerPoint:
Qualities of an Effective Business
Letter
• Handout: Rubric for Letter to
Government Official (1 per student)
3. Distribute copies of the Handout: Rubric for Letter to Government
Official
EXPLAIN
1. Facilitate a review discussion on the topics addressed in this lesson to
help students bring together all the disparate ideas and complex pieces
related to the legislative branch.
• What are the powers delegated to the Congress?
• Are any of the powers more important than others? If so, which
©2013, TESCCC
05/06/13
Suggested Day 8 – 10 minutes
TEKS: G.5D, G.8A, G.21A, G.21D
page 9 of 10
U.S. Government
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
•
•
•
•
Notes for Teacher
ones? Why are they more important?
Why is it beneficial for the federal government to have certain
powers rather than the states?
How does the complex procedure for enacting laws provide
multiple opportunities for citizen input?
How does Congress use committees to expedite the work of
Congress?
How can a citizen impact the legislative process?
EVALUATE
1. Design and create a poster illustrating the powers, structures, and
functions of the legislative branch. On the poster, highlight a power you
feel is most important. Explain the power and its impact in depth. Include
your reasoning for selecting it. (G.5D, G.8A, G.21A, G.21D) ELPS: 1A;
1C; 5G
Suggested Day 8 continued – 40 minutes
Materials:
• butcher paper or other large sheets
of paper for drawing
• markers
Students needing additional time may
complete their poster for homework.
©2013, TESCCC
05/06/13
page 10 of 10