The 3 Branches of Government
Brandee Staud
Linden Elementary
Summer 2009
Library of Congress, Prints and Photographs Division, Theodor Horydczak Collection [ LC-H8-CT-P03-001-A DLC]
In this lesson, students will learn about the three branches of government at the national,
state, and local level. It will begin with an anticipatory set to see what prior knowledge
the students have. Students will be involved in hands-on activities using primary sources
and will have the opportunity to demonstrate what was learned in the lesson.
.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
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Objectives
Students will:
 Complete a pre and post questionnaire about the
branches of government.
 Make predictions and sort pictures of the three
branches.
 Construct a “tree” symbolizing the three
branches of our government.
 Create a poster of the local, state, and national
officials.
Recommended time frame
Grade level
Curriculum fit
Materials
1 week
3rd
Social Studies
Anticipation Guide (see below)
Power Point presentation (see link below)
Copies of pictures (see table below)
Duties Chart (see below)
Construction paper
Scissors
Glue
Poster size paper
Crayons/Markers
Teaching with Primary Sources
Illinois State University
Ohio State Learning Standards
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Gv3A1. Explain the major functions of local
government including:
a. Promoting order and security;
b. Making laws;
c. Settling disputes;
d. Providing public services;
e. Protecting the rights of individuals.
Gv3A2. Explain the structure of local governments and
identify local leaders (e.g., township trustees, county
commissioners, city council members or mayor).
Procedures
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Day One:
 I will display the picture of George Washington
signing the Constitution. I will ask the students
to make predictions about what they see.
 Next, students will complete the anticipation
guide about the branches of government.
 I will introduce the concept of the branches of
government and we will read the power point
presentation. This can be found at Pete’s Power
Point Stationhttp://www.schenectady.k12.ny.us/users/title3/Fu
ture%20Grant%20Projects/Projects/Govtbranch
es/DOROTHY%20NOLAN_files/frame.htm
 I will show the picture of George Washington
again and we will discuss the Constitution and
the reasons why the separation of powers was
necessary. We will also discuss the anticipation
guide.
Day Two:
 I will pass out copies of the pictures from the
Library of Congress. Students will form groups
and make predictions about the pictures. They
will sort them into groups according to the 3
branches of government. We will discuss their
ideas and I will explain what each photo
represents.
 We will review the duties of the 3 branches and
complete the chart together. Students will draw
a picture to remind them of the branch.
Teaching with Primary Sources
Illinois State University
Day Three:
 The students will make a visual representation of
the three branches of government. To begin,
they will be given brown construction paper to
make a tree with 3 main branches. On the trunk
of the tree, each student should write “The 3
Branches of Government.” Next, each student
should label the branches- Executive, Legislative,
and Judicial. The students can then cut leaves
out of green construction paper, write a
responsibility of that branch, and glue it on the
tree in the correct place. (An alternative would
be for the teacher to make the leaves, write a
“job” on each one, and have the students sort the
leaves and glue on the correct branch.)
Day Four:
 Students will create a poster of the Federal
System of Government. The three levels of
government and top officials from each levelcounty, state, and federal will be listed. As the
teacher, I will provide links and or copies of the
names of the officials for my students.
Day Five:
 Students will share posters and complete a post
unit questionnaire.
Evaluation
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


Extension
Students will be graded on their “3 Branches of
Government” activity. I will check to see if the
duties are listed on the correct branch.
The posted of the Federal System of Government
will be graded on a rubric. (see below)
The post unit questionnaire will be graded.
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At the following website, kids can see how government
directly affects themhttp://pbskids.org/democracy/govandme/
Information for kids about the 3 brancheshttp://www.congressforkids.net/Constitution_threebranc
hes.htm
Teaching with Primary Sources
Illinois State University
To learn more about the White Househttp://www.whitehouse.gov/about/white_house_101/
Review the three branches by playing the game found
on Pete’s Power Point Stationhttp://www.texaslre.org/branches_game.html
Watch the School House Rock video series. Three Ring
Circus can be found on You Tube athttp://www.youtube.com/watch?v=X5I2KFENjS8
Print out a game of how a bill becomes a lawhttp://www.trumanlibrary.org/whistlestop/teacher_lesso
ns/3branches/27.htm
To view a video about the 3 branches, visithttp://www.brainpop.com/socialstudies/usgovernmentan
dlaw/branchesofgovernment/preview.weml
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
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Image
Description
Citation
URL
Signing of the
Constitution
Library of Congress,
Prints and Photographs
Division, Theodor
Horydczak Collection
[reproduction number,
LC-H8-CT-P03-001-A
DLC]
http://memory.loc.gov/cgibin/query/r?ammem/horyd
:@field(NUMBER+@ban
d(thc+5a50826))
Supreme Court Room,
Independence Hall,
Philadelphia, Pa..
Library of Congress,
Prints and Photographs
Division, Detroit
Publishing Company
Collection.
http://memory.loc.gov/cgibin/query/r?ammem/detr:
@field(NUMBER+@band
(det+4a11773))
U.S. Supreme Court
Building, Washington,
D.C.
Library of Congress,
Prints & Photographs
Division, FSA-OWI
Collection, [reproduction
number, LC-DIG-fsac1a35455 DLC]
http://memory.loc.gov/cgibin/query/r?ammem/fsaall
:@field(NUMBER+@ban
d(fsac+1a35455))
President's Office, White
House, 1904
Library of Congress,
Prints and Photographs
Division, Detroit
Publishing Company
Collection.
http://memory.loc.gov/cgibin/query/r?ammem/detr:
@field(NUMBER+@band
(det+4a30062))
George Washington
Western
History/Genealogy
Department, Denver
Public Library
http://memory.loc.gov/cgibin/query/r?ammem/hawp
:@field(NUMBER+@ban
d(codhawp+10006007))
Teaching with Primary Sources
Illinois State University
Barack Obama
Copied from:
http://memory.loc.gov/lear
n/features/inaug/inaug.htm
l
http://memory.loc.gov/lear
n/features/inaug/inaug.htm
l
Interior of the House of
Representatives
Interior ... of the ... House
of Representatives ...
Wood engr. In Gleason's,
Mar. 13, 1852.
Reproduction number:
LC-USZ61-481
http://www.loc.gov/rr/prin
t/list/picamer/paUScong.ht
ml
Interior of the Senate
Interior ... of the ... Senate
... Wood engr. In
Gleason's, Mar. 13, 1852.
Reproduction number:
LC-USZ62-8136
http://www.loc.gov/rr/prin
t/list/picamer/paUScong.ht
ml
Teaching with Primary Sources
Illinois State University
Rubric
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Making A Poster : Branches of Government
Student Name:
________________________________________
4
3
2
1
Required
Elements
The poster includes
all required elements
as well as additional
information.
All required
elements are
included on the
poster.
All but 1 of the
required elements
are included on the
poster.
Several required
elements were
missing.
Use of Class
Time
Used time well
during each class
period. Focused on
getting the project
done. Never
distracted others.
Used time well
during each class
period. Usually
focused on getting
the project done and
never distracted
others.
Used some of the
time well during
each class period.
There was some
focus on getting the
project done but
occasionally
distracted others.
Did not use class
time to focus on the
project OR often
distracted others.
Content Accuracy
At least 7 accurate
facts are displayed
on the poster.
5-6 accurate facts
3-4 accurate facts
Less than 3 accurate
are displayed on the are displayed on the facts are displayed
poster.
poster.
on the poster.
Attractiveness
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms of
design, layout and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
Mechanics
Capitalization and
punctuation are
correct throughout
the poster.
There is 1 error in
capitalization or
punctuation.
There are 2 errors in There are more than
capitalization or
2 errors in
punctuation.
capitalization or
punctuation.
CATEGORY
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Teaching with Primary Sources
Illinois State University
Handouts
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Name____________________________________
Anticipation Guide for the Three Branches of
Government
Directions: Write a T (true) or F (false) in front of each statement.
____
1. The Constitution was formed to let the
King of England know that we wanted to be free.
____
2. The Constitution was signed on
September 17, 1987.
____
3. The Constitution outlined the standards
for the two branches of government.
____
4. The president can make any law he
wants.
____
5. The three branches are presidential,
executive and legislative.
Teaching with Primary Sources
Illinois State University
Name _____________________________________________________
Branches of Government
Executive
Leader of the
Branch
Responsibilities
Picture to
remind you of
the branch!
Legislative
Judicial
Name____________________________________
Three Branches of Government Post Unit Questionnaire
Directions: Write a T (true) or F (false) in front of each statement.
If the statement is false, please correct it!
____
1. The Constitution is our “Law of the Land.”
____
2. The Constitution divided our government into 3 equal
branches.
____
3. The House of Representatives and the Senate have the
same amount of people in each.
____
4. The president is the head of the judicial branch.
____
5. The three branches are presidential, executive and
legislative.