Wanted—A “Just Right” Government: Seeking Balance of State and Federal Power
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The document discusses the shortcomings of government under the Articles of Confederation and the creation of a new Constitution. It notes that the Articles of Confederation gave state governments too much power while Congress lacked enforcement mechanisms. This led to conflicts between states. The new Constitution established a stronger federal government with three branches of power to better serve the needs of the growing nation.
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Wanted—A “Just Right” Government: Seeking Balance of State and Federal Power
- 1. Wanted—A “Just Right” Government
- 29. “ This government is too small !”
- 48. Articles of Confederation New Idea Legislative branch only
- 50. VA v. NJ Populations in 1787 ~ 747,000 ~ 184,000
- 52. Ta-Da! Presenting… The Constitution! Finally!
- 54. Article The Legislative Branch Makes Laws
- 55. Article The Legislative Branch Makes Laws CONGRESS
- 56. Article The Legislative Branch Makes Laws CONGRESS House of Representatives
- 57. Article The Legislative Branch Makes Laws CONGRESS House of Representatives Senate
- 58. Article The Legislative Branch Makes Laws House of Representatives Senate The Executive Branch Carries Out Laws
- 59. Article The Legislative Branch Makes Laws House of Representatives Senate The Executive Branch Carries Out Laws The President
- 60. Article The Legislative Branch Makes Laws House of Representatives Senate The Judicial Branch Interprets Laws The President The Executive Branch Carries Out Laws The Supreme Court
- 61. Article The Legislative Branch Makes Laws House of Representatives Senate The Judicial Branch Interprets Laws The President The Executive Branch Carries Out Laws
- 62. THE BRANCHES The Legislative Branch Makes Laws House of Representatives Senate The Judicial Branch Interprets Laws The President The Executive Branch Carries Out Laws The Supreme Court
- 67. Article
- 70. Article
- 73. Article
- 76. Article
- 79. The Amendments (That means stuff they added later.) Did they add spots? No, silly! They added rights!
- 105. The End!
Notes de l'éditeur
- Give students two minutes to use these words to complete the cloze “wanted” note on the notetaking worksheet. When they are finished, ask for the answers by reading each phrase, pausing at the blank, and asking the class for a choral response.
- Read this quote together, then have students fill in the blanks on their notetaking worksheets.
- Slides 4 – 7: Read this quote together. Direct students’ attention to their notetaking worksheets where it says “The Declaration goes on to say that:” Help students use the quote to fill in the blanks. Answers appear as you advance through the slides.
- Suggestion: Ask students to explain who is “the governed.”
- All right, then! We’re ready to create a new government! But wait—maybe it’s not so easy.
- Make sure students understand we’re talking about the first attempt at a new government. Then give students 2-3 minutes to fill in the first cloze paragraph with these words. Check answers by reading the sentences and pausing for choral response.
- First, read the definition of “confederation” out loud while students fill in the blanks. Then show this slide.
- Slides 10 – 18: Read each line in the bulleted list to students as they fill in the blanks. Click forward in the presentation slides for the answers to each line.
- Next, have students turn the page over.
- Slides 19 – 28: Click through the slides to quiz students. The class should give a choral response of “true” or “false.” The answer to each statement appears on the next slide.
- Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.
- Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.
- Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.
- Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.
- Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.
- Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.
- Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.
- Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.
- Click through the next slides to quiz students. The class should give a choral response of “true” or “false.” The answers to the last statements appear with each succeeding slide.
- Show this slide while reading the “Goldilocks and the…” text box on the notetaking worksheet.
- Slides 30 – 35: Read and discuss paragraph with students while they fill in blanks. Advance slides to reveal answers.
- Slides 36 – 41: Read the bullets to students while they fill in blanks. Advance slides to reveal answers.
- After this slide, guide students orally through the next sentence on the notetaking worksheet (Something had to change! Even so…).
- Slides 42 – 47: Quiz class using choral response. Advance slides to reveal answers and new questions.
- Slides 48 – 49: Discuss comparison charts on notetaker worksheet out loud with students while they fill in blanks. Use slides as visual representation of ideas discussed.
- Show as visual aid while you go through Virginia and New Jersey comparison with students out loud and students fill in blanks.
- Poll the class. Call on random students to explain their choices.
- Read the Preamble as a chorus with the class. On the Constitution page of the notetaking worksheet, discuss answers orally with students.
- Slides 54 – 62: Use slides as visual aid while you discuss the first three articles and students fill in blanks.
- Slides 63 – 66: Quiz class using choral response. Students choose between the two possible italicized words. Advance slides to reveal answers.
- Slides 67 – 78: Discuss Articles IV-VII with students as they fill in blanks. After each article, advance slide to reveal a comparison question about the Articles of Confederation. Advance again for the answer.
- Slides 79 – 84: Use your teacher guide to read the sentence about the amendments out loud to students while they fill in the blanks. Click through the slides for examples of rights that were added.
- Slided 85 – 104: Quiz class using choral response. Students may either say “A” or “B” or say the actual word, but tell them in advance which one you expect.
- All done!