Social Studies Activity Worksheet

Using a memory/matching game, students learn about the powers of the federal and state governments (Delegated, Reserved, and Concurrent Powers).

For students to recognize and explain the differences between the state and federal powers of government.

1. 
   Students will be able to explain the difference between Delegated Powers, Reserved Powers, and Concurrent Powers.
   
2. 
   Students will be able to identify examples of Delegated Powers, Reserved Powers, and Concurrent Powers.
   

1. 
   overhead projector
   
2. 
   note cards listing powers of government (attached)
   

1. 
   Delegated Powers (federal) - The power given to the federal government by the constitution.
   
2. 
   Reserved Powers (state) - The powers set aside by the constitution for the states or for the people.
   
3. 
   Concurrent Powers (shared) - A power that is shared by the federal government and the states.
   

[Author's Note: I had nine students in the Delegated group, nine students in the Reserved group, and six students in the Concurrent group. However, you may need to adjust these numbers depending on your class size.]

Next, inform students that you will be calling on them at random to ask about a power of government. (The teacher should have a master list of the powers of government.) State a power of government, and ask a student if it is a Delegated, Reserved, or Concurrent power. Continue until every student has had one opportunity to answer. (Variation: Instead of asking individual students, split the class into teams (groups of four, perhaps). Start with one power of government, and ask the first group if the power is Delegated, Reserved, or Concurrent. Students have 20 seconds to discuss with one another before providing the group answer. If the group is correct, then the group gets a point. If the group is incorrect, then the next group has a chance to answer. The group with the most points wins.) 

Observe students' participation during the memory/matching activity, noting any powers of government which seem difficult for students to understand. Collect students' writing assignments to check for accuracy and completeness.

• 
  Federal or Delegated Powers:
  
• 
  To regulate interstate and foreign trade
  
• 
  To coin and print money
  
• 
  To conduct foreign relations
  
• 
  To establish post offices and roads
  
• 
  To raise and support armed forces
  
• 
  To declare war and make peace
  
• 
  To govern American territories and admit new states
  
• 
  To pass naturalization laws and regulate immigrations
  
• 
  To make all laws necessary and proper to carry out its powers
  

• 
  To regulate trade within the state
  
• 
  To establish local governments
  
• 
  To conduct elections
  
• 
  To determine voter qualifications
  
• 
  To establish and support public schools
  
• 
  To incorporate businesses
  
• 
  To make marriage laws
  
• 
  To license professional workers
  
• 
  To keep all powers not guaranteed to the federal government nor prohibited by the states
  

• 
  To collect taxes
  
• 
  To borrow money
  
• 
  To establish courts
  
• 
  To charter banks
  
• 
  To enforce laws and punish law breakers
  
• 
  To provide health and welfare to the people
  

Understanding the process of creating a government and how a certain form of government might be chosen for a country can be difficult. This activity illustrates one possible method of choosing a government and encourages students not only to learn the differences between various forms of government, but also to understand how different groups of people might vary in their choices.

Students will be able to:

1. Define several forms of government.

2. Point out the pros and cons of each form of government and how different groups might perceive themselves to be best served by different forms of government.

3. Illustrate a meeting called by various groups during which the options for a plan of government are discussed and voted on.
ACTIVITIES AND PROCEDURES

1. Various forms of government are introduced and defined.

A. Dictatorship or Absolute Monarchy

B. Oligarchy

C. Direct Democracy

D. Representative Democracy

a. Duda - over half the population with 800,000 people. Most are prosperous farmers and self-sufficient, independent people who value practical education as it applies to their way of life.

b. Lakali - the merchants of Borka, 300,000 in number. Successful trading has made them rich and most are well-educated. They are quite smug.

c. Kan-Kan - 400,000 goat and sheep herders who are shy and peaceful. They border a very warlike country and distrust most everything and everyone foreign. Not much interested in education, they are interested in unity only to get food from Duda and financial help from Lakali.

d. Woodzi - the small tribe, only 100,000, live in small bands as nomadic hunters. They are scorned by others because of their backward ways.
3. Explain to students that fate has made them inhabitants of this region and each student is a delegate of one of the tribes. Each will draw a name to see which tribe he/she belongs to. (One-half the class = Duda; 1/5 = Lakali; 1/4 = Kan-Kan; the remaining are Woodzi) Their job is to meet to choose the best form of government to unite Borka.
4. Students read the descriptions of the four tribes, paying special attention to their tribe.
5. Keeping in mind the facts pertaining to their tribe, they meet to answer the following questions. A secretary should keep track of each choice and reason for that choice.

a. Since Borka needs leadership to unite it, would a dictatorship, oligarchy or representative democracy be best? Why?

b. Borka needs schools, hospitals and highways and money for these projects must be raised through taxes. Which form of government could most quickly pass tax laws and collect the money? Why?

c. The people might rebel if they think the taxes are unfair. Which form of government would be most likely to pass tax laws which the people would support? Why?

d. The Kan-Kan and Woodzi fear attack from their hostile neighbor. They want a government that could protect them on short notice. Which form of government could organize the quickest defense, yet still be accepted by these two tribes? Why?

e. Borka needs a good plan for development and modernization. The planners should be educated and experienced. With what form of government will Borka get the best planners? Why?

f. Which form of government can best end discrimination against the Woodzis? Why?

g. If a representative democracy is chosen, would you support equal representation from each tribe or representation based on population? Why?

1. Dropping their tribal roles, students should objectively consider whether the form of government chosen will be supported by all of the Borkan people as well as which form they feel would be best and why? They can also consider if it was fair to have just one representative from each tribe at the Assembly.

2. Students should check the U. S. Constitution to see how it resolved these issues.

Social Studies

Activity Worksheet

GRADE LEVEL:	Eighth
Course Title:	U.S. History to Reconstruction
Strand:	III. Government
Topic:	Purposes of Government
Grade Level Standard:		8-10 Demonstrate purposes of government in United States
history to Reconstruction.
Grade Level Benchmark:		3. Explain how the rule of law protects individual rights and
serves the common good. (III.1.MS.3)