How do different levels of government solve problems democratically?
In this lesson, students will learn about the roles of different levels of government and discover how they solve problems. Then, they will investigate ways that average citizens can participate in this problem-solving process.
How is America’s government structured, and what makes it democratic?
- Learn about the basic structure and function of America’s federal, state, and local governments
- Identify what makes America’s government “democratic”
- Use diverse primary sources to explore the concept of federalism
- Think critically about the effectiveness of America’s democratic system compared to other democratic countries
Which levels of government are responsible for solving different civic problems?
- Analyze and interpret passages from the Constitution
- Analyze McCulloch v. Maryland
- Outline the powers and responsibilities of different levels of government
- Investigate how different levels of government share – and fight over – responsibility for solving real life problems
- Consider the concepts of “big” and “small” government
How can average citizens participate in different levels of government problem-solving?
- Research voting laws and regulation sin your own state
- Explore and evaluate ways that average citizens can participate in government problem-solving (beyond voting).
Discipline: Social Studies
Sub-discipline(s): Civics
Grade level: 9-12
Summative Performance Task
Description: The students will write an essay that identifies a civic problem and explains how that problem could be solved with a civic action that directly involves some level of government.
Assessment method(s): Essay
Assessment criteria:
- Did the student correctly identify and adequately explain a civic problem that affects their community or society?
- Did the student logically interpret the separation of powers between different levels of America’s government?
- Did the student make strong arguments, backed by evidence/reasons, for why a certain level (or levels) of government should address their chosen problem?
- Did the student make relevant references to the American Constitution?
- Did the student make strong arguments, backed by evidence/reasons, for why a particular civic action would best address their chosen problem?
Taking Informed Action
Description: After writing an essay about government problem-solving, the students will have small group discussions about what they wrote in the form of a “talk show.”
Assessment method(s): Small group discussion
Assessment criteria: none
Types of activities featured in this lesson plan...
C3 Standards
- D1.2.9-12 Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
- D2.Civ.1.9-12 Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
- D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
Interdisciplinary Connections
Give your students a more integrated educational experience
Overlapping standards and skills
- History: The activities in this lesson would pair well with an exploration of the early days of American democracy (e.g. the Constitutional Conventions, the Federalist Papers, McCulloch v. Maryland, etc.). In this way, this lesson plan fulfills Nebraska standard SS HS.4.1 (US) – “Analyze and evaluate patterns of continuity and change over time in American history.”
- History: In this lesson, the students have a chance to read excerpts from the Great Law of Peace – the constitution of the Iroquois Nations – and explore its similarities to and influence on America’s constitution. In this way, this lesson plan fulfills Nebraska standard SS HS.4.1.c (US) – “Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the United States.” In addition, you could take this opportunity to teach the general history of the Iroquois Nations during the development of American democracy; this would fulfill Nebraska standard SS HS.4.3 (US) – “Examine historical events from the perspectives of marginalized and underrepresented groups.”
- History: Multiple activities in this lesson require students to analyze primary sources, a skill that is crucial for the study of history. In this way, this lesson plan fulfills Nebraska standard SS HS.4.4 (US): “Evaluate sources for perspective, limitations, accuracy, and historical context.”
- Social studies: This lesson features many opportunities for you (or another teacher) to incorporate current events related to either the birth and evolution of different forms of democracy around the world or the handling of various issues by different levels of government.
- English: Many of the ideas explored in this lesson would make ample topics for a more in-depth research paper project; consider collaborating with an English teacher.
Relevant lessons from other disciplines
English Lesson: What does it mean to be a researcher?
Part of the "Basics of Civic Action" collection
Civics Lesson: How do citizens solve problems democratically?
Civics Lesson: How do average citizens solve civic problems?
Civics Lesson: How will I take action to address a civic problem?