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Catchy Title: Federal Investigation
Theme/Topic of Lesson: Departments in the Federal Government
Time Commitment: 3 – 90 minute classes
Subject Area(s):
Social Studies - United States government
Grade Level(s): 10
Standards Alignment:
Class Challenge Question: How is my life affected by the 15 departments represented in the Bush Administration Cabinet?
Overview:
This lesson is designed to help students better understand the internal workings of the Federal Government. In a fun and entertaining way, they will memorize the names of each person within the cabinet, the secretarial positions they hold, and what each department actually does.
During BLOCK ONE, students will receive a handout titled, Federal Investigation! Who’s Who in the Bush Administration (included as an attachment in this lesson) detailing with photographs, the portraits of key players in the Bush administration. Following a brief introduction by the teacher, students will visit the school’s computer lab where they will log onto www.politics1.com/cabinet.htm, which is a Web site that features the photos from their handout. This Web site will link each student directly to the individual home web page of every Department position within the Bush administration. There are 15 Cabinet positions. Students will work together in teams of two. Each team will be pre-assigned a cabinet position to research prior to leaving for the computer lab.
Using a worksheet titled, Federal Investigation! Who’s Who, which will be included as an attachment to this lesson, the students will “surf” one cabinet position Web site that has been pre-selected by the teacher and assigned to their team. This may be done by a “lottery” drawing in the classroom prior to leaving for the lab or the teacher may elect to predetermine groups in advance. After surfing their one pre-determined site, they may surf an additional 3 at will, answering a set of questions for each of the 4 sites. On the worksheet, the questions will be more detailed for the assigned cabinet position, and less detailed for the other three. Students will finish their worksheet, and eventually return to the classroom.
During BLOCK TWO, students will use what they have learned to produce a colorful summary poster to be presented to the class during block 3 in a “show and tell” plus “question and answer” session. Each poster will feature overview information they obtained during their visit to their pre-determined site. Directions for this activity can be found on the worksheet titled, Federal Investigation! Poster Project Directions, which will be added as an attachment to this lesson. The poster presentations will be graded for quality and content using a rubric labeled Grading Rubric (also attached). About ½ of block 2 will be spent by having students prepare their presentations. During the last part of the block, the student teams will begin their presentations, which will continue into block three. A follow-along worksheet for the class is titled, Federal Investigation! Poster Notes, and is provided as an attachment to this lesson. Students will use it to take notes while their classmates make their presentations.
Eventually, during BLOCK THREE the students will complete their presentations (about 5 min each) and then they will take a quiz, Federal Investigation! Quiz (also attached), to check for understanding. The quiz, which features each secretary’s portrait and name, must be correctly matched to the Department each heads. The quiz also features 3 BCR (Brief Constructed Response) questions in which students are asked to elaborate on the responsibilities of the various departments. A Brief Constructed Response usually consists of 3-5 sentences and is modeled after the Maryland High School Assessments.
This lesson is great for students taking a class in which they often read a daily newspaper and students in government courses, who are studying various positions at the federal level.
Note that there are 15 Cabinet positions within the administration. Working in teams of 2 will allow this lesson to accommodate 30 students. If a class has more than 30 students, the teacher may want to create a few groups of 3, or include the President and Vice President in the presentations. For classes that are smaller than 30, the teacher may want to assign larger group working with each government department.
TEACHER AND STUDENT PREREQUISITES
Both teachers and students will need to understand how to surf on the internet and how to use a computer lab.
This lesson would require access to the following technology:
1. A computer lab with access to the Internet.
In addition the teacher will need:
1. A Xerox machine to produce handouts.
2. Poster Paper
3. Magic markers, pens, etc.
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6.4
(9-12) | Maryland Content Standards
6.4 Students demonstrate understanding of the organization and functions of the national, state, and local governments under a federal system.
| Maryland State Indicators
6.4.12.1
compare the national and state governments with emphasis on the structures, functions and authority of each; how power and responsibility are distributed, shared, and limited in the system of federalism established by the US Constitution (G 1.1.1., G 1.1.2.) | 6.3
(9-12) | Maryland Content Standards
6.3 Students demonstrate understanding of how the United States Constitution allocates power and responsibility in the government.
| Maryland State Indicators
6.3.12.3
determine the degree to which the three branches of government have maintained a balance between protecting rights and the common good. (G 1.2.1., G 1.2.3., G 1.2.4.) |
Learning Objectives:
The Students will:
- identify and gather information on the 15 various cabinet positions within the Bush Administration, using an interactive Web site and creative worksheet.
learn about each of the 15 cabinet positions by viewing creative and colorful presentations created by them and their classmates from information gathered on day one of the unit.
continue learning about the 15 cabinet positions by viewing the remaining peer presentations, and will demonstrate their knowledge and mastery of the content presented via a quiz assessment.
Assessment
Students will be given a quiz, titled Federal Investigation! Quiz, on 15 cabinet posts and the people who head them, and their knowledge of what various departments do. This quiz will be given in class and a key, labeled Federal Investigation! Quiz Answer Key, is included.
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Resources
| Internet Sites | The Politics 1 Guide to the Bush Administration Cabinet. This Internet site will allow students to gather information about each of the 15 cabinet positions within the Bush administration. | | http://www.politics1.com/cabinet.htm | | The official White House Web site Tracks the activities of the White House and serves as a link to other cabinet posts. | | http://www.whitehouse.gov/ |
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Materials
Per classPer student team/group of 2Per Student- Federal Investigation! Who' s Who in the Bush Administration (View)
- Federal Investigation! Who's Who (View)
- Federal Investigation! Poster Project Directions (View)
- Federal Investigation! Poster Notes (View)
- Grading Rubric (View)
- Federal Investigation! Quiz (View)
Notebook Paper
Not Specified
Vocabulary
- Executive Branch - The Branch of the Government, headed by the President, which makes laws official. This Branch includes the President, Vice President, and the heads of 15 major departments.
- Cabinet - Name used to describe the part of the Executive Branch made up of the heads of 15 major departments which give advice to the President about matters of importance.
- Secretary - Person who heads each cabinet department.
Procedures
The students will discover the directors of and names of the fifteen cabinet positions within the Bush Administration, and what each does, via worksheets, Web site examination, a poster project, and a follow-up quiz.
During BLOCK ONE, students will receive a handout, Federal Investigation! Who’s Who in the Bush Administration (included as an attachment in this lesson), detailing with photographs the portraits of key players in the Bush administration. Following a brief introduction by the teacher, students will visit the school’s computer lab where they will log onto www.politics1.com/cabinet.htm which is a Web site that features the photos from their handout. This Web site will link each student directly to the individual home web page of every Department position within the Bush administration. There are 15 Cabinet positions. Students will work together in teams of two. Each team will be pre-assigned a cabinet position to research prior to leaving for the computer lab.
Using a worksheet, Federal Investigation! Who’s Who, which will be included as an attachment to this lesson, the students will “surf” one cabinet position Web site that has been pre-selected by the teacher and assigned to their team. This may be done by a “lottery” drawing in the classroom prior to leaving for the lab or the teacher may elect to predetermine groups in advance. After surfing their one pre-determined site, they may surf an additional 3 at will, answering a set of questions for each of the 4 sites. On the worksheet, the questions will be more detailed for the assigned cabinet position, and less detailed for the other three. Students will finish their worksheet, and eventually return to the classroom.
During BLOCK TWO, students will use what they have learned to produce a colorful summary poster to be presented to the class during block 3 in a “show and tell” plus “question and answer” session. Each poster will feature overview information they obtained during their visit to their pre-determined site. Directions for this activity can be found on the worksheet, Federal Investigation! Poster Project Directions, which will be added as an attachment to this lesson. The poster presentations will be graded for quality and content using a rubric labeled Grading Rubric (also attached). About ½ of block 2 will be spent by having students prepare their presentations. During the last part of the block, the student teams will begin their presentations, which will continue into block three. A follow-along worksheet for the class is titled, Federal Investigation! Poster Notes, and is provided as an attachment to this lesson. Students will use it to take notes while their classmates make their presentations.
Eventually, during BLOCK THREE the students will complete their presentations (about 5 min each) and then they will take a quiz titled, Federal Investigation! Quiz (also attached), to check for understanding. The quiz, which features each secretary’s portrait and name, must be correctly matched to the Department each heads. The quiz also features 3 BCR (Brief Constructed Response) questions in which students are asked to elaborate on the responsibilities of the various departments. A Brief Constructed Response usually consists of 3-5 sentences and is modeled after the Maryland High School Assessments.
This lesson is great for students taking a class in which they often read a daily newspaper, and students in government courses, who are studying various positions at the federal level.
Note that there are 15 Cabinet positions within the administration. Working in teams of 2 will allow this lesson to accommodate 30 students. If a class has more than 30 students, the teacher may want to create a few groups of 3, or include the President and Vice President in the presentations. For classes that are smaller than 30, the teacher may want to assign larger group working with each government department.
Both teachers and students will need to understand how to surf on the internet and how to use a computer lab.
One: FEDERAL INVESTIGATION
Daily Challenge Question: How is my life affected by the 15 departments represented in the Bush Administration Cabinet?
90 minutes
Set-up Directions:
Prior to today’s lesson, the teacher should make sure that the copies of the handouts, labeled Federal Investigation! Who’s Who in the Bush Administration AND Federal Investigation! Who’s Who, have been run off. One copy per student is required. The teacher will also need access to the school’s computer lab. A prior sign-up is usually required. The teacher may want to double check to make sure the Web site (www.politics1.com/cabinet.htm) is responding. If the teacher decides to use cards to assign groups (optional, described below) then two decks of index cards (numbered 1-15) should be made in advance.
Teacher Presentation & Motivation:
Once students have settled in, ask them to take a few moments and (on their own sheet of paper) brainstorm all the ways they believe the Federal Government impacts and affects the things they do throughout a typical day in their life. While some students may list many items, others may list only a few. After discussing their answers, offer them a few suggestions they may have missed. These would include:
· A trip to the grocery store (Department of Agriculture)
· A visit to the doctor (Health and Human Services)
· A picnic at a public park (Department of the Interior)
· Taking a test in school (Department of Education)
· Driving on an Inter-State Highway (Department of Transportation)
· Using your Visa Card (Department of the Treasury)
· Working at a Fast Food Restaurant (Department of Labor)
Mention that all of the above activities are common to everyday life, and are regulated by government agencies whose goal it is to protect the public and improve our quality of life.
Tell the class that today they are going to learn more about the Bush Administration, the Executive Branch, and the President’s Cabinet. Define each term.
· Executive Branch- The Branch of the Government, headed by the President, which makes laws official. This Branch includes the President, the Vice President, and the heads of 15 major departments.
· Cabinet - Name used to describe the part of the Executive Branch made up of the heads of 15 major departments, which give advice to the President about matters of importance.
Tell them that the lesson will also help them understand how each of the 15 cabinet positions affects their daily lives, as previously discussed.
Activity 1 - Who's Who in the Bush Administration
Pass out the worksheet titled Federal Investigation! Who’s Who in the Bush Administration and allow students time to look over the 15 Department of the Cabinet and glance at who heads each. Tell them that in a moment they will go to the school’s computer lab where they will go to an interactive Web site which will allow them to click on the face of each secretary (person who heads the department) and lean more about what each agency does.
In addition, tell students that they will work on this assignment in teams of 2 (approximately). Each team will select a Cabinet Department (like the Department of Agriculture, for example), research it in the lab, and prepare a poster project that outlines that department’s duties and responsibilities. The poster will also feature ways in which that department affects our daily lives. Explain that the posters will be presented in front of the class.
Allow students to select the cabinet position they would most like to research. One method of doing this involves handing out numbered index cards (1-15) randomly. The teacher retains a second set of cards (also numbered 1-15). The teacher shuffles his/her deck and randomly selects a number. When that student’s number is called, he/she selects a student partner and a cabinet position they would like to research. The teacher will need to keep track of which positions have been selected and to whom they have been assigned . The teacher should be aware of any absent students and pick out an assignment for each upon their return. If the class has an uneven number of students, some groups may have more than two people. For class sizes that are smaller, some students may have to work alone (for which the teacher may want to offer a bit of extra credit).
The teacher may also want to elect choosing students ahead of time and pre-assigning them to groups. This may work best for heterogeneous classes where there is a variety of ability levels. It allows the teacher to make sure each team has at least one stronger student to help guide the group.
Activity 2 - Who's Who - Computer Lab
Once everyone has been assigned a cabinet position and a partner, allow students to leave for the lab. Remind students to take a notebook and pen or pencil with them to the lab. Encourage them when they arrive to sit together in teams. Depending on the size of the lab, each student may log onto a separate computer, but in smaller labs, students may have to work off the same monitor.
Once in the lab, pass out the worksheet labeled Federal Investigation: Who’s Who. Go over the sheet with them after everyone has a copy. Point out that on side one, there are more extensive questions, which are to be used to gather information about the Cabinet Position they were assigned or selected. The extra boxes on the back of the worksheet are to allow the students to look at other positions in addition to the one they were assigned. Remind the class that both sides of the sheet must be completed before the end of the period.
NOTE: Most students will want to look at departments other than the one that was assigned to them. The back of the worksheet allows for and encourages this. It also strengthens their understanding of cabinet positions other than their own, prior to the peer presentations. To close this activity, announce when students have only 10 minutes remaining, and ask them to complete the item they are working on. Check to see if there are any questions and ask students to return to class.
Wrap Up:
With about 15 minutes left in the period, allow student to return to your classroom. Review the definitions posed in class today, randomly calling on students to check for understanding. With a few minutes remaining in class, ask students to provide verbal feedback on what they have learned. The teacher may do this by posing questions to each group. An example would be:
“Tell me one thing you learned about the Department of Energy!
Fill in the Blank
Call on students from that group, or other students who may have surfed that Web site to answer. Remind students about tomorrow’s activity (poster making) before the bell rings.
The teacher will lead a discussion which answers the daily challenge question.
Two: FEDERAL INVESTIGATION (Day 2)
Daily Challenge Question: How will the poster created by my partner and me effectively show the role the Bush Cabinet plays in our daily lives?
90 minutes
Set-up Directions:
Prior to the student’s arrival to class, make sure you have adequate art supplies for poster making. These include an ample supply of poster paper, markers, rulers, scissors, and anything else the teacher deems appropriate. You should also have copies of the hand out labeled Federal Investigation: Poster Project Directions run off (1 copy per group of 2).
Teacher Presentation & Motivation:
Remind students that today they will be putting to use everything they learned yesterday about the cabinet position they selected (or were assigned) to research. Remind them that today they will spend the first part of the period designing posters, which will be presented to the class, detailing the roles and responsibilities of the various Bush Cabinet positions.
Activity 1 - Poster Making!
Pass out the sheet labeled Federal Investigation: Poster Project Directions to the class. Go over the directions on the sheet orally with the students, pausing to answer any questions as they arrive. This sheet outlines what the poster should look like and gives a rubric on the back, which will be used to score both the poster and the presentation. Allow students a little over ½ the period (45-50 minutes) to work on their presentations. To bring closure to the activity, allow students who volunteer, to share the progress they have made with their posters.
Activity 2 - Poster Presentations
Pass out the worksheet labeled Federal Investigation: Poster Notes to the class. Tell the students that they will be using this worksheet to take notes on individual presentations. The notes they take will be useful for the quiz they get at the end of tomorrow’s class.
The students will take turns going before the class to make their poster presentations. As they do, make sure each student takes notes in the appropriate area. At the end of each presentation, the class or teacher may pose questions to the presenting group. Should students in the presenting group have difficulty answering the questions, the teacher may need to provide assistance.
The project will be graded on the quality of the poster using the Grading Rubric. Be sure to retain the posters following the presentation. Some teachers may wish to grade on the quality of the student presentation as well (optional).
Each presentation should last about 5 minutes or so. This activity will take up the remaining period and will have to be continued tomorrow. When there is about 10 minutes remaining in the period, remind students to clean up and return all material to the appropriate place. As a closing activity, allow students that volunteer to share the progress they have made on their poster thus far.
Wrap Up:
As a way of wrapping up, check to see if any students quizzed their parents or family members about the Bush Cabinet. Allow them to report their findings. This is usually a light-hearted way to end the lesson. The teacher will lead a class discussion that answers the daily challenge question.
Three: FEDERAL INVESTIGATION (Day 3)
Daily Challenge Question: What have I learned about the Bush Cabinet and the effect it has on my daily activities?
90 minutes
Set-up Directions:
The teacher should make sure that copies of the handout labeled Federal Investigation: Quiz have been run off (1 per student).
Teacher Presentation & Motivation:
Remind students that today they will continue the student presentations on the various positions within the Bush Cabinet. Remind them to be sure to take notes during each of the presentations and to feel free to ask questions at the end. Remind students that at the end of the period, there will be a quiz on the presentations. The teacher may want to review the names of the Branches and Secretaries discussed yesterday and see if they can name the Branches that need to be discussed today.
Activity 1 - Poster Presentations (continued)
Allow students to finish their presentations from yesterday’s class. Be sure students are taking notes on the presentations and following along. Allow for about 5 minutes per presentation. As students take notes on the presentations, remind them that they should be summarizing the main ideas of the presentations. The teacher may want to verbally give examples after the first presentation as a guide for students. To close the activity, the teacher may want to play a short review game. The teacher could select one student's notes, read aloud their summary, and ask the class to correctly guess the branch being cited.
Activity 2 - Study Time/Quiz Time
Once all the posters have been presented, be sure to give a round of applause to the class for completing the project. For many students, public speaking before the class can be unpleasant, so be sure to congratulate them on a job well done.
Encourage students to get out the sheet labeled Federal Investigation! Who’s Who in the Bush Administration. They received it on day one, and it featured photographs of everyone within the cabinet. Tell them that in a few moments they will be given a quiz featuring each of the 15 faces. They will be asked to match each person’s face and name to the cabinet position each one holds. In addition, the quiz will ask the student to identify 2 common everyday activities that are governed by each of the departments profiled. Allow the students ample time in class (15-20 min) to study and prepare their answers. Based on the teacher’s preferences, the students may study alone or work together in groups of 2 or so.
Ask the students to put everything away except a pen or pencil. Pass out the worksheet labeled Federal Investigation! Quiz to the class. Allow each student time to complete the quiz. At the end of the quiz, the teacher should pose the challenge question: How is my life affected by the 15 departments represented in the Bush Administration? Ask students to create a 1 paragraph essay that summarizes the answer. The students should answer on their own paper.
The teacher should collect the papers. As a closure activity, the teacher should orally go over each of the answers using the key which is provided under the title: Federal Investigation! Quiz Answer Key.
Wrap Up:
The teacher will lead a class discussion that answers the class challenge question posed at the beginning of lesson one. Afterwards, ask the students if they believe that it is important to vote in political elections. You may get a variety of answer. Remind students that each of the cabinet posts is selected by the President. Is it important to select a President whose views match yours? It’s a great discussion starter for tomorrow’s class and a perfect way to end the day.
Enrichment Options
Cross-Curricular Extensions
If students elect to offer feedback to elected officials (as suggested above), what better way than to unite with an English Arts class for guidance? Combining a Government class with an English class is the perfect way to make writing meaningful and powerful!
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As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students’ learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?
Author: Darren Hornbeck
Modified by: Megan E. Tucker
Program: Maryland Initiative for New Teachers (MINT)
Author's School System: Frederick County Public Schools
Author's School: Linganore High
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