Limiting Government

Learning Resource Type

Classroom Resource

Subject Area

Social Studies

Grade(s)

7, 12

Overview

In this lesson from iCivics, students learn what keeps the government from having too much power. The lesson outlines five basic limits on government. Students analyze the true story of former Peruvian president Alberto Fujimori, in which many of those limits disappeared, and they evaluate fictional cases of governments with limits missing. The concepts in this lesson prepare students to understand why the U.S. Constitution is structured the way it is.

Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.3

Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.

UP:SS10.7C.3

Vocabulary

  • power
  • federalism
  • republic

Knowledge

Students know:
  • The characteristics of the various forms of government found around the world including Federal Republic (representative democracy), Monarchy (absolute monarchy), Limited monarchy (constitutional monarchy), Oligarchy, Dictatorship, Theocracy, and Pure democracy (direct democracy).

Skills

Students are able to:
  • Interpret primary source documents.

Understanding

Students understand that:
  • The system of government of the United States can be compared to other forms of government in the world.
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.6

Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

UP:SS10.7C.6

Vocabulary

  • juvenile
  • civil law
  • criminal law
  • rights
  • Bill of Rights
  • rule of law
  • state
  • federal
  • local
  • court
  • offense
  • felony
  • misdemeanor
  • jail
  • prison
  • juvenile detention center

Knowledge

Students know:
  • The similarities and differences between civil and criminal law.
  • The structure of the juvenile court system.
  • The rights and freedoms guaranteed in the Bill of Rights.

Skills

Students are able to:
  • Use primary source documents to justify the actions of courts.

Understanding

Students understand that:
  • Laws are different for adults and juveniles and that there are separate civil and criminal laws and courts.
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.10

Describe individual and civic responsibilities of citizens of the United States.

UP:SS10.7C.10

Vocabulary

  • responsibilities
  • duties
  • rights
  • privileges
  • citizen
  • alien
  • immigrants
  • naturalization
  • character

Knowledge

Students know:
  • The distinction between right, duties and responsibilities. There is a way for immigrants to become a citizen.

Skills

Students are able to:
  • Cite primary source documents to provide evidence that an idea is a right guaranteed to citizens.

Understanding

Students understand that:
  • There are rights, duties, responsibilities, and privileges of U.S. citizenship.
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.12

Describe how the United States can be improved by individual and group participation in civic and community activities.

UP:SS10.7C.12

Vocabulary

  • civic
  • community
  • political process
  • political participation
  • political parties
  • campaigns

Knowledge

Students know:
  • Individual citizens and community groups can improve their community by actively participating in the political process. Examples of participating in the political process include voting; running for office; writing letters to office holders; being involved in political parties and political campaigns.

Skills

Students are able to:
  • List ways to actively participate in the political process and in their community.

Understanding

Students understand that:
  • Individual and community participation has the potential to improve the U.S. society.
Social Studies (2010) Grade(s): 12 - United States Government

SS10.USG.1

Explain historical and philosophical origins that shaped the government of the United States, including the Magna Carta, the Petition of Rights, the English Bill of Rights, the Mayflower Compact, the Virginia Declaration of Rights, and the influence of Thomas Hobbes, John Locke, Charles de Montesquieu, Jean-Jaques Rousseau, and the Great Awakening.

UP:SS10.USG.1

Vocabulary

  • state of nature
  • social contract theory
  • constitutional
  • authoritarian
  • totalitarian
  • compact
  • government
  • democracy
  • right
  • Enlightenment
  • rule of law

Knowledge

Students know:
  • Key political philosophers and events that influenced the creation of the American government.
  • Key political documents that influenced the creation of the American government.

Skills

Students are able to:
  • Interpret primary documents distinguishing the impact of the document's central idea on formation of American government.

Understanding

Students understand that:
  • Significant key philosophers, events, and documents shaped the concepts of American government and how these concepts differ from other forms of government.

CR Resource Type

Lesson/Unit Plan

Resource Provider

iCivics

License Type

Custom

Resource Provider other

iCivics
https://www.icivics.org/teachers/lesson-plans/limiting-government?referer=node/…

Custom License Type (URL)

https://www.icivics.org/terms-use

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments or Notes

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Approved Date

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