Civic Literacy Curriculum
Question 58: Under the United States Constitution, some powers belong to the federal government. Which of the following is one of those powers?
Q58: Under the United States Constitution, some powers belong to the federal government. Which of the following is one of those powers?
A. Print money
B. Declare war
C. Make treaties
D. All of the above
Background
The Constitution’s federalist system of enumerated powers limits the federal government to powers specified in the Constitution, especially (but not exclusively) Article I, Section 8. Like the Articles of Confederation, the Constitution grants Congress a list of specific powers, not a general grant of power like the states have. Unlike the Articles of Confederation, the Constitution also grants Congress power ‘to make all Laws which shall be necessary and proper for carrying into Execution’ the specific powers that they are granted. In other words, unlike in the Articles of Confederation, Congress can provide for federal enforcement of Congress’s laws. (The actual enforcement, of course, lies with the executive branch.) By ensuring the federal government can enforce its own laws, the Founders created a federal government that could achieve their goals for it, such as a successful foreign policy, national defense, and an interstate commercial market.
Among the list of federal, congressional powers to achieve these goals is the authority to coin (or print) money, to make treaties and declare war, and to raise and support armies.
Adult Learners
Introduction
The Founding Fathers, in their quest to create a republic and deter a monarchy, made it a point to differentiate between what the federal government can and cannot do. In this activity, students will read the Constitution and relevant excerpts from the Federalist, looking for those powers granted to the federal government and all the remaining powers left with the states. Then, they will create a Venn Diagram to show the difference in power as well as where the powers intersect.
Preparation
- Provide each group with a copy of the Constitution and amendments.
- Provide each group with a copy of “The Federalist on Federalism” (excerpts from 32, 39, 45, 51, and 62).
- Print a copy of the answer key for yourself.
- A rubric is provided if this is a graded activity.
Required files
The Teaching Materials for this exercise includes an answer key and a rubric (Venn Diagram Rubric).
Instructions
- Students can work alone or in groups of 2-3 for this activity.
- If using pairs, group by ability. Group A is the group that needs some extra support. Group B is the core group that has the core knowledge to complete the activity. Group C is the enrichment group that has mastered the material. Group C students are prepared to extend their knowledge. Pair those who need support (Group A) with those who have core knowledge and/or have mastered the material (Groups B and C).
- Provide each group with the appropriate handout and worksheet.
- Provide the students with approximately 20-25 minutes to read and complete the activity.
- Encourage students to make notes on the handout as they read.
- When complete, review as a class and list the similarities and differences on the board, which will help reinforce the concepts for all of the students.
- Note that the answer key is not exhaustive and is meant only to act as a general guide.
Discussion Prompts
Below are two discussion prompts that can be used by teachers in a classroom setting.
- The first discussion prompt will be one that is designed to support students that are not really understanding the content in a way that would help them to answer the test question.
- The second discussion prompt will be one that is designed to further student understanding of the content by making real-world connections, including connections to current events and historical events.
Background
Generally speaking, in terms of power, too much can be a bad thing. Having learned from history the havoc that too much -- and too little -- power can wreak, the Founding Fathers sought to strike a balance between what the federal government could do and what the states could do.
Prompt 1
The Founding Fathers did not want an all-powerful government and weak states. However, they knew that there were certain cases where the federal government had to be responsible, and thus gave the federal government a list of powers that it, not the states, would have. What is one power of the federal government? Why do you think that the Founding Fathers thought that the federal government should have this power?
Prompt 2
The Founders recognized that changes to the Constitution would need to happen, and thus they wrote in a process of amending it through Article V. For example, the federal government has the authority to impose an income tax, thanks to the 16th Amendment, and it briefly held the power to ban even local alcohol trafficking, thanks to the 18th before that power was repealed and restored to the states with the 21st Amendment. Consider the powers granted to the federal government by the Constitution. Are there any powers it should have but does not, and you would like to see added by an Article V amendment? Are there some powers that it has, but that should be returned to the states by an amendment? Use current and past events to support your answer.
K-2 Lesson
Federal Government
By Haley Smith
Lesson Summary: Students will compare and contrast the federal government to the state government by using a Venn diagram.
Grades 3-5 Lesson
Federal Government Powers
By Chelsea Reynolds
Lesson Summary: In this lesson, students will learn about the federal government's specific powers, as granted by the US Constitution. Students will create a flipbook to take notes on each of the federal powers that are discussed in this lesson. Students will also engage in meaningful discussions with their classmates about the importance of these powers.
Primary Sources: The U.S. Constitution
Learning Objectives:
- Students will understand the specific powers of the federal government.
- Students will be able to explain the importance of these powers.
Grades 6-8 Lesson Plan
Mini Government Jigsaw UNIT
By Kristy James Kuehn
Lesson Summary: This mini unit allows students to be part of a “mini-government” where each person becomes an expert on one of the branches of government. Students learn about their branch and teach it to the two other people in their groups via games, interactive learning, etc. This jigsaw lesson allows students to learn about the systems of government in an interactive way.
Learning Objectives: Students will become part of their own mini-government by learning about the 3 branches of government. Students will analyze and synthesize their branch of choice and be prepared to teach the members of their mini government about their branch’s roles and responsibilities as well as checks and balances. Students will create an interactive, informative and engaging lesson for their group mates.
High School Lesson Plan
Understanding Federal Powers Under the United States Constitution
Objective:
Students will be able to identify and explain the powers belonging to the federal government as described in the United States Constitution.
Assessment:
Students will complete a graphic organizer that categorizes the powers of the federal government listed in the Constitution. They will also write a short essay explaining the significance of one of these powers.
Key Points:
- The federal government has specific enumerated powers outlined in Article I, Section 8 of the Constitution.
- The concept of federalism and the division of powers between federal and state governments.
- The Necessary and Proper Clause (Elastic Clause) allows Congress to extend its powers beyond those explicitly listed.
- Examples of federal powers include regulating interstate commerce, coining money, and maintaining armed forces.
- Understanding the implications of federal powers on individual rights and state authority.
Opening:
- Begin with a question: "What do you think would happen if each state created its own currency?"
- Facilitate a brief discussion on the importance of a unified federal government.
- Introduce a short video clip that highlights the role of the federal government in everyday life.
Introduction to New Material:
- Present the key points using a PowerPoint presentation that includes visuals and relevant examples.
- Students will engage in a Think-Pair-Share activity, discussing what powers they believe are essential for the federal government to have.
- Common misconception: Some students may believe that the federal government has unlimited powers. Clarify that the powers are enumerated and limited by the Constitution.
Guided Practice:
- Distribute a list of powers and ask students to categorize them into federal, state, or concurrent powers.
- Use scaffolded questioning: Start with easy examples (e.g., coining money) and gradually move to more complex ones (e.g., regulating interstate commerce).
- Monitor student performance by circulating the room, checking for understanding, and providing feedback.
Independent Practice:
- Students will complete a graphic organizer that lists at least five powers of the federal government and provides a brief description for each.
- They will then select one power to research further and write a one-page essay discussing its significance and implications.
Closing:
- Conduct a "Gallery Walk" where students display their graphic organizers and essays.
- Invite students to share one interesting fact they learned about federal powers.
Extension Activity:
- For students who finish early, provide access to a case study on a Supreme Court decision that involved federal powers, such as McCulloch v. Maryland, and ask them to summarize its impact.
Homework:
- Assign students to read a chapter from their textbook on federalism and write a one-page reflection on how the division of powers impacts governance today.
Standards Addressed:
- C3 Framework for Social Studies State Standards: D2.CIV.3.9-12 – Evaluate the role of citizens in the governance process.
- National Council for the Social Studies (NCSS) Standards: Theme 6 – Power, Authority, and Governance.