The writers of the U.S. Constitution created a federalist republic with three branches of government based on a system of checks and balances.

1. UNIT 5-PERIOD 6
5th Grade
A New Nation

2. We The People-DO NOW
Who makes the rules at school? Who makes the rules for our country?” Students brainstorm in
pairs.
Turn and Talk. Be prepared to share out.

3. Learning Objective (Content Objective)
Students will identify and explain the basic functions of the three branches of government,
describe the system of checks and balances in the U.S. Constitution, and compare the
responsibilities of national and state governments in the U.S. federal system
Language Objective
Students will use academic vocabulary (such as legislative , executive , judicial , checks and
balances , federal , state ) to orally explain and write about the functions of the three
branches of government and compare the roles of national and state governments using
sentence stems, graphic organizers, and partner discussions.

4. Checks and Balances:
A system that allows each branch of government to limit the
power of the other branches so no one branch becomes too
powerful.
Citizenship:
The rights and duties of being a member of a country, such as
voting, obeying laws, and helping your community.
Compromise:
An agreement where each side gives up something to reach a
solution everyone can accept.
Constitutional Republic:
A government where people elect leaders to make laws, and
those leaders must follow a written Constitution.
Federal System:
A system of government where power is shared between the
national government and the state governments.
VOCABULARY

5. EXPLAIN-I DO
Discuss federalism — power is divided between national and state governments to keep balance.

6. EXPLAIN-I DO
Let me show you a real-life example.
Think about driving laws.
The national government sets rules that apply to all states—like making sure cars have safety
features and that highways meet certain safety standards.
But each state gets to decide things like the driving age or speed limits.
So if you drive in Texas, the speed limit might be different than in California. That’s because states
have the power to make rules that fit their own needs.
This is federalism in action: both levels of government share power, but they each have their own
jobs.”

7. The US
Government
Adams’
presidency Marshall’s court
EXPLORE-YOU DO
WEEK 13
Students color-code a diagram of U.S. government
levels (National, State, Local) and give one
example of each level job
EXPLOROS
MODULES
The US Government

8. EXIT
TICKET:
Describe one way national and state governments
share power in a federal system.
01

9. UNIT 5-PERIOD 7
5th Grade
A New Nation

10. If one person made all the rules, what could
go wrong? Discuss briefly.
DO NOW

11. EXPLAIN-I DO
Watch short video introducing
Legislative (makes laws),
Executive (carries out laws),
Judicial (interprets laws). Students
take notes in a 3 Branches
Organizer. Remind students to take
notes, there is a review part in the
video stop the video to allow
students to choose the answer.
Three branches of
Government
VIDEO:

12. Explain that students will use
what they learned to complete
each section, matching the
branch, its main job, and
examples. Encourage them to use
what they just learned. On this
Worksheet Branches of
Government
EXPLORE: YOU
DO

13. Identify one branch and describe
its main job in one sentence.
EXIT TICKET

14. UNIT 5-PERIOD 8
5th Grade
A New Nation

15. What would happen if one branch tried to make all the
decisions?” Students share quick responses.
DO NOW

16. EXPLAIN: I DO
Scenario:
Congress passes a new law. The
President vetoes it.
Think Aloud:
“Congress is the Legislative Branch.
The President is the Executive
Branch. When the President vetoes
a law, that means the Executive
Branch is checking the
Legislative Branch.”
Scenario:
The President chooses a new Supreme Court Justice,
but the Senate must approve the choice.
Think Aloud:
“The President (Executive) picks the justice, but the
Senate (Legislative) must agree before it becomes
official. That means the
Students will watch this video:
Checks and Balances

17. EXPLORE-YOU DO
Create class anchor chart “Keeping It Fair – Checks and Balances”
with examples under Legislative, Executive, Judicial columns. Sticky
notes.
Groups draw mini comics or perform quick skits showing a
check in action.

18. EXIT TICKET:
Students write one example of how
one branch checks another.

19. UNIT 5-PERIOD 9
5th Grade
A New Nation

20. What makes a good
leader?
DO NOW

21. EXPLAIN: I
DO
Review the quotes and discuss what each Founder
believed:
• Washington – leadership & service • Madison – laws &
rights • Franklin – cooperation • Jefferson – freedom •
Hamilton – strong government.
Create an anchor chart titled “Ideas That Built Our
Nation” and record these traits under each name.

22. Explore > Introduce a “Quote Walk.”
EXPLORE: YOU DO

23. EXIT TICKET
“One leadership idea from the
Founding Fathers that we still use
today is ____ because ____.”

24. UNIT 5-PERIOD 10
5th Grade
A New Nation

25. What would you include to help a first grader
understand how the U.S. government works?
DO NOW

26. EXPLAIN: I
DO

27. Complete PA 2
Rubric
Create a booklet for first graders about the government structure created by the writers
of the U.S. Constitution. The booklet should include at least five pages and explain the
duties of the three branches of government and how the system of checks and balances
works. A well-written booklet will reflect proper use of grammar and spelling.
EXPLORE: YOU DO

28. EXIT TICKET
Which part of your booklet do you think best explains how checks and
balances keep our government fair?