Name: Brandon Behlke Class: US Government, 12th Grade Topic: National Government and the 50 states (State Admission/Federal

Grants) Duration: 86 minutes Goal: Students will be able to understand concepts of Federalism and the relationship between the federal government and the lower branches of government with an emphasis on the states. Objectives: Students will be able to explain the process for admitting new states to the union. Students will be able to examine the many and growing areas of cooperative Federalism. Students will be able to understand the link between the federal government and the 50 states. Students will be able to understand the link between the federal government and the local governments. Students will be able to apply their new knowledge to stories and situations that are happening around them.

Pre-Class Homework: Students will read section 4.2 and fill out the national government and the fifty states worksheet. Procedures: 1. I will begin class by going over the reading and key concepts that they should recognize, especially new vocab words. 2. I will begin class by writing on board entrance work which will be a question at the end of the chapter, which we will go over at the start of class. 3. Start of class activity will be completing the other worksheet in groups of 2 or 3 regarding the steps to become a state and types of federal grants, we will go over these as we discuss them in class. 4. We will then go over the worksheet that was assigned for homework in class. 5. After we are done going over the worksheet, we will discuss the types of federal grants and cooperative federalism with an emphasis on how this trickles down to local governments. What Grant is the most beneficial to different parts of government? 6. We will go over local/state grants and I will use an example of a county government grant and how we request money and the process we have to go through with an emphasis on Project grants. (20 -30 minutes)

7. We will then discuss new state admission and what a territory has to do to become a new state. 8. For the final 20 or so minutes of class I will have students get into groups of 3 or 4 and half of the class read an article on modern statehood movements with half reading about the Colorado secession movement and the other half reading about Puerto Rico, we will than come back together and each group will report on the issue and if they feel that any of these movements have a chance to become a state and any difficulties they might face. Main Question to be answered: Are there any strengths or weaknesses of the Statehood policies? 9. If time, we will focus on a case study of the Northwest Ordinance and I will show old maps of US pre-NW ordinance and the issues that caused the Northwest Ordinance to become law. I will also show how new states helped develop this region.
Materials: Resources: http://www.pbs.org/newshour/rundown/rural-colorado-residents-vote-to-secede-asmetro-areas-shift-more-liberal/ (Colorado secession) http://www.washingtonpost.com/politics/statehood-remains-an-uneasy-question-forpuerto-ricans/2013/12/01/443c7c20-5acb-11e3-a49b-90a0e156254b_story.html PowerPoint Textbook Worksheets Worksheet to aid with state secession discussion County grant example (Transit building and others?) Article about Colorado secession Article about Puerto Rico as 51st state.

Standards: 14.A.4- Analyze how local, state, and national governments serve the purposes for which they are created. 14.A.5- Analyze ways which federalism protects individual rights and promotes the common good and how at times has made it possible for states to protect and deny rights for certain groups. 14. D.5- Interpret a variety of public policies and issues from the different individuals and groups. 14. F.5- Interpret how changing geographical, economic, technological, and social forces affect United States political ideas and traditions.