Linking Federalism and “Domestic Violence” to the National Geography Standards
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In the summer of 1787, the framers of the United States Constitution created a government the world had never seen before. They used the following six key principles for guidance: popular sovereignty, limited government, separation of powers, checks and balances, judicial review, and federalism. Those six key principles have become the backbone of the United States of America. Without them, there would be no America. The six key principles have been taught in high school government classrooms over the years. The principle of federalism, however, can be difficult for students to grasp at times. Federalism is a system of government in which a written constitution divides power between a central, or national, government and several regional governments. To help students see the concept of federalism, the following pyramid can be shown: The framers wanted the local community to take care of local concerns. They wanted state governments to take care of regional concerns. Lastly, they wanted the federal government to take care of concerns at the national level. Teaching students Article IV, Section IV of the U.S. Constitution will show them a different angle on the constitutional principle of federalism. Article IV, Section IV of the United States Constitution reads: “The United States shall guarantee to every State in this Union a Republican Form of Government, and shall protect each of them against Invasion; and on Application of the Legislature, or of the Executive against domestic Violence.” This particular section of Article IV discusses how the national government has specific obligations to the states. The first two promises are easy to cover with students, but the third promise may be difficult for them to Linking Federalism and “Domestic Violence” to the National Geography Standards Federalism and “Domestic Violence” Lesson Example Continued Federalism and “Domestic Violence” Article IV, Section IV of the U.S. Constitution Elizabeth Duros Cesar Chavez High School When the framers created the Constitution, they wanted a strong, central government that would unite the formal colonies. Nonetheless, they also wanted the states to have certain rights. They divided the power between the national government and state governments. The United States of America has grown from thirteen states to fifty states. Each state has its own, unique identity and geographic features, but each is a proud member of America. In return, the national government has specific obligations to those fifty states. As mentioned before, one of those promises is to protect them against “domestic Violence.” Conclusion Element One: THE WORLD IN SPATIAL TERMS Standard One: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information. After covering acts of “domestic Violence” that could happen in their community, students should then examine the process in which a community is declared a disaster area. There are six steps to the major disaster declaration process: Step 1: Local Government Responds. If overwhelmed, turns to the state for assistance. Step 2: The State Responds with state resources, such as the National Guard and State agencies. Step 3: Damage Assessment by local, State, Federal, and volunteer organizations. Step 4: A Major Disaster Declaration is requested by the governor, based on damage assessment. Step 5: FEMA Evaluates the request and recommends action to the White House. Step 6: The President Approves the request or FEMA informs the governor it has been denied. Introduction Linking Geography to the Arizona Civics/Government Standard Local Community State Federal Federalism This map shows seven earthquake- generated tsunami events in the United States from the years 900 to 1964. The earthquakes that caused these tsunamis were: Prince William Sound, Alaska, 1964, magnitude 9.2; Chile, 1960, magnitude 9.5; Alaska, 1946, magnitude 7.3; Puerto Rico/Mona Rift, 1918, magnitude 7.3 to 7.5; Virgin Islands, 1867, magnitude undetermined; Cascadia, 1700, magnitude 9; and Puget Sound, 900, magnitude 7.5. Map not to scale. Sources: National Geophysical Data Center, NOAA, USGS A 1992 California earthquake and tsunami raised concerns for many living along the West Coast. In 1994 the Senate Appropriations Committee requested the National Oceanic and Atmospheric Administration (NOAA) to develop a plan that would help reduce the risk of tsunamis for people living on the coast (Bernard, 2001). The NOAA held various workshops to address the concerns. In February 1996 NOAA joined with representatives from Alaska, California, Hawaii, Oregon, and Washington, the Federal Emergency Management Agency (FEMA) and the United States Geological Survey (USGS) to form the Tsunami Hazard Mitigation Federal/State Working Group. The group developed a plan with five recommendations on how to reduce the risk of tsunamis for those who live on the coast. Element Five: ENVIRONMENT AND SOCIETY Standard Fifteen: How physical systems affect human systems A house is engulfed in flames as floodwaters and crashing waves destroy beach homes on Galveston Island as Hurricane Ike approaches the Texas Gulf Coast in 2008. http://www.shareordi e.in/pictures-of- the-year-2008-by- time/ Along the Gulf Coast and eastern seaboard, many people visit resorts or build their own vacation homes. The physical environment offers beauty and various recreational opportunities. However, the ocean can ruin what humans build. Hurricanes are a potential hazard for those who visit and reside in this part of the United States. The National Hurricane Center, along with the Federal Emergency Management Agency, have stressed the importance of hurricane awareness and preparation. State and local governments within the region have also set up their own preparation and evacuation plans. Individuals need to be self-aware of Strand Three: CIVICS/GOVERNMENT Concept Two: Structure of Government Performance Objective Three: Examine the United States federal system of government Federalism and “domestic Violence” Lesson Example Sun Devil Stadium, Tempe, AZ '65–'66 Flood Aerial photography courtesy of Arizona Department of Transportation When covering “domestic Violence” in Article IV, Section IV, students could give examples of potential natural disasters in their community. The city of Phoenix has experienced flooding over the years; an excellent example of “domestic Violence.” Students could go to The Flood Control District of Maricopa County website and explore the history of Maricopa County flooding starting from the year 1889. The Federal Emergency Management Agency (FEMA) has a process in which to give aid to local communities and states in This process looks fairly simple on paper, but there have been problems over the years. The response to Hurricane Katrina in 2005 infuriated many and FEMA was all over the news. The confusion in New Orleans before and after the hurricane shed light on what went wrong in the major disaster declaration process. However, changes have been made since then. Students could brainstorm on what their local community might do in response to a disaster, along with the state and federal governments. Federalism is a system of government in which a written constitution divides power between a central, or national, government and several regional governments. Article IV, Section IV lists the three obligations the national government must provide to the states. The third promise, to protect the states from “domestic Violence,” can be used to teach students the constitutional principle of federalism. The disciplines of geography and government can be brought together when teaching students about how the local, state and federal levels of government respond to natural disasters. References 1. McClenaghan, W.A. (2007). The US Constitution, 3. www.usgs.gov Magruder’s. New Jersey: Prentice Hall. 4. www.fcd.maricopa.gov 2. Bernard, E.N., (2001). ITS 2001 Proceedings, 5. www.fema.gov NTHMP Review Session, Number R-1: 21-27. 6. www.hurricanekatrina.com
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Federalism and “Domestic Violence” Article IV, Section IV of the U.S. Constitution Elizabeth Duros Cesar Chavez High School. Introduction. Linking Federalism and “Domestic Violence” to the National Geography Standards. - PowerPoint PPT Presentation
Transcript of Linking Federalism and “Domestic Violence” to the National Geography Standards
In the summer of 1787, the framers of the United States Constitution created a government the world had never seen before. They used the following six key principles for guidance: popular sovereignty, limited government, separation of powers, checks and balances, judicial review, and federalism. Those six key principles have become the backbone of the United States of America. Without them, there would be no America.
The six key principles have been taught in high school government classrooms over the years. The principle of federalism, however, can be difficult for students to grasp at times. Federalism is a system of government in which a written constitution divides power between a central, or national, government and several regional governments. To help students see the concept of federalism, the following pyramid can be shown:
The framers wanted the local community to take care of local concerns. They wanted state governments to take care of regional concerns. Lastly, they wanted the federal government to take care of concerns at the national level. Teaching students Article IV, Section IV of the U.S. Constitution will show them a different angle on the constitutional principle of federalism.
Article IV, Section IV of the United States Constitution reads:“The United States shall guarantee to every State in this Union a Republican Form of Government, and shall protect each of them against Invasion; and on Application of the Legislature, or of the Executive against domestic Violence.”
This particular section of Article IV discusses how the national government has specific obligations to the states. The first two promises are easy to cover with students, but the third promise may be difficult for them to comprehend. If a high school student is asked to define “domestic,” they might talk about the domestic house cat or fighting in the home. In this case, however, “domestic Violence” does not just mean fighting or rioting in the states; it also pertains to natural disasters.
Linking Federalism and “Domestic Violence” to the
National Geography Standards
Federalism and “Domestic Violence” Lesson Example
Continued
Federalism and “Domestic Violence”Article IV, Section IV of the U.S. Constitution
Elizabeth Duros Cesar Chavez High School
When the framers created the Constitution, they wanted a strong, central government that would unite the formal colonies. Nonetheless, they also wanted the states to have certain rights. They divided the power between the national government and state governments. The United States of America has grown from thirteen states to fifty states. Each state has its own, unique identity and geographic features, but each is a proud member of America. In return, the national government has specific obligations to those fifty states. As mentioned before, one of those promises is to protect them against “domestic Violence.”
Conclusion
Element One: THE WORLD IN SPATIAL TERMSStandard One: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information.
After covering acts of “domestic Violence” that could happen in their community, students should then examine the process in which a community is declared a disaster area. There are six steps to the major disaster declaration process:
Step 1: Local Government Responds. If overwhelmed, turns to the state for assistance.Step 2: The State Responds with state resources, such as the National Guard and State agencies.Step 3: Damage Assessment by local, State, Federal, and volunteer organizations.Step 4: A Major Disaster Declaration is requested by the governor, based on damage assessment.Step 5: FEMA Evaluates the request and recommends action to the White House.Step 6: The President Approves the request or FEMA informs the governor it has been denied.
Introduction Linking Geography to the Arizona Civics/Government Standard
Local Community
State
FederalFederalism
This map shows seven earthquake-generated tsunami events in the United States from the years 900 to 1964. The earthquakes that caused these tsunamis were: Prince William Sound, Alaska, 1964, magnitude 9.2; Chile, 1960, magnitude 9.5; Alaska, 1946, magnitude 7.3; Puerto Rico/Mona Rift, 1918, magnitude 7.3 to 7.5; Virgin Islands, 1867, magnitude undetermined; Cascadia, 1700, magnitude 9; and Puget Sound, 900, magnitude 7.5. Map not to scale. Sources: National Geophysical Data Center, NOAA, USGS
A 1992 California earthquake and tsunami raised concerns for many living along the West Coast. In 1994 the Senate Appropriations Committee requested the National Oceanic and Atmospheric Administration (NOAA) to develop a plan that would help reduce the risk of tsunamis for people living on the coast (Bernard, 2001). The NOAA held various workshops to address the concerns. In February 1996 NOAA joined with representatives from Alaska, California, Hawaii, Oregon, and Washington, the Federal Emergency Management Agency (FEMA) and the United States Geological Survey (USGS) to form the Tsunami Hazard Mitigation Federal/State Working Group. The group developed a plan with five recommendations on how to reduce the risk of tsunamis for those who live on the coast.
Element Five: ENVIRONMENT AND SOCIETYStandard Fifteen: How physical systems affect human systems
A house is engulfed in flames as floodwaters and crashing waves destroy beach homes on Galveston Island as Hurricane Ike approaches the Texas Gulf Coast in 2008. http://www.shareordie.in/pictures-of-the-year-2008-by-time/
Along the Gulf Coast and eastern seaboard, many people visit resorts or build their own vacation homes. The physical environment offers beauty and various recreational opportunities. However, the ocean can ruin what humans build. Hurricanes are a potential hazard for those who visit and reside in this part of the United States. The National Hurricane Center, along with the Federal Emergency Management Agency, have stressed the importance of hurricane awareness and preparation. State and local governments within the region have also set up their own preparation and evacuation plans. Individuals need to be self-aware of the potential dangers in this type of physical environment.
Strand Three: CIVICS/GOVERNMENTConcept Two: Structure of GovernmentPerformanceObjective Three: Examine the United States federal system of government
Federalism and “domestic Violence” Lesson Example
Sun Devil Stadium, Tempe, AZ '65–'66 FloodAerial photography courtesy ofArizona Department of Transportation
When covering “domestic Violence” in Article IV, Section IV, students could give examples of potential natural disasters in their community. The city of Phoenix has experienced flooding over the years; an excellent example of “domestic Violence.” Students could go to The Flood Control District of Maricopa County website and explore the history of Maricopa County flooding starting from the year 1889.
The Federal Emergency Management Agency (FEMA) has a process in which to give aid to local communities and states in times of natural disasters. Students could research the number of times the Phoenix-metropolitan area has been declared a disaster area due to floods.
This process looks fairly simple on paper, but there have been problems over the years. The response to Hurricane Katrina in 2005 infuriated many and FEMA was all over the news. The confusion in New Orleans before and after the hurricane shed light on what went wrong in the major disaster declaration process. However, changes have been made since then. Students could brainstorm on what their local community might do in response to a disaster, along with the state and federal governments.
Federalism is a system of government in which a written constitution divides power between a central, or national, government and several regional governments. Article IV, Section IV lists the three obligations the national government must provide to the states. The third promise, to protect the states from “domestic Violence,” can be used to teach students the constitutional principle of federalism. The disciplines of geography and government can be brought together when teaching students about how the local, state and federal levels of government respond to natural disasters.
References
1. McClenaghan, W.A. (2007). The US Constitution, 3. www.usgs.gov Magruder’s. New Jersey: Prentice Hall. 4. www.fcd.maricopa.gov2. Bernard, E.N., (2001). ITS 2001 Proceedings, 5. www.fema.gov NTHMP Review Session, Number R-1: 21-27. 6.
www.hurricanekatrina.com
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