Overview

The federal budget reflects issues many Americans care about and how tax money is spent. Of course, many American taxpayers are not satisfied with the way the federal government spends its money. In this lesson, students will utilize the interactive tool Balancing Act to create an outline of federal spending, participate in a simulation activity attempting to balance the federal budget and complete a written reflection and justification of their proposed changes.

Once finalized, students capture their thinking in a political speech (which may be written or orated), persuading their audience (citizens, voters, etc.) to agree with their ideas.

Any or all of the performance tasks may be shared via social media with @NewsHourExtra and @BalancingActEP , sent to elected officials to hopefully inspire action and practice authentic citizenship.

Grade level

9-12

Estimated time

2 to 3 class periods, plus optional extension activities

Subjects

U.S. Government, civics, economics, social studies, business

Procedure

Warm up activity:

Read this article with your students to gain more knowledge on the federal budget – how big is it and what does it all pay for?

Main activity

During his first term in office, President Donald Trump came out with a budget outline in which he prioritized the military and proposed sweeping cuts elsewhere. However, only Congress can pass the federal budget.

Read articles and discuss: Take a look at the article 'President Trump’s budget proposal includes huge cuts to food stamps' or the Washington Post's 'Trump’s first full education budget: Deep cuts to public school programs in pursuit of school choice,' both published ahead of the official release of the President's budget.

Ask your students why some issues, like the military, show an increase in spending? Who makes these decisions? Does the public have a say in what goes into the federal budget?

Essential questions

• How does the government decide how to spend taxpayers' money?
• What factors play a role in how the federal budget is created?

Closing Thoughts

Discuss the following questions:

• What does our government spend money on? Students will create a bulleted list of revenue and spending using a few helpful resources that they may find online.
• Should we tax and spend differently? If so, how? Students will complete their own Balancing Act: An Interactive Budget Simulation.
• What political forces prevent change? Students will write a one-page reflection or speech on the challenges of balancing the federal budget.
• Extensions :
  • Have students orate their speeches in class or the auditorium and debate their budgets.
  • Share the Balancing Act Summary Sheet, other tasks or videos on social media (Facebook, Twitter/X, Instagram, etc.) with @NewsHourExtra and @BalancingActEP. Why not include elected officials to hopefully inspire action and practice authentic citizenship?

Standards

NCSS C3 – D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-LITERACY.RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-LITERACY.RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-LITERACY.RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Originally updated on June 9, 2023, this lesson has been updated again as of June 2026.

Nicholas M. Lind is a Special Education teacher at Monroe #1 BOCES teaching Global History, Government and Economics at the eSTART program (grades 9-12) in Fairport, NY. He has experiences in leadership coaching, educational policy, law and public policy, special Education, and literacy skills. Lind enjoys reading, eating local food and collecting elephants. He has a B.S. in History, Political Science and Education from SUNY Brockport and an M.S. in Educational Policy from the University of Rochester's Margaret Warner Graduate School of Education and Human Development.

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