Separation of Powers - Article I of the Constitution:
Goals & Objectives
Students will understand the 3 branches of United States Government (legislative, executive, and judicial), and how each branch is elected/appointed, divided, and run.
Students will understand the various powers of congress (expressed, implied, and non-legislative).
Students will learn how congress is organized and how that bills are passed in congress.
Students will be able to read Article 1 of the Constitution and accurately summarize and connect key details.
California State Content Standards
CA Content Standard 12.4.1: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law.
Common Core Literacy Standards
CCSS_H/SS_R Grade 11-12
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Driving Historical Questions
-How is Congress purposefully divided to perform the necessary functions of the legislative branch?
-Congress has a large scope of powers that are both expressed and implied.
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minutes
Students will formulate a K-W-L chart. Students will fill in Column 1 of the chart with what they already know about Article 1 of the Constitution or the legislative body in general.
Next, students will fill in 3 items in the "W" column to identify what they want to know by the end of the lecture.
Vocabulary (Content Language Development) ‖ Time: Throughout lesson as needed
Vocabulary will be presented throughout the lesson in the form of highlighted words or words of a different color presented on the accompanying lecture slides. These words will be explicitly defined on a portion of the slide. The following terms will be addressed:
Bicameral
Census
Impeachment
Congressional Record
27th Amendment
Veto
Pocket-Veto
Elastic Clause
Bill of Attainder
Ex Post Facto
Content Delivery (Method of Instruction) ‖ Time: 25 mins
A lecture will be the method of instruction for this particular learning objective. A Prezi presentation will accompany the lecture and will consist of 10+ slides that explain each section of Article 1 of the Constitution adequately. These slides will be visually appealing, including pictures, charts, media, etc. The lecture will include the following two second-order concepts: . The lecture will also contain the following 3 critical thinking questions to prompt student thinking and engagement: .
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20 mins
Students will follow along with the lecture using guided notes. Additionally, students will be prompted to write down necessary vocabulary terms presented in the lecture in addition to answering the critical thinking questions presented in the lecture in their guided notes. These notes will be visually appealing and will contain explicit directions.
Lesson Closure ‖ Time: 5 mins
Students will refer back to and complete their K-W-L charts, completing the "L" column. In this column, students will be required to list at least 3 things they learned or vocabulary terms learned. Ideally, students will have addressed the 3 items from their "W" column. Students will turn this chart in by the end of class for the teacher to review.
Assessments (Formative & Summative)
Formative assessment.:
-Students will follow the lecture by filling in guided notes and writing a K-W-L chart to address the essential question for the day.
Summative:
-End of unit, individual, multiple-choice exam with one restricted-response, short-answer question to explain Article 1 of the Constitution.
-Presentation on one branch of government created with a group (executive, legislative, judicial), including checks and balances associated with that branch. To be graded using a rubric.
Accommodations for English Learners, Striving Readers and Students with Special Needs
-ELL: Explicit vocabulary terms identified and defined; several different types of visuals
-Special needs: Guided notes to facilitate and encourage focus presented orally an visually; additional time if needed outside of class to complete the notes or K-W-L chart as homework; copy of Prezi available if needed.
-Striving readers: Vocabulary building; K-W-L provides time to reflect on learning; guided notes.
Resources (Books, Websites, Handouts, Materials)
Textbook:
-Edwards III, George C., Martin P. Wattenberg, and Robert L. Lineberry. Government in America: People, Politics, and Policy. 13th, Advanced Placement Edition ed. New York: Pearson, 2008. Print.
-Prezi.com
-Guided notes handout
Students will understand the 3 branches of United States Government (legislative, executive, and judicial), and how each branch is elected/appointed, divided, and run.
Students will understand the various powers of congress (expressed, implied, and non-legislative).
Students will learn how congress is organized and how that bills are passed in congress.
Students will be able to read Article 1 of the Constitution and accurately summarize and connect key details.
California State Content Standards
CA Content Standard 12.4.1: Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law.
Common Core Literacy Standards
CCSS_H/SS_R Grade 11-12
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Driving Historical Questions
-How is Congress purposefully divided to perform the necessary functions of the legislative branch?
-Congress has a large scope of powers that are both expressed and implied.
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minutes
Students will formulate a K-W-L chart. Students will fill in Column 1 of the chart with what they already know about Article 1 of the Constitution or the legislative body in general.
Next, students will fill in 3 items in the "W" column to identify what they want to know by the end of the lecture.
Vocabulary (Content Language Development) ‖ Time: Throughout lesson as needed
Vocabulary will be presented throughout the lesson in the form of highlighted words or words of a different color presented on the accompanying lecture slides. These words will be explicitly defined on a portion of the slide. The following terms will be addressed:
Bicameral
Census
Impeachment
Congressional Record
27th Amendment
Veto
Pocket-Veto
Elastic Clause
Bill of Attainder
Ex Post Facto
Content Delivery (Method of Instruction) ‖ Time: 25 mins
A lecture will be the method of instruction for this particular learning objective. A Prezi presentation will accompany the lecture and will consist of 10+ slides that explain each section of Article 1 of the Constitution adequately. These slides will be visually appealing, including pictures, charts, media, etc. The lecture will include the following two second-order concepts: . The lecture will also contain the following 3 critical thinking questions to prompt student thinking and engagement: .
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20 mins
Students will follow along with the lecture using guided notes. Additionally, students will be prompted to write down necessary vocabulary terms presented in the lecture in addition to answering the critical thinking questions presented in the lecture in their guided notes. These notes will be visually appealing and will contain explicit directions.
Lesson Closure ‖ Time: 5 mins
Students will refer back to and complete their K-W-L charts, completing the "L" column. In this column, students will be required to list at least 3 things they learned or vocabulary terms learned. Ideally, students will have addressed the 3 items from their "W" column. Students will turn this chart in by the end of class for the teacher to review.
Assessments (Formative & Summative)
Formative assessment.:
-Students will follow the lecture by filling in guided notes and writing a K-W-L chart to address the essential question for the day.
Summative:
-End of unit, individual, multiple-choice exam with one restricted-response, short-answer question to explain Article 1 of the Constitution.
-Presentation on one branch of government created with a group (executive, legislative, judicial), including checks and balances associated with that branch. To be graded using a rubric.
Accommodations for English Learners, Striving Readers and Students with Special Needs
-ELL: Explicit vocabulary terms identified and defined; several different types of visuals
-Special needs: Guided notes to facilitate and encourage focus presented orally an visually; additional time if needed outside of class to complete the notes or K-W-L chart as homework; copy of Prezi available if needed.
-Striving readers: Vocabulary building; K-W-L provides time to reflect on learning; guided notes.
Resources (Books, Websites, Handouts, Materials)
Textbook:
-Edwards III, George C., Martin P. Wattenberg, and Robert L. Lineberry. Government in America: People, Politics, and Policy. 13th, Advanced Placement Edition ed. New York: Pearson, 2008. Print.
-Prezi.com
-Guided notes handout