Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Transcription

1 Title: Understanding the Three Branches of Government Lesson Author: Laura McBride & Ben Bishop Key Words: Civics, Government, Legislative, Executive, Judicial Grade Level:8th Time Allotted: 40 minutes Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? The rational for this topic is to convey to students the different branches of the US government, highlighting the key features of each and how they interact with each other. It is important for students to develop civic competence by gaining knowledge of the structure of the US government. Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This lesson falls under the first unit of the course, which is Foundations of American Government. This particular lesson follows a lesson on the Preamble of the Constitution. It is followed by a lesson on the amendment process. Key Concept(s) include definition: Legislative branch: The branch of government having the power to make laws Executive branch: The branch of government charged with the execution and enforcement of laws Judicial branch: The branch of government charged with the power to interpret laws and administer justice Separation of powers: Congress: The national legislative body of the US, consisting of the Senate, and the House of Representatives President: The highest executive office of the United States Supreme Court: The highest court of the US 1

2 NCSS Standard(s) SOL Information *As written in the Virginia SOL Curriculum Framework for the grade level NCSS Theme (s) with indicators: Theme VI. Power, Authority, and Governance Students will develop an understanding of the evolving functions of the structures of the US government. SOL* : CE.6 The student will demonstrate knowledge of the American constitutional government at the national level by a) describing the structure and powers of the national government; b) explaining the principle of separation of powers and the operation of checks and balances; 2

3 Essential Knowledge (minimum for SOL Resource Guide) 6 a) Legislative, executive, and judicial powers of the national government are distributed among three distinct and independent branches of government. The legislative branch Consists of the Congress, a bicameral legislature consisting of the House of Representatives (435 members, based upon populations of the states) and the Senate (100 members two per state) Makes the laws of the nation Approves the annual budget Confirms presidential appointments Raises revenue through taxes and other levies Regulates interstate and foreign trade Declares war Essential Skills (minimum for SOL Resource Guide) Examine and interpret primary and secondary documents (CE.1a) Create and explain diagrams, tables, and charts. (CE.1b) The executive branch Headed by the president of the United States, the chief executive officer of the nation Executes the laws of the land Prepares the annual budget for congressional action Appoints cabinet officers, ambassadors, and federal judges Administers the federal bureaucracy The judicial branch Consists of the federal courts, including the Supreme Court, the highest court in the land The Supreme Court exercises the power of judicial review. The federal courts try cases involving federal law and questions involving interpretation of the Constitution of the United States. 6 b) Separation of powers The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, executive, and judicial branches of the national government. Checks and balances Each of the three branches of the national government limits the exercise of power by the other two branches. The legislative branch The Congress checks the president when legislators _override presidential vetoes _impeach and convict a president. The Congress checks the courts when legislators _confirm or refuse to confirm federal judges/justices _impeach and convict judges/justices. The executive branch The president checks Congress when the president _proposes legislation_ 3

4 _prepares an annual budget for Congress to approve _call special sessions of Congress -vetoes legislation congress has passed The president checks the courts when the president appoints judges/justices. The judicial branch The courts check Congress when judges/justices declare acts of Congress to be unconstitutional. The courts check the president when judges/justices declare executive actions to be unconstitutional. Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. The day s big question: What are the key powers of each branch of government and how do they check each other? Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 Students will be able to identify key powers of each branch of government Obj. Students will be able to identify the checks and balances found in the Constitution Obj. 3 Students will be able to create a diagram Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal make one over-riding assessment connect to your closure. 4

5 Assessment 1. Informal questioning throughout the lecture Assessment 2. Creation of the FRAME routine (collected as an exit slip) 5

6 Materials: Historical Source(s): List here and include copies in materials section below US Constitution nscript.html Picture References (See material B) Additional Materials/Resour ces: List here and include copies in materials sectiontextbooks etc page numbers, websites etc Just do it (See material A) PowerPoint Slideshow (See material B) FRAME Routine blank worksheet (See material C) FRAME Routine filled in worksheet (See material D) 6

7 Procedure/Process: 1) JUST DO IT! The Hook : A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs the hook 2) Instructional sequence: Obj # See above. Processing Activity and Procedure include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates. Include pace/time for each activities e.g. (5 mins) Check for Evidence of Understanding -Either Formal or Informal e.g. assessments- question frames, quiz, choice activities, discussion with frame and your THAT s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Just do it. Transition: Objective # 1& 2 Transition: Objective # 2 Just Do It: Three Branches Worksheet Students will complete this worksheet individually to assess prior knowledge on the Branches of Government. (See material A) -5 minutes Now we are going to learn about the three branches of government (Begin lecture) Students will be able to identify key powers of each branch of government Students will be able to identify the checks and balances found in the Constitution Students will listen to a lecture on the three branches of government and ask/answer questions when needed (See material B) -20 minutes Informal questioning during lecture Now that we have learned about the three branches of government, we are going to develop a chart explaining each one Students will be able to create a diagram Students will fill in the FRAME Routine worksheet (See material C&D) Directions will be provided on the PowerPoint slides (See material B) -10 Informal observation of students working on FRAME routine 7

8 minutes 3) Closure- THAT S A WRAP that goes to opening question- and also in part to assessment tools at least one key assessment tool. (Do you need a rubric) Informal discussion on the FRAME Routine worksheet. Listen to student s answers. -5 minutes Exit Slip in the form of the FRAME Routine worksheet (see material C&D) Collected at end of class for assessment Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). Bullet your details and explanations. Just do it worksheet to assess readiness Learning preference need: visual, auditory, written Individual work completing just do it worksheet and FRAME Routine worksheet Common closure for all students: informal discussion on the FRAME worksheet and handing it in for grading For students with disabilities an example FRAME routine worksheet will be presented for them to model For students with disabilities, directions can be repeated and explained 8