Lesson Plans

Unit Plan

• Subject:   Principles of American Government and Democracy

• Grade/Level: Grade 12

• Time Required

  • Unit Length: 10 days

  • Class Length: 45 minutes

  • Out-of-class work: Research paper
    
    

• Objectives:     Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.  Specifically, this unit will discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.

  • SWBAT discuss term lengths as it relates to the presidential office, offering insight regarding the pros and cons of term limits.

  • SWBAT compare and contrast the electoral college versus the popular vote and how the electoral college operates during the election of a president, to include:

• How the electoral college can directly oppose the popular vote.

• How the number of votes each each state is given in the electoral college is determined.

• Rules governing how electors must vote

• • SWBAT identify the minimum qualifications necessary to run for president and discuss whether these qualifications are sufficient to filter quality candidates from potential ‘demagogues’.

  • SWBAT discuss the impeachment process, one president who has undergone the process (but not necessarily effectively impeached) and the impact on national identity, as well as perceptions abroad.

  • SWBAT demonstrate a knowledge of duties of the president, to include:

• The president’s role as Commander-in-chief

• Granting reprieves and pardons for offenses against the US (is the power abused/ what is the potential for abuse/ provide an example of a president exercising what could be perceived as abuse of this power)

• Making treaties

• Appointing ambassadors, public ministers and consuls, judges of the Supreme Court and all the other offices of the US and how these appointments can have long lasting effects on policies and legislation, specifically as it relates to the Supreme Court.

• • SWBAT dissect a State of the Union address, specifying how each point addressed pertains to a presidential power or potentially falls outside the purview of the president.  

• Summary: The purpose of this unit is to develop a working understanding of the executive branch, the requirements necessary to become a president of the United States and the privileges and obligations of this office as it relates to the president’s role internally and abroad.  Additionally, it is incumbent upon citizens of the US to objectively analyze current presidents and have the tools to assess political platforms, effective policies and implementation, abuses of office, and so on, in order to be an active and engaged participant in the American political system.  

IMPLEMENTATION

• Learning Activities

  • Day 1: Introduction to Article II of the Constitution (the Executive Branch)

Focus - Introduce major points regarding Article II of the Constitution and the related sections.

• Warm up: KWL - assess what students already know about the executive branch.  Identify accurate statements and misperceptions.

• Use graphic organizer to dissect primary document (Article II), assessing all four section of Article II and identifying rights and duties of the executive branch (instructor will model the graphic organizer for Sections 1 and 2.  Students will then work independently on Sections 3 through 4.

• Summarize in a short paragraph what was learned and think-pair- share with partner.

• Conclude with partners sharing information learned with the entire class regarding the role of the president and correct inaccuracies from the KWL activity.

• • Day 2: Formal and Informal Powers of the Presidency

Focus - Delve more deeply into the powers of the Executive Branch

• Warm up: Frontload Academic Vocabulary

• PowerPoint presentation coupled with note sheet outlining key points students should complete.

• • Day 3: The Electoral College,  an efficient and fair system?

Focus - Define the role of the Electoral College and how it operates during an election.

• Group reading (pop corn) from textbook.  Review Electoral College Map.

• Run a mock election with the results of the popular vote in direct conflict with the electoral college.

• Pose question regarding the mock election outcome, “Is this fair?  Do you agree with the writers of the constitution that the average person does not have enough education or experience to know what is best for the US and therefore the popular vote does not count in a presidential election?  Give a real world example of an election where this actually happened and the response from the general public.”

• Assign the last part of the question as students’ homework (find a real world example of an election where the popular vote was in direct conflict with the electoral college results) to research and have ready for class the next day.

• • Day 4: The Electoral College Continued

Focus - Assessment Essay using previous day’s instruction as the basis for the assignment:  Should the electoral college exist? Do we need “more educated and informed” representation deciding on the outcome of a presidential election or should the popular vote prevail?”

• Warm up: Review previous day’s lecture and question.  Have students share their research results from the question posed at the end of the lecture.

• Model out loud how to write an argumentative essay.  Walk students through how to create an argumentative thesis statement, take a position, provide evidence for both sides (cite evidence using APA format) and summarize essay with a strong conclusion.

• Assign three page paper to be turned in at the end of the unit as part of the final grade and assessment for the unit.

• • Day 5:  Key Players in the Executive Branch-The Vice President,  White House Office and Cabinet

Focus - Examine the supporting roles surrounding the Executive Branch, i.e. key players and their role.

• Warm up: Quick write - review four quotes about the Vice Presidency, journal reactions to these quotes and share with class.

• Independent reading from textbook.   Model first section that focuses on the Vice Presidency.  Think out loud as instructor completes the staffing matrix hand out.   Students will work independently and complete staffing matrix (identify role and duties of each office and/or cabinet member).

• Submit matrix for assessment.

• • Day 6:  Expansion and Limits on Presidential Power - Checks and Balances

Focus - Define the limits of power on the presidency and perceived abuses of the current administration.

• Read argument for increased presidential powers followed by a class discussion

• Read news articles regarding the current administration outlining ‘abuses’.  

• Pair-share with face partner and complete Position Sheet.

• Partners present positions to class.

• • Day 7: Checks and Balances Continued - preventing tyranny of the people

Focus - Continue assessing the potential of abuse of power that exists in each branch and concerns during the writing of the constitution regarding tyrannical power.  

• Warm up:  Assessment journal writing (two parts) - (1) recap the major powers held by the president and possible forms of abuse and, (2) discuss whether or not each branch of government is trustworthy or if there needs to be a way to maintain vigilance over them.  Extra credit: give a real world example of an abuse of power by one of the three branches of government (students can use available technology, to include smart phones, and research current events for an example of misuse of power.)

• Share journal answers with class and discuss.

• View short video explaining the three different branches and how each branch maintains balance and limits powers on the other (complete graphic organizer that ties out to concepts introduced in the video).  https://www.youtube.com/watch?v=0bf3CwYCxXw

• Read Federalist 51 - discuss what safeguards exist to protect the citizenry from a tyrannical government.

• • Day 8: Checks and Balances continued - Federalist 47, 48 and 51

Focus - Continue discussion from previous day regarding checks and balances.  

• Students are broken out into groups of three

• Each group discusses the points presented in the assigned essay. What is Madison's logic? How sound are his arguments?

• Jigsaw members of each group so that each group has a representative for each Federalist paper.  Have each member present their information and arguments from their home group.

• Following the discussion, the entire class devises a chart that illustrates the separation of powers and the system of checks and balances set forth in the Constitution (on white board).

• • Day 9:  Review

Focus - Review all major points discussed over the course of the unit in preparation for unit exam.

• Distribute handout with key concepts and vocabulary that will be on the unit test.

• Play “Kahoot It” - recap academic vocabulary and fact based questions

• • Day 10:  Unit exam - multiple choice and short essay questions

• Resources and Unit Handouts

  • American Government Textbook

  • Primary Source: Article II of the Constitution

  • Formal & Informal Powers Notesheet

  • Staffing Matrix

  • Electoral College Map

  • Four Quotes about the Vice Presidency

  • Academic Journal Article - An Argument to Increase Presidential Powers

  • Newspaper Articles regarding Presidential Powers/Abuse

  • Position Sheet

  • Video: https://www.youtube.com/watch?v=0bf3CwYCxXw

  • Primary Source: Federalist papers - 47, 48, 51

  • Review Handout

  • Computers for each student

  • Projector

  • White Board

Assessment & Standards

• Standards addressed by unit:

  • History-Social Science Content Standard 12.4.4

  • ELA RI: 12.2

  • ELA RI: 12.3

  • ELA RI: 12.4

• Standards compiled from learning activities:

  • See above

• Assessment/Rubrics  - Formative (INFORMAL)

  • Journal Writing  

  • Cahoot It

  • Jigsaw and Sharing

  • Staffing Matrix

• Assessment/ Rubrics  - Summative (FORMAL)

  • Argumentative Essay

  • Unit Test
    
    

• List the daily activities students will do the learn and practice new knowledge and skills.

  • Journal writing

  • Essay writing

  • Graphic organizers

  • Analyzing details

  • Think-pair-share

  • Group discussions

  • Independent and group reading

  • Note sheets

  • Position sheets