You are on page 1of 17

US ARMY COMMAND AND GENERAL STAFF COLLEGE International Military Student Preparatory Course Lesson Plan for Lesson

P910 The United States Constitution/Government Course Author: Mr. Mike Brettmann. Lesson Author: Mr. Patrick Lamar. Date prepared: March, 11 2005. 1. SCOPE This lesson familiarizes the student with the US Constitution, and the structure of the United States Government. It does so by examining the Articles of Confederation, the Constitutional Convention, the origins of the US Constitution, the amendment process, the three branches of government, the separation of powers, the system of checks and balances, and state governments. This lesson consists of a delayed learning activity that will take place during the students visit to Washington, DC. The learning activity will involve questions from the instructor to the students to generate discussion. Students will be expected to respond to the questions linking what they have learned in the classroom to what they are actually seeing. Upon completion of this lesson, students will have a better understanding of the US Constitution, the reasons it was created and the organization of the United States Government. This lesson emphasizes one field grade leader competency map (FGLCM) skill by challenging students to improve their ability to filter information (2.2). During the delayed practical exercise (DPE), students are challenged to demonstrate a specific leadership behavior that is indicative of exemplary field grade officer skill. The behavior is: analyzes and synthesizes information to identify essential information and understands relationships (2.2.1). The behaviors identified in the FGLCM provide a common language and assist in the assessment of overall student performance by providing performance indicators to differentiate between successful and exemplary performance. 2. LEARNING OBJECTIVES TLO B Action: Develop awareness of societal/cultural differences and standards. Condition: As a CGSOC Student International Military Student and member of a staff group; living within the US military, local, national, and IMS communities; given concrete experiences; the community cultural and social environment; handouts; references and readings; practical exercises, group dialogues, and discussions. Standard: Development must include 1. Acknowledgement of societal/cultural differences. 2. Relating to protection of human rights. 3. Providing honorable representation for home country. 4. Demonstrating awareness of historical development and current structure of US Armed Forces. 5. Understanding of US political system. 6. Demonstrate an understanding of sustainment of the US officer corps. 7. Acknowledgement of American public and social welfare system. Learning Level: Affective: Responding. JPME I Learning Areas Supported: None.

P910-USCG-LP-1

ELO B. 05 Action: Develop an understanding of US political systems. Condition: As a CGSOC International Military Student and member of a staff group; living within the US military, local, national, and IMS communities; given the community cultural and social environment; handouts; references and readings; practical exercises, group dialogues, and discussions. Standard: Development includes: 1. Active participation in group discussions. 2. Discovering the differences in local, state, and federal government. 3. Awareness of two major political parties. 4. Awareness of characteristics of political parties. 5. Awareness of electoral process. 6. Awareness of military restrictions in the political process. Learning Level: Affective: Responding. JPME I Learning Areas Supported: None. 3. LEADER BEHAVIORS: 2.2.1 Analyze and synthesize information to identify essential information and understands relationships. 4. ASSIGNED STUDENT READINGS: See Lesson P910 USCG-AS Advance Sheet. 5. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL: US, Department of the Army. Student Text 20-2, International Officer Preparatory Course Informational Objectives. Fort Leavenworth, Kansas: US Army Command and General Staff College, 2005. Chapter 5 System of Government. [4 pages] USCG RA-1, United States Constitution/Government (March 2005): 17. [7 pages] USCG RA-2, The History of the United States Constitution (March 2005): 17. [7 pages] 6. TRAINING AIDS Appendix A: Assessment Plan. Appendix B: Slides. Whiteboard. Screen. PC Availability for Students (Recommend four student PCs) 7. CONDUCT OF LESSON a. Introduction: (5 minutes).

P910-USCG-LP-2

(1) Slide 1, Lesson Objective. The overall lesson objective is for the student to develop an awareness of societal/cultural differences and standards through an understanding of the US political system. Instructor Note: Display Slide 2, Lesson Outline, and briefly discuss the major topics of the lesson that will be covered to include a brief description of the learning activity that will be conducted in the second hour of the lesson. (2) Slide 2, Lesson Outline. Briefly discuss the major topics that will be covered in the lesson.

b. Lesson Timeline: 5 minutes 5 minutes 10 minutes 25 minutes 5 minutes 0 minutes 10 minutes Introduction: Lesson Goals and Objectives Concrete Experience: Confiscation of Land Publish and Process Generalize New Information: US Constitution/Government Develop: US Constitution/Government Apply: This is a delayed apply. Content and knowledge acquired in this lesson will be used on student field trip to Washington D.C. Break

c. Concrete Experience: (5 minutes). You have a piece land on which you have built a house for your family. One day, the Government decides it needs your land and takes it without giving you fair value compensation. The government decides your land will be used to create a national cemetery. d. Publish and Process: (10 minutes). What type of emotions would this situation generate in you? If this happened to you, what recourse would you have? Could this really happen in your country? Instructor Note: Once publish and process has been completed, the instructor should point out that that the concrete experience is actually a true story. Today, the property used in the example is called Arlington Cemetery. Originally, it was owned by Mary Custis and her husband Colonel Robert E. Lee. During the Civil War, Lee joined the Confederate Army and Union soldiers occupied Lees land after the Lee family fled. In 1862, Congress passed a law called An Act for the Collection of Taxes in Insurrectionary Districts. which levied property taxes on Confederate lands including the Lees property. At the time, the tax levied against the Lees property, (Arlington House), amounted to $92.07. His wife, Mary Lee sent representatives to Washington to pay the taxes, but the United States Federal Government would not accept the money, arguing that the property owner must pay the taxes in person. Due to the delay, Mrs. Lee defaulted on the taxes and the United States Government confiscated their property turning it into a cemetery. By the time the war had concluded, between 10,000 and 16,000 war dead had been buried on the property. Following the war, George Washington Custis Lee, the heir to the Custis estate petitioned the Supreme Court and in 1882 the Court ruled that the United States Federal Government a trespassed on the Arlington grounds and ordered the lands returned to the Lee family. With over 10,000 grave sites already there, the land was sold the land back to the US Government for

P910-USCG-LP-3

$150,000. During the following two decades, the cemetery annexed almost 200 acres of surrounding land from the government. Instructor Note: In the United States, there is a legal method available to the government to acquire private property. This method is called eminent domain. Under this law, the government can acquire private property for government use. Governments most commonly use the power of eminent domain when the acquisition of real property is necessary for the completion of a public project such as a road, but the owner of the required property is unwilling to negotiate a price for its sale. The government uses a process called condemnation. The term describes the legal process whereby real property, generally a building, is deemed legally unfit for habitation due to its physical defects. In the United States, the Fifth Amendment to the Constitution requires that just compensation be paid when the power of eminent domain is used, and requires that public use of the property be demonstrated by the government. e. Generalize New Information: (25 minutes). (3) Slide 3, The US Constitution/Government. During the Revolutionary War, the 13 colonies united to free themselves from Englands rule. After they won their freedom, they were no longer under British rule, but they were not ready to unite. Although the states were very different from one another; they realized that to grow and prosper, they needed to cooperate with each other. To foster cooperation, each state selected delegates to meet and develop a plan that would unify the states. The plan was initially submitted to the Second Continental Congress on July 12, 1776. After much debate, on November 15, 1777, the states finally established a firm league of friendship that became known as the Articles of Confederation. (4) Slide 4, Articles of Confederation. The Articles went into effect on March 1, 1781; however, within two years, it became obvious that the Articles of Confederation were weak. Each state remained independent while the central government had little or no real power. The central government (congress) could not raise money by collecting taxes. The central government had no control over foreign commerce. The central government could pass laws but could not force the states to comply with them.

Thus, the government was dependent on the willingness of the various states to carry out its measures, and often the states refused to cooperate. Based on these problems, it was decided that the states should meet and fix the Articles of Confederation by uniting the states as one nation. (5) Slide 5, The Constitutional Convention. Delegates were selected from each state (except Rhode Island) and in 1787 they met Philadelphia, Pennsylvania. Early on, Gov. Edmund Randolph (Virginia) presented the Virginia Plan, which provided for a national government with three branches, the executive, the legislative, and the judicial. Executive Branch: Provides leadership and enforces laws. Legislative Branch: Makes laws for the nation. Judicial Branch: Explains and interprets laws.

Delegates were upset at the use of the word national, in the Virginia plan. They were concerned about several issues: First was the potential loss of state power, second, was the debate between small states and large states over representation in the national government. Third, was the debate

P910-USCG-LP-4

about individual rights and state rights, and lastly, the head of government. In the end, most of the Virginia Plan was used but only after everyone agreed to the Great Compromise. (6) Slide 6, Key points of the Great Compromise. The key points of the Great Compromise are: A bicameral legislature made up of the Senate and the House of Representatives settled the debate over representation in the national government. Under the two house system, each party would be represented in a balance of power. Each state would be equally represented in the Senate, with two delegates, while representation in the House of Representatives would be based upon population. Commerce and slavery were two issues that divided the colonies between North and South. Southern states exported goods and raw materials and feared the Northern states would take unfair advantage. The South finally agreed not to require two-thirds passage in both houses to regulate commerce. The North agreed that the slave trade could continue until 1808. Slaves would be taxed at not more than $10 each when brought in. In addition, slaves would be counted as three-fifths of a person for representation in the House of Representatives. Nationality requirements: It was decided that Senators would have to be citizens for nine years, while Representatives only seven. The President must be native-born. Provisions for and ratifying the Constitution: A system was set up whereby changes, or amendments, could be made to the Constitution. Nine of the 13 states must vote to ratify the Constitution before it could become law.

(7) Slide 7, The US Constitution. The Constitution was accepted by the delegates on September 12, 1787 and made public; however, it did not contain a Bill of Rights, even though the question of individual and states rights was heavily debated. Each state was then given six months to convene and vote on the proposed Constitution. The Constitution was finally ratified and became legal document on June 21, 1788. Instructor Note: At the time the Constitution was completed in 1787, it did not contain a Bill of Rights to protect the people even though the question of individual and states rights was hotly debated by the delegates. It was the lack of the Bill of Rights that slowed acceptance of the Constitution by the States. It was not until 1791, that the Bill of Rights was added to the Constitution. (8) Slide 8, The US Constitution (Continued). For the government to be successful, the Founding Fathers established three main principles on which our Government was to be based: Inherent rightsrights that anyone living in America has Self governmentgovernment by the people Separation of powersbranches with different powers =

(9) Slide 9, The US Constitution (Continued). The Constitution of the United States is the cornerstone of our American government. In 4,543 words this document describes the structure of the government and the rights of the American people. No law may be passed that contradicts its principles and no person, or the government, is exempt from following it. This is why it is commonly called the supreme law of the land. (10) Slide 10, The US Constitution (Continued). The delegates to the Constitutional Convention faced a difficult challenge. They wanted to ensure a strong, cohesive central P910-USCG-LP-5

government, yet they also wanted to ensure that no individual or small group in the government would become too powerful. Because of the colonies experience under the British monarchy, the delegates wanted to avoid giving any one person or group absolute control in government. Under the Articles of Confederation, the government had lacked centralization, and the delegates didnt want to have that problem again. To solve these problems, the delegates to the Constitutional Convention created a government with three separate branches, each with its own distinct powers. This system would establish a strong central government, while insuring a balance of power. Through the system of a separation of powers each branch operates independently of the others. However, there are built in checks and balances to prevent concentration of power in any one branch and to protect the rights and liberties of citizens. Instructor Note: The President can veto bills approved by Congress; the Supreme Court can declare a law enacted by Congress or an action by the President unconstitutional; and Congress can impeach the President and Federal court justices and judges. The instructor should emphasize the separation of powers and the system of checks and balances whenever possible. (11) Slide 11, Amendments. Referring back to our discussion on the Articles of Confederation, one of the major problems associated with this document was the inability to easily make changes when a problem arose. Recognizing this flaw, the delegates, during the Great Compromise, agreed to include a means to change the Constitution when such a change was warranted. (12) Slide 12, Amendment Process. The delegates provided for two Amendment processes which can be used to change the constitution: Method 1 is for a bill to pass both houses of the legislature, obtaining a two-thirds majority in each house. Once the bill has passed both houses, it goes on to the states for approval and must be approved by at least three-fourths of the states within the specified 7 to 10 year time frame. Method 2 is for a Constitutional Convention to be called by two-thirds of the State legislatures, and for that Convention to propose one or more amendments. These amendments are then sent to the states to be approved by three-fourths of the legislatures or conventions. Instructor Note: It is interesting to note that method 2 has never been used to amend the Constitution. Instructor Note: It should also be noted that at no point does the President have a role in the formal amendment process (though he would be free to make his opinion known). He cannot veto an amendment proposal, nor can he override a ratified amendment. Instructor Note: Each Amendment to the Constitution came about for a reason: To overrule a Supreme Court decision, To force a societal change, To revise the details of the Constitution.

Instructor Note: To date, there have been 27 amendments made to the Constitution. (13) Slide 13, The Bill of Rights. One of the most important amendments to the United States Constitution is the The Bill of Rights. Ratified in 1791, the Bill of Rights is actually composed

P910-USCG-LP-6

of the first 10 amendments to the Constitution. The first eight amendments set out or enumerate the substantive and procedural individual rights that guarantee the freedom of religion, press, expression, the right to bear arms, quartering of soldiers search and seizure, and the right to a speedy trial to mention a few. The 9th and 10th amendments are general rules of interpretation of the relationship among the people, the State governments, and the Federal Government. Instructor Note. Only one amendment, the 18th, which dealt with the prohibition of alcohol, has ever been repealed. It was repealed by passage of the 21st amendment. (14) Slide 14, Branches of the United States Government. As stipulated by the Constitution, Governmental power and functions in the United States rest in three branches of government: the legislative, judicial, and executive branches. Article 1 of the Constitution defines the legislative branch and vests power to legislate in the Congress of the United States. The executive powers of the President are defined in Article 2. Article 3 places judicial power in the hands of one Supreme Court and inferior courts as Congress sees necessary to establish. (15) Slide 15, The Legislative Branch. The legislative branch of government has the authority to make laws for the nation and was established in Article I of the Constitution with the creation of Congress. Agencies such as: The Government Printing Office Library of Congress Congressional Budget Office The General Accounting Office

These congressional agencies are considered to be support services for the Congress and are therefore considered to be part of the legislative branch. Congress is composed of two houses or chambers, the Senate and the House of Representatives. This two-house system was created by the Founding Fathers during the Great Compromise. Instructor Note: Delegates to the Constitutional Convention were concerned about equal representation in the congress. Larger and more populated states wanted congressional representation to be based upon population, while smaller states preferred equal representation. As a result of the Great Compromise two houses or chambers were created with representation in the House of Representatives being based on population and equal representation in Senate. Today, members of Congress, both the house and the senate, are elected by a direct vote of the people of the state they represent. Instructor Note: It has not always been this way in the Senate. Prior to 1913 and the 17th Amendment to the Constitution, Senators were chosen by their state legislatures. The Senate was viewed as representative of state governments, but not of the people. The House: There are a total of 435 members in the House of Representatives. Each member represents an area of a state, known as a congressional district. The number of representatives is based on the number of districts in a state. Each state is guaranteed one seat. Every ten years, the US Census Bureau counts the population of the states to determine what number of districts should be in each state.

P910-USCG-LP-7

Instructor Note: Five additional membersfrom Puerto Rico, Guam, American Samoa, the Virgin Islands, and the District of Columbiarepresent their constituencies in the House. While they may participate in the debates, they cannot vote. The Speaker of the House has formal control over the House of Representatives and is selected by the majority party within the House of Representatives. Instructor Note: Representatives, elected for two-year terms, must be 25 years old, a citizen for at least seven years, and a resident of the state from which they are elected. The Senate: There are a total of 100 members in the Senate. The Constitution states that the vice president has formal control over the Senate and is known as the president of the Senate. The vice president is only present for important ceremonies and to cast a tie-breaking vote. Instructor Note: Senators, elected for six-year terms, must be 30 years old, a citizen for at least nine years, and a resident of the state from which they are elected. (16) Slide 16, Executive Branch. Article II of the Constitution specifically defines the powers of the President of the United States and assigns responsibility for enforcing the laws of the land to the Executive Branch of the government. It appoints the President as the head of the Executive Branch. The President serves for a period of 4 years and can be reelected to a second 4-year term. Instructor Note: Until the passage of the 22nd Amendment, there was no limit set on the number of 4-year terms a President could serve. For 150 years, no president ever served more that two terms based on a gentlemans agreement. President Franklin D. Roosevelts three-term Presidency was the catalyst for the 22nd Amendment. Today, no president can serve more than two full 4-year terms. The President does not carry out these duties of the Executive Branch alone. He receives advice and assistance from the Vice President, department heads (Cabinet members), heads of independent agencies, and executive agencies. Unlike the powers of the President, their responsibilities are not defined in the Constitution. Instructor Note: For example, the Executive branch agencies are granted the power to implement regulations relating to matters within their jurisdiction. The Department of Health and Human Services (HHS), a cabinet position, makes regulations covering medical issues. The executive branch is organized in the following manner with each element having specific responsibilities as shown on the slide. President: Leader of the country and Commander in Chief of the military. Vice President: President of the Senate and becomes President if the President is unable to serve. Departments: Department heads advise the President on policy issues and help execute those policies. Executive Agencies: Makes regulations to help implement laws. Independent Agencies: Help carry out policy or provide special services.

The Departments in the Executive Branch form the Presidents Cabinet. Currently, there are 15 Cabinet posts. As the Presidents closest and most trusted advisors, members of the Cabinet attend weekly meetings with the President. The heads of the various departments are nominated by the President. They cannot be a member of Congress or hold any other elected office. Cabinet appointments are for the duration of the administration, but the President may dismiss any

P910-USCG-LP-8

member at any time, without approval of the Senate. In addition, they are expected to resign when a new President takes office. Instructor Note: The Constitution does not directly mention a Cabinet, but the Constitutional authority for a Cabinet is found in Article II, Section 2. The Constitution states that the President may require the opinion, in writing of the principle officer in each of the executive departments, upon any subject relating to the duties of their respective offices. The Constitution does not say which or how many executive departments should be created. Instructor Note: As an example of Checks and Balances, the instructor may want to mention the fact that although the President can nominate Cabinet members, it takes 51 votes in the Senate for the nominee to be approved. (17) Slide 17, Judicial Branch. The judicial branch of government is established in Article III of the Constitution with the creation of the Supreme Court. The Supreme Court is the highest court in the country and is empowered with the judicial powers of the government. Although there are lower Federal courts, they were not created by the Constitution. Rather, Congress deemed them necessary and established them using the implied power granted from the Constitution. Courts decide arguments about: The meaning of laws, How they are applied, Whether the laws break the rules of the Constitution.

The ability of a court to decide constitutionality is called judicial review. (18) Slide 18, The Supreme Court: The Supreme Courts most important responsibility is to decide cases that raise questions of constitutional interpretation. The Court decides if a law or government action violates the Constitution. It enables the Court to overrule both federal and state laws when they conflict with its interpretation of the Constitution. Since the Supreme Court stands as the ultimate authority in constitutional interpretation, its decisions can only be changed by a constitutional amendment. The Supreme Court is made up of nine Justices. One of these is the Chief Justice. They are appointed by the President and must be approved by the Senate. Justices have their jobs for life, unless they resign, retire, or are impeached. There are no official qualifications for Justices, but all have been trained in the law. (19) Slide 19, The States. Today, there are 50 states in the United States organized under a national government that shares power. This form of government is called federalism. Under this system, both the national and state governments have exclusive powers as well as shared powers. Instructor Note: Show Slide 20, Exclusive Powers, and Slide 21, Concurrent Powers. (20) Slide 20, Exclusive Powers. (21) Slide 21, Concurrent Powers. (22) Slide 22. Organization of State Government. For the most part, the state governments are built around a system similar to the Federal Government having three branches: a legislature, an executive and a judiciary branch. With the exception of a single state, Nebraska, most of the state

P910-USCG-LP-9

legislatures have two houses where individuals are elected by popular vote to represent different geographic areas of the state. The state legislatures differ from the United States Congress in their power to make laws. The United States Congress is limited to legislating what is allowed in the Constitution; however, because state legislatures have general power, they can make whatever laws they wish as long as they are not prohibited by the Constitution or affect the exclusive powers of the national government. The chief executive of the state is the Governor who is popularly elected by the people of the state. Like the president of the United States, the Governor is responsible for enforcing state laws; however, he is dependent on the state legislature for laws and funding for enforcement. The judicial branch of state government is different than that of the national government. The state judicial system is composed of two courts. These are trial and appellate courts. The trial courts are responsible for trying violations of state law based on evidence. On the other hand, the appellate courts review how the trial courts applied the law in reaching their determination. Depending on the state, the judges for both the appellate and trial courts can be elected, appointed by the Governor, or appointed by judicial boards that are appointed by the legislature, Governor or elected by the people. Summary. The Constitution of the United States arose because of the problems associated with the Articles of Confederation. As a result of the problems with the Articles of Confederation, a Constitutional Convention was held in May of 1787. With the exception of Rhode Island, all the states provided delegates. The delegates all recognized the need for a strong national government that shared certain powers with the states. In essence, the Framers of the Constitution drew boundaries, which created areas of Federal control, state control, and concurrent control. Early on, the Virginia Plan was advanced as a model for the new Government requiring the creation of the legislative, executive, and judicial branches of the government. Initially, this proposal was not well received because many of the delegates were outraged at the word national, not wanting the states to lose their power. There was also debate between small states and large states about representation in the national government. Individual rights over state rights were also debated, as was the head of government. In the end, most of the Virginia Plan was used; however, it would require a Great Compromise. The Great Compromise accomplished three things: First it created a bicameral legislature with two houses. Each state was equally represented in the Senate and representation by population in the House of Representatives. It gave the government the right to regulate commerce, and addressed the issue of taxation of slaves and how they would be counted for southern states representation in the House. It established citizenship requirements to be eligible to run for the Senate and the House, declared the President of the United States must be native born, to run for office, and established the amendment and ratification process for the Constitution.

When the Constitution was ratified in 1789, many people were concerned that it did not protect certain freedoms. They thought that the Constitution should be changed or amended to protect these freedoms. On December 15, 1791, ten amendments were added to the Constitution. The first eight amendments set out or enumerate the substantive and procedural individual rights associated with that description. The 9th and 10th amendments are general rules of interpretation

P910-USCG-LP-10

of the relationship among the people, the State governments, and the Federal Government. These amendments guarantee certain freedoms and rights, so they are known as the Bill of Rights. There are essentially two ways to amend the Constitution. The first method is for a bill to pass both houses of the legislature, by obtaining a two-thirds majority in each house. Once the bill has passed both houses, it goes on to the states. The amendment must then be approved by threefourths of states. This is the route taken by all current amendments. The second method prescribed is for a Constitutional Convention to be requested by two-thirds of the State legislatures, and for that Convention to propose one or more amendments. These amendments are then sent to the states to be approved by three-fourths of the legislatures or conventions. This method has never been used to amend the Constitution. Governmental power and functions in the United States rest in three branches of government: the legislative, judicial, and executive branches.

Executive Branch: Provides leadership and enforces laws. Legislative Branch: Makes laws for the nation. Judicial Branch: Explains and interprets laws.

The state governments are built around a system similar to the Federal Government having three branches: a legislature, an executive and a judiciary branch. The chief executive of the state is the Governor and he or she is responsible for enforcing state laws. Each state legislature, with the exception of Nebraska, has two houses. The state legislature is responsible for passing laws that are not prohibited by the Constitution or affect the exclusive powers of the national government. The state judicial system is composed of two courts. These are trial and appellate courts. The trial courts are responsible for trying violations of state law based on evidence. On the other hand, the appellate courts review how the trial courts applied the law in reaching there determination. f. Develop: (5 minutes).

How has your thinking about the United States Government and the Constitution changed as a result of this lesson? How will you use the information obtained in this lesson on your trip to Washington D.C.? What else might you do with the information based on your learning experience? g. Apply: (0 minutes). Application of the knowledge and content acquired in this lesson will be delayed. Application by the students will occur during their field trip to Washington D.C. Instructor Note: During the field trip, the instructor will act as a facilitator stimulating discussion by asking students questions that will cause them to respond. This will enable the instructor to observe the students ability to: (1) 2.2.1 Analyze and synthesize information to identify essential information and undersands relationships.

P910-USCG-LP-11

The following questions are examples which can be used by the instructor to cause the students to analyze and synthesize information. Why did the Articles of Confederation fail? Why was a system of Checks and Balances implemented in the Constitution? Why was the Bill of Rights added to the Constitution? Explain the most used process for amending the Constitution. Why are there three branches of the government? h. Assessment Plan: (See Appendix A). 8. ENVIRONMENTAL IMPACT STATEMENT: None. 9. RISK ASSESSMENT/RISK CONTROL MEASURES: None.

P910-USCG-LP-12

US ARMY COMMAND AND GENERAL STAFF COLLEGE International Military Student Preparatory Course Lesson Plan for Lesson P910 The United States Constitution/Government Appendix A Assessment Plan 1. Part of student performance for the completing the International Military Student Preparatory Course is assessed in this lesson through the following: Class Participation Daily AAR & Journal 100% P/F

2. Class participation standards and guidelines: A Exceeded Standard. Consistent participation during class discussions, class practical exercises, and briefings which are thought provoking, relevant, clear, logical, and is a major contributor to student and group learning. B Meets Standard. Participation is appropriate, relevant, clear, accurate, logical, and contributes to class learning. C Below Standard. Borderline participation which is appropriate, rarely relevant, often unclear, often inaccurate, illogical, and contributes very little to group learning. U Unsatisfactory. Participation which is clearly inappropriate, irrelevant, unclear, inaccurate, and often inhibits student and group learning. Class Participation (Individual) Class participation in this lesson will constitute 100% of the students grade for the lesson and a part of the overall 75% class participation grade for IMSPC. Instructors assess the students demonstrated understanding of the course material and his/her ability to develop and deliver cogent arguments or relevant insights from course material in a clear and concise fashion. The student must demonstrate his/her knowledge, skill, and ability through the quality and focus of his/her discussion, comments and questions, preparation for class, ability to reason critically and to think creatively, performance during practical exercises and case studies, and contributions to group work. Class participation is assessed during this 1-hour block of instruction. Specifically for this lesson, instructors focus on one leader behavior. Students will be expected to demonstrate proficiency in: 2.2.1 Analyzing and synthesizing information to identify essential information and understands relationships. See CGSC Form 1009C.

P910-USCG-AA-1

ASSESSING CLASSROOM PARTICIPATION PARTICIPANT: Assessment of (check one): Course or Single multiple activity activitie s DATE: ASSIGNMENT/COURSE TITLE: Lesson Plan for Lesson P910

The United States Constitution/Government


INSTRUCTOR/DEPARTMENT:

CGSC STANDARD: Balances the attainment of individual and group goals. RADE: (CGSOC) GRADE: (CAS3) A O B E C S U NI NMI INSTRUCTOR COMMENTS: Leader Behaviors 2.2.1 Analyzing and synthesizing information

P910-USCG-AA-2

STUDENT COMMENTS: Assignment ELO B. 05 Action: Develop an understanding of US political systems. Condition: As a CGSOC International Military Student and member of a staff group; living within the US military, local, national, and IMS communities; given the community cultural and social environment; handouts; references and readings; practical exercises, group dialogues, and discussions. Standard: Development includes: 1. Active participation in group discussions. 2. Discovering the differences in local, state, and federal government. 3. Awareness of two major political parties. 4. Awareness of characteristics of political parties. 5. Awareness of electoral process. 6. Awareness of military restrictions in the political process. Learning Level: Affective: Responding. JPME I Learning Areas Supported: None. Quantitative Assessment (Activity) low Qualitative Assessment (Results) Your behavior: reserved competitive assertive collaborative high

Your reasoning:

P910-USCG-AA-3

Point of View

Assumptions

Elements of Reasoning

low

5 4 3 2 1

Conclusions

Information

high

Consequences Significance

Concepts

high

Intellectual Standards

5 4 3 2 1
low

COGNITIVE LEVEL ATTAINED (Higher levels include characteristics of lower levels.) EVALUATION (Judging or weighing by building and using criteria and standards.) SYNTHESIS (Integrating parts into a new whole.) ANALYSIS (Breaking material down into component parts to determine structures and relationships.) APPLICATION (Use of knowledge to solve problems.) COMPREHENSION (Understanding of the material.) KNOWLEDGE (Recall of specific information.)

Question

Purpose

Relevance

Precision

Accuracy

Breadth

Clarity

Depth

Elements of Reasoning and Intellectual Standards adapted from Richard Paul, Center for Critical Thinking. Performance = Activity + Results

P910-USCG-AA-4

Logic

US ARMY COMMAND AND GENERAL STAFF COLLEGE International Military Student Preparatory Course Lesson Plan The United States Constitution/Government Appendix B Slides Slide Number Slide 1 Slide 2 Slide 3 Slide 4 Slide 5 Slide 6 Slide 7 Slide 8 Slide 9 Slide 10 Slide 11 Slide 12 Slide 13 Slide 14 Slide 15 Slide 16 Slide 17 Slide 18 Slide 19 Slide 20 Slide 21 Slide 22 Description/Title Terminal Learning Objective/Learning Objectives Lesson Outline/Lesson Outline P910 Introductory Slide/US Constitution/Government Introduction/Articles of Confederation Key points about the Constitutional Convention /The Constitutional Convention Great Compromise/Key Points About the Great Compromise Introduction/The US Constitution Principals behind the Constitution/The US Constitution (Continued) Key Points About the Constitution/The US Constitution (Continued) Key Points About the Constitution/The US Constitution (Continued) Introduction/Amendments Methods for Amending the Constitution/The Amendment Process Key points about the Bill of Rights/The Bill of Rights Introduction/Branches of the United States Government Description of the Legislative Branch/Legislative Branch Description of the Executive Branch/Organization of the Executive Branch Introduction to the Judicial Branch/The Judicial Branch Key points about the Supreme Court/The Supreme Court Introduction to State Governments/The States Powers of the State and Federal Governments/Exclusive Powers Concurrent Powers of the State and Federal Governments/Concurrent Powers Description of a Typical State Government/Organization of State Government.

P910-USCG-AB-1

You might also like