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S.S.912.PSCL3Understandthepurposeandfunctionofeachofthethreebranchesofgovernmentestablished
bytheConstitution.
S.S.912.H.3Understandhowandwhypeoplecreate,maintain,orchangesystemsofpower,authority,and
governance.
S.S.912.H.4Understandtheroleofindividualsandgroupswithinasocietyaspromotersofchangeorthestatus
quo.
Understandings:
Studentswillunderstandthat
1) Governmentiscomplicatedandisnotperfect.
2) TheUnitedStatesgovernmentwasformedinordertoserveitscitizens.
3) Societalissuescancauseagovernmenttomakedecisionsthatimpactthecitizens.
4) Thestrengthofanationisbasedontheleadershipofthatnation.
5) Futuregenerationsareimpactedbygovernmentaldecisions.
6) The3branchesarecrucialtoeverythingpoliticalintheUSA.
7) Governmentputssafeguardsintoplacetokeeppowerfromcorrupting.
Essential Questions:
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1)
2)
3)
4)
5)
6)
7)
Shouldgovernmentexisttoservethecitizens?
Whataretherolesandresponsibilitiesofgovernment?
Whatispower?
Howispowergained,used,andjustified?
Whydoesagovernmenthaverules/laws?
Howdogovernmentsbalancetherightsofindividualswiththecommongood?
Whatisdemocracy?
Knowledge:
Studentswillknow
1) HowtheConstitutionwaswritten.(U1,2,5)
2) WhotheFoundingFatherswereandtheirroleintheformingofgovernment.(U2,4)
3) ThedifferencesbetweenFederalistsandAntiFederalists.(U1,2,5)
4) Howanindividualiselectedintothethehouseandthesenate.(U2,4,6)
5) WhattherolesoftheLegislativebranchare.(U1,2,3,4,6)
6) Therequirementstobepresident.(U1,2,3,4,6)
7) Theroleofthepresident.(U1,2,3,4,6)
8) HowthePresidentisimpactedbychecksandbalances.
9) WhatthefundamentalsoftheU.S.courtsystemare.(U3,6)
10)Thedifferenttypesoffederalcourts.(U1,2,3,6,7)
11)HowtheSupremecourtworksatafundamentallevel.(U2,3,6)
12)TheImpactoflawsonfuturegenerations.(U6,7)
13)TheroleoftheJudicialsystem.(U1,2,3,6)
14)Howimportantchecksandbalancesare.(U6,7)
15)Thehistoryofhowthethreebrancheswereestablished.(U2,4,5)
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Skills:
Studentswillbeableto
1. Describethefunctionofthethreebranchesofgovernment(U1,2,6,7)(K4,5,6,9,13).
2. Read/examinedocumentsandanswerquestionsaboutitSeeSectionforSpecificdocument.(U2,4,6)(K1,2,3,
5,7,13,15).
3. Writesummariesofthebasicsofdemocracy.(U1,2,4,6,7)(K1,2,3,4,5,6,7,13).
4. Readavarietyoftexts(articles,websites,etc)(U4,5,6,7)(K1,2,3,4,5,6,9,12,13,15).
5. Presenttotheirpeers(theirknowledgeandunderstandingofgovernance.)(U1,2,3,4,5,6,7)(K1,2,4,5,6,9,
11,13,15).
6. Activelyengageindiscussion,(U1,2,4,5,6)(K2,3,5,7,11,13,14,15).
7. Assessdocumentariesandothermultimediaoutletsregardingtherolesofgovernment.(U1,4,5,6)(K5,7,13,
15).
8. Explaintextbasedevidence.(U2,3,6,7)(K4,7,8,13,14,15).
9. Describethehistoryofthethreebranchesandwhentheywereestablished.(U1,2,4,6,7)(K1,2,5,7,13,14,15).
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Topic/Theme:
Time frame:
Class/Grade Level:
Performance Tasks/Formal Assessment:
Task/Assessment
U(orKorS)
A2FoundingFathersActivity
FoundingFathersActivityStudentswillgetintogroupsof34.TheywillbeassignedaFounding
Father:Madison,Washington,Hamilton,Morris,Mason,andFranklin.Studentswillhave20min
togatherinformation/factsandturninattheendofclass.
(U2,3,4,5)
(K2)
(S1,4)
A4PickasideFederalistsPPslidelectureFederalistvs.AntiFederalistClasswillgetinto2teams
studyeachgroupandpresentacompellingargumentfortheirside.
(U4,)
(K3)
(S3)
A7LegislativeBranchActivity
StudentswillreadhandoutofLegislativeBranch.Oncethatisdonetheywillanswerthe
questionsthataccompanythehandout.
(U6,7)
(K4,5)
(S1,2,8)
.A10LaptopHouseandSenateactivity
Thisactivitytheywillgetthelaptops.Theywillbeabletowritetheiranswersrightonthe
documentandtheywillalsothenbeabletoclickdirectlyonthelinksembeddedintheworkshee
(U6,7)
(K4,5)
(S1,2,8)
UBDTemplate
A12GovernmentCrossword
Theywillbegivenacrosswordpuzzlethathaskeytermsrelatedtothe3branches.Theywillfirst
trytodotheworksheetwithoutanyassistance.Iftheycannotgetthewordstofillintheblank
theywillbeabletouseanyresourceneededtocompletetheblankswiththecorrectwords.They
willnotknowthisgoinginbutwillonlybegiventothemiftheneedarises.
(U4,6,7)
(K4,5,6,7,
11,13)
(S2,9)
A133BranchIpadactivity
(U2,4,5)
EachstudentwillreceiveanIpad.Therewillbe9photosofdifferentGovernmentofficialsonall
(K5,7,13)
thewalls.Using..thestudentswillpointtheIpadatthephotosand35linkswillpopupthat
(S1,4,9)
theycanclickon.TheywillwritetheName,title,statetheyarefrom,andthebranchthey
representonasheetofpaper.Alongwiththattheywillchoose3ofwhichtheywanttowritemore
indepthabout.Eachpersonwillbewrittenaboutin35sentencesandincludeinformationabout
anythingtheyhaveaccomplishedinoffice.
A17ExecutiveBranchLaptopAssignment
Studentswillgetthelaptopsforthisassignment.Theywillbeabletolookatthewhitehouse
websiteandseewhatinformationisbeingreleasedbytheExecutivebranch.Theythenwillfill
outtherestoftheworksheetandturnin.
(U14)
(K6,7,8)
(S2,3,7)
A20ExecutiveBranchReview
Studentswillgetwithapartnerandwritedown3thingstheylearnedfromlastclass.(turnin)
(U14)
(K6,7,8)
(S2,3,7)
A21IfIWerePresidentActivity:
IfIwerePresident,thisiswhatIwoulddo?Studentscanfocusonkeyissuesinsociety,international
crisisandconflicts,economy,etc..Studentswillthensharetheirthoughtswithanotherpairofstudents.
(U14)
(K6,7,8)
(S2,3,7)
A22JudicialBranchintro
Studentswillworkingroupsof23andwillwriteeverythingtheyknowaboutthejudicialbranch.
Theywillshareeverythingthattheyknowaboutthejudicialbranchinthosegroups.
(U57)
(K913)
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A25JudicialBranchActivity
StudentswillreceivehandoutonjudicialBranchandthenfillouttheanswersandturnthatin.
(U1,6,7)
(K913)
(S2,3,8)
A9
Essayonthebranchesofgovernment
Theculminationofourunitwillbeanessaytheywillwritecoveringeverythingthattheyhave
learnedthroughoutthelastcoupleclassperiods.Theywillwritea6paragraphessay.(Intro,3
paragraphsoneachbranch,1morecoveringchecksandbalances[anythingelse],anda
conclusion.)
(U17)
(K415)
(S1,3,79)
U(orKorS)
A1Firstdaygroupworkoncharts
Justsees
Breakstudentsupinto3groupseachlookatabranchwritewhattheyknow,thenpassoffposter whatthey
boardtoseewhatthenext2groupsknowabouteachbranch.Oncethatisdoneposteach
know
posterboardoneastwall.Thisshowsthestudentswheretheyarebeginningtheunitwiththeir
levelofunderstanding.
A3,5,8,10,BellRingersthataresetnowbutcanbesubjecttochangedependingonhowfastwe
movethroughthematerial.Theycanbeseeninthelearningplan
Determined
byquestion
duringunit
A14,19,24BellRingersthatwillbedeterminedonaccordingtowhatwehavecoveredthelastfew
classperiods.
Determined
byquestion
duringunit
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A6ClassdiscussionFoundingFathers
FoundingFathersActivityStudentswillgetintogroupsof34.TheywillbeassignedaFounding
Father:Madison,Washington,Hamilton,Morris,Mason,andFranklin.Studentswillhave20min
togatherinformation/factsandturninattheendofclassaswellastalkaboutthembrieflytothe
class.
(U1,2,4)
(K13)
(S3,6)
A16PresidentialOathStudentswillreadthePresidentialOath.Eachstudentwillrewritetheoathin
theirownworlds,summarizingitsmeaning.
(U4,5)
(K68)
(S2,8)
A18PresidentgroupDiscussionParticipation
(U1,4,7)
Afterwehavediscussedwhattheexecutivebranchiswewilltalkaboutwhatthekidsthinkthe
(K68,14)
presidentactuallydoes.Iwillhavehalftheboardascanandtheotherhalfcannot.Students
(S5,6)
willtaketurnsraisingtheirhandsonwhattheythinkthepresidentdoesandillwriteeverythingup
there.Oncethatisdonewewillgothrougheachonetogetherandtheywillseeifasaclassthey
thinkitiswhatheactuallydoes.Ifcorrectiwillexplainwhatthatisandifnotwewillcrossitoff.
A?Exitslips
Therewillbeperiodicexitslipsofwhatwehavecoveredinclassthatday
Dependson
eachexitslip
A23YoutubeClip
ThisclipisabriefoverviewofwhattheJudicialSystemisanddoes.Wewillthendiscussthe
contentsofthisvideo.
(K914)
A26EndofUnitposters
TherewillbeanendoftheUnitpostersimilartotheoneatthebeginningbutjustwithmore
detail.Aseachbranchisintroduced,anotherposterboardwillbemountedonthewestwall.
Eachtimetheclasslearnssomethingnewaboutaspecificbranch,astudentwillwriteonthe
newposterboard.Thegoalisforthestudentstoseetheleveloftheirunderstandingatthe
beginningoftheunitandwheretheyarenowattheendoftheunit.Andforwhenthis
(U17)
(K413)
(S3,6)
UBDTemplate
assignmentisuseditwilljustbeusaddinganythingtheythinkwillbeneededorquestionsthat
theyneedclarified.Thiswillleadthemintoworktimeontheirpapersandanyquestionsthatthey
mayneedclarified.
Monday
(Week 1)
Align
Wednesday(W
eek 1)
Align
Friday(Week
1)
Align
Tuesday(Week
2)
Align
Group
Activity:
Studentswill
getinto3
A1
BellRinger5
Whydidyou
chooseyour
founding
A3
BellRinger5
Studentswill
beasked
Betweenthe
A5
BellRinger5 A8
mins
Whatdoyou
thinktheuse
Thursday(Wee
k 2)
Align
BellRinger5 A11
Howmuch
woodcoulda
woodchuck,
UBDTemplate
groups.Each
groupwill
startwitha
branchofgov.
Theywillwrite
everything
theyknowin
5minutes,
thenrotateto
thenext
groupuntilall
groupsare
done.15min
father?
anti
federalists
and
federalists
whichdidyou
choosefrom
yesterday?In
two
sentences
explainwhy?
Introtothe
UnitedStates
Constitution
PPointSlides
lecture
Constitutional
,20min
Pickaside
A4
activityPP
slidelecture
Federalistvs.
AntiFederalis
tClasswill
getinto2
teamsstudy
eachgroup
andpresenta
compelling
Checksand
Balances
IntroPPoint
lecture,20
min.
ofthe
legislative
branchtoyou
is?
Review
Handoutfrom
daybefore.
Refresh
anythingthey
stillfeel
groggyon.15
mins
chuck.Ifa
woodchuck
couldchuck
wood?
A7
Con
tinu
ed
Group
Activity.
Government
Crossword
Puzzle
Studentswill
bewitha
partner.Use
laptopsto
lookupthe
information
A12
UBDTemplate
argumentfor
theirside.50
min
Group
Activity:
Founding
Father
Uncovered
PPslide40
min
A2
Summary:
Contributing
causes,Main
Causes,and
LongTerm
Effectsof
Gov/Constituti
onSlide,20
min
andcomplete
crossword.20
min
Group/Class A6
discussion:
TheFounding
Fathersdid
notwantthe
nationalgov
tohaveallthe
power.Why?
Whydidthe
Founding
Fathersinsist
on
checks/balan
ces?How
wouldthe
UnitedStates
government
function
without
checks/balan
ces?20min
Handoutfinal
paper
information.
Talkabout
whatis
requiredof
them.20
mins
A9
Review
A13
Crossword
answers
questions10
min.
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Intro:
Federalists/
AntiFederalis
t15min
Overview
Lectureofthe
3branchesof
gov.Inform
thestudents
thattomorrow
willstart
examiningthe
3branchesof
gov.15min
Intro:
Constitution:
Powerpoint
lecture.20
min.
Studentswill
getlaptops
A10
andworkon
Senateand
theHouseof
Representativ
esworksheet.
30mins
Legislative
Branch
Activity25
min
A7
.Review
worksheets
andgoover
answers15
min
A9
Con
tinu
ed
Monday
(Week3)
Wednesday
(Week3)
Friday
(Week3)
A24
Executive
BranchIntro:
Executive
A16 Branch
A20 Lecture:
Examinethe
Summary
Activity:3
A14
Branches
IPADactivity
55min.
UBDTemplate
Studentswill
readthe
Presidential
Oath.Each
studentwill
rewritethe
oathintheir
ownworlds,
summarizing
itsmeaning
10min
Review:
Studentswill
getwitha
partnerand
writedown3
thingsthey
learnedfrom
classon
Monday.(turn
in)10min
roleofthe
Supreme
Court,how
Justicesare
appointed,
andthe
various
opinionsthey
cangive15
min.
Executive
Branch
Laptop
activity20
minutes
A17
Group
Discussion:
Whatare
somethings
thePresident
oftheUnited
Statesis
allowedtodo
A18 Group
Activity
A21
studentswill
staywiththeir
partners.
Theywill
answerthe
question.If
Worksheet
onJudicial
Branch20
min
A25
UBDTemplate
andnot
allowedto
do?
Whiteboard
willhave2
columns:
Canand
Cannot
studentswill
writethings
thePresident
isallowedto
doornot
allowedtodo
willdiscussas
aclasseach
itemwritten
20min.
Summary:
Briefly
discussthe3
Iwere
President,this
iswhatI
woulddo?
Studentscan
focusonkey
issuesin
society,
international
crisisand
conflicts,
economy,
etc..Students
willthen
sharetheir
thoughtswith
anotherpair
of
students.(turn
inattheend)
20min.
Intro:Judicial
Lastposter
Branch
A22 Activity
RapidFire
A26
UBDTemplate
Executive
Powersbuild
offprevious
group
discussion
10min
Activity
students
quicklyshare
whatthey
knowabout
theJudicial
Branch10
min
Lecture:
Powerpoint
slides
studentswill
focuson
Executive
Orders,
Executive
Privileges,
andhow
Presidents
haveuse
theminthe
past25min
Lecture:
Powerpoint
Slides
studentswill
learnbasic
characteristic
softhe
Supreme
Courtand
whoarethe
Supreme
CourtJudges.
25min.
YouTube
clip:ArticleIII
WorkTime:
A8
Studentswill con
havethe
t
remainderof
theblockto
beginworkon
theirPaper
andbeable
tobounce
questionsoff
ofthe
teacher..20
min.
A23
UBDTemplate
forDummies:
TheJudicial
Branch20
min
WorkDay
Studentswill
bewriting
theirFinal
Essay.
Studentscan
gethelpin
writingthis
45min.
FinalEssay
Due
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