The Three Branches of Government (Digital Unit Plan Map)

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The Three Branches of Government (Digital Unit Plan Map) by Mind Map: The Three Branches of Government (Digital Unit Plan Map)

1. The Legislative Branch (Lecture)

1.1. Objective

1.1.1. Students will understand the basic structure of the Legislative Branch and what powers it is granted by the Constitution.

1.2. Assessments

1.2.1. Students write a journal entry that explores the meaning of a bicameral legislature.

1.2.2. Students answer Critical Thinking questions throughout the lesson.

1.2.3. Students take a summative quiz at the end of the lesson to test their cumulative knowledge.

1.3. Instructional Activities

1.3.1. Teacher lectures students on the Legislative branch of the US government using a PowerPoint presentation (structure, powers, roles, and responsibilities).

1.3.2. Teacher facilitates a summative quiz at the end of the lesson.

1.4. Student Activities

1.4.1. Students record a journal entry in their notebooks.

1.4.2. Students take notes on The Legislative Branch lecture (Guided Notes)

1.4.3. Students complete a summative quiz to test their cumulative knowledge.

2. The Executive Branch (Reading)

2.1. Objective

2.1.1. Students will explore Article II of the Constitution and understand the roles and responsibilities of the Executive Branch. They will complete a graphic organizer to demonstrate a thorough understanding of the US presidency and the provisions the Constitution provides for it.

2.2. Assessments

2.2.1. Students will answer a journal question at the beginning of the unit in order to access their prior knowledge and introduce them to the lesson topic.

2.2.2. Students complete a graphic organizer during the reading that will aid them in organizing and analyzing the material.

2.2.3. Students participate in a Think-Pair-Share at the end of the lesson. This gives students a chance to revisit the material, revise their answers to the journal entry and then share with a partner.

2.3. Instructional Activities

2.3.1. Teacher conducts a preview of the reading with students and answers any questions they have

2.3.2. Teacher facilitates a class discussion after the reading activity

2.3.3. Teacher will walk around the classroom during the lesson introduction and lesson conclusion to answer any questions the students have during the class

2.4. Student Activities

2.4.1. Students record a journal entry in their notebooks

2.4.2. Students read Article II of the Constitution in small groups and analyze the text

2.4.3. Students complete a graphic organizer during the reading activity, which will aid them in understanding the material

2.4.4. Students participate in a class discussion after they finish the reading activity

2.4.5. Students participate in a Think-Pair-Share as a lesson conclusion

3. The Judicial Branch (Inquiry)

3.1. Objective

3.1.1. Have students understand the Judicial Branch by examining FDR’s infamous “court packing scheme” and the public’s reaction to it. They will analyze the public’s reaction through examination of three political cartoons.

3.2. Assessments

3.2.1. Students will take an introductory quiz at the beginning of the lesson to assess their prior knowledge and introduce them to the topic.

3.2.2. Students will analyze a total of four primary sources in a primary source analysis activity

3.2.3. Students will participate in a class discussion

3.2.4. Students will complete an exit slip at the end of the class

3.3. Instructional Activities

3.3.1. The teacher will perform a lecture that will give students background information on the judicial branch of the US government and how it relates to FDR's "court packing scheme"

3.3.2. The teacher will facilitate a class discussion and promote a positive learning environment for students

3.4. Student Activities

3.4.1. Students will complete an introductory quiz at the beginning of class

3.4.2. Students will analyze a total of four primary sources in a primary source analysis activity

3.4.3. Students will participate in a class discussion

3.4.4. Students will perform an exit slip in order to leave class

4. Creating a Law (Simulation/Game)

4.1. Objective

4.1.1. Students will complete an online game that simulates the process through which laws are created and has them balance the powers of all three branches of government.

4.2. Assessments

4.2.1. Students will complete video notes during the introductory video and take notes during the lecture.

4.2.2. Students will answer questions posed by the postgame presentation.

4.3. Instructional Activities

4.3.1. The teacher will show students a School House Rock Video on how a bill becomes a law.

4.3.2. The teacher will also introduce the class to an online simulation that will allow them to control all three branches of the government.

4.3.3. Th teacher will present a postgame exercise as a summative review for the studnts.

4.4. Student Activities

4.4.1. Students will take video notes during the lesson introduction.

4.4.2. Students will participate in an online gaming simulation that allows them to take control of the three branches of American Government in order to learn about the steps it takes to create a law.

4.4.3. Students will respond to questions posed by a postgame presentation as a lesson closure.

5. The Electoral College (Discussion)

5.1. Objective

5.1.1. Have students debate against one another on the validity of the Electoral College.

5.2. Assessments

5.2.1. Students will decide whether or not they believe the Electoral College is a necessity to the presidential election in a quickwrite, which will serve as the lesson introduction.

5.2.2. Students will participate in a class debate as a formative assessment.

5.2.3. Students will write a "letter" to the House of Representatives as a summative assessment in the lesson closure. this will sum up what they have learned from the class debate.

5.3. Instructional Activities

5.3.1. The teacher will give an introductory lecture on the electoral College to give students the knowledge they will need for the upcoming debate.

5.3.2. The teacher will prep the students on the debate topic and provide them with a list of debate questions and the rubric that will be used to grade them.

5.3.3. The teacher will facilitate the class debate by asking the students the debate questions and making sure the debate flows smoothly and that students are participating.

5.4. Student Activities

5.4.1. Students will read an excerpt on the pros and cons of the Electoral College and then complete a quickwrite.

5.4.2. Students will participate in a class debate on the necessity of the Electoral College.

5.4.3. Students will write a "letter" to the House of Representatives as a summative assessment in the lesson closure. this will sum up what they have learned from the class debate.