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Lesson Plans

Unit One: Foundations of American Government

September 8 - 15

Description: Students will analyze different systems of government and economic systems, and study how the Founding Fathers designed the U.S. government.

Driving Questions:

* What is government?

* What is a democracy?

* What is a dictatorship?

* What is a monarchy?

* Which system of government does the U.S. have?

* What are the advantages and disadvantages of each system?

* What are some countries that are examples of each system?

* What is capitalism?

* What is communism?

* What is socialism?

* Which economic system does the U.S. have?

* What are some countries that are examples of each system?

* What are the advantages and disadvantages of each system?

* What country was the U.S. a colony of?

* Why did the U.S. declare its independence?

Content TEKS:

(1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical documents.

A) explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government;

4(B) compare the role of government in the U.S. free enterprise system and other economic systems; and

6(F) identify how the Declaration of Independence and the U.S. Constitution continue to shape American beliefs and principles in the United States today.

(11) Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems. The student is expected to:

(A) compare the U.S. constitutional republic to historical and contemporary forms of government such as monarchy, a classical republic, authoritarian, socialist, direct democracy, theocracy, tribal, and other republics; and

7A Explain the importance of a written constitution

9A Explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system

Skills TEKS:

(19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(B) create a product on a contemporary government issue or topic using critical methods of inquiry;

(C) analyze and defend a point of view on a current political issue;

(D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; and

(E) evaluate government data using charts, tables, graphs, and maps.

(20) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly; and

(B) create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism.

(21) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

ELPS:

1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

5B write using newly acquired basic vocabulary and content-based grade-level vocabulary

5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations

Key Terms: Government, democracy, republic, dictatorship, monarchy, communism, capitalism, socialism, means of production, independence, life, liberty, pursuit of happiness, constitution, Founding Fathers

SUMMARY OF LEARNING EXPERIENCES:

Day 1:

Objective: Students will analyze different types of government and the positives and negatives of each type in terms of individual rights and freedoms.

Introductory Activity: Semantic map of the word “government,”

Formative Assessment: think-pair-share: “What is government?” “Do we need government?”, quick write “do we need government?”

I do/We do/You do: I will demonstrate how to read the Types of Government document in a group and fill out the graphic organizer, then we will do some together, then they will do it in groups and then present their findings.

Language Objective: Students will fill out a graphic organizer on types of government.

Day 2:

Objective: SWBAT identify differences between capitalism, socialism, and communism.

Introductory Activity: anticipatory guide, “contest” activity

Formative Assessment: class discussion, think-pair-share

I do/We do/You do: I will demonstrate how to read the Economic Systems document in a group and fill out the graphic organizer, then we will do some together, then they will do it in groups and then present their findings.

Language Objective: Students will fill out a graphic organizer on types of economic systems.

Day 3:

Objective: SWBAT explain what the Declaration of Independence was and why the Americans issued it.

Introductory Activity: Quick write: “Why is freedom important?” Students place themselves on a continuum based on how “free” they feel, and discuss.

Formative Assessment: Responses to video, three corners activity

I do/We do/You do: Matching activity (they match the original language of the Declaration of Independence with modern English). I will do it first. Then we will do an example together, and then I will release the students to do the rest in groups.

Language Objective: Students will develop their reading skills by comparing original and modern versions of the same text.

Day 4:

Objective: Students will be able to explain what the Articles of Confederation were and whether the government they created was strong or weak, using at least 3 pieces of evidence.

Introductory Activity: Anticipatory guide

Formative Assessment: The hand activity (total physical response)

I do/We do/You do: I will demonstrate how to read the text of the Articles of Confederation and determine if each provision is a strength or a weakness. Then we will do an example together, and then I will release the students to do the rest in groups.

Language Objective: Students will use a graphic organizer to aid their reading comprehension.

Unit Four: Branches of Government

September 17- 22

Description: Students will analyze the powers of the branches of government and explain how the system of checks and balances works.

Driving Questions:

* What are the branches of government?

* Why was the power of the government divided into 3 branches?

* What is limited government?

* What are the powers of the different branches?

* How can the different branches check each other?

* Why were the branches given the ability to check each other?

Content TEKS:

(7) Government. The student understands the structure and functions of the government created by the U.S. Constitution. The student is expected to:

(A) analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws;

(B) analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments;

(C) analyze the structure and functions of the judicial branch of government, including the federal court system, types of jurisdiction, and judicial review;

(D) identify the purpose of selected independent executive agencies, including the National Aeronautics and Space Administration (NASA), and regulatory commissions, including the Environmental Protection Agency (EPA), Occupational Safety and Health Administration (OSHA), Food and Drug Administration (FDA), and Federal Communications Commission (FCC);

(E) explain how provisions of the U.S. Constitution provide for checks and balances among the three branches of government;

Skills TEKS:

(19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(B) create a product on a contemporary government issue or topic using critical methods of inquiry;

(C) analyze and defend a point of view on a current political issue;

(D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; and

(E) evaluate government data using charts, tables, graphs, and maps.

(20) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly; and

(B) create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism.

(21) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

ELPS:

1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

5B write using newly acquired basic vocabulary and content-based grade-level vocabulary

5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations

Key Terms: Branch, checks and balances, limited government, check, veto, override, sign, limit, Executive, Legislative, Judicial, Congress, House of Representatives, Senate, Supreme Court, justices, constitutional, unconstitutional

FORMATIVE ASSESSMENT: Edpuzzle, Nearpod, think-pair-share, Flipgrid

SUMMARY OF LEARNING EXPERIENCES:

Day 1:

Objective: Students will be able to identify the 3 branches of government and what powers and limitations they have.

Introductory Activity: Make predictions for the Constitution based on the Declaration of Independence and the Articles of Confederation.

Formative Assessment: Students will create a visual representation of the 3 branches.

I do/We do/You do: I will demonstrate how to read the Three Branches document in a group and fill out the graphic organizer, then we will do some together, then they will do it in groups and then present their findings.

Language Objective: Students will use a graphic organizer to help improve their reading comprehension.

Day 2:

Objective: Students will be able to explain what checks and balances means and give an example.

Introductory Activity: Edpuzzle on checks and balances.

Formative Assessment: Nearpod, Quizizz

I do/We do/You do: I will demonstrate how to create a Google Slideshow and then students will work together in groups to create one about a branch and the checks and balances it can perform.

Language Objective: Students will use their writing skills to create a slideshow.

Day 3:

Objective: Students will research the powers of Congress and a member of Congress.

Introductory Activity: Quick write about what type of person they would like to represent them.

Formative Assessment: Presentations

I do/We do/You do: I will demonstrate how to research the powers of Congress and then they will work together. I will demonstrate how to create a slideshow about a member of Congress and then they will work together in groups.

Language Objective: Students will use their writing skills to create a slideshow.

Day 4:

Objective: Students will be able to explain how a bill becomes a law, develop an idea for a bill, and write a letter to their representative in support of the bill.

Introductory Activity: Students will make a list of problems in the US today.

Formative Assessment: Group discussion.

I do/We do/You do: I will demonstrate how they will rank the problems until they have found the 5 problems that they think are most serious. Then they will brainstorm solutions to the problems. They will take their favorite solution and write a bill. Then they will analyze how likely Congress would be to pass their bill.

Language Objective: Students will use their speaking and writing skills to collaborate on a bill.

Unit Six: The Political Process

September 21 - September 30

Description: Students will analyze the political process.

Driving Questions:

* What is politics?

* What is a political party?

* What are the differences between the Democrats and the Republicans?

* Where do both parties fall on the political spectrum?

* How is the president chosen?

* What is the Electoral College?

* Is it possible to become president while losing the popular vote?

* Who are the candidates for president?

* What are the important issues this election?

* What are the candidates’ positions on the issues?

* What are the duties and responsibilities of citizens?

Content TEKS:

(2) History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to:

(A) describe the processes used by individuals, political parties, interest groups, or the media to affect public policy; and

(B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.

(9) Government. The student understands the processes for filling public offices in the U.S. system of government. The student is expected to:

(A) identify different methods of filling public offices, including elected and appointed offices at the local, state, and national levels;

(B) explain the process of electing the president of the United States and analyze the Electoral College; and

(C) analyze the impact of the passage of the 17th Amendment.

(10) Government. The student understands the role of political parties in the U.S. system of government. The student is expected to:

(A) analyze the functions of political parties and their role in the electoral process at local, state, and national levels; and

(B) explain the two-party system and evaluate the role of third parties in the United States.

(13) Citizenship. The student understands the difference between personal and civic responsibilities. The student is expected to:

(A) describe scenarios where good citizenship may require the subordination of personal desire for the sake of the public good;

(B) explain the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; and

(C) describe the voter registration process and the criteria for voting in elections.

(14) Citizenship. The student understands the importance of voluntary individual participation in the U.S. constitutional republic. The student is expected to:

(A) analyze the effectiveness of various methods of participation in the political process at local, state, and national levels;

(B) analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity; and

(C) describe the factors that influence an individual's political attitudes and actions.

(15) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(A) analyze different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues; and

Skills TEKS:

(19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(B) create a product on a contemporary government issue or topic using critical methods of inquiry;

(C) analyze and defend a point of view on a current political issue;

(D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; and

(E) evaluate government data using charts, tables, graphs, and maps.

(20) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly; and

(B) create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism.

(21) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

ELPS:

1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

5B write using newly acquired basic vocabulary and content-based grade-level vocabulary

5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations

Key Terms: Electoral College, primary, swing state, safe state, Democrat, Republican, liberal, progressive, conservative, GOP, popular vote, candidate, position, deficit, environment, immigration

FORMATIVE ASSESSMENT: Edpuzzle, Nearpod, think-pair-share, Kahoot, Gimkit

SUMMARY OF LEARNING EXPERIENCES:

Day 1:

Objective: Students will be able to identify if they are Democrats or Republicans, and explain why

Introductory Activity: Students will brainstorm a list of issues that matter to them, and rank them in order of importance

Formative Assessment: Kahoot

I do/We do/You do: Students will take a quiz that will tell them if they are a Democrat or a Republican, and then they will sort words and beliefs as either Democratic or Republican in groups.

Language Objective: Students will use their speaking skills to come to consensus

Day 2:

Objective: Students will be able to explain how the president is chosen, how many electoral votes he/she needs to win, and if it is possible to become president while losing the popular vote.

Introductory Activity: Students will answer the question, “How does the president of the United States get chosen?” (They will almost certainly answer that the person who gets the most votes wins, which is incorrect.)

Formative Assessment: Edpuzzle, discussion

I do/We do/You do: Students will read about the Electoral College and answer questions. A discussion will follow.

Language Objective: Students will practice their reading skills.

Day 3-7

Objective: Students will be able to explain the positions of Donald Trump and Joe Biden, determine which one they prefer, and why.

Introductory Activity: Students will brainstorm a list of some things they would like the next president to do.

Formative Assessment: Quick write

I do/We do/You do: Students will research the positions of both Joe Biden and Donald Trump. They will study bias and learn how to identify sources that are credible. In groups they will create a storyboard for an ad for each candidate.

Language Objective: Students will use their speaking skills to collaborate with their groups, their reading skills to research, and their writing skills to create their storyboard.

Day 8

Objective: Students will be able to list civic responsibilities and explain why they are important.

Introductory Activity: Students will discuss the first presidential debate, which will be the night before. This will lead into a conversation about why it is important to watch the debates.

Formative Assessment: Discussion

I do/We do/You do: Students will read about civic duties and responsibilities and determine which ones are mandatory and which ones are optional. They will rank the most important ones and write a paragraph explaining why.

Language Objective: Students will use their writing skills to write a paragraph where they support a thesis statement with evidence.

Syllabus