Ive Got the Power, Unit Block Plan

1. Unit Content: The Three Branches of Government

2. Unit Goals: Students should know and be able to analyze each branch and the powers that
each has.
3. Rationale: Students should learn this material because it allows them to be productive
participators in the government as well as knowledgeable to government happenings.

Color Key: Text Sets, Literacy Strategies, ISTE, Vocab Strategies, Writing Strategies

Day 1 Day 2 Day 3 Day 4 Day 5

Goals: Goal: Goal: Goal: Goal:
Students should Students should Students should Students should Student should
know the powers know how a bill know the know the role know the
that the becomes a law amendment that the balancing
Constitution and to detail that process to the executive branch powers that the
gives to each process. constitution and plays in the judicial branch
branch of demonstrate that government and holds and be
Government and knowledge be able to able to explain
the article that through a explain the the concept of
grants that summary of the electoral college. Judicial review.
power. process.
Standards: Standards: Standards: Standards: Standards:
NCSS Theme II, USG.3.9, USG.3.10 (IAS) USG.3.12, USG.3.11 (IAS)
V, VI, X USG.3.10 (IAS) NCSS Theme II, USG.3, NCSS Theme II,
IAS: USG.3.2, NCSS Theme II, V, VI , X USG.3.16 (IAS) V, VI , X
USG. 3.3, V, VI , X ISTE 1.c, 1.d, NCSS Theme II,
USG.3.19 3abcd V, VI , X
Objective: Objective: Objective: Objective: Objective:
The student will Students will Students will be Students will be Students will be
compare and engage with the able to identify able to evaluate able to articulate
contrast the powers of the the processes of the role that the the role that the
articles of the legislative amending the electoral college Judicial branch
US and Indiana branch by constitution by plays in electing has on impacting
constitutions participating in a engaging in a the President by the country by
through a guided law-making simulation. analyzing completing a
worksheet simulation. historical graphic
assignment electoral college organizer over
results. Supreme Court
Cases.
Materials: Materials: Materials: Materials: Materials:
Guided Notes, Article I of Student Binder, Binder, Binder,
Constitution Constitution, projector, projector, projector,
Worksheet, Student Binder, Student student student
picture book, Projector, computers, computers, computers, song
Students Worksheet of newspaper Cartoon, Article lyrics
Binder,Laptop, simulation roles, article, RAFT II, 12th
Textbook, School Board Worksheet. Amendment,
Projector Minutes vocab cards.
Anticipatory Anticipatory Anticipatory Anticipatory Anticipatory
Set: Set: Set: Set: Set:
Pre-test on the Will watch Im Learning Check When students Students will
knowledge of Just a Bill over Flipped enter the listen to and read
the 3 Branches school house Classroom, by classroom they along with the
of Government, rock video. collecting will be prompted poem adapted to
while I read a During the video worksheets as an to respond to a song, Claudette
picture book they will have a entrance ticket cartoon of Colvin goes to
We the Kids: notes template and doing a Truman winning Work. They
The Preamble to that will allow review activity the election. will then
the Constitution them to record on Kahoot. They will turn participate is a
of the United the law making and talk to their class discussion
States, by process. neighbor. of her Supreme
David Catrow Court Case.
Purpose: Purpose: Purpose: Purpose: Purpose:
Students will Learning about Amending the Students will be Students will
find that both the the law process Constitution is able to recognize realize that at a
US and Indiana will show one possible, but that they can young age they
governments avenue that they difficult. Their interact with the can make a
derive their can become involvement can highest elected difference in the
power from the involved in change the law. office in the law.
people. government. nation.
Body: Body: Body: Body: Instructional
After the we go Bell Ringer, for Students will be Each students Design: Article
over the results instruction we given a will be given III of the
of the pre-test I will go over the newspaper three vocab Constitution
will conduct a worksheet that article from words that gives the powers
short lecture they filled out 1970 about pertain to each to the Supreme
with a power during the video. lowering the branch of Court. After
point and the Filling in and voting age to 18, government. The post-it notes
students with a reviewing the 26th will list-group- annotating the
guided notes Article I to Amendment. label these Article, students
sheet over the complete the law They will then words. First will break into
articles of the making process. participate in a finding the groups
US Constitution. RAFT writing definition for discussing
assignment. each word. Then Supreme Court
Grouping with a Cases Brown v.
partner three Board of
words that match Education and
their words. Browder v.
Then labeling Gayle. Each
which branch dealing with
they belong to. young people in
 a Supreme Court
case.
Activities: Activities: Activity: Activity: Activity:
After the Students will Amendment Students will be Students will get
instruction, participate in a Simulation. How given a copy of into groups of
students will be law making many students Article II of the nine and read the
paired in groups simulation. The make up two Constitution as poem The Little
to compare and class will be thirds of the well as the 12 th
Rock 9 by Afaa
contrast the split into 2 class?. Tally Amendment. In Michael Weaver.
powers of the houses and I will student pairs, they will Each member in
Indiana and US be the executive. responses to the read the Article the group will be
constitutions. They will be three questions and Amendment one of the 9
given a copy of a and determine if and discuss what students
recent School the two-thirds powers it gives described in the
Board meeting percentage has to the President poem. They will
minutes. The been met. Lead and what the participate in
students will the class in a Electoral Dramatic Role-
think-pair-share, discussion on the College is. They Play while
on what they difficulty of will tweet the reading the
find out about reaching a two- text for both the poem. After they
through the thirds consensus. Article and have read the
meeting notes. Amendment. poem as a group
As a class they they will
will chose a summarize how
topic to enact a court case
into a law. changed history.
Closure/ Assessment Assessment Assessment Assessment
Assessment Strategies: Strategies: Strategies: Strategies:
Strategies: Formative: Formative: Formative: Formative:
Formative: checking for checking for checking for checking for
checking for understanding understanding understanding of understanding of
understanding of during the during the what the what the Judicial
the outline of the simulation, simulation, electoral college Branch through
Constitution Engagement in RAFT Writing, is through their the participation
related to the Think-pair- and Entrance tweets and vocab in the role-play
creation of the share. Each Ticket. exercise. and their
branches of student will have Summative: Summative: annotations.
government. a role to Students will Students will Summative:
Summative: complete complete Day 3 complete Day 4 Students will
Students will Summative: Weebly Weebly complete Day 5
complete Day 1 Students will Weebly
writing of their complete Day 2
Constitution on Weebly
Weebly
Management Management Management Management Management
Strategies: A Strategies: Have Strategies: With Strategies: A Strategies: A
large portion of pre-assigned a large class large portion of large portion of
time will be roles for discussion, time will be time will be
spent in the simulation. Walk students will spent in the spent in the
instruction. around to each need to be instruction. instruction.
Students will be discussion group reminded to Students will be Having a guided
observed for to help guide speak in turn and observed for note sheet as
attentiveness and discussion to respect others attentiveness and well as walking
participation speaking times participation around the
classroom
during the
lecture to keep
students focused
on what I am
saying.