Lesson Plan for Unit 1: Civic Values & Principles of Democracy
Grade: High School | Content Area: Social Studies | Course Name: MPCC Civics and U.S. Government |
Learning Target 1.1: I can...interpret how the structure and ideals within the Constitution work to create limited government and an effective
democracy.
Lesson | Duration | Supporting Target | Resources |
1 | 3-4 days Activity 1.1: Non-Virtual Option: The teacher could play the video and the students could answer the study guide questions in a traditional format or the questions could be worked on by the students in groups of 2. Following a brief discussion of the questions, the final question of the study guide could be used as a written assessment of the lesson. Activity 1.2: Non-Virtual Option: This activity could be conducted as computer lab-based webquest or the teacher could provide copies of the linked documents and break the students up into small groups to complete the chart. The activity’s essential question in STEP 4 could then be assessed via Socratic or fishbowl discussion. Activity 1.3: Non-Virtual Option: The teacher could assess the students’ learning by using this forum discussion as a short answer essay or silent discussion for a small part of the class period.. | I can...describe the people, ideas, and events that influenced the framing and ratification of the Constitution. I can...analyze the the meaning and expression of the Six Principles of the U.S. Constitution. |
Learning Target 1.2: I can...critique the significance of the articulation of popular sovereignty in the U.S. Constitution and other founding documents.
Lesson | Duration | Supporting Target | Resources |
2 | 1-2 days Activity 2.1: Non-Virtual Option: STEPS 1-2 could be accomplished in a computer-lab setting as if they were part of a webquest. In a traditional classroom, the teacher could provide hard copies of the electronic sources provided in these steps and the students could work individually or in small groups to complete the tasks. The RAFT (STEP 3) should be modeled and begun in-class. The teacher should give students the chance to discuss their ideas for the RAFT in a think-pair-share format. Once the students solidly complete their RAFTs, they should begin the actual writing assignment in earnest as a homework assignment. The essential question in STEP 4 should be used to assess student learning. After all, it is THE lesson’s essential question. The format of the lesson assessment could be a short response essay, Socratic discussion, or fishbowl discussion. The self-evaluation in STEP 5 that utilizes the rubric could be used in partial or in its total form depending upon the manner in which the teacher structures and executes the lesson. | I can...translate the expressions of popular sovereignty as they are articulated in the U.S. Constitution and other founding documents into present-day language. |
Learning Target 1.3: I can...investigate the historical origins of American government.
Lesson | Duration | Supporting Target | Resources |
3 | 1-2 days Activity 3.1: Non-Virtual Option: Using traditional media center resources in the classroom or internet resources to research, the students could create their presentations in a prezi, PowerPoint, or paper and glue scrapbook. Following their research, the students should present 1 of their terms and/or documents to the class. The lesson’s essential question found in STEP 6 of the activity could be used as a formal written assessment or used as an exit ticket to measure student performance. | I can...synthesize a visual and textual presentation of the historical origins of American government. |
Learning Target 1.4: I can...express the legal and historical impact of federalism upon the history of the United States through the creation of a
federalism collage.
Lesson | Duration | Supporting Target | Resources |
4 | 2-3 days Activity 4.1: Non-Virtual Option: The teacher could play the video and the students could answer the study guide questions in a traditional format or the questions could be worked on by the students in groups of 2. Following a brief discussion of the questions, the final question of the study guide could be used as a written assessment of the lesson. Activity 4.2: Non-Virtual Option: Using traditional media center resources in the classroom or internet resources to research, the students could create their collages using software, printers, copiers and/or old school paper and glue. The substantial written portion of this activity could also be completed in the same way Traditional Following their research, the students should present 2 of their terms and their collages to the class. The lesson’s essential question found in STEP 4 of the activity could be used as a formal written assessment or used as an exit ticket to measure student performance. | I can explain how federalism divides power between the federal and state governments.
|
Learning Target 1.5: I can...appraise the philosophies, structures and operations of different types of governments around the world with those
of the United States.
Lesson | Duration | Supporting Target | Resources |
5 | 2-3 days Activity 5.1: Non-Virtual Option: Students can use either the links contained in this activity in the manner of a webquest or the teacher can make copies of the chart and the students can use their textbooks, related classroom media, and/or the links on this website to complete the activity in a traditional classroom. Students could also be selected to present 1 of the constitutions of the selected countries individually or in a group. Following a brief discussion of the questions, the lesson’s essential question in STEP 3 could be used as a written assessment of the lesson. Activity 5.2: Non-Virtual Option: Students can use either the links contained in this activity in the manner of a webquest or the teacher can make copies of the chart and the students can use their textbooks, related classroom media, and/or the links on this website to complete the activity in a traditional classroom. Other options for this activity could witness the students being assigned all the terms in STEP 2 and then being broken into groups that are each assigned a different country. Following the completion of their research, groups could present their countries via PowerPoint or YouTube video to the rest of the class. The lesson’s essential question in STEP 4 should be used as a short answer essay or a type of exit ticket following the completion of the webquest/presentations. | I can...examine constitutions from countries around the world for their similarities to and differences from the U.S. Constitution. |
Learning Target 1.6: I can...evaluate how tools such as civil disobedience, initiative and recall have influenced the American political system.
1.7 I can...determine the tensions that the government has experienced within the balancing act of individual rights versus general welfare and majority rule versus minority rights.
Lesson | Duration | Supporting Target | Resources |
6 | 4-6 days Activity 6.1: Non-Virtual Option: Students can take part in a socratic seminar with the forum questions being the basis of discussion. The teacher should not be overtly involved besides introducing the questions and to promote discussion throughout the student body. If the teacher prefers students could prepare ahead of time and have a debate based on the question linked in the activity and follow up with the forum questions in an in class debate. Activity 6.2: Non-Virtual Option: Students can use the links contained in the lesson to research or the teacher could print off the articles that are linked for the class. Students could do this project as a group with each group being assigned a different act. When students are done researching they could share their findings with their classmates. Activity 6.3: Non-Virtual Option: Instead of polling friends and family or people on the internet students could poll their classmates or other students in the school. Students could also publish their findings in a school newspaper and write a piece about their findings for all to read. This would be a great cross curricular project with an English class or Technology class. | I can create a cause and effect diagram showing the timeline of one of four events in the history of the U.S. that influenced the American political system. I can evaluate the tensions between the government and the people in regard to the NSA, TSA, and other government security administrations through a polling research project |