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Lesson Plan: Lesson Author Date Period Grade Level Time Allotted Context/ Rationale
Lesson Plan: Lesson Author Date Period Grade Level Time Allotted Context/ Rationale
The purpose of this less is for students to understand the process, the construction, and the
responsibilities the new form of government developed by this New Nation, who has
recently won the Revolutionary War against Britain. To be a self-governing nation, a
democracy had to be formed and a government had to be established that had three
different branches, and those branches have checks and balances to look and keep each
branch from being too powerful. This Unit is important to help students create connects
and meanings to their government and how it represents and affects them each and every
day with laws that rule and guide this nation’s constitution from the beginning, now and
into the future. By the end of the unit, students will be able to apply knowledge and
understandings of the creation and development of North Carolina and the United States
governments in their own words.
Central Focus The Three Branches of the Federal Government are split into executive, legislative, and
judicial branches that helped a new nation avoid a situation like a monarchy from which
they had just broken free from. But more especially the Judicial Branch of government
with the Supreme Court and its 9 justices that scrutinize and unpack laws to verify their
constitutionality to the US Constitution.
Essential/ Compelling In what ways is our Constitution a living and breathing document?
Question(s)
What different influences and ideas did the various framers propose as the new
system of government was being constructed?
Goals Objectives:
Students will be able to compare the three branches of the Federal Government
with emphasis on the Judicial Branch’s duties.
Students will be able to explain the “check and balance” system of the Federal
Government as a way to keep any the other branches from getting too powerful.
Standards
C&G.1 - Analyze how democratic ideas shaped government in North Carolina and
the United States
H.1 - Apply historical thinking to understand the creation and development of
North Carolina and the United States
Assessments Informal Formative Summative
Ask Exit Ticket - “Two Roses and a Summative will be
questions to Thorn” on what they learned about given on
see if the meaning of the Judicial Branch Wednesday Nov.
students have 14, 2018.
comprehende
d teaching of
Judicial
Branch of
government.
Materials & Technology What texts, materials, websites, and equipment do you need to implement your plans? Include materials that
students and teachers may need (and are available at your school). What technology are you using in your lesson?
Include hyperlinks.
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INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities? How are you
bringing the lesson to a close? Provide basic “step-by-step” directions and prompts for implementing these areas of the lesson. A substitute
teacher should be able to pick up your lesson plan and say and do everything you would have if you were there. Please be explicit and
specific. Remember – YOU CAN (and likely SHOULD) ADD ROWS.
Time Lesson Component Teacher AND Learner Roles/Procedures (what are you doing? what are
students doing?) both should be present.
I will review with the class and ask the students, “Can
anyone explain one of the branches of government we
discussed these last two days?”
5 mins Warm-up I then will ask for the other branch of government.
o Legislative - make and write laws
o Executive - heads of government elected by the
people
I will tell them there is a third branch of government called
the “Judicial Branch.”
I will ask, “Can anyone tell me what they think the
Judicial Branch does?”
o The Judicial Branch: “Is a system of courts that
look at the law(s) and applies it to different
cases.”