Goals & Objectives - The Foundations of American Government



The Foundations of American Government ‖ FederalismGoals & ObjectivesStudents will learn about American federalism and how it is a system of separated and shared powers. Students will operate an on-line game called Power Play to demonstrate their understanding of federalism. Students will apply their knowledge of federalism in order to answer this driving question, "What are the advantages and disadvantages of federalism?"California State Content Standards 12.1.5 Describe the systems of separated and shared powers, the role of organized interests, checks and balances, the importance of an independent judiciary, enumerated powers, rule of law, federalism, and civilian control of the military.?Common Core Literacy StandardsCCSS.ELA-Literacy.RH.11-12.7 ?Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a SS.ELA-Literacy.WHST.11-12.6?Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 15 minThe teacher will show a short video clip of Alabama governor, George Wallace, refusing to desegregate the University of Alabama pursuant to federal law in 1963. The teacher will use the popular movie, "Forest Gump" to show this clip. The scene exemplifies the conflict that existed between the state of Alabama and the national government. After showing this clip, the teacher will pose the following questions:1. What issue is highlighted in this clip?2. What did the state of Alabama want?3. How did this differ from what the federal government desired?4. Which entity (state or federal government) prevailed in this situation? How do we know this?The teacher will go over the answers.Vocabulary (Content Language Development) ‖ Students will incorporate their academic vocabulary in the form of a word splash. Students must create a paragraph that incorporates their vocabulary.?Federalism, Unitary, Confederal, Concurrent, Expressed, DelegatedContent Delivery (Reading and Discussion) ‖ Time: 35 min on day 1, 45 min on day 2The teacher will direct students to take out their American Government textbooks and proceed to the U.S. Constitution. The teacher will then pass out the handout on federalism. The teacher instructs students to work in their small groups, read through the Constitution, and fill in the handout. The teacher will model how to do this and identify one major power of the federal government and one major power of the states in the Constitution. After this is completed, the teacher will go over the handout and explain the concept of federalism in depth highlight which powers belong to the federal government and which are reserved for the states. The teacher will also explain that both the federal and state governments hold some powers concurrently.?The above assignment will more likely take a whole day, thus before the end of the period the teacher will have students complete a closing activity. The closing will require students to create a chart that list state powers, federal powers, and concurrent powers. Day 2 will be held at the computer lab. Students will do another word splash using the same words as their warm up activity, this serves as progress monitoring as well to see if students understanding the academic vocabulary after the content delivery from day one. After the word splash the teacher will instruct student to go to this website?and the teacher will model how to play the icivics game titled Power Play. In Power Play, students will choose whether to argue that states or the federal government should have more power. There will be three issues/powers that the game will focus on. A statue represents each power. Students will argue for three powers in each round. The statues start on the side of the field where the power lies in real life. For example, state governments have the power to make decisions about local governments and elections. But this is a game, and their job is to argue for the side they choose. Students will continue to until they achieve victory then they must switch sides and argue the other way. For their closing students will begin to answer this question,?"Based on the lesson today, list two advantages and two disadvantages of federalism. Do you agree with the concept of federalism or do you believe think that the state or federal government should have ultimate power? Explain." What is not finished in class is due at the start of the next class. Student Engagement (Critical Thinking & Student Activities) ‖ Time:Students will create a word splash that incorporates their academic vocabulary at the start of day 1 and day 2 of the lesson.?Students will watch the video clip focusing on?George Wallace refusing to desegregate the University of Alabama, students will then answer these questions1. What issue is highlighted in this clip?2. What did the state of Alabama want?3. How did this differ from what the federal government desired?4. Which entity (state or federal government) prevailed in this situation? How do we know this?Students will work in groups and read through the Constitution in order to answer the questions in handout 1.Students will use the computer in order to play the icivics game Power Play.Students will answer this questions, "Based on the lesson today, list two advantages and two disadvantages of federalism. Do you agree with the concept of federalism or do you believe think that the state or federal government should have ultimate power? Explain."Lesson Closure ‖ Time: 10 minFor day 1, students will create a chart that lists state powers, federal powers, and concurrent powers (example provided above).For day 2, students will incorporate their knowledge to answer this driving question, "Based on the lesson today, list two advantages and two disadvantages of federalism. Do you agree with the concept of federalism or do you believe think that the state or federal government should have ultimate power? Explain.Assessments (Formative & Summative)Formative: The teacher will review the answer to video clip and check for proper understanding to concept of federalism. On day 1, the teacher will roam the room while students are working in their groups to ensure that students are on task, understand the content, and to answer any questions or provide redirection when needed. The teacher will roam the computer lab on day 2 to ensure that students are successfully completing the game. If students are successfully completing the game then they are mastering the concept of federalism.?Summative: The teacher will collect the closing activity from day to in order to see if content was master and if material needs to be retaught or clarified.Accommodations for English Learners, Striving Readers and Students with Special NeedsThe video clip from the first day's anticipatory set is an accommodation for ELLs, Struggling Readers, and Students with Special Needs since it incorporates both visual and auditory learning. Having students work in pairs enables ELLs, Struggling Readers, and Students with Special Needs to work collaboratively with other students. Here ELLs can decode words and concepts with a proficient English speaker and Struggling readers can have the support from proficient readers as well. The closing activity from day 1 is a graphic organizer that helps ELLS, SR, and SWSN organizer the content so they can access the material quickly. The video game on day 2 is an accommodation because it makes the material interactive, real, and comprehensible.Resources (Books, Websites, Handouts, Materials)Video clip from the motion picture Forrest Gump, Access to computer lab, icivics game power play ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download