Tuesday Feb 13,1996 I.

Objectives/set induction= OBJECTIVE-The students will be able to understand that the 3 branches of government are interdependent ( checks and balances). They will be able analyze the Federalist papers to promote understanding of why Congress was formed. SET INDUCTION: i will ask for 3 volunteers from the class. Then 1 will assign each person to represent one of the three branches of gov't. Then 1 will have the students link arms and 1 will tie a large piece of string around the students. This demonstration is to prove that nothing is accomplished unless all three branches work together. The rest of the students will offer different opinions on the best way to get the students to move as one and stop one person from over powering the other. Then 1 will separate the students and let all but the legislative branch sit down and begin the lesson. II. Methods and procedures^ The method for today's lesson is lecture and discussion. I will begin the lecture by reviewing the history of the Constitution by describing the historical background of feelings of the people and the founding fathers that led them to make the decisions that they made. Then I will ask the students how they would have solved the problems presented. Next, I will discuss whom Congress represents, when they meet, and who makes up Congress. The facts will be written on the board for students to take notes and follow along. On Wed., we will analyze the Federalist papers . III. Closure= We will review the important material such as who Congress represents. When they meet, and who makes up Congress. Then I will tell the students we will analyze the Federalist papers tomorrow. IV. Evaluation= Homework read pp 340-350. Students will outline sections 15.2 and 15.3 sections Intro., Distribution of Seats, terms and Qualifications.

Wednesday Feb. 14,1996 I. Objectives/Set lnduction= Objective= The students will read and analyze The Federalist papers 51. By analyzing theses papers we have a first had account of what the founding fathers were thinking and why they made the decisions they made. Set Induction= After collecting homework from Tues. I will ask the students if they have ever heard of the Federalist papers and who wrote them. Then I will pass out the papers. II. Methods and Procedures= 1 will model how to read and highlight important information from a primary source. Then I will explain how to take notes and put information into our own words. Then we will go over the significance of the papers to the government that we have today. III. Closure= Students will write an exit statement comparing the Federalist papers purpose to the government we have today.

Thursday Feb. 15,1996 I. Objectives= Students will be able to describe and explain who and what the Senate is in relationship to Congress and how Senators are chosen and how many, what is their rote in government. II. Methods and procedures= Give background on Senate and Constitution as a review through lecture and notetaking. Describe elections and continuous body idea p343. Discuss issues that Senators must deal with in relation to their state and their country. Then do the same for the House of Representatives. III. Closure^ Homework-We will make a chart comparing/contrasting the Senate and the House of Representatives

Project 1 Group Teach lOOpts Introduction to the Federal Government and brief History "Looking to the past to see the future" Place students into groups. The students will be given a branch of government. They will compare and contrast the present day branch of government to the government as laid out by the founding fathers. Establish criteria of the original founders then see if criteria are the same today. How have the government and the people in the government and country changed. Each group will present their presentation to the class and provide visuals. The minimum time is 3 minutes. The grading criteria is as follows: Time 15pts, visuals 20pts, content 50pts, voice 5pts, eye contact 5pts, and participation by all group members 5pts.