Lesson Plan #1

3 Branches of Government & Federalism U.S Constitution

Introduction:
It is unique for a nation to utilize the same governmental system for so long. herefore! it is im"ortant for students to have an understanding of the relationshi"s that e#ist in government! $hether %et$een the three %ranches! or %et$een states and federal systems. &lso! %y utilizing a creative activity that uses a su%'ect students are familiar $ith (school lunches) students are more li*ely to %etter understand these governmental relationshi"s.

Objectives:
Content+,no$ledge.. Students $ill %e a%le to descri%e the relationshi" %et$een the three %ranches of U.S. government /. Students $ill %e a%le to identify the si# thin*ing hats of de Bono0s theory 3. Students $ill %e a%le to descri%e the relationshi"s federal and state governments have in a federalist system of government Process/Skills: .. Students $ill %e a%le to analyze a situation through distinct "ers"ectives as dictated %y de Bono0s Si# hin*ing 1ats theory /. Students $ill %e a%le to ans$er questions %ased on a reading "rom"t Values/Dispositions: .. Students $ill %e a%le to evaluate the differing o"inions Federalist and &nti2federalist had on the role of government

Standards:
State Illinois Learning Standards .. .3.&.3 4escri%e ho$ res"onsi%ilities are shared and limited %y the United States and Illinois Constitutions and significant court decisions. /. .5.B.3a (US) 4escri%e ho$ different grou"s com"eted for "o$er $ithin the colonies and ho$ that com"etition led to the develo"ment of "olitical institutions during the early national "eriod. 3. .3.F.3a &nalyze historical influences on the develo"ment of "olitical ideas and "ractices as enumerated in the 4eclaration of Inde"endence! the United States Constitution! the Bill of 6ights and the Illinois Constitution. 3. .5.&.3a &nalyze and re"ort historical events to determine cause2and2effect relationshi"s. National National Council for the Social Studies Standards
.. /. 3. 3. ime! Continuity! and Change Individuals! Grou"s! and Institutions 7o$er! authority! and Governance Civic Ideals and 7ractices

National National Standards for istor! .. CCSS.89&29iteracy.61.52:./ 4etermine the central ideas or information of a "rimary or secondary source; "rovide an accurate summary of the source distinct from "rior *no$ledge or o"inions. /. CCSS.89&29iteracy.61.52:.< 4escri%e ho$ a te#t "resents information (e.g.! sequentially! com"aratively! causally).

Ci"ics and #o"ern$ent National Standards

1% (% )% +% 0% &hat are the essential characteristics of li$ited and unli$ited go"ern$ent' &hat are the nature and purposes of constitutions' &hat are the distincti"e characteristics of *$erican societ!' o, are po,er and responsi-ilit! distri-uted. shared. and li$ited in the go"ern$ent esta-lished -! the /nited States Constitution' o, is the national go"ern$ent organi1ed and ,hat does it do' o, are state and local go"ern$ents organi1ed and ,hat do the! do?
What is the place of law in the American constitutional system?

2%
7.

Syntax Procedures

*In any order

1%

*nal!tical: a% 3eacher Instructions .. &ssignment and &ssessment i. 8ducator $ill "ass out 4ocument .2< to students ii. Students $ill %e instructed to $or* on 4ocument .2< $ith a "artner iii. &ny $or* that is not com"leted in class $ill %e done at home .. &ssignment and assessment $ill %e due the follo$ing class day -% 4esource .. 4ocument .2< c% Student *cti"it! .. Students $ill $or* $ith a "artner on 4ocument .2< /. &ny $or* that is not com"leted in class $ill %e done at home .. &ssignment and assessment $ill %e due the follo$ing class day

(% Practical: a% 3eacher Instructions .. &fter the in2class =3 Branches> activity have students get out a "iece of "a"er a. 4is"lay t$o gra"hs on the %oard i. ?ne e#"lain the 3 Branches relationshi" ii. ?ne e#"laining the relationshi" %et$een states and federal government in Federalism %. Use the history of ?%amacare as an e#am"le to e#"lain the relationshi"s /. If time "ermits! sho$ the @ou u%e cli" =I0m Aust a Bill> -% 4esource .. @ou u%e cli" =I0m Aust a Bill> c% Student *cti"it! .. Students $ill co"y the gra"hs dis"layed on the %oard in their "ersonal notes )% Creati"e: a% 3eacher Instructions .. 4ivide the grou" into three grou"s; 9egislative! 8#ecutive! Audicial a. 8ach grou" should have at least five (<) mem%ers %. Grou" mem%ers $ill %e assigned one of five de Bono thin*ing hats; red! green! $hite! %lac*! yello$ i. &llot time to e#"lain de Bono0s hin*ing 1ats theory

ii. For grou"s $ith more than five (<) mem%ers! certain hats $ill %e dou%led2u" (e.g. t$o mem%ers for a $hite hat). /. 7ass out the follo$ing documents to each grou" a. 4ocument .2. to 9egislative %. 4ocument .2/ to 8#ecutive c. 4ocument .23 to Audicial d. 4ocument .23 to all grou"s 3. &llot fifteen to t$enty (.<2/B) minutes for the grou" activity 3. Inform the class of the outcomes (i.e. $as the %ill vetoedC 4id the su"reme court find the la$ to %e unconstitutionalC) -% 4esource .. 4ocument .2. /. 4ocument .2/ 3. 4ocument .23 3. 4ocument .23 c% Student *cti"it! .. Students $ill receive 4ocument .23! the document they $ill $rite their ans$ers on according to $hat hin*ing 1at they re"resent a. If t$o "eo"le are assigned to a single hat! each student must $rite one sentence! hence a total of t$o res"onses on the sheet for that "articular hat /. Students $ill receive one of the follo$ing documents! either 4ocument .2.! .2/! or .23 a. 4ocument .2. $ill %e "resented to the 9egislative grou"! tas*ed $ith voting on a %ill they $ant to "resent to the 8#ecutive Branch %. 4ocument .2/ $ill %e assigned to the 8#ecutive grou"! tas*ed $ith voting on $hether or not they $ill "ass or veto the %ill handed to them from the 9egislative grou" c. 4ocument .23 $ill %e "resented to the Audicial grou"! tas*ed $ith voting on the legality of the %ills %e "ro"osed %y the 9egislative and eventually 8#ecutive grou"

Resources (Source Citations & Bookmarks

!ocument "#"

Legislative
You represent the Legislative Brach (Congress) of the United States of Central Junior High School. You have been tasked ith tr!ing to fi" the follo ing proble#$the food in the cafeteria. %here are three a!s !ou can go about fi"ing the proble#$

S&LU%'&( )* +or# a co##ittee to tr! and find another food vendor the school can bu! fro# S&UL%'&( ,* -ut #one! into a ca#paign to convince students to bring food fro# ho#e instead of eating cafeteria food S&LU%'&( .* /eep the sa#e food0 but invest #one! into a #achine that can change people1s taste buds to like cafeteria food.
%2S/* ). Have each 3H2%4 rite t o sentences either in +25&6 or 272'(S% each solution ,. 2s a tea#0 vote on &(8 plan !ou all agree is the best .. 2s a tea#0 vote on &(8 plan !ou ant to send to the 8"ecutive Brach (-resident) to be approved

!ocument "#$

8"ecutive
You represent the 8"ecutive Brach (-resident) of the United States of Central Junior High School. You have been tasked ith tr!ing to fi" the follo ing proble#$the food in the cafeteria. Congress is debating over three solutions on ho the! ant to fi" the food$

S&LU%'&( )* +or# a co##ittee to tr! and find another food vendor the school can bu! fro# S&UL%'&( ,* -ut #one! into a ca#paign to convince students to bring food fro# ho#e instead of eating cafeteria food S&LU%'&( .* /eep the sa#e food0 but invest #one! into a #achine that can change people1s taste buds to like cafeteria food.
%2S/* ). Have each 3H2%4 rite t o sentences either in +25&6 or 272'(S% each solution ,. 2s a tea#0 vote on &(8 plan !ou all agree is the best .. 2s a tea#0 decide hether or not !ou ill -2SS or 58%& the solution sent to !ou b! Congress %hings to keep in #ind hile deciding* ). You are a part of the 3-i99a4 -art!. ,. Your opponent0 the 3Broccoli4 -art!0 is in +25&6 of Solution :, .. %he current food co#pan! that the cafeteria bu!s fro#0 3+ood 'nc.40 helped finance !our last ca#paign ;. You do not ant to pass a bill that ill upset 3+ood 'nc.4

!ocument "#%

Judicial
You represent the Judicial Brach (Supre#e Court) of the United States of Central Junior High School. You have been tasked ith tr!ing to fi" the follo ing proble#$the food in the cafeteria. Congress is debating over three solutions on ho the! ant to fi" the food$

S&LU%'&( )* +or# a co##ittee to tr! and find another food vendor the school can bu! fro# S&UL%'&( ,* -ut #one! into a ca#paign to convince students to bring food fro# ho#e instead of eating cafeteria food S&LU%'&( .* /eep the sa#e food0 but invest #one! into a #achine that can change people1s taste buds to like cafeteria food.
%2S/* ). Have each 3H2%4 rite t o sentences either in +25&6 or 272'(S% each solution ,. 2s a tea#0 vote on &(8 plan !ou all agree is the best %hings to keep in #ind hile deciding* ). %he court case <oranis v. /ids outla s #achines that ta#per ith hu#an taste buds ,. %he court case Lock ood v. <eatballs states that schools #ust sta! ith the sa#e food vendor for =>> !ears before changing

!ocument "#&

?hite
Solution ) @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution , @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution . @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution ) @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution , @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution . @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

6ed

Black
Solution ) @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution , @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution . @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

Yello
Solution ) @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution , @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution . @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

7reen
Solution ) @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution , @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Solution . @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@