Title of lesson: Branches of Government Discussion

Your Name: Megan Joyce

Length of lesson: Friday, December 1st to Monday, December 4th (2 days)

Context of Lesson: Students have been learning about the creation of the foundation and constitution and
how the framers outline specific powers of each branch of government. Students have been analyzing
Specific Articles and clauses of the Constitution.

Overview: Students will choose their own groups, in which the teacher will assigned to groups what they
are arguing for. Either that Their Branch of government is the most powerful or that their branch of
government is the least powerful of all the branches. Students will have about 45 minutes to make their
poster and the following day students will begin discussing the different powers of the branches/

Central problem/ Essential question: The branches of government have different powers and are designed to
be equal, but are they really?

Objectives:

- Compare and Debate in groups the balanced powers of the federal government created by the
Constitution,
Students will know/be able to:

Anticipated student conceptions or challenges to understanding: Students will not know what the big
governmental words me while researching and therefore not fully understand the role that branch plays
in the government. Students will also be less likely to challenge other groups to either question further
other groups.

Materials/Evidence/Sources:

- PowerPoint
- Large paper
- Markers
- Chromebooks
- Textbooks
- Worksheets- Debate Chart

Instructional Sequence:

1. Students have been looking at the creation of the constitution over the past couple days and
within the constitution it outlined the foundation for our government the legislative, executive,
and judicial branch. Launch Question: The founding fathers designed role of each government to
have equal powers, but do they actually?

2. you will be exploring that in groups today- Explain the Process 6 groups. 3 branches of
government but on group will be arguing that the branch was the most powerful and that that
branch is the least powerful. They also have to find out their job and other information about that
branch
 3. tell group to get big paper, markers to use their textbook books Chromebooks to find out
information on their branch and shape their argument.

4. Students wrap up argument and begin discussion about which branch is most powerful. One
group will begin in sort of presentation style but other groups are open to ask questions and
challenge each other even if they are not presenting.

5. Teacher uses probing questions when needed to keep conversation flowing as well as mention
when a group should chime in if they were not paying attention.

6. After discussion conclude/wrap up with separation of powers and checks and balances
discussion. Big take away yes, all branches have the equal power they were designed to have even
though those powers are very different.

Assessment: During discussion questioning further for student understanding.

Attach all handouts, texts, images, lecture notes, etc.

- PowerPoint
- Worksheet- Discussion tracker chart