Standard:
Standard 12.4.4: Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.
Goals and Objectives:
SWBAT: Identify the 8 major duties of the President and in a short essay, with 80% accuracy, describe each duty.
SWBAT: Correctly identify what the Constitution is, identify what the Preamble does, and describe what the Legislative Branch does within our government with 80% accuracy.
SWBAT: Identify and define, with 80% accuracy, the enumerated powers of the President of the United States
Historical Question: What are the 8 major duties of the President? Also, if you were told he/she could only keep five, which would you choose and why?
SWBAT: Correctly identify what the Constitution is, identify what the Preamble does, and describe what the Legislative Branch does within our government with 80% accuracy.
SWBAT: Identify and define, with 80% accuracy, the enumerated powers of the President of the United States
Historical Question: What are the 8 major duties of the President? Also, if you were told he/she could only keep five, which would you choose and why?
Lesson Introduction:
Teacher will have all students take out a half sheet of paper and write out what they think all of the duties of the president are. Once the students have completed writing they will be allowed to share with their elbow partners what they wrote down and make any changes necessary before sharing out with the class. Once the students have completed their pair share they will be called upon, randomly using the Cards-O-Death, to share out what their partner told them. This will help guide the discussion into the lesson.
Vocabulary:
Students will fill out a modified foursquare vocabulary sheet for each of the following vocabulary words. Students must use color when completing the 4 square. The vocabulary words come directly from the state standard:
· Enumerated Powers
· Diplomat · Chief Executive · Commander in Chief |
Content Delivery:
Teacher
Day 1
· Teacher will introduce lesson following the plan from the Lesson Introduction
· While students are completing the lesson introduction the teacher will hand out Cornell Notes for the lesson
· Teacher will give lecture on Article II of the Constitution and the enumerated powers. Embedded video will help elaborate on the job functions of the president.
· Teacher will have students complete a ticket out the door answering: What are some of the jobs of the President and what are the enumerated powers?
Day 2
· Teacher will open with a brief discussion on the enumerated powers of the President.
· Teacher will continue with a lecture regarding impeachment. Embedded video will show the two most recent impeached Presidents talking about their cases.
· Teacher will introduce the Student Engagement Activity
· Teacher will have the students discuss the impeachment process in small groups and then select students randomly to discuss what their partner told them about the impeachment process.
Day 3-4
· Teacher will hand out the Article II Support Document
· Teacher will have students answer the questions on the Article II support Document
· Teacher will have students create a Tree Map in relation to the roles of the President. They must include the following information:
· List the 8 jobs of the President,
· Give a definition (your own words)
· Give a visual
· Give three examples of how the President performs each of these roles.
· Teacher will have students take out a sheet of paper and answer the historical question, “What are the 8 major duties of the President? Also, if you were told he/she could only keep five, which would you choose and why?” This will be done in the last 15 minutes of class.
Day 1
· Teacher will introduce lesson following the plan from the Lesson Introduction
· While students are completing the lesson introduction the teacher will hand out Cornell Notes for the lesson
· Teacher will give lecture on Article II of the Constitution and the enumerated powers. Embedded video will help elaborate on the job functions of the president.
· Teacher will have students complete a ticket out the door answering: What are some of the jobs of the President and what are the enumerated powers?
Day 2
· Teacher will open with a brief discussion on the enumerated powers of the President.
· Teacher will continue with a lecture regarding impeachment. Embedded video will show the two most recent impeached Presidents talking about their cases.
· Teacher will introduce the Student Engagement Activity
· Teacher will have the students discuss the impeachment process in small groups and then select students randomly to discuss what their partner told them about the impeachment process.
Day 3-4
· Teacher will hand out the Article II Support Document
· Teacher will have students answer the questions on the Article II support Document
· Teacher will have students create a Tree Map in relation to the roles of the President. They must include the following information:
· List the 8 jobs of the President,
· Give a definition (your own words)
· Give a visual
· Give three examples of how the President performs each of these roles.
· Teacher will have students take out a sheet of paper and answer the historical question, “What are the 8 major duties of the President? Also, if you were told he/she could only keep five, which would you choose and why?” This will be done in the last 15 minutes of class.
Student Engagement:
Day 1
· Students will participate in the lesson introduction.
· Students will ask questions and summarize the Cornell Notes pertaining to the President.
· Students will complete the ticket out the door.
Day 2
· Students will discuss the enumerated powers
· Students will ask questions and summarize the Cornell Notes pertaining to the act of impeachment.
· Students will participate in the exit activity
Day 3-4
· Students will answer the questions on the Article II support Document
· Students will create a Tree Map in relation to the roles of the President. They must include the following information:
· List the 8 jobs of the President,
· Give a definition (your own words)
· Give a visual
· Give three examples of how the President performs each of these roles.
· Students will participate in the lesson introduction.
· Students will ask questions and summarize the Cornell Notes pertaining to the President.
· Students will complete the ticket out the door.
Day 2
· Students will discuss the enumerated powers
· Students will ask questions and summarize the Cornell Notes pertaining to the act of impeachment.
· Students will participate in the exit activity
Day 3-4
· Students will answer the questions on the Article II support Document
· Students will create a Tree Map in relation to the roles of the President. They must include the following information:
· List the 8 jobs of the President,
· Give a definition (your own words)
· Give a visual
· Give three examples of how the President performs each of these roles.
Demonstrated Learning:
Formative: Create a Tree Map in relation to the roles of the President. It must include the following information:
· List the 8 jobs of the President,
· Give a definition (your own words)
· Give a visual
· Give three examples of how the President performs each of these roles.
Summative: Students will answer the historical question, “What are the 8 major duties of the President? Also, if you were told he/she could only keep five, which would you choose and why?”
· List the 8 jobs of the President,
· Give a definition (your own words)
· Give a visual
· Give three examples of how the President performs each of these roles.
Summative: Students will answer the historical question, “What are the 8 major duties of the President? Also, if you were told he/she could only keep five, which would you choose and why?”
Lesson Closure:
Day 4
· Students will take out a sheet of paper and answer the historical question, “What are the 8 major duties of the President? Also, if you were told he/she could only keep five, which would you choose and why?”
· Students will take out a sheet of paper and answer the historical question, “What are the 8 major duties of the President? Also, if you were told he/she could only keep five, which would you choose and why?”