Standard
12.4.1. Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law.
12.4.2. Explain the process through which the Constitution can be amended.
12.4.3. Identify their current representatives in the legislative branch of the national government.
12.4.2. Explain the process through which the Constitution can be amended.
12.4.3. Identify their current representatives in the legislative branch of the national government.
Goals and Objectives
SWBAT: define the term limits, qualification for eligibility, and significant roles played by each house (House of Representatives/ Senate) with an 80% accuracy rating on an 5 question formative assessment.
SWBAT: Students will be able to identify each of the U.S. Senators for California and their individual representative with 100% accuracy.
Historical Question: Why did the Founders intend for the Legislative Branch to be the most powerful of the three branches?
SWBAT: Students will be able to identify each of the U.S. Senators for California and their individual representative with 100% accuracy.
Historical Question: Why did the Founders intend for the Legislative Branch to be the most powerful of the three branches?
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:
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Lesson Introduction
Teacher will introduce the lesson by having the students come to the board and write down what it is they think the Legislature does. The teacher will then go over each of the ideas written on the board, dispelling any misconceptions about the Legislative Branch and expanding on the correct ideas.
Content Delivery
Day 1
· Teacher will introduce the lesson
· Teacher will hand out lecture guiding questions while students are participating in the lesson introduction
· Teacher will give lecture on the Legislative Branch using Slide Rocket
· Teacher will use two videos clips to re-enforce what they have just covered (Just a Bill & Legislative Powers & Limitations)
· Teacher will introduce writing project
Day 2
· Teacher will have students complete a Ticket in the Door (T.i.D) asking five questions pertaining to the Legislative Branch qualifications, eligibility, and significant roles played.
· Teacher will have the students begin working on their writing project
· Teacher will walk the room answering questions and guiding students to the correct information.
Day 3
· Teacher will have students complete their 4 Square and How a Bill becomes a law writing assignment.
· Teacher will have students participate in a 20 min. timed write, which answers the Historical Question: Why did the Founders intend for the Legislative Branch to be the most powerful of the three branches? Which will be turned in at the end of the period.
· Teacher will introduce the lesson
· Teacher will hand out lecture guiding questions while students are participating in the lesson introduction
· Teacher will give lecture on the Legislative Branch using Slide Rocket
· Teacher will use two videos clips to re-enforce what they have just covered (Just a Bill & Legislative Powers & Limitations)
· Teacher will introduce writing project
Day 2
· Teacher will have students complete a Ticket in the Door (T.i.D) asking five questions pertaining to the Legislative Branch qualifications, eligibility, and significant roles played.
· Teacher will have the students begin working on their writing project
· Teacher will walk the room answering questions and guiding students to the correct information.
Day 3
· Teacher will have students complete their 4 Square and How a Bill becomes a law writing assignment.
· Teacher will have students participate in a 20 min. timed write, which answers the Historical Question: Why did the Founders intend for the Legislative Branch to be the most powerful of the three branches? Which will be turned in at the end of the period.
Student Engagement
Day 1
· Students will participate in the lesson introduction
· Students will complete the lecture guiding questions
· Students will begin looking up the basic components of the their writing assignment (The U.S. Senators/ their U.S. Representative)
Day 2
· Students will complete a Ticket in the Door (T.i.D) answering five questions pertaining to the Legislative Branch qualifications, eligibility, and significant roles played.
· Students begin working on their writing project
Day 3
· Students will complete their Legislative Branch 4 Squares and how their Bill became a law.
· Students will participate in a 20 min. timed write, which answers the Historical Question: Why did the Founders intend for the Legislative Branch to be the most powerful of the three branches? Which will be turned in at the end of the period.
· Students will participate in the lesson introduction
· Students will complete the lecture guiding questions
· Students will begin looking up the basic components of the their writing assignment (The U.S. Senators/ their U.S. Representative)
Day 2
· Students will complete a Ticket in the Door (T.i.D) answering five questions pertaining to the Legislative Branch qualifications, eligibility, and significant roles played.
· Students begin working on their writing project
Day 3
· Students will complete their Legislative Branch 4 Squares and how their Bill became a law.
· Students will participate in a 20 min. timed write, which answers the Historical Question: Why did the Founders intend for the Legislative Branch to be the most powerful of the three branches? Which will be turned in at the end of the period.
Demonstrated Learning
Day 1-3
Step 1. 4 Square
Students will be complete a 4 Square for their Federal and State legislators. They can use the Internet and or phones to find information on who their representatives are at www.house.gov and www.senate.gov
Step 2. Find a Bill or Law (How a bill becomes a law)
Students will choose any Law they find interesting. They will need to re-trace the steps by completing a flow map of how their bill became a law.
Step 1. 4 Square
Students will be complete a 4 Square for their Federal and State legislators. They can use the Internet and or phones to find information on who their representatives are at www.house.gov and www.senate.gov
Step 2. Find a Bill or Law (How a bill becomes a law)
Students will choose any Law they find interesting. They will need to re-trace the steps by completing a flow map of how their bill became a law.
Lesson Closure
Students will participate in a 20 min. timed write, which answers the Historical Question: Why did the Founders intend for the Legislative Branch to be the most powerful of the three branches? Which will be turned in at the end of the period.