Instructional Strategies and Management

Unit Plan

Name: Samantha Szumigalski and John Yauger

Course/Section: EDML 327

Unit Topic: The Emergence of the Constitution

Subject: Social Studies

Grade Level(s): Seventh Grade

Submission Date: December 4, 2014

Cover Page: Samantha 100%

Student Population: Samantha 50% John 50%
Bibliography and Appendix: Samantha 75% John 25%
Stage One: Samantha 50% John 50%
Step Two: Samantha 75% John 25%
Lesson 1: Samantha 100%
Lesson 2: John 100%
Lesson 3: Samantha 50% John 50%
Lesson 4: Samantha 100%
Lesson 5: John 100%

Student Population
A. Description of the School, Student Population, Diversity, Economics:
Our school is located in rural western Pennsylvania. The middle school building houses grades sixth
through eighth. There are approximately five hundred students in the school. The diversity is very low
with 95% of the students being Caucasian. The ratio of male and female students is about 50% male
and 50% female. The economic status of the district is upper middle class.

B. Age/Grade Level(s):
The grade that we are going to be teaching is seventh grade and they are between 12-13 years old.

C. Ability Levels (High, Average, Below) and Students With Special Needs:
The majority of our students have average ability levels. There is a small group of students with
exceptionalities, some being above average and others being below average. There is also one
student in the class with special needs, he has dyslexia and he reads at a 5th grade level.

D. Number of Students by Gender:

As stated before, there are approximately five hundred students in our school. The number of students
by gender, as stated above, is roughly 50% male and 50% female. There is total of 150 students in the
entire seventh grade.

E. Prior Knowledge (Background Skills and Knowledge) to be Successful with the Expectations for This
Unit:
Students will have a basic understanding of the political groups and their conflicts involving in the
framing of the United States government. They will also have an understanding of United States history
leading to the years of the emerging of the Constitution. Students will also have a complete
understanding of the Articles of Confederation from previous history lessons. Students will be familiar
with United States documents and a basic understanding of the principles that are present in modern
society.

Bibliography (APA: At least five entries)

1. "Articles of Confederation." West's Encyclopedia of American Law. (2005, January 1). Articles of

ham
Confederation. Retrieved November 07, 2014 from:
http://www.encyclopedia.com/doc/1G2-hhhhhh 3437704858.html
2. Brungardt, A. Articles of Confederation vs. U.S. Constitution. No Date.
hihihihihhttp://www.illinoisonlinehighschool.org/uploads/1/8/6/5/18653164/articles_vs_constituti
on.pdf
3. Burns, D. A. (2006). American Constitutional Government. Retrieved November 7, 2014, from

heyheyhttp://www.fasttrackteaching.com/civics/review/CE6_review_questions.html.
4.Candler, L. (2012). United States Government. Retrieved November 9, 2014, from
heyheyhttp://www.lauracandler.com/filecabinet/socialstudies/USGovernmentSortingChart.pdf
5.Click, L. (2003). Separation of Powers. Retrieved November 8, 2014, from http://educationHWYHportal.com/academy/lesson/separation-of-powers-definition-examples-quiz.html#lesson
6. Feldmeth, Greg D. "U.S. History Resources" http://home.earthlink.net/~gfeldmeth/USHistory.html
(31 March 1998).
7. Patrick, J. (n.d.). Understanding Democracy, A Hip Pocket Guide. Retrieved November 7, 2014,
HHHH from http://www.annenbergclassroom.org/term/popular-sovereignty
8. Robinson, M. (2013). Lecture on the Articles of Confederation. Personal Collection of M. Robinson.
HHHH Clarion University of Pennsylvania, Clarion PA.
9. Robinson, M. (2013). Lecture on the Emergence of the Constitution. Personal Collection of M.
hidey Robinson, Clarion University of Pennsylvania, Clarion PA.
10. Vest, K. (n.d.). Three Branches of Government. Teaching Guide & Answer sheets. Retrieved hidey
November 7, 2014, from
hhhhhhttp://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/7.pd
Appendix (All hard copy unit materials and resources) List the entries by day and place all the
actual appendix items AFTER EACH LESSON PLAN)
Day One: Articles of Confederation reading, Homework Assignment
Day Two: Worksheet
Day Three: Checks and Balances Worksheet, PowerPoint, Take Out the Door
Day Four: Graphic Organizer, Political Cartoon
Day Five: Bill of Rights reading, Questions

Backward Design Unit Plan Template

STAGE ONE (Desired Results)

PA Academic Standards and Assessment Anchors (where applicable)

5.1.7.D: Summarize the basic principles and ideals within documents and the roles played by the
framers as found in significant documents:
--The United States Constitution
8.1.7.B: Identify and use primary and secondary sources to analyze multiple points of view for
historical events.
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and groups
throughout United States history.
8.3.7.B: Examine the importance of significant historical documents, artifacts, and places critical to
United States history.
CC.8.5.6-8.B. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.

Enduring Understandings (In-depth

statements (generalizations) that capture the big
ideas of the unit)

Essential Questions (Open-Ended questions that

encourage the students to think in-depth about the
big ideas)

Students will understand that the principles of

the Constitution were a reflection of the
continuity and change of the nation.

How might we reach an understanding about the

continuity and change of the nation in relation to the
principles of the Constitution?

Students will understand that the foundation of

a new government was in relation to the
emergence of the Constitution.

What does the emergence of the Constitution reveal

about the foundation of a new government?

Content (Include WHAT you

will teach.)

Objectives (The students will [verb

and content])

STAGE TWO
(Assessment Evidence)
Formative Assessment
Day One
1.a.-d. Bell Ringer- What do you
know about the Articles of
Confederation
1.a.-d. Questions- Why the
Articles of Confederation failed
1.a.-d. Homework- read a section
of the Articles of Confederation

Day One
1. Articles of Confederationa. why it failed?
b. too independent from each
other
c. no national government
d. no effective representation

Day One
1. a.-d Explain the reasons the
Articles of Confederation failed.

Day Two
2. What was changing?-Views
a. needed a stronger national
government or state
government
b. needed representation

Day Two
2.a. Compare and Contrast the
views between a stronger national
government and a stronger state
government
2.b. Summarize the importance of
effective representation in
government

Day Three
3. principles necessary for
our nation
a. separation of powers
b. checks and balances
c. popular sovereignty

Day Three
3.a-b. Illustrate how separation of
powers and checks and balances
work cohesively
3.c. Define popular sovereignty

Day Four
4. Founding a new
government on principles
a. three separate branches
b. New Jersey and Virginia
Plan
c. Federalist, Antifederalists

Day Four
4.a. Identify the roles of the three
separate branches in the
Constitution
4.b. Differentiate the components
of the New Jersey and Virginia Plan
4.c. Outline the views of the
Federalists and Antifederalists

Day Four4.a. Graphic Organizer-roles of

three separate branches
4.b. Questions- New Jersey and
Virginia Plan
4.c. Small Group ActivityFederalists and Antifederalists

Day Five
5. emergence and the
constitution
a. how it came to be
b. Bill of Rights

Day Five
5.a. Examine the ratification
process for the Constitution
5.b. Analyze the significance of the
Bill of Rights.

Day Five
5.a. Bell Ringer- Ratification
process for the Constitution
5.b. Homework Assignment- Bill
of Rights
5.a-b. Questions- Ratification of
the Constitution and significance
of the Bill of Rights

Day Two
2.a. Discuss in small groups
national government vs. state
governments
2.a-b. Questions- national
government, state governments,
and effective representation
2.b. Questions- importance of
effective representation
Day Three
3.a-b. Worksheet- separation of
powers and checks and balances
3.a-c. Questions- separation of
powers, checks and balances,
and popular sovereignty
3.c.Take out the door- popular
sovereignty

STAGE TWO (Assessment Evidence)

SUMMATIVE Assessment
Two (2) (Summative Assessments: Each unit MUST have at least one performance assessment. Align and
CODE the performance assessment(s) to the Enduring Understandings). The performance assessment(s)
must address all the Enduring Understandings.

1. Unit Test- Students will be required to take a fifty question unit test. They will respond to thirty multiple
choice questions worth one point each. They will also respond to ten binary choice responses worth one
point each, and finally ten matching worth one point as well.
E.U.1- Students will be asked to write a paper on the following prompt, "How do the principles of the
Constitution reveal the change and continuity of the nation leading to its ratification in 1787?" The paper
must be three pages in length and show their new knowledge and understanding of the principles of the
Constitution and how it related to the views of citizens during this era. They need a minimum a three
sources to complete the paper.
E.U.2.- Debate- Students are required to participate in a class-long debate based on the different views
of the Federalists and Antifederalists. The students have been asked to choose to represent themselves
as either a Federalist or Antifederalist. They will try to persuade the leaders of the nation and the teacher
which views and principles should be adopted into the national government. The students need to work
in their assigned groups while using historical sources to provide them with evidence needed throughout
the debate.

The Lesson Plan Template

STAGE THREE (Learning Experiences: Daily Lesson Plan)
Name: Samantha Szumigalski
Title of Lesson: The Articles of Confederation
Grade Level(s): 7th
Common Core State Standards, PA Academic Standards, and Assessment Anchors (where
applicable):
5.1.7.D: Summarize the basic principles and ideals within documents and the roles played by the
framers as found in significant documents:
--The United States Constitution
8.1.7.B: Identify and use primary and secondary sources to analyze multiple points of view for
historical events.
8.3.7.B: Examine the importance of significant historical documents, artifacts, and places critical to
United States history.
Enduring Understanding(s): Students will understand that the principles of the Constitution were a
reflection of the continuity and change of the nation.
Essential Question(s): How might we reach an understanding about the continuity and change of the
nation in relation to the principles of the Constitution?
Content (Code)

Objectives (Code)

Formative Assessments (Code)

Day One
1. Article of Confederation-

Day One
1. a.-d Explain the reasons the

Day One
1.a.-d. Bell Ringer- List what

a. why it failed?
b. too independent from each
other
c. no national government
d. no effective representation

Articles of Confederation failed.

you know about the Articles of

Confederation
1.a.-d. Questions- How was the
government effective?
1.a.-d. Homework- read a
section of the Articles of
Confederation and fill out a
worksheet that goes along with
the reading.

Lesson Beginning (Motivation, Review, Overview)

Bell Ringer:
Write on board, "List anything you recall about the Articles of Confederation."
Students will list what they remember about the Articles of Confederation from prior knowledge.
Discuss briefly student responses, have one student put valid reasons on the board.
Motivation:
After discussion, introduce activity.
Now that we have discussed some of the different aspects of the Articles, let's try to get a law
passed under the Articles rules and regulation.
The students are broken up into five different groups representing one state.
Let's pretend our class represents one of the thirteen original states of the United States during
the time of the Articles of Confederation.
I will pair the students up in groups of five for this activity. I will then assign positions within each
group.
Within your groups choose an animal that you want to represent your particular state.
After choosing an animal, I want you to discuss in your groups how you are going to convince
the other groups to choose your specific animal, rather than their animal to represent their state.
So you will need to use your powers of persuasion to convince them.
I will assign presenters in each group that will go in front of the class and give a one minute
presentation about their animal and why the other states should pick their group's animal.
The students will only have five minutes to meet with their group.
At the end of the five minutes and after each group has presented, the students will then put
their heads down and raise their hand as I call out the different animals. The students are able
to vote for their own animal.
The end result should show that each animal got a few votes, most likely only the group
members voted for their own animal, and no one animal got the unanimous vote.
As you can see from our votes, there was no unanimous winner.
Some of you may be feeling frustrated that you tried your best to persuade your fellow
classmates and your animal still didn't win. This is exactly how the founding fathers felt under
the Articles of Confederation when they tried to pass a law. If the nine of the thirteen states
didn't unanimously agree on a law, then it was thrown and not passed.

Review:
(Transition): Now let's review how America was during the time of the Articles of Confederation based
on your prior knowledge.
Question: How is America's and England's relationship at this time?
o America has just gained its independence
Correct! Before America had gained their independence England was America's "mother
country" meaning that England ran America and benefited from its economic success.
Question: What major political groups were present at this time?
o Federalist and Antifederalists
Question: What year were the Articles of Confederation ratified?
o 1781
Overview:
We will be discussing the weaknesses of the Articles of Confederation, as well as what the attitudes of
the people were at this time. We will also see how these weaknesses and attitudes will influence the
change and continuity of our nation and its role as we lead up to the emergence of the Constitution.

Lesson Development

Question: What were the attitudes of the people during the time of the Articles of
Confederation?
o They believed power destroyed liberty
o States are more important than central government
Question: How did these attitudes influence the principles of the Articles of Confederation?
o They wanted strong state governments and a weak central government.
o Put diagram on the board showing how the states were essentially little nations on their
own.
Question: How would each state acting on their own interests become a problem for the
Articles of Confederation?
o Each state would want their ideas to be made into a law
o No one is going to agree
Question: How many states were needed to agree to pass a law?
o Nine of the thirteen states
o You can imagine how difficult this particular procedure would be as seen in our activity.
There were too many differing opinions at this time, and without the proper leadership,
nothing was going to be accomplished.
Question: How did the amendment process work under the Articles of Confederation?
o There needed to be unanimous consent of every state.
o We see a shift in attitudes of the states due to them not having a common enemy
anymore. Their attitudes are only for self-interest of their own states.
Question: Who was their common enemy before the Articles of Confederation?
o Britain
o There is also the problem of America being a new, weak nation with powerful enemies
waiting for them to fail.
o There is also the problem of being in a depression during this time.
o As we come to the end of class. Let's review what we have learned today, set the stage
for our next lesson, as well as discuss your homework assignment.

Lesson Ending (Review, Preview, Closure)

Review
Question: Ask the students to name the major reason why the Articles of Confederation failed?
Question: Do you think the states were wrong to try to strength the state government and
weaken the central government based on their war with Britain?
Preview
Question: What do you think the people of the United States will do to resolve this issue?
Question: How do you think they will handle the issues of state power versus federal
government power?
Closure:
Your homework assignment is to read the Articles of Confederation. I will give you a worksheet that has
the link to a copy of the Articles. Complete the worksheet for our next class. I want you to keep all we
have talked about in mind as you read the document. Think of the attitudes we have discussed and
what the people at this time were feeling.
Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the
lesson):
The students are first asked to be in groups and discuss how they will persuade their fellow classmates
into choosing an animal to represent their state. The students are then required to try and persuade
their fellow classmates through a short presentation. This will allow students to be introduced to
different opinions, as well as techniques of persuasion. The activity should also bring out some
frustration in the students which will allow them to relate to the attitudes of what the delegates of the
government were feeling at this time in history. Students will then be involved during the extensive
questions that are asked during the lesson. The questions will require them to think deeply as well as
try to relate to the citizens of this time. Finally, the students will then read first hand, the Articles of
Confederation to get a better idea of the principles that were important in the formation of a new
government as they fill out a worksheet.
Special Adaptations/Modifications:
No adaptations or modifications are necessary for this lesson. The majority of students have average
intelligence as well as some with exceptionalities and below average level. Students will be in groups
for the activity at the discretion of the teacher, and if necessary the exceptional students will be in
groups with the below average students so that they can work together. The student with the reading
disability will have a modified homework assignment that has bigger print. There will also be a provided
word bank for words that are above his reading level.
Anticipated Difficulties AND Modifications:
Reluctant students: failure to participate in bell ringer or activity could pose difficulties, as well as
hinder the discussion in the actual lesson development.
o Scaffolding and a more direct instruction will be necessary
Frustrated Students: if the students become so frustrated with the activity that they give up and do not
participate.
o Remind the students that it is an activity and to think how the government delegates felt at this
time.
o Explain directions thoroughly for students.
Physical Structure: The students will begin in their assigned seats. Once I group the students
together, they will sit by their designated groups. During the activity, the students will be around the
room discussing with the different pairs. The students will return to their assigned seats at the end at
the activity where they will stay for the remainder of the lesson.

Materials: The students do not need any materials for this lesson. The teacher will need to bring the
homework assignment to class, as well as chalk to write on the board.
References (2)
Robinson, M. (2013). Lecture on the Articles of Confederation. Personal Collection of M. Robinson.
hooch Clarion University of Pennsylvania, Clarion PA.
"Articles of Confederation." West's Encyclopedia of American Law. (2005, January 1). Articles of hooch
Confederation. Retrieved November 07, 2014 from: http://www.encyclopedia.com/doc/1G2hhhhh3437704858.html

Worksheet for Day One:

Name_________________________
Date______________
Directions: Follow the link that I have provided that has an introduction and a
copy of the Articles of Confederation. After reading the Articles, answer the
following questions.
http://www.encyclopedia.com/doc/1G2-3437704858.html
1. Who wrote the Articles?
2. What did the new nation fear?
3. What power didn't Congress have under the Articles?
4. What kind of relationship were the states suppose to have in Article III?
5. How many delegates were states allowed to have in Congress?
6. Who had the sole right for determining war and peace?
7. Who had the power to regulate money?
8. How many states are were needed to pass a law?
9. How many states were needed to amend the Articles?
10. What problems did you see throughout the Articles?

STAGE THREE (Learning Experiences: Daily Lesson

Plan)
Name: John Yauger

Title of Lesson: Changes from the Articles of Confederation to the

Constitution

Grade Level(s): 7

Common Core State Standards, PA Academic Standards, and

Assessment Anchors (where applicable):
8.3.7.B: Examine the importance of significant historical documents, artifacts, and places
critical to United States history.

Enduring Understanding(s):
Students will understand that the principles of the Constitution were a reflection of the
continuity and change of the nation.

Essential Question(s): How might we reach an understanding about the continuity

and change of the nation in relation to the principles of the Constitution?

Objectives (Code)
Content (Code)
2. What was changing? -Views
a. Needed a stronger national
government or state
government
b. Needed representation

2.a. Compare and Contrast the

views between a stronger
national government and a
stronger state government
2.b. Summarize the importance
of effective representation in
government

Formative Assessments
(Code)
2.a. Discussion: in small
groups discuss national
government vs. state
governments
2.a-b. Questions- national
government, state
governments, and effective
representation
2.b. Questions- importance of
effective representation

Procedures (Include and Label ALL Components: DETAILED:

Lesson Beginning (Motivation, Review, Overview)
Review: Start the class with a review of what they learned in class the day
before, and ask them what the problems with the Articles of Confederation were.
Overview: Today in class we will be discussing what the changes from the
Articles of Confederation to the Constitution were. Also we will be discussing the
reason for effective representation in government.
Motivation:

Lesson Development
Bell Ringer: Work with a partner and come up with two problems with the
Articles of Confederation that they learned yesterday
For the first part of the class I am going to talk about the changes from the
Articles of Confederation to the Constitution.
Put up a slide that says that we are going to have a discussion for about half of
the class about how the changes from a strong state government of the Articles
of Confederation to the strong national government of the Constitution and some
of the specific things that changed.
Break the students up into groups of four or five and have them compare and
contrast a strong national government and a strong state government.
To keep everyone involved each group is going to have a discussion leader, a
recorder of what the group wants to share with the class when the discussion is
over, and the other two or three people are there to help keep the discussion
going.
Then after the group discussion we would go over as a class how the
discussions went and each group would choose someone from their group to
share with the class one of the answers to one of the questions on the
worksheet.
Questions for the discussion worksheet:
Q: Did the U.S. have a strong national or state government under the Articles of
Confederation?
A: Stronger state government
Q: Why didnt the strong state government work under the Articles of
Confederation?

A: There was only branch of government a unicameral Congress was

responsible for making every decision.
A: Each state only had one vote in Congress.
A: There was no executive branch (no president).
A: There was no judicial branch (no supreme court).
Q: How were laws made under the Articles of Confederation?
A: 9 of 13 states had to approve a proposal before it could become a law.
All the states had to agree for it to become a new law.
Q: How were money and finances handled under the Articles of Confederation?
A: The Articles of Confederation couldnt collect taxes and the government had to
ask the states for money.
A: The states could regulate trade with other states and could tax its residents as
much as they wanted to.
Q: Did the U.S. have a strong national or state government under the
Constitution?
A: Stronger national government.
Q: What were some of the differences between the strong state government of
the Articles of Confederation and the strong national government of the
Constitution?
A: Congress changed from unicameral when the only had one legislative
chamber, the Senate, to bicameral where there were two legislative chambers.
This created the House of Representatives.
A: Executive and judicial branches were added; this created a system of checks
and balances that the government did not have before.
Q: How were laws made under the Constitution?
A: 2/3 of both houses had to approve plus of state legislators or a national
convention.
A: At least 50% of both houses had to vote for it and the president had to sign off
on it in order for it to become law.
Q: How were money and finances handled under the Constitution?
A: Congress had the right to levy taxes on individuals.

A: Congress had the right to regulate trade between states.

Q: How did representation change under the Constitution?
A: In Congress now each state had two votes in the House of Representatives,
and the number of votes each state got in the Senate was based on their
population.

Lesson Ending (Review, Preview, Closure)

Review: Make sure that the students can answer the following questions:
what were the key differences between a strong national and state
government and what was the need for effective representation.
Preview: Explain upcoming topics: Separation of powers.
Checks and balances.
Popular sovereignty.

Closure: Recap what the students learned today in class and ask them if they
have any questions about todays class.

Meaningful Student Involvement (Indicate how the students will be

meaningfully engaged in the lesson): The students were meaningfully
involved during the classroom discussion about the changes from the Articles of
Confederation to the Constitution.

Special Adaptations/Modifications: No special modifications were

necessary--- As long as the power point works and I am able to make copies of
the worksheet for the discussion then no special adaptations should need to be
made.

Anticipated Difficulties AND Modifications:

Reluctant students: failure to participate in an indirect lesson may pose
difficulties.
Scaffolding and a more direct instruction approach is prepared for in the event
that the above should occur.
Technical difficulties: projector or computer failure would be troublesome.
In the event the projector or PowerPoint fails, we are prepared to use the
chalkboard for any necessary visual aids. The pictures used will also be printed
out in case of technical difficulties.

Physical Structure:

A typical classroom at the beginning of class with rows of students then when the
students break up into there small groups they can move the desks if they want
to so that they can have a better discussion. Then after the discussion is over
the students will go back to their normal seats.

Materials: Powerpoint, Worksheet for in class discussion,

References (2)
Brungardt, A. Articles of Confederation vs. U.S. Constitution. No Date.
http://www.illinoisonlinehighschool.org/uploads/1/8/6/5/1865316
4/articles_vs_constitution.pdf
Feldmeth, Greg D. "U.S. History Resources"
http://home.earthlink.net/~gfeldmeth/USHistory.html (31 March 1998).

Name: Samantha Szumigalski and John Yauger

Title of Lesson: Checks and Balances and Popular Sovereignty
Grade Level(s): 7th
Common Core State Standards, PA Academic Standards, and Assessment Anchors (where
applicable):
5.1.7.D: Summarize the basic principles and ideals within documents and the roles played by the framers as
found in significant documents:
--The United States Constitution
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and groups
throughout United States history.
8.3.7.B: Examine the importance of significant historical documents, artifacts, and places critical to United
States history.

Enduring Understanding(s): Students will understand that the principles of the Constitution were a
reflection of the continuity and change of the nation.

Essential Question(s): How might we reach an understanding about the continuity and change of the
nation in relation to the principles of the Constitution?
Content (Code)

Objectives (Code)

Formative Assessments (Code)

Day Three
3. principles necessary for our
nation
a. separation of powers
b. checks and balances
c. popular sovereignty

Day Three
3.a-b. Demonstrate how
separation of powers and
checks and balances work
cohesively
3.c. Define popular sovereignty

Day Three
3.a-b. Worksheet- separation of
powers and checks and
balances
3.a-c. Questions- separation of
powers, checks and balances,
and popular sovereignty
3.a-c. Take out the door

Procedures (Include and Label ALL Components: DETAILED:

Lesson Beginning (Motivation, Review, Overview)
Overview:
Today we will be continuing our discussion of the change that was taking place during the time of the
emergence of the Constitution. We will be discussing certain principles that emerged due to the attitudes of
the people of the United States at this time. We will also be discussing popular sovereignty and how it
contributed to the emergence of the Constitution.

Review:
Let's review what we went over yesterday.
Question: Does any remember if the Articles of Confederation had a strong state government or a
strong national government?
o Strong state government
Question: Does anyone remember if the Constitution had a strong national government or a strong
state government?
o Strong national government
Motivation:
PowerPoint: Picture of a seesaw projected on the board.
Question: How does a seesaw work?
o Two children sit on each end and push each other up and down
Question: Can it only go up and down?
o The two kids can balance the seesaw to make it straight
Very good! As we discuss the way our government is set up, I want you to think how this seesaw can
relate to our government.

Lesson Development

(Transition)
We have brought to class our very own "power scale". This scale will show us how power is distributed
in our government.
Let's say that the right side of the scale are the powers of the federal government and the left side
represents the powers of the state government.
Question: What would the "power scale" look like based on the powers designated by the Articles of
Confederation?
o The state government side, the left side, would be weighed down.
o Exactly, but in our government system today, our "power scale" is evenly balanced, just like our
example with the seesaw. So what has changed?
Question: Does anyone know any principles that made our government this way?
o (Possible responses) Checks and balances and separation of powers
o ***Possible teacher scaffolding, I'll give you a hint class, it was on the first slide of our
PowerPoint in the beginning of the lesson.**
o Exactly, and we can understand how checks and balances work by thinking of our seesaw
example and using our power scale. Now, we have already learned that one of the problems
with the Articles of Confederation was that the power scale was very unbalanced between the
state and federal governments. The founding fathers avoided this unevenness by establishing
the three separate branches that we have in our government today, but we will talk more about
the roles of these branches and who's in charge of them tomorrow.
o We will however, discuss the principle of checks and balances that the founding fathers
established so that one branch could not gain authority over another branch. Each branch has
different powers, but we are going to see the each power weighs the same. I am going to give
you a worksheet to fill out as we discuss how checks and balances play a part in every branch
of our government.
o Looking at the worksheet we are going to start in the top-left section which describes the roles
of the president.
Question: What is the first blank in the top-left?
o Treaties

Exactly, one of the roles of the president is to make treaties with other countries. The president
also carries out laws, which is the second blank in the section.
Question: What power does the president have when a law comes to him that he doesn't like?
o Veto power
o Correct, the president also has the power to write the budget as well.
o Now moving the right part of the worksheet which discussing some of Congress's checks on
the president's power.
o The first check on the president's power that we see is that Congress has the right to approve
any treaties or budget that the president designs.
Question: What portion of votes in congress is the minimum that can be had to override a president's
veto?
o 2/3
Question: What is it called when Congress "fires" the president if they think he is not ruling in the best
interest of the county?
o Impeach
o Correct.
Question: Why do you think the founding fathers added this check on the president's power?
o So the president could not become a tyrant in the government and realize that his power is in
check.
Question: Can anyone show me on our power scale how the check and balance of veto power would
look?
o The student will show that the executive branch and the legislative branch are balanced on the
power scale.
o Very good, we have now seen an example of how the executive branch's power is checked by
the legislative branch.
o Moving down the worksheet we will examine how the judicial branch is checked by the
legislative branch.
Question: What does the judicial branch interpret?
o Laws
o Correct, it is their job to see if any laws go against the Constitution, which we will talk about
more in tomorrow's lesson.
Question: Which branch of government passes laws?
o Legislative
o Exactly, the legislative branch also has the power to approve presidential appointments for
judges and justices and they can also remove judges based on evidence of misconduct.
Question: So how is power checked between the judicial branch and the legislative branch?
o The legislative branch makes the laws, but the judicial branch interprets the laws.
Question: Can anyone show me on the power scale?
o Student will show how on the scale how the power of laws is evenly balanced between the
legislative and judicial branch?
o Very good, so once again our power scale would be in perfect balance.
o Finally, the worksheet shows us how the executive and judicial branches check and balance
each other.
o The executive branch, or the president appoints judges for life-time terms, while the judicial
branch can prove laws to be unconstitutional and can say that the decisions that president
makes go against the constitution.
o So, our power scale would be evenly balanced between the executive branch and the judicial
o

branch because the president has the power to make decisions for our nation, and the judicial
branch can determine if those decisions are unconstitutional.
Question: Why would the founding fathers establish a system of checks and balances?
o So one branch of government couldn't gain power over another branch.
o Now moving on from checks and balances we can discuss another principle that resulted from
the change and attitudes that were happening during this time.
o Students will have visual aid with a PowerPoint that has all the information.
Question: Does anyone know what popular sovereignty is?
o Popular sovereignty is government based on consent of the people.
Question: Why do you think would be important during this time in our nation's history?
o So there is unity in the nation and the common person can feel that they have a say in their
own government.
Question: Can anyone think of a time in our nation's history where the people did not have any say in
their government?
o When it was under control of Britain
o Exactly, and this was still fresh in the founding fathers minds which caused them to establish a
principle that would allow the people say in their government
o This was even true under the Articles of Confederation because the states held all the power in
government. Now that the principle of popular sovereignty is in our Constitution, the common
person has a say in what their government does.
Question: Does anyone know where popular sovereignty is expressed in democracy?
o First, the people are involved either directly or through their representatives in the making of a
constitution.
o Second, the constitution made in the name of the people is ratified by a majority vote of the
people or by representatives elected by the people.
o Third, the people are involved directly or indirectly in proposing and ratifying amendments to
their constitution.
o Fourth, the people indicate support for their government when they vote in public elections,
uphold the constitution and basic principles of their government, and work to influence public
policy decisions and otherwise prompt their representatives in government to be accountable
to them.

Lesson Ending (Review, Preview, Closure)

Closure:
Please before you leave, take time to fill out the exit slip by answering the following questions.
o Put up PowerPoint on board with questions the students need to fill out.
Review:
Today we have seen how the founding fathers avoided one branch dominating the other branches of
government through the principal of checks and balances. This again was a reflection of the attitudes had by
the founding fathers after the failure of the Articles of Confederation. We also looked at the importance of
popular sovereignty and how it's influence on the Constitution.
Preview:
Tomorrow we will be learning more about the three separate branches of government and how they use these
checks and balances we have discussed today. We will also take a look at the different state and federal
representation propositions that were considered, and how we reached the representation procedure we use
today. We will also be looking at the attitudes of the different political groups during this time in regards to the
emergence of the Constitution and how they contributed to the change and continuity of the nation.

Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the
lesson):
Students will be meaningfully involved in the beginning of the lesson by visually seeing what it means to be
balanced. They will use past experiences of being on a seesaw to relate to how our government is set up.
Students will then be involved as they fill out the worksheet of different checks and balances during the
lesson. They will have constant visual aids from the balance scale provided. Students will also be engaged as
they fill out their exits slips discussing things that they have learned and things they may be confusing to
them.
Special Adaptations/Modifications: There are no required special adaptations or modifications for this
lesson. All students will have enough background knowledge from the previous lesson to successful
throughout this lesson if the students actively pay attention and participate.
Anticipated Difficulties AND Modifications:
Technology: If the PowerPoint or projector does not work, students will have to use prior experience to
visualize a seesaw in a playground.
Materials: If the school or teacher could not get a balance scale for the lesson the teacher would either have
to make a homemade one, or draw it for visual aid on the board.
Reluctant students: Students who are not attentively listening throughout the lesson could have trouble
filling out the worksheet and aiding the class discussion. More teacher scaffolding and direct instruction would
help this difficulty.
Physical Structure: Students will be in their assigned seats for the entire lesson making sure that they can
see the scale at the front of the classroom.
Materials: PowerPoint, balance scale, weights, worksheet, pencils, chalk, and take out the door slip.
References (2)
Patrick, J. (n.d.). Understanding Democracy, A Hip Pocket Guide. Retrieved November 7, 2014, from
HHHHhttp://www.annenbergclassroom.org/term/popular-sovereignty
Vest, K. (n.d.). Three Branches of Government. Teaching Guide & Answer sheets. Retrieved November 7,
HEYH2014, from http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/7.pd

Worksheet Done In Class

PowerPoint

STAGE THREE (Learning Experiences: Daily Lesson Plan)

Name: Samantha Szumigalski
Title of Lesson: Three Separate Branches, New Jersey and Virginia Plan, Federalists and
Antifederalists
Grade Level(s): 7th
Common Core State Standards, PA Academic Standards, and Assessment Anchors (where
applicable):
5.1.7.D: Summarize the basic principles and ideals within documents and the roles played by the framers as
found in significant documents:
--The United States Constitution
8.3.7.A: Classify the social, political, cultural, and economic contributions of individuals and groups
throughout United States history.
Enduring Understanding(s): Students will understand that the principles of the Constitution were a reflection
of the continuity and change of the nation.
Students will understand that the foundation of a new government was in relation to the emergence of the
Constitution.
Essential Question(s): How might we reach an understanding about the continuity and change of the nation
in relation to the principles of the Constitution?
What does the emergence of the Constitution reveal about the foundation of a new government?
Content (Code)

Objectives (Code)

Formative Assessments (Code)

4. Founding a new government

on principles
a. three separate branches
b. New Jersey and Virginia Plan
c. Federalist, Antifederalists

Day Four
4.a. Identify the roles of the
three separate branches in the
Constitution
4.b.Differentiate the
components of the New Jersey
and Virginia Plan
4.c. Outline the views of the
Federalists and Antifederalists

Day Four4.a.Graphic Organizer-roles of

three separate branches
4.b. Questions- New Jersey and
Virginia Plan
4.c. Debate- Federalists and
Antifederalists

Procedures (Include and Label ALL Components: DETAILED:

Lesson Beginning (Motivation, Review, Overview)
Review:
Yesterday we discussed the principles of checks and balances and popular sovereignty and how they've
helped our nation change toward what it is today.
Question: Give me an example of checks and balances that is in our government system today.
o The President has veto power over Congress.
Question: Why were checks and balances such an important issue to the delegates of the Continental
Congress?

The Articles of Confederation had given too much power to the state government so much so
that they were acting as little independent nations and needed a balance between the state
governments and the federal government.

Motivation:
Present political cartoon on board of the three different branches in our government and have students
discuss what it shows.
Overview:
Today we are going to be discussing the roles of three separate branches in our government today. We will
also be discussing the different propositions of representation known as the New Jersey and Virginia Plans.
Finally, we will be examining the different views of the Federalists and Antifederalists.
Remember to keep in mind the attitudes of the people at this time, and how the major principles we discussed
last class, play a part in the roles of three branches of government.
(Transition) Question: Can anyone name the three separate branches of government in our nation
today?
o The judicial branch, the executive branch, and the legislative branch.

Lesson Development

Now that we have named the three branches of government, we need to identify the roles and
responsibilities of each.
As we discuss the three separate branches, fill out the graphic organizer to use for future reference.
Pass out graphic organizer, as students fill in the worksheet at their desk, the graphic organizer will be
presented on the board by the projector. Students and the teacher will fill out the worksheet together.
Question: Since we are talking about the three separate branches within the U.S. government, what
should be put at the top of the organizer?
o United States Government
o Yes, because collectively, the three branches are part of the government.
Question: What would we place in the second row of the organizer?
o The three separate branches, judicial, executive, and legislative.
o As you can see, we have just shown how the three branches make up the entire U.S.
government.
o Now let's move down to the third row, we are going to name the primary leaders of each of the
different branches.
Question: Who is in charge of the executive branch?
o The president
Question: Who is in charge of the legislative branch?
o Congress
Question: Who is in charge of the judicial branch?
o Supreme Court
o Now we are going to move down to the fourth row of the worksheet. In this row we will name
the primary responsibility of each of the branches.
Question: Based on your prior knowledge, can anyone tell me what the legislative branch's primary
responsibility is?
o To make laws
Question: What is the judicial branch's primary responsibility?
o To interpret the meanings of laws
o This was an example of the checks and balances talked about yesterday.
Question: What is the executive branch's primary responsibility?
o To carry out and enforce the laws.
o Finally, we can see that in the legislative branch, there is once again an example of separation

STAGE THREE (Learning Experiences: Daily Lesson

Plan)
Name: John Yauger

Title of Lesson: Ratification Process and the Bill of Rights

Grade Level(s): 7

Common Core State Standards, PA Academic Standards, and

Assessment Anchors (where applicable):
5.1.7.D: Summarize the basic principles and ideals within documents and
the roles played by the framers as found in significant documents:
--The United States Constitution
8.1.7.B: Identify and use primary and secondary sources to analyze
multiple points of view for historical events.
8.3.7.A: Classify the social, political, cultural, and economic contributions
of individuals and groups throughout United States history.
8.3.7.B: Examine the importance of significant historical documents,
artifacts, and places critical to United States history.
Enduring Understanding(s): Students will understand that the principles
of the Constitution were a reflection of the continuity and change of the
nation.
Students will understand that the foundation of a new government was in
relation to the emergence of the Constitution.

Essential Question(s): How might we reach an understanding about the

continuity and change of the nation in relation to the principles of the
Constitution?
What does the emergence of the Constitution reveal about the foundation
of
a
Formative Assessments
(Code):
Objectives
(Code):
5.a. Bell Ringer: Ratification
5.a.
examine
the
Content:
5.a.-b. Questions: Ratification
5. Emergence Ratification
of the Constitution and the
process of the
and the
significance of the Bill of Rights
Constitution
constitution5.b. In class assignment: Bill of
how it came to 5.b. analyze the Rights
significance of the
be
a. Bill of Rights Bill of Rights.
b. Ratification

new government?

Procedures (Include and Label ALL Components: DETAILED:

Lesson Beginning (Motivation, Review, Overview)
Review: The three branches of government and what they did, the New
Jersey and Virginia Plans, and the Antifederalist and the Federalists.
Overview: Tell the students that today in class that they are going to learn
about the ratification process of the Constitution and about the significance
of the Bill of Rights.
Motivation: Split students up into groups of 13. Explain to 5 of the
students no matter what the cannot agree with the group. Tell the other 8
that in order for the class to have no homework that they have to agree.

This leads why the ratification process was so difficult. Since 9 states had
to approve the Constitution in order it to get ratified the states that wanted
the Constitution ratified had to fight for 10 months to get it ratified.
Lesson Development
The lesson will start out with me lecturing for a little bit about the
Ratification process. In the PowerPoint I will explain that The Ratification of
the Constitution took place on June 21st, 1788. The Philadelphia
Convention of 1787, which is also known as the Constitutional Convention,
began on May 5th, 1787; this convention consisted of the finalization of the
drafting process of the Constitution of the United States the Constitution
was finalized on September 17th, 1787.
Then I will explain some of the difficulties with the ratification process. The
main difficulty in the ratification process was deciding how each state
would be represented in Congress. Some states wanted to go with the
Virginia Plan, which wanted a bicameral legislative model, which would
have a Lower House, would be decided by each states individual
population and the Lower House would elect the Upper House. Other
states wanted to go with the New Jersey Plan which wanted a unicameral
legislative model where there was only one house and each state would
have the same number of votes. Eventually the states agreed on the
Connecticut Compromise which is the same bicameral legislative model
that we use today, which is the Senate is the same for each state where
each state has 2 votes, and the House of Representatives is decided by
the state's population.
Transition: Ask the class if they thought freedom of speech, religion, and
press were important. This transitions the class to why the Bill of Rights is
very significant.
In-class Assignment: The students will now read the Bill of Rights with
the remaining time in the class and then they will have to complete the
following questions in class and if they dont finish them in class then they
can finish it for homework.
Here is the Bill of Rights that the students will read in class:

Preamble
Congress of the United States begun and held at the City of NewYork, on Wednesday the fourth of March, one thousand seven
hundred and eighty nine.

THE Conventions of a number of the States, having at the time of

their adopting the Constitution, expressed a desire, in order to
prevent misconstruction or abuse of its powers, that further
declaratory and restrictive clauses should be added: And as extending
the ground of public confidence in the Government, will best ensure
the beneficent ends of its institution.
RESOLVED by the Senate and House of Representatives of the
United States of America, in Congress assembled, two thirds of both
Houses concurring, that the following Articles be proposed to the
Legislatures of the several States, as amendments to the Constitution
of the United States, all, or any of which Articles, when ratified by
three fourths of the said Legislatures, to be valid to all intents and
purposes, as part of the said Constitution; viz.
ARTICLES in addition to, and Amendment of the Constitution of the
United States of America, proposed by Congress, and ratified by the
Legislatures of the several States, pursuant to the fifth Article of the
original Constitution.

First Amendment

Congress shall make no law respecting an establishment of religion,

or prohibiting the free exercise thereof; or abridging the freedom of
speech, or of the press, or the right of the people peaceably to
assemble, and to petition the Government for a redress of grievances.

Second Amendment
A well regulated Militia, being necessary to the security of a free State,
the right of the people to keep and bear Arms, shall not be infringed.

Third Amendment

No Soldier shall, in time of peace be quartered in any house, without

the consent of the Owner; nor in time of war, but in a manner to be
prescribed by law.

Fourth Amendment
The right of the people to be secure in their persons, houses, papers,

and effects, against unreasonable searches and seizures, shall not be

violated, and no Warrants shall issue, but upon probable cause,
supported by Oath or affirmation, and particularly describing the
place to be searched, and the persons or things to be seized.

Fifth Amendment

No person shall be held to answer for a capital, or otherwise infamous

crime, unless on a presentment or indictment of a Grand Jury, except
in cases arising in the land or naval forces, or in the Militia, when in
actual service in time of War or public danger; nor shall any person be
subject for the same offence to be twice put in jeopardy of life or limb;
nor shall be compelled in any criminal case to be a witness against
himself; nor be deprived of life, liberty, or property, without due
process of law; nor shall private property be taken for public use
without just compensation.

Sixth Amendment
In all criminal prosecutions, the accused shall enjoy the right to a
speedy and public trial, by an impartial jury of the State and district
wherein the crime shall have been committed; which district shall
have been previously ascertained by law, and to be informed of the
nature and cause of the accusation; to be confronted with the
witnesses against him; to have compulsory process for obtaining
witnesses in his favor; and to have the assistance of counsel for his
defense.

Seventh Amendment

In Suits at common law, where the value in controversy shall exceed

twenty dollars, the right of trial by jury shall be preserved, and no fact
tried by a jury shall be otherwise reexamined in any Court of the
United States, than according to the rules of common law.

Eighth Amendment
Excessive bail shall not be required, nor excessive fines imposed, nor

cruel and unusual punishments inflicted.

Ninth Amendment

The enumeration in the Constitution of certain rights shall not be

construed to deny or disparage others retained by the people.

Tenth Amendment
The powers not delegated to the United States by the Constitution,
nor prohibited by it to the States, are reserved to the States
respectively, or to the people
Questions: The students will have to answer these questions while they
read the Bill of Rights.
Q: Which of the amendments do you think was the most significant and
why?
Q: Why do you think that a Bill of rights was included in the Constitution?
Lesson Ending (Review, Preview, Closure)
Meaningful Student Involvement (Indicate how the students will be
meaningfully engaged in the lesson): The students were meaningfully
engaged in the beginning of the class when they were split into two groups
and the one group had to convince the other group to agree with them and
they could not.
Special Adaptations/Modifications: As long as the power point works
then there should not be any special modifications during class. For the
homework however I am going to have to make a the handout for the
student with the reading disability bigger so that he can do the assignment.
Anticipated Difficulties AND Modifications:
Reluctant students: failure to participate in an indirect lesson may pose
difficulties.
Scaffolding and a more direct instruction approach is prepared for in the
event that the above should occur.
Technical difficulties: projector or computer failure would be
troublesome.

In the event the projector or PowerPoint fails, we are prepared to use the
chalkboard for any necessary visual aids. The pictures used will also be
printed out in case of technical difficulties.
Physical Structure: The structure of the class is a traditional classroom.
At the beginning of the class the students will be in two groups. Then after
the group activity at the beginning of the class the students will sit in their
normal seats.
Materials: Power point, worksheet for in-class activity, enough copies of
the Bill of Rights for the entire class.
References (2):
No author. Ratification of the Constitution. 2013.
http://constitution.laws.com/ratification-of-the-constitution
No Author. The United States Bill of Rights: First 10 Amendments to the
Constitution. No Date. https://www.aclu.org/united-states-bill-rights