School District: Bremen School District 228
Department: Social Studies
Course: Government
Grade Level: 12
Unit 3: The Government Process
Time Frame: 2-3 weeks
Date Created: 2006
Date Modified: 2010-11
Unit Designers: Brad Johnson, John Pfeffer, Brian McDonough, Chris Hennessey
Stage 1 – Desired Results: Begin with the end in mind by identifying what students should
know and be able to do.
Content Standard(s):
14.A.1
Describe the fundamental principles of government including representative government,
government of law, individual rights and the common good.
14.A.2
Explain the importance of fundamental concepts expressed and implied in major documents
including the Declaration of Independence, the United States Constitution and the Illinois
Constitution.
14.A.3
Describe how responsibilities are shared and limited by the United States and Illinois
Constitutions and significant court decisions.
14.A.4
Analyze how local, state and national governments serve the purpose for which they were
created.
4.A.5
Analyze ways in which federalism protects individual rights and promotes the common good and
how at times had made it possible for states to protect and deny rights for certain groups.
14.B.1
Identify the different level of government as local, state and national.
14.B.2
Explain what government does at local, state and national levels.
14.B.3
Identify and compare the basic political systems of Illinois and the United States as prescribed in
their constitution.
Summary of the Unit: Students will develop a knowledge of how the Constitution works in
terms of establishing a government for America. Contained in this unit will be the fundamental
principles of American Government (checks and balances, separation of powers, federalism).
Enduring Understanding(s) / goal(s)
Essential Questions:
Students will understand:
1.
1. The Constitution is the framework of
American government.
2.
2. The powers of government are separate, and
co-equal.
3.
3. The power is divided between different
levels of government.
4.
5.
6.
Explanation: Give an example of how
checks and balances are applied to
each branch of the government.
Interpretation: Show the importance of
the separation of powers with an
historical example.
Application: Demonstrate how the
Constitution can be called a “living
document”
Empathy: Walk in the shoes of a
supreme court justice about to make a
ruling on a case.
Perspective: Compare/contrast the
different qualifications of officeholders
in the U.S. government
Self-knowledge: Explain how you
came to know the role of the president
in the government.
Key Words:
Federalism, Bi-cameral Legislative, Judicial, Executive, Legislative, Reserved Powers, Implied
Powers, Concurrent Powers, Judicial Review, Unconstitutional
Student objectives (outcomes):
Students will be able to:
1. Explain how a bill becomes a law.
2. Explain the role of the three branches.
3. Explain how the Constitution is amended.
Students will know: The responsibilities, the duties, and the interaction of:
President/ Vice President
Checks and Balances
House, Senate, Congress
Supreme Court
Stage 2 – Assessment Evidence: Establish evidence of student understanding through
Performance Tasks and other assessments.
Performance Task (GRASP):
Other Evidence:
Write a multi-paragraph composition that
analyzes the three compromises needed to pass
the U.S. Constitution.
Quizzes, unit tests and discussion.
Stage 3 – Learning Plan: Create learning experiences and instruction that promote student
understanding through the WHERETO process.
Learning Activities:
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
W = How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Lesson plan objectives provided.
Rubrics will be used as an assessment tool.
UbD Stage 1 “Identifying Desired Results” provided for students.
UbD Stage 1 “Identifying Desired Results” will be assessed as short answer, essay, unit test, etc
H = How will you hook students at the beginning of the unit? (Unit Specific)
Show a clip from the movie “13 Days” regarding the Cuban missile crisis and identify options
for the President.
E = What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with the needed skills and knowledge? (Unit Specific)Students will
analyze various histroicla events such as : Pearl Harbor, the Cuban Missile Crisis, the bombing
of the USS Cole, the 9/11 attacks and the various government responses.
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work? Students will participate in journal entries.
Students will be exposed to quizzes and self correct assessments with provided rubrics.
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit? (Unit Specific) Reflect on the government responses to
various crisis’ throughout US history.
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement
and effectiveness of ALL students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment.
Students will be given a variety of assessment choices
O = How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students? (Unit Specific) Students will be able to compare and contrast the
factors involved in the decisions on how to govern.