Government Lesson Plans
1st 9 Weeks Fall 2012
Coach Tinsley
8/27-8/28
First day of class. Discuss class procedures and grading policies and go over the
syllabus of the course. Textbook protocol will also be dealt with.
Seating chart will be devised if deemed necessary as well.
Bell Ringer for the course will be a 5-10 minute discussion at the beginning of
each class period about political issues of the day. With this being a Presidential
election year it is important that the students are involved with the process of
electing our new President in November.
8/29-8/30
Bell Ringer: Political News Story of the day
TAKS Objective:
(12) Government. The student understands the similarities and differences that exist
among the U.S. system of government and other political systems. The student is
expected to:
(A) compare the U.S. constitutional democratic republic to historical and contemporary
forms of government such as monarchy, a classical republic, authoritarian, socialist,
direct democracy, theocracy, tribal, and other republics;
(B) analyze advantages and disadvantages of federal, confederate, and unitary systems of
government; and
(C) analyze advantages and disadvantages of presidential and parliamentary systems of
government.
GOALS: Notes and discussion over all of Chapter 1.
Presentation Pro
Magruder’s
American Government
CHAPTER 1
Principles of Government
© 2001 by Prentice Hall, Inc.
Homework: Pages 16 and 22 #1-6 on both pages.
8/31-9/4
9/5-9/6
Bell Ringer: Complete and turn in all homework, discuss Political News Story of the Day.
TAKS Objectives:(1) History. The student understands how constitutional government, as
developed in America and expressed in the Declaration of Independence, the Articles of
Confederation, and the U.S. Constitution, has been influenced by ideas, people, and historical
documents. The student is expected to: A) explain major political ideas in history, including the
laws of nature and nature’s God, unalienable rights natural law, natural rights , divine right of
kings, social contract theory, and the rights of resistance to illegitimate government;(B) identify
major intellectual, philosophical, political, and religious traditions that informed the American
founding, including Judeo-Christian (especially biblical law), English common law and
constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and
responsibilities of individuals.
(C) identify the individuals whose principles of laws and government institutions
informed the American founding documents, including those of Moses, William
Blackston, John Locke, and Charles de Montesquieu;
(D) identify the contributions of the political philosophies of the Founding Fathers,
including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John
Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S.
government;
(E) examine debates and compromises that impacted the creation of the founding
documents; and
(F) identify significant individuals in the field of government and politics, including
George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham
Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.
Goals: Notes and Discussion on Sections 1,2 and 3 of Chapter 2, Magruder.
Presentation Pro
Magruder’s
American Government
CHAPTER 2
Origins of American Government
© 2001 by Prentice Hall, Inc.
Homework: Pages 32,39 and 47 #1-6 after completion of notes for that class day. Second day:
Pages 54, 58 #1-7
All Power Points will be posted on my Web Page under the Class Notes heading.
9/7-9/10
Bell Ringer: Current Issues in Politics and turn in homework from previous class.
Content/Goals:



Power Point notes on Chapter 3, Section 1
Importance of all Articles in the Constitution
Use hand held Constitution to use as reference for specific questions.
Objectives/Expectations
(7) Government. The student understands the American beliefs and principles reflected in
the U.S. Constitution and why these are significant. The student is expected to:
(A) explain the importance of a written constitution;
(B) evaluate how the federal government serves the purposes set forth in the Preamble to
the U.S. Constitution;
(C) analyze how the Federalist Papers such as Number 10 , Number 39, and Number 51
explain the principles of the American constitutional system of government;
(D) evaluate constitutional provisions for limiting the role of government, including
republicanism, checks and balances, federalism, separation of powers, popular
sovereignty, and individual rights;
(E) describe the constitutionally prescribed procedures by which the U.S. Constitution
can be changed and analyze the role of the amendment process in a constitutional
government ; and
Homework: Page 70, #1-7
9/11-9/12
Bell Ringer: Discuss Political News Item of the day/Turn in Homework
Goals: Power point notes on Chapter 3, Section 2
Formal Amendments to the Constitution
The Bill of Rights and all 27 Amendments
Students in pairs, list the top 10 Amendments to them and then discuss why they chose
those Amendments.
Objectives/Expectations
(8) Government. The student understands the structure and functions of the government
created by the U.S. Constitution. The student is expected to:
(E) explain how certain provisions of the U.S. Constitution provide for checks and
balances among the three branches of government;
(G)(H) Compare the structures, and processes of national, state, and local governments
in the U.S. federal system.
Homework: p. 77 #1-7
9/13-9/14
Bell work: Current News in Politics of the week/ Turn in homework
Goals: Power Point notes over Chapter 3, Section 3
Informal Procedures
Powers of the Executive given by the Constitution
Powers of the Judicial given by the Constitution
Controversial Amendments, Ex: ERA, Flag Burning
Objectives/Expectations:
(D) evaluate constitutional provisions for limiting the role of government, including
republicanism, checks and balances, federalism, separation of powers, popular
sovereignty, and individual rights;
(E) describe the constitutionally prescribed procedures by which the U.S. Constitution
can be changed and analyze the role of the amendment process in a constitutional
government ; and
Homework: p. 82 #1-6
9/17-9/18
Test Review for Chapters 1, 2 and 3
Review sheet will be given to go over in class and verbally quiz students.
9/19-9/20
Chapter 1, 2 and 3 Test
9/21-9/24
Bell Ringer: Give back graded tests and allow corrections
GOAL: (9)Government. The student understands the concept of federalism. The
student is expected to:
(A) explain why the Founding Fathers created a distinctly new form of federalism and
adopted a federal system of government instead of a unitary system;
(B) categorize government powers as national, state, or shared;
(C) analyze historical and contemporary conflicts over the respective roles of national
and state governments; and
(D) understand the limits on the national and state governments in the U.S. federal
system of government.
Chapter 4, Section 1 Power Point for notes and Discussion.
Homework: p. 95 #1-8
9/25-9/26
Bell Ringer: Discuss Political News of the Day and turn in homework.
GOAL: Federalism continued.
Activity: Chapter 4, Section 2 Power Point and notes.
Homework: p. 103 #1-7
9/27-9/28
Bell Ringer: Political News of the Day and turn in homework.
GOAL: Federalism/Interstate Relations
Activity: Chapter 4, Section 3 Power Point and notes.
Homework: p. 108 #1-6
10/1-10/2
Bell Ringer: Discuss Political News Item of the day and turn in homework.
GOAL:
(10) Government. The student understands the processes for filling public offices
in the U.S. system of government. The student is expected to:
(A) compare different methods of filling public offices, including elected and appointed
offices, at the local, state, and national levels; and
(B) explain the process of electing the president of the United States and analyze the
Electoral College . ;
(C) analyze the impact of the 17th Amendment.
(11) Government. The student understands the role of political parties in the U.S. system
of government. The student is expected to:
(A) analyze the functions of political parties and their role in the electoral process at
local, state, and national levels;
(B) explain the two-party system and evaluate the role of third parties in the United
States; and
(C) identify opportunities for citizens to participate in political party activities at local,
state, and national levels.
ACTIVITY: Power Point over Chapter 5 Section 1 and 2
Political Parties and the Two Party Systems in the US
Homework: p. 118 #1-6, 124 #1-6
10/3-10/4
10/5-10/9
Bell Ringer: Discuss Political News Item of the day and turn in homework.
GOAL: Political Parties Continued
ACTIVITY: Power point over Chapter 5 Section 3 and 4
History of Two Party System and Minor Parties
Homework: p. 131 #1-6, p. 135 #1-6
10/10-10/11
Bell Ringer: Discuss Political News Item of the Day and turn in homework.
GOAL: Political Parties Continued
ACTIVITY: Power Point over Chapter 5, Section 5
Homework: p. 142 #1-7
10/12-10/15
9 Weeks Test Review
10/16-10/19
9 Weeks Test over Chapters 1, 2, 3, 4 and 5