LESSON 8.09 The Constitution: A More Perfect Union
Learning targets
(clear, understandable versions of standards in student
friendly language)
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Understand that different factors influenced
change in American history from 1787 through
the 1900. Those factors include the influence
of individuals, issues and events.
Explain how the federal system divides powers
and responsibilities between federal, state and
local governments.
Identify the powers of the executive, legislative
and judicial branches of government. Explain
how these powers form a system of checks
and balances.
Language objectives
(identified cognitive functions correlated to the learning
targets, such as sequence, compare/contrast,
cause/effect, infer, and argue, as well as the signal
words to be deliberately taught/used in discussion and
writing; sentence frames in support section)
The basic structure of the chapter is within the
Elaboration cognitive function, though there are
opportunities within the chapter for
compare/contrast.
Post on Wall:
Orally and in writing, students will use the
following signal words to explain, describe and
elaborate on the parts of the Constitution:
 Includes
 Such as
 Consists of
 Contains
 Identified by
Sentence frames are located in the “Support”
section below.
History Alive! Preview activity
(builds background; links to student experience)
The Preview Activity includes several higher level
thinking tasks for students. They are asked to
assume the perspective of James Madison (with
whom they are familiar from the previous lesson)
to answer questions about government, then
asked to evaluate the need for governments in
their own lives.
Modified from History Alive! June 2010
SUMMARY OVERVIEW
History Alive! lesson plan
Students take on the role of law students
as they study the Constitution in
preparation for the “bar exam”, take the
exam, and then give legal advice on
Constitutional questions. Learning focuses
on the three branches of government,
checks and balances, the amendment
process and the federal system.
Recommended changes to HA! lesson
plan
Day 1 – Preview (ISN), Interactive Read
Aloud of 9.1, read and discuss 9.2. For
students needing language support use
sentence frame for discussion:
The phrase ____________ in the
Preamble means _______________. The
Introduction discusses the division of the
Constitution into Articles and Sections.
This provides an ideal time to have
students turn to the copy of the
Constitution on pages 474 – 481 and
examine its layout. Ask students to find
specific provisions in the Constitution, such
as the minimum age requirements for
President, Senator and Representative.
Day 2 – Working in mixed ability pairs,
students read appropriate sections in HA
text and answer questions on Question
Cards. Conduct whole class review of
correct answers (in ISN).
Days 3 & 4 – Skip the graduation
exercise and the “bar exam” for now.
Place students in mixed-ability groups of 4
to give legal advice on Constitutional
dilemmas (Information Master 9). Make
this a competition, as outlined in the HA
Lesson Plan. Suggestion: Award extra
points to groups that use the Constitution
on pages 474 – 481 to find the Article and
Section in which the question is answered.
Students can use “Constitutional
Dilemmas” matrix (linked from PPS
1
Pre-assessment activities/documents
(serves as self-assessment for students; informs
instruction for teachers; charts or documents may be
used as a place to gather concepts/information
throughout lesson through debriefing; may include
visuals, lesson questions, lesson vocabulary, language
objectives, and/or learning targets)
Knowledge rating chart
Lesson questions
(drive instruction; may create links to previous learning;
may be included in pre-assessment)
 What were the goals of the Constitution?
 What is the role of the legislative branch?
 What is the role of the executive branch?
 What is the role of the judicial branch?
 How do the powers of the three branches
Curriculum page) to record their legal
advice and to identify where the
information is found in the Constitution.
Day 5 – Instead of Processing
Assignment– Use the “Bar Exam” to review
for the Chapter test. This can be done with
open notes (ISN) or open text. Students
can prepare flash cards from the “Bar
Exam” questions to quiz each other.
Day 6 – Lesson Assessment
provide a system of checks and balances?
Additional background building
(streaming video segments, DVD, map review, read
aloud of a related piece of fiction, etc.)
Video –Key Constitutional Concepts – available at
http://sunnylandsclassroom.org/Asset.aspx?id=12
(free login required)
Learn 360 - Turning Points: Separation of Powers
and Checks and Balances (L1404903), 7:20
Flexible grouping pattern of the lesson
Day 1 – Whole class, with partner
activities.
Day 2 – Mixed ability pairs.
Days 3 & 4 – Mixed ability groups of 4.
Day 5 – Individual or pairs.
Key content vocabulary (italicized words are
assessed)
US Constitution
Bill of Rights
federal system/Federalism
separation of powers
checks and balances
legislative branch
bill
veto
executive branch
impeach
judicial branch
amendment
Preamble
READING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Suggested Strategies for
Focus pages/paragraphs for
Thinking or
introduction
teacher guided
ProcessInteractive Read-Aloud
reading group
Related Words
Modified from History Alive! June 2010
2
Visual Analysis of Picture (page
118) – What are these buildings
and what do they represent?
Think/pair/share. Students will
probably recognize the White
House (executive branch),
possibly the Capital Building
(legislative branch) and perhaps
the Supreme Court Building
(judicial branch).
How is the Constitution a “living”
document?
Turn and talk.
“How Congress Passes Laws” – page
122, first two paragraphs
“The Executive Branch Carries out
Laws” – page 123, first two
paragraphs
“Powers of the President” – page 124,
first three paragraphs
“The Judicial Branch Interprets the
Law” – page 125, last paragraph
“Checking the Powers of Other
Branches” – page 126, 3rd and 4th
paragraphs on the page
“Changing the Constitution” – page
127, 2nd and 3rd paragraphs on the
page
“Powers Belonging to the States” –
page 129, first full paragraph
Chapter Summary - all
(for example,
Bloom’s, etc.)
Explain
Tell
Specify
Find
Describe
WRITING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames
for parts of the lesson
For entrance/exit slips:
I think the Constitution is
a “living” document
because ____________.
It is important to have a
system of checks and
balances because
________________.
DISCUSSION SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames
for parts of the lesson
For discussion of
Preamble:
The phrase ___________
in the Preamble means
______________.
Modified from History Alive! June 2010
3
FORMATIVE ASSESSMENT (for student and teacher use)
“Check for understanding”
Checkpoints in Student
Questions for
points during activities
Interactive Notebook
exit and entrance
slips
By the end of Day 3, students should be
able to identify the responsibilities of
each of the 3 branches of government.
Check each set of
answers before giving
students the next set of
questions.
By the end of Day 4, students should be
able to explain checks & balances, the
Amendment process and the federal
system.
What makes the
Constitution a “living”
document? Why is this
important?
Why is it important to
have a system of
checks and balances?
REVIEW
Processing Assignment
Games
Other
(also serves as a formative assessment)
The Processing assignment in the ISN is The questions on the
“Tree of Government”
lengthy (requires students to write a 5
Question Cards can be
assignment – Students
paragraph persuasive essay) and does
used to create a
create a graphic
not adequately prepare for the final
Jeopardy-style review
organizer for the three
assessment. Instead, use the “Bar
game.
branches of gov’t. and
Exam” as an open-notes or open-book
their responsibilities
review of the content of the chapter.
(posted with this
Students could also make the questions
lesson.)
on the “Bar Exam” into flash cards to quiz
each other.
RECOMMENDED LESSON ASSESSMENT AND KEY
Assessment
Key
Modified from History Alive! June 2010
4