Standards-Based Unit Planning Template
AOB Lesson 4
Part II: Lesson Plan Template
Lesson Topic/Focus: Checks and Balances: Organizing the U.S. Government
Target Unit Essential Question(s): (taken from unit framework)
 EU2-EQ1: Why is the U.S. Constitution considered to be a social contract
codified by laws between the people of the United States and the government?
(aligns: SS-H-GC-U-2)
 EU2-EQ2: Why did the framers of the U.S. Constitution organize the government
into three branches with powers that are separated, shared, checked and
balanced? (aligns: SS-H-GC-U-3)
Lesson Essential Question(s):
1. What influenced the Framers to organize the government into three
branches with separate powers?
Estimated duration of lesson: 1 day (55 minute class periods)
Template Key:
Constant/ Should not be differentiated.
May be/Should be differentiated.
Targeted Lesson Standards:
Academic Expectations:
2.14
2.15
Students understand the democratic principles of justice, equality, responsibility, and
freedom and apply them to real-life situations.
Students can accurately describe various forms of government and analyze issues that
relate to the rights and responsibilities of citizens in a democracy.
Program of Studies
Understandings
SS-H-GC-U-3
Students will
understand that the
Constitution of the
United States
establishes a
government of limited
powers that are
shared among
different levels and
branches. The
provisions of the U.S.
Constitution have
allowed our
government to change
over time to meet the
changing needs of our
Program of Studies Skills
Core Content for Assessment
SS-H-GC-S-2
Students will examine issues
related to the intent of the
Constitution of the United
States and its amendments:
a) analyze how powers of
government are
distributed and shared
among levels and
branches, and how this
distribution works to
protect the “common
good” (e.g., Congress
legislates on behalf of
the people, the President
represents the people as
a nation, the Supreme
SS-HS-1.2.1
Students will analyze how powers
of government are distributed and
shared among levels and branches
and evaluate how this distribution
of powers protects the “common
good” (e.g., Congress legislates on
behalf of the people; the President
represents the people as a nation;
the Supreme Court acts on behalf
of the people as a whole when it
interprets the Constitution.) DOK 3
SS-HS-1.2.2
Students will interpret the
principles of limited government
(e.g., rule of law, federalism,
checks and balances, majority rule,
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Standards-Based Unit Planning Template
society.
Court acts on behalf of
the people as a whole
when it interprets the
Constitution)
AOB Lesson 4
protection of minority rights,
separation of powers) and evaluate
how these principles protect
individual rights and promote the
“common good.” DOK 3
Other: English Language Proficiency, Kentucky World Languages Framework, Technology Student
Standards, Kentucky Occupational Skill Standards
Alignment to End of Unit Assessment: N/A
Students will know…
Articles of Confederation.
Virginia Plan.
New Jersey Plan.
Students will be able to…..
determine the advantages and disadvantages of the
Articles of Confederation to the states and the
national government.
explain the differences between the Virginia and the
New Jersey Plans as a means to organize the U.S.
government and protect state interests.
analyze to what extent each plan promoted the
common good.
Student Friendly Learning Target(s):
1. I can determine the advantages and disadvantages of the Articles of Confederation
to states and the national government.
2. I can explain the differences between the Virginia and the New Jersey Plans as a
means to organize the U.S. government, protect state interests, and promote the
common good.
Lesson Summary: Brief overview of the lesson
Students will determine the advantages and disadvantages of the Articles of
Confederation to the states and the national government by completing a “choice journal
prompt.” Students will then examine and evaluate the Virginia Plan and New Jersey
Plan. Students will determine which plan is better for organizing the national
government and how protecting/promoting the common good is addressed in both plans
by completing a guided reading strategy or graphic organizer.
Lesson Detail: Detailed description of lesson includes:
1. Detailed description of previous instruction
2. Instructional set/bell ringer
3. Transition
4. Assessment/assessment task
5. Activity
6. Wrap-up
7. Additional lesson notes
Day 1 of __1__ day lesson.
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Standards-Based Unit Planning Template
AOB Lesson 4
1. Previous instruction: The previous lesson focused on the influence of the
British and American colonies (events/acts) on the formation of the U.S.
government as both constitutional and representative as articulated in the U.S.
Constitution, which is a social contract. Students examined documents and
events from the British and American colonies and explained how they reflected
democratic principles and influenced the development of U.S. government.
Students also evaluated the effectiveness of the U.S. government in fulfilling the
purposes of government as stated in the Preamble to the U.S. Constitution.
2. Instructional Set/Bell Ringer: Previously, the class discussed the Preamble
and evaluated the effectiveness of the U.S government in fulfilling the purposes
of government as stated in the Preamble to the U.S. Constitution. The class will
now consider how the Framers thought the U.S. government should be
established. Since the colonists declared their independence from Great Britain,
they had to decide how to govern themselves. The Articles of Confederation was
the first attempt to establish a government for the U.S. but was found to be
inadequate.
Working with a partner: Teacher can assign partners based on interest.
1. Read the following excerpts (Resource 4A) from the Articles of
Confederation. The second page of Resource A defines vocabulary that
students may struggle with while reading the Articles of Confederation.
This allows the teacher to differentiate by readiness.
Journal Choice: Respond to one of the following prompts:
A. For each excerpt create a list of advantages and disadvantages to the
states and/or to the national government from the Articles.
B. Using the excerpts create a dialogue between an individual representing
state rights and an individual representing national government rights.
Include in your dialogue the advantages/disadvantages of the Articles.
The teacher may want students to share their dialogue with the class after
completion. This activity should take only 10-15 minutes total so the teacher will
only want a couple of groups to share out in the interest of time.
3. Transition: The teacher introduces the student friendly learning targets which
can be posted:
 I can determine the advantages and disadvantages of the Articles of
Confederation to states and the national government.
 I can explain the differences between the Virginia and the New Jersey
Plans as a means to organize the U.S. government, protect state
interests, and promote the common good.
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Standards-Based Unit Planning Template
AOB Lesson 4
The teacher will then explain that since the Framers found weaknesses in the
Articles of Confederation, a new Constitution was drafted. Individuals such as
James Madison and William Patterson had different ideas about the best way to
establish and structure the U.S. government. The teacher will tell students that
they will look at each plan now. Teacher announces that students will be placed
in pre-determined groups for today’s activity (the groups should be mixed-ability).
4. Lesson Assessment: Students will complete a graphic organizer (Resource
4C) to address learning targets.
Note: There are also two guided reading activities that the teacher can use for
the same content (Resource 4D). The first activity is scaffolded more for student
understanding and should be used with students who may struggle more with
reading comprehension. The second activity is scaffolded less for students who
have better reading comprehension. The teacher can decide whether the
guiding reading strategies or the graphic organizer would be more effective for
their students based on the prompts chosen. The teacher can also choose to
give the reading strategies to some students and the graphic organizers to others
based upon readiness and/or interest.
5. Lesson Activity: Teacher will explain to students that they are going to
examine and evaluate the Virginia Plan and New Jersey Plan (Resource 4B) and
determine which plan was better for organizing the national government, and
how protecting/promoting the common good was addressed in both plans by
completing a graphic organizer (Resource 4C) or a guided reading (Resource
4D).
Note: Resource 4B graphic organizer differentiates the content. A summary or
the actual documents can be used. The teacher should have already determined
which assignment students will complete by differentiating the prompt based on
student readiness.
6. Lesson Wrap Up: Once students have completed their assignment, the
teacher will ask students to discuss, in a mixed ability group, their decisions on
which was the better plan for organizing the U.S. government. The teacher
should put students in mixed ability groups combining students who had both
assignments from lesson activity.
The teacher will then give students a handout on the Great Compromise
(Resource 4E). Students will work with their partners and create a graphic
organizer of their choice (graphic organizers could include a web, an
organizational chart, a venn diagram, a top-hat diagram, etc.) that show how the
Virginia plan and the New Jersey plan became the Great Compromise. This
graphic organizer will need to include:


Specific references to the Virginia and New Jersey plans.
Names of the important backers of each of the plans
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Standards-Based Unit Planning Template


AOB Lesson 4
Reference to the different structures of government presented in each
plan and in the compromise
Solutions to the issues of representation and slave populations.
The teacher should review and share Resource 4F with students prior to
completing the assignment. This assignment can be done either as a final exit
slip or can be assigned as a homework assignment.
The lesson wrap up will serve as a formative assessment to determine student
understanding of the Virginia Plan, New Jersey Plan, and Great Compromise and
their contribution to the U.S. Constitution.
7. Additional Lesson Notes: For teachers who may want to use the actual
primary source documents, please go to the following links.
Articles of Confederation:
http://www.teachingamericanhistory.org/library/index.asp?document=47#onevote
The Virginia Plan:
http://www.teachingamericanhistory.org/library/index.asp?document=160
The New Jersey Plan:
http://www.teachingamericanhistory.org/library/index.asp?document=2174
The Great Compromise:
http://teachingamericanhistory.org/convention/debates/0716.html
Part II: Lesson Plan Template
Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices:
Differentiation: (check all that apply)
X Content
X Process
X Product
X Readiness
X Interest
Learning Profile
Using Strategies: (check all that apply)
X Multiple Intelligences
Jigsaw
Taped Materials
Varying Activities
Varied Texts
Varied Supplementary Materials
Cubing/ThinkDots
Choice Boards
RAFT
Simulations
Parts-to-Whole
Whole-to-Parts
Varied Questioning Strategies
Interest Centers
Interests Groups
Varied Homework
Compacting
Literature Circles
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Standards-Based Unit Planning Template
X
Tiered Lessons
Tiered Centers
Tiered Products
Learning Contracts
Small-Group Instruction
Independent Study-Orbital
Varied Journal Prompts
Other:
AOB Lesson 4
Split Journals
Group Investigation
Varied Homework
Reading Buddies
X Graphic Organizers
Think Alouds
Highlighted Texts
Evaluation/Assessment:
Formative: (check all that apply)
Pre-Assessment aligned with learning
targets
Anecdotal Records
Students monitor progress to reaching
learning targets
Students using feedback to set goals
Journals/Learning log
Students revise assessment answers
Summative: (check all that apply)
Open Response
Oral examination
Multiple Choice/Selected Response
Essay
Running Record
X
X
X
X
Class discussions
Conferences and interviews
Students develop assessment items
Self-Assessment/Reflection
Other
On-Demand
Writing Portfolio Tasks
Performance Tasks
Other: Graphic Organizer
Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion
Resources/Technology: Think about practical issues and materials needed for lesson
implementation. (check all that apply)
Assistive tools: Text Readers,
Communication tools: Blogs, Wikis,
Autosummary,
Podcasts, Email, Web Page,
etc._________________
___________
Interactive technology: Smart boards,
Research online: Encyclopedias, KY
Quick Response Systems
Virtual Library, ________________
Productivity tools: Web sites, Power
Digital Imagery: Digital Camera, Clip
point, spreadsheets, word process,
Art, Movie Clips, etc
graphic organizers, concept mapping,
_________________________
X Content Resource: Web sites (Marco
Equipment: TV, Tape Recorder, CD
Polo, United Streaming, Web Quests,
Player, Videos, MP3 Players, Video
virtual museums), content software
Cameras, Educational Software
resources, supplemental resources on
_______________________
CD, blogs, etc.
__________________________
Other:
Other:
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Standards-Based Unit Planning Template
AOB Lesson 4
Explanation of use of technology (if needed):
Part III Unit/Lesson Reflections and Questions
Reflection:
Questions and reflections that the teacher and students identify as they explore the
unit/lesson.
After delivering your unit/lesson, reflect on its success.
 What evidence/data demonstrates that students met goals and objectives?
 In what areas did students exceed goals and objectives?
 What might you do differently next time?
Additional Notes/Attachments
Resource 4A
Resource 4B
Resource 4C
Resource 4D
Resource 4E
Resource 4F
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