Ragghianti 1
Student Learning Plan
Separation of Powers
Concept Formation Lesson
Context
Overview/Background
This lesson focuses mainly on one SOL objective and touches lightly on two
others. The main objective deals with the characteristics of the United States
government as stated in the Constitution, more specifically separation of powers. The
lesser objectives are skill objectives, which focus on the ability to connect the past to the
present (as will be accomplished by examples) and the ability to evaluate and discuss
issues orally and in writing. This lesson will be taught in the first semester for the school
year and will be taught as a concept formation lesson.
Rationale
The purpose of a concept formation lesson is to have students learn an important
concept, an intangible idea, by first discovering the concepts critical attributes through a
study of examples, then forming their own definition of the concept, and finally labeling
the concept. Ideally, concept formation lessons should be a student’s first introduction to
the concept and should focus closely on student’s learning the critical attributes. I
believe this model of teaching is very appropriate for the concept separation of power.
The most effective way to utilize the concept formation lesson for separation of powers
is to first provide students with examples of different systems of government that use
separations of power and then having them apply the critical attributes they learn to
events in United States history. This will allow the student to have a firm grasp of the
fact that separation of powers is a concept. It is not exclusive to the United States and
while it manifests itself in different forms, the basic ideas, or critical attributes, of the
concept do not change. Once the student has a firm understanding of the critical
attributes, they can then move to learning more in depth how the United States uses
separation of powers by studying different scenarios and events.
Concept formation lessons should not be used on any concept. Rather, concept
formation lessons should be utilized when the idea is either paramount to understanding
content or when the concept will come up many times throughout the course. The theory
of separation of powers, and more specially checks and balances, is a very important
concept for students to understand as highlights the idea of equal power extremely well.
In addition, there are many instances in history where separation of powers plays a large
role, so understanding a somewhat complex concept is essential to student’s knowledge
of US history. This is also a concept which is alive and relevant in today’s society,
making it doubly important for students properly understand and identify it.
Ragghianti 2
Time
This lesson is designed to take approximately an hour if the “Separation of Powers or
Not?!?!?!” worksheet is assigned as homework. If the worksheet is assigned to be
completed in class, the lesson should take an hour and twenty minutes.
Grade Level/ Course
-
-
Intended Uses
o 11th Grade
o American Studies/ US History (Williamsburg James City Schools)
Applicable To
o Any US History or Government course
Objectives
SOL Objectives
US1.7
The student will demonstrate knowledge of the challenges faced
by the new nations by
b) identifying the basic principles of the new government established by
the Constitution of the United States and the Bill of Rights.
US1.1
The student will develop skills for historical and geographic
analysis, including the ability to
b) make connections between the past and present
e) evaluate and discuss issues orally and in writing
WJCC Objectives
11)
Identify the major compromises necessary to ratify the Constitution.
g. Separation of Powers
Essential Understanding
1) The Constitution of the United States of America established a federal
system of government based on power shared.
Essential Knowledge
- WJCC
III. Constitution
B. Key Principles of the Constitution
1) Federalism= division of powers
2) Separation of Powers and checks and balances
- SOL
Ragghianti 3
1) Separation of Powers
a) The structure of the new government was based on James Madison’s
“Virginia Plan”, which called for three separate branches of government.
b) Legislative Branch (Congress) makes the laws
1) Congress is a two house legislature in which all states are
represented equally in the Senate and people are represented in
the House of Representatives
c) Judicial Branch determines if laws made by Congress are
constitutional
d) The Executive Branch carries out the laws
2) Checks and Balances
a) Each branch can check the power of the other.
b) These checks keep any one branch from gaining too much power.
NCSS Standards
V) Individuals, Groups, and Institutions
Social Studies programs should include experiences that provide for the study of
interactions among individuals, groups, and institutions so that the learner can
e) described and examine belief systems basic to specific traditions and laws in
contemporary and historic movements.
Lesson Objectives
1) The student will be able to identify the three main critical attributes of
separation of powers by correctly identifying the attributes in three examples of
the concept from different governments and completing an exit quiz with 100%
proficiency.
2) The student will be able to apply the three main critical attributes of
separations of powers by labeling provided examples from US history as either
examples or non-examples.
Assessment
-
Students will be assessed in two ways.
o 1) “Separation of Powers or Not” Worksheet
 Completed individually and corrected as a class
 requires students to identify four descriptions as either examples
of non-examples of separation of powers in the US
 Example: the student must correctly identify the three
main critical attributes
 Non-example: explain why it is a non-example and what
would make it an example (teacher created)
 Will be assigned a page number and included in class binder
 Students will be held accountable for having it completed
when binders are collected before unit test
 Will not be assessed with regular classes
Ragghianti 4
o 2) Completion of the “Concept Formation Guide”
 completed together and corrected as a class
 Will be assigned a page number and included in class binder
 Students will be held accountable for having it completed
when binders are collected before unit test
o 3) Students will complete a four question exit quiz
 Graded for correctness
 Percentage Grades
 Ex: 0 wrong = 100%
 Ex: 2 wrong = 50%
Content and Instructional Strategies
Teaching Styles
- Mini-Lesson
- Guided Group Discussion
Label and Critical Attributes
- Label: Separation of Powers
- Critical Attributes
o 1. Branches within an organization have different and off setting
powers, duties, or responsibilities.
o 2. Each branch within the organization has the power to act as a
check on other groups.
o 3. Ability to check other branch is to not allow any group to
dominate the organization.
Examples
- Examples for Critical Attributes
o United States
o France
o Venezuela
- Examples for US History
o Bailout Plan 2008
o Brown v Board of Education
o Chinese Exclusion Act
o War in Afghanistan
Procedure
1) Hook (5 mins)
o Could be a movie, an example of the concept, etc
o Still developing
2) Explain the purpose of the concept formation lesson (5 mins)
o Looking at a set of examples and answering questions on them
o End goal is to pull out critical attributes of the concept and then label it
o If students figure out the concept before the label, ask them to keep it to
themselves.
Ragghianti 5
3) Hand out supplies and start PowerPoint with examples bulleted.
4) Go over the first example (France) as a class (10 mins)
o One student reads example aloud
o Prompt the students to answer the following questions
 How many different groups are there in this organization?
 What are the powers of each branch?
 Do the branches check each other?
 Does any one group dominate another?
5) Have the students complete the remainder of the “Concept Formation Guide I”,
presenting Venezuela first, and then the US (20 mins)
6) Once completed “Concept Formation Guide I”, hand out “Concept Formation
Guide II” (20 mins)
o Have student’s first pick out the differences between all the examples.
 “How are all of the examples different?”
o Come back together as a class and discuss the differences
 “Why is _________ different?”
o Have students then identify the similarities
 “How are all the examples similar?”
o Come back together as a class and discuss the similarities
o As a class, try to synthesize the similarities down to the critical attributes
 “Which ones of these similarities go together?”
 “Do you see a theme developing in the similarities?”
o Then, ask students to individually draw a picture to help them remember
the critical attributes
o Ask a few students to share their picture
o Label the concept: Separation of Powers
7) Have students return to their normal seats and hand out “Separation of Powers or
Not?!?!”
o Go over the specifics of checks and balances as they relate to checks and
balances
o Have students complete the worksheet
 First two together
 Students complete the last two
 Go over together
o Alternately, it can be assigned as homework
8) Before the end of class
o Give students exit quiz
Resources (Appendix II)
-
Course Textbook: The Americans. McDougal Littell. Boston, MA 2003.
Larson, Bruce and Timothy Keiper Instructional Strategies for Middle and High
School Students. Routledge, New York, 2007.
www.wikipedia.org
Ragghianti 6
Differentiation
-
-
Advanced Class
o Will complete the “Separation of Powers or Not?!?!” worksheet
 Either in class or as homework as time permits
Regular Class
o Will only complete the chart
Clarity
o After discussion with teacher
o Simplified language will be used at times
 Ex: General Characteristics, not Critical Attributes
o Examples
 Will be presented in a PowerPoint rather than written out
examples
 Simpler to read and understand
Adaptations
IEP and 504
- Lesson will be adapted where necessary to accommodate Individual Education
Plans (IEP) and 540 documentation
- Examples
o Provide Partial Notes
o Have students read sources together
o Provide sources as bullet points
 Handout or PowerPoint
- Adapt assessment assignment where necessary
Reflection
Pre-Reflection
I believe this concept formation lesson will be both appropriate and successful in
teaching students about separation of powers. I particularly believe that by presenting
how different nations have separation of powers will help to reinforce that separation of
powers is not just a US concept, but a concept of government in general. I then think the
“Separation of Powers or Not?!?!?” worksheet highlights the US system of checks and
balance to assure separation of power. In the end, I believe this lesson has a high
likelihood of success and the only issue I forsee is the students not gleaning the right
information and attributes from the examples or the “Separation of Powers or Not?!?!?”
worksheet. The best way I can see to avoid this is to ensure my examples and questions
are clear and to prepare myself for questions and response I might get by talking to my
cooperating teacher.
Ragghianti 7
Name:___________________________________
Period:_______
Concept Formation Guide I
How many
different groups
are in this
organization?
FRANCE
VENEZEULA
UNITED
STATES
What are the
powers of each
branch?
Are there
checks in
place?
Is any branch
the strongest?
Why or why
not?
Ragghianti 8
Name:____________________________________________
Period:_______
Concept Formation Guide II
1) What are the major differences in the examples?
2) What are the major similarities in the examples?
General Characteristics
1.
2.
3
Draw a Picture of this concept to help you remember it
Label
Ragghianti 9
Examples
France
In a very similar fashion to the United States, France’s government is divided into
three branches; the Executive, the Legislative, and the Judicial. The Executive Branch is
comprised of the President and the Prime Minister who share power and executes the
laws and has the power to dissolve the National Assembly. The Legislative Branch runs
in a parliamentary style and consists of the National Assembly and the Senate, whose
main jobs are to make laws. The National Assembly may force the resignation of
executive members through a censure and the branch has broad investigating powers. The
Judicial Branch is split into two parts, the judicial order (civil cases) and the
administrative order (public body cases). France also has a constitutional court which
deals with interpretation of laws and the French Constitution but it is not an official part
of the judiciary.
Venezuela
Venezuela’s government consists of five branches. Much like the United States,
the Executive Branch consists of the President and is responsible for carrying out laws.
The Legislative Branch is called the National Assembly and is responsible for making
laws and the Judicial Branch is responsible for interpretation. In addition, the Venezuelan
government has two other branches. The Electoral Branch is responsible for oversight in
elections. The Citizen’s Branch, headed by the Chief Public Prosecutor, is responsible for
representing citizens in dealings with the government.
United States
The United States government operates under the theory of democracy and the
principles of federalism, in which power is divided. The federal government of the
United States is divided into three branches. The Executive Branch consists of the
President, Vice President, and the cabinet and is charged with administering and
enforcing laws and can veto laws passed by Congress. The Legislative Branch is made up
of the House of Representatives and the Senate and is responsible for making laws. The
final branch is the Judicial Branch, or the Supreme Court, whose job is to interpret the
Constitution and laws.
Ragghianti 10
Name:______________________________________
Period:____
Separation of Powers or Not?!?!?!
Checks and Balances in United States History
Background: While separation of powers is the broad concept, the United States operates
under a more specific system of checks and balances. The following are either examples
or non-examples of the concept of separation of powers brought to life in the form of
checks and balances. Some are real, others are invented. If it is an example of separation
of powers, state how it meets our three critical attributes. If it is a non-example, state why
and how it could become an example, or making it historically accurate.
1)
In September/October of 2008 the United States suffered its biggest economic
crisis in a number of years. Business failed, the stock market prices dropped, and the
price of gas sky-rocketed. In an effort to counteract this economic downfall, President
Bush purposed an economic bailout plan that would help business and stimulate the
economy. The first of these plans failed to receive enough votes in Congress to pass. (It
later passed)
Yes________; No_________
Why:
2)
The United States sought to wage war on those responsible for the terrorist attacks
on 9/11. Once it was thought that Afghanistan harbored members of the terrorist group
al-Qaeda thought to be responsible for the attacks, President Bush unilaterally (on his
own) and without approval declared war on Afghanistan beginning the War on Terror.
Yes___________; No___________
Why:
Ragghianti 11
3)
Due to growing numbers of Chinese Immigrants and brewing anti-Asian
sentiments, Congress created, deliberated, passed, and instituted the Chinese Exclusion
Act in 1882. This act banned entry of all Chinese, excluding students, teachers,
merchants, tourists, and government officials.
Yes:__________; No:__________
Why:
4)
The landmark cases of Brown v the Board of Education, Topeka Kansas ruled that
school segregation was unconstitutional and ordered that schools be desegregated. This
overturned their previous decision that upheld the idea that separate but equal facilities
were acceptable.
Yes__________; No__________
Why:
Ragghianti 12
Name:_______________________________________________
Period:______
Exit Quiz
1) What was the name of the concept we learned today?
2) What were the three general characteristics of the concept?
-
-
3) What does federalism mean?
4) What is an example of checks and balances in the United States government?