Wallayah Alheyasi
EDT 514
Lesson 1
The Three Branches of the United States Government
Lesson Description:
The lesson is part of a U.S. history and government unit. These are concepts that should be
covered in 6th grade but will also be taught to 7th and 8th graders since they are all newcomers.
The concepts, ideas, and information I will be covering are in order to learn, know, and
understand the three branches of the United States government. This lesson is part of a 5 lesson
unit that is taught in a month and a half to two month time frame with plenty of review sessions
incorporated between in each lesson.
Since I teach newcomers and have them between 1 and 3 years, I have been introducing certain
units only. Because my students come with little to zero background knowledge, I need to begin
with the basics and have to cover so much more material than other classes need to cover in a
shorter amount of time. I have only taught parts of this unit and will be teaching this specific
lesson again but in a different way to accommodate the different levels of learning I have this
year. I have nine 7th graders and 11 eighth graders in one class. One of the students has been
recently identified as a cognitively impaired (C.I.) student and comes to me for social studies
only. He has been overseas for one year, otherwise was born here and when administration is
unsure where to place certain students, the newcomer class is usually where they are placed. The
other class consists of fifteen 6th graders. One student here also comes during the social studies
session. He is autistic and has his own aide. Although, I have been told that he is only with me a
few weeks (that time has passed), I have been adjusting lessons to accommodate him. All of the
students are English language learners and have been in the United States for 3 years or less,
with the exception of the C.I. student. Depending on how fast they progress, I may be their
teacher for 6th, 7th, and 8th grade for both language arts and social studies. Many of the
remaining students are learning disabled but unfortunately are not identified because there is a
concern that it may be a language barrier and the wait time has to be at least 3 years before
testing can be initiated.
I plan on attempting to teach these lessons through a lecture, group work, a research project with
partners, and individual work assignments as a supplement to reinforce their learning through
technology use.
I have taught this lesson before but did not have the technology that I do at the time. I am able to
enhance the learning through the use of the Promethean Board and the new lessons found on
www.prometheanplanet.com. I have observed that the students have more fun learning the
concepts now that there are more website resources available. I am able to accommodate the
higher functioning and lower functioning students much more efficiently.
1. 1st Day: I will try to establish prior knowledge by asking students to write in their journals
what they know about the U.S. government and specifically, about the branches of U.S.
government without mentioning how many there are or indicating any information.. I will
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ask a few students to share what they wrote out loud. Using the Promethean Board (Smart
Board), I will show students first page of flipchart with the title “The 3 Branches of U.S.
Government” and the question: Why do you believe
there are three branches of government? Why isn’t there just one branch?
2. Show them what the Constitution document looks like using the following link:
http://www.usconstitution.net/gifs/docs/cpage1.jpg (The Constitution. 13 January, 2009).
3. A volunteer flips 2 or 3 pages of flipcharts taking turns with other students while I am
teaching lesson. This makes it more interactive and keeps students paying attention as they
await their turn. Students anticipate their turn and try to prepare answering questions as we
go. I ask the first question of “Why do you believe or think there are 3 branches of
government? Why can’t there just be one branch? A student that answers gets to come up
next. They tend to get so enthusiastic using the Promethean wand or pen. I will
acknowledge their answers but not elaborate any further.
4. Discuss 1st flipchart: a. Legislative branchHeaded by: Congress
Includes: House of Representatives & Senate
Job: Makes the laws
Other duties: passes laws, impeaches, approves treaties
5. Discuss 2nd flipchart: b. Judicial branchHeaded by: The Supreme Court
Includes: Judges
Job: Tells what the Constitution says,
Other duties: settles arguments about the law, decides cases
6. Discuss 3rd flipchart: c. Executive branchHeaded by: The President
Includes: House of Representatives & Senate
Job: Executes/carries out the federal laws
Other duties: directs national defense, performs ceremonial duties,
acts as chief law enforcement, vetoes laws, commands the Armed Forces
7. Students work collaboratively to complete 4th interactive flipchart: vocabulary words are listed
at bottom and empty boxes are placed in specific order. One box is placed at the top, then 3
below it and then 3 below those boxes. Students are to use the pen to drag the following mixed
up vocabulary in the right 7 boxes: legislative, tells the meaning of the laws, carries out the laws,
judicial, three branches of government, and executive.
8. Also interactively, students use the Promethean pen to circle the correct answer to 3 short quizzes
based on each branch of government. Each student gets the opportunity to interact with the board
this way at least 2 times. This chart is used as a center during the week for more practice.
Students are given a copy of the technology-based hand-out, “Scavenger Hunt Questions” consisting
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of about 40 questions based on the 3 branches of government, the heads of each, and their functions.
(This will also be their exam.)
9. 2nd Day: I will show the following clips using the Promethean Board with students to supplement
learning. I will pause to interpret and discuss with students to make sure there is clear comprehension
and answer any questions. I will also allow them time to work on their scavenger hunt.
Understanding the Constitution: The Executive Branch. Discovery Education. 2001.
United Streaming. 13 January, 2009 <http://streaming.discoveryeducation.com/>.
Understanding the Constitution: The Judicial Branch. Discovery Education. 2001.
United Streaming. 13 January, 2009 http://streaming.discoveryeducation.com/>.
Understanding the Constitution: The Legislative Branch. Discovery Education. 2001.
United Streaming. 13 January, 2009 <http://streaming.discoveryeducation.com/>.
10. 3rd Day: I will ask questions based on everything taught previous two days. I will ask questions
again about why they think 3 branches of government exist and not just one. I will reinforce
concepts. I will make sure they comprehend that the powers were divided and the Framers of the
Constitution did not want just one group or person to have sole power.
I will have students take a virtual field trip of the House Chamber at the following website:
<http://clerkkids.house.gov/trip/chamber.html>.
I will have students complete the “President For a Day” simulation located at the following
website: <http://www.pbs.org/democracy/kids/presforaday/index.html>.
I will have students take a practice online quiz in order for them to monitor their own
progress at the following site:
http://www.softschools.com/quizzes/social_studies/branches_of_government/quiz344.html.
11. I will allow students to complete scavenger hunt. I will go over the answers with them. I
will give the students that have completed their questions the following resources or
supplemental materials to enhance their learning. I will pass out the vocabulary word card
sheet and instruct students to cut them out and keep as reference for future use.
Branches of Government. Ben’s Guide to U.S. Government for Kids. 13 January 2009
<http://bensguide.gpo.gov/3-5/government/branches.html>.
The Constitution of the United States of America. Ben’s Guide to U.S. Government for
Kids. 13 January 2009 <http://bensguide.gpo.gov/912/documents/constitution/index.html>.
The Three Branches of Government. Congress for Kids. The Dirksen Center. 13 January
2009 <http://www.congressforkids.net/Constitution_threebranches.htm>.
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TLC Elementary School: Separation of Powers . Discovery Channel School. 2006.
United Streaming. 13 January 2009
<http://streaming.discoveryeducation.com/>.
This is Our Government. 100% Educational Videos. 2003. United Streaming. 13 January
2009 <http://streaming.discoveryeducation.com/>.
Learning Objectives:
 The lesson is delivered to 6th, 7th, and 8th grade newcomers. I attempted delivering a
lesson from their grade levels, unsuccessfully. Only the students I had the previous year
or two were comprehending the lesson, and left many baffled. Without the background
knowledge, it was a lost cause. In this area, I need more practice and need to simplify the
concepts much more. Also, I may need to wait till the second semester to attempt
teaching any of these lessons until they acquire more of the language. I decided to go
back and teach from the fourth grade curriculum.
 I will be addressing the following:
o the 3 branches of the U.S. government are the legislative, the judicial, and the
executive branches.
o each branch has its own specific powers and different functions.
o the Framers of the Constitution were afraid of giving one person or group in
government sole power.
o power of the federal government was limited by dividing the power among the 3
branches of government.
 As a result of this lesson,
o students will be able to differentiate between the 3 branches of U.S. government.
o students will identify who heads each branch, who it consists of, and what the job
is of each.
o students will be able to explore online resources to complete activities.
Technology Integration:
Concepts taught would be difficult to retain or comprehend without the use of technology.
Integrating technology using different sites for interactive learning and technology to enhance
learning about the three branches of government will make the learning fun. Students truly learn
best when they are engaged. They are provided with laptops to complete activities assigned on:
http://www.softschools.com/quizzes/social_studies/branches_of_government/quiz344.html
and have access to other technologies in the classroom such as the Promethean Board and pen to
go through the lessons and Three Branches of U.S. government quizzes created by
www.prometheanplanet.com.
Connection to Standards:
o Michigan Social Studies Content Expectations Addressed:
 4 – C3.0.3: Describe the organizational structure of the federal government in the
United States (legislative, executive, and judicial branches).
 4 –C3.0.4: Describe how the powers of the federal government are separated
among the branches. (Note: Earlier grade benchmarks are addressed first.
Students have zero background knowledge and need to be taught different content
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from elementary standards. Middle school standards are modified significantly to
accommodate their levels.)
o Michigan Educational Technology Standards:
 6-8.RI.3. use a variety of digital resources to locate information
 6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts,
videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and
other audiences
Student Prior Knowledge:
The majority of the students are coming from villages with little or no schooling. I am not
making any assumptions that they have any prior knowledge. Each student who is new is paired
up with a peer teacher whom will guide them through the process. I will give one-on-one
support to teach them the necessary technology skills they need to accomplish their tasks. Other
skills are taught through their peers. Once one student is taught, he or she teachers another.
Content Knowledge:
Understanding the differences between the three branches of U.S. government, who heads each
branch, who it consists of, and what roles do each play are necessary objectives to guide the
lesson and teach it successfully to the many different learners. Each time the lesson has been
taught, it has been tweaked to accommodate all learners.
Pedagogical Knowledge:
I plan on utilizing all available resources to support the learning activities. I will align tasks and
objectives to learning goals by determining the core concepts and key skills to be learned. I will
implement the Ann Beninghoff model (sample is attached at bottom) of “Practical Strategies for
Differentiation” and best strategies from Bloom's Taxonomy and learning styles. Grouping the
students according to their abilities by using flexible grouping consistently will ensure that all
learners are engaged at all times.
Technology Knowledge:
I have come to learn that students, regardless of differences in ability, have been learning best
through technology and so I have made it a priority to increase my knowledge of technology. I
am confident using technology and pass that attitude on to my students. Technology is integrated
into my teaching daily. All the technology that is available, the document camera, the
Promethean Board with the interactive pen, the projector, the sound system, and the computers,
are used religiously. To successfully teach this lesson, I will be using the ActivStudio 3 software
by Promethean and Microsoft Word. The students will be exploring the internet to complete their
assigned activities.
TPCK Analysis:
Using a variety of technology resources ensures that students are learning the content. The more
technology used, the more I have observed students interacting and learning. Students learn best
when they are engaged. The technology used provides each student with individualized learning
comprehending lessons by processing, constructing, or making sense of ideas in order to learn
effectively, regardless of abilities.
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Assessment Plan:
Students are instructed to create any form of organizer, thinking map, or booklet using any
technology program (ex. Word, PowerPoint, Kidspiration) listing and describing the three U.S.
branches of government based on their understanding. Also, a test has been created using the
same questions they were given to answer. These will both be used to assess their learning.
Note: There are 5 attachments.
Reference: Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org (Some resources and ideas were borrowed.)
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Scavenger Hunt Questions
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Name: ______________________________________ Date: ______________
Circle the correct answer for questions 1-24.
1. How many branches of government does the United States have?
A) 2
B) 4
C) 3
2. The United States is a:
A) Democracy
B) Democratic, Republic
C) Otocracy
3. Which branch of government makes the laws?
A) Legislative
B) Executive
C) Judical
4. Which branch of government enforces the laws?
A) Legislative
B) Executive
C) Judical
5. Which branch of government interprets the laws?
A) Legislative
B) Executive
C) Judical
6. Who is the head of the Executive Branch?
A) Chief Justice
B) President
C) Speaker of the House
7. Who is the head of the Supreme Court?
A) Chief Justice
B) President
C) Speaker of the House
8. Who is the head of the United States Senate?
A) Chief Justice
B) Vice President
C) Speaker of the House
9. One of the duties of the President is to:
A) make the laws
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B) declare the laws Unconstitutional
C) sign bills into law
10. How many members are in the House of Representatives?
A) 100
B) 535
C) 435
11. How many members are in the U.S. Senate?
A) 100
B) 535
C) 435
12. How many members are in Congress?
A) 100
B) 535
C) 435
13. Who is the head of the U.S. House of Representatives?
A) Speaker
B) Vice President
14. How many Senators are from each state?
A) 4
B) 2
C) 6
15. Can actions by a President be declared Unconstitutional by the Supreme Court?
A) YES
B) NO
16. Can laws be declared Unconstitutional by the Supreme Court?
A) YES
B) NO
17. How many members are in the Supreme court?
A) 7
B) 6
C) 9
18. How long are appointments to the Supreme Court for?
A) 6 years
B) life terms
C) 10 years
19. Did Marbury -vs- Madison allowed the Supreme Court the ability to declare actions by
the Executive branch and laws passed by Congress to be declared Unconstitutional?
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A) YES
B) NO
20. Who elects the President?
A) The People
B) The Electoral Vote
21. How many total electoral votes are there?
A) 275
B) 535
C) 435
22. The Constitution established only the:
A) Supreme Court
B) District Courts
23. Supreme Court justices are appointed by whom?
A) The President
B) The Congress.
24. The person second in command to the President is the____________.
25. Franklin Delano Roosevelt was the only President elected to_________ terms.
26. The Constitution lists _____ requirements to be President.
27. The ____________ identifies the qualifications a person must have to become President.
28. The President must be at least _____ years of age.
29. A person running for election is called a ____________.
30. The President is the ____________ executive officer of the United States.
31. The Twenty- second ____________ limits the President to terms.
A presidential candidate must have resided in the United States for ___ years.
Write the answers to questions 34-40 on your paper.
32. How many terms can a President serve? How many years total?
33. What kind of cases does the Supreme Court hear?
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34. What is the only way a bill can become a law without the Presidents signature?
35. Name four roles of the President.
36. What is the only way a President can be removed from office?
37. If the President signs a bill what happens to the bill?
38. If the President rejects a bill what happens to the bill?
Borrowed from: http://www.ba.k12.ok.us/schools/ecm/t/zellers/tests/t4.html
Three Branches of Government Test
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Name: _________________________________________ Date: ______________
Circle the correct answer for questions 1-24.
1 How many branches of government does the United States have?
A) 2
B) 4
C) 3
2 The United States is a:
A) Democracy
B) Democratic, Republic
C) Otocracy
3 Which branch of government makes the laws?
A) Legislative
B) Executive
C) Judical
4 Which branch of government enforces the laws?
A) Legislative
B) Executive
C) Judical
5 Which branch of government interprets the laws?
A) Legislative
B) Executive
C) Judical
6 Who is the head of the Executive Branch?
A) Chief Justice
B) President
C) Speaker of the House
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7 Who is the head of the Supreme Court?
A) Chief Justice
B) President
C) Speaker of the House
8 Who is the head of the United States Senate?
A) Chief Justice
B) Vice President
C) Speaker of the House
9 One of the duties of the President is to:
A) make the laws
B) declare the laws Unconstitutional
C) sign bills into law
10 How many members are in the House of Representatives?
A) 100
B) 535
C) 435
11 How many members are in the U.S. Senate?
A) 100
B) 535
C) 435
12 How many members are in Congress?
A) 100
B) 535
C) 435
13 Who is the head of the U.S. House of Representatives?
A) Speaker
B) Vice President
14 How many Senators are from each state?
A) 4
B) 2
C) 6
15 Can actions by a President be declared Unconstitutional by the Supreme
Court?
A) YES
B) NO
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16 Can laws be declared Unconstitutional by the Supreme Court?
A) YES
B) NO
17 How many members are in the Supreme court?
A) 7
B) 6
C) 9
18 How long are appointments to the Supreme Court for?
A) 6 years
B) life terms
C) 10 years
19 Did Marbury -vs- Madison allowed the Supreme Court the ability to declare
actions by the Executive branch and laws passed by Congress to be declared
Unconstitutional?
A) YES
B) NO
20 Who elects the President?
A) The People
B) The Electoral Vote
21 How many total electoral votes are there?
A) 275
B) 535
C) 435
22 The Constitution established only the:
A) Supreme Court
B) District Courts
23 Supreme Court justices are appointed by whom?
A) The President
B) The Congress.
24 The person second in command to the President is the____________.
25 Franklin Delano Roosevelt was the only President elected to_________
terms.
26 The Constitution lists _____ requirements to be President.
27 The ____________ identifies the qualifications a person must have to become
President.
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28 The President must be at least _____ years of age.
29 A person running for election is called a ____________.
30 The President is the ____________ executive officer of the United States.
31 The Twenty- second ____________ limits the President to terms.
A presidential candidate must have resided in the United States for ___ years.
Write the answers to questions 34-40 on your paper.
32 How many terms can a President serve? How many years total?
33 What kind of cases does the Supreme Court hear?
34 What is the only way a bill can become a law without the Presidents
signature?
35 Name four roles of the President.
36 What is the only way a President can be removed from office?
37 If the President signs a bill what happens to the bill?
38 If the President rejects a bill what happens to the bill?
Borrowed from: http://www.ba.k12.ok.us/schools/ecm/t/zellers/tests/t4.html
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Ann Beninghof Model Sample
Lesson Plan for: Language Arts/Social Studies, 6th, 7th, & 8th Graders
Instructional Objective: Students will be able to...
Visual
X
Auditory Kinesthetic Tactile
X
X
X
High Complexity
Details of Lesson:
1. Students will ...
Students...
Low Complexity
Students....
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