College of Western Idaho Lesson Plan Template

Name Date
Braden Cissney 4/3/2022

Subject/Grade Topic
American History/12th Three Separate Branches of Fed Gov

The Big Idea(s) or Essential Question(s) & Pre-Work

What mechanisms do the different branches of government have to keep the

others in check? How does this look in practice?

Students are assigned a branch of Gov and must list out at least three powers
of said branch using info from textbook and assigned video watching.
State of Idaho and/or Common Core Standards Addressed

9-12.USH2.4.2.1 Analyze the relationship between the three federal branches of government.
Objectives/Learning Targets
Understand how the three branches interact, work together, and work around each other and
what that means for our modern political climate.

Outcomes
SWBAT

Students will be able to identify how an oppositional Congress might attempt to

limit the power of a President whose party is out of power.

SWBAT

Students will be able to propose how Congress might exercise it’s power to get
around a Supreme Court that strikes down a law it keeps proposing.

Materials/Resources/Supplies

Materials – Course Textbook, CrashCourse Separation of Powers/Checks and

Balances Video https://www.youtube.com/watch?v=0bf3CwYCxXw

Supplies – School Issued Laptops

Activities/Procedures (include anticipated time for each)
Introduction/Activator

Explain parameters to students and discuss pre-reading and video watching

they did, answering any preliminary questions the students have. Separate
students into three groups, Supreme Court, President, and Congress. Students
are then given the first activity.

Class Activities Reasons for Activities

Activity 1 (20 minutes) Each group is given one of
the following situations based on their position.
They are to discuss them and come up with a legal
remedy to the conflict between branches. Each
group presents their legal remedy.
Supreme Court -The President has issued an
executive order that many feel is unconstitutional,
a state effected has sued and the issue is now
before the SC.
Congress – The Supreme Court has struck down a
law passed with support from every senator.
President – Congress has passed a bill that your
party finds very unpopular, it is now on your desk
waiting for a signature.
Activity 1 – This activity has students
applying the powers to real world
situations, showing they understand
how they are applied.
Activity 2 – This forces students to
consider not just the powers of their
branch, but how the other branches
limit and check their powers and forces
them to engage in a problem solving
measure to try and reach their stated
goal.

Activity 2 –Groups are then given 20 additional

minutes to come up with a plan on how to use their
branches power to respond to the other branch.
Each group presents their secondary proposal
to the class followed by a class discussion.

Closure/Reminders

We recap the arguments presented, powers that were used and then I identify
any legally incorrect arguments and point out any powers that could have been
used but were not.
Assessment/Check for Understanding
Each student will be required to participate in the group discussion (will line this out during introduction
and observe during group work period).

Students will identify the power they are exercising in their proposal.

Students will submit written plans outlining how their legal remedy solves for the conflict between
branches.

Each section is worth 10 points for a total of 30 points.

Accommodations/Differentiation

Both the textbook and video cover the same material allowing students who
struggle with reading to still learn the material. Students who do not do well
with group work or who struggle with presenting in front of others will be
allowed to put together solo proposal. The group work aspect allows the
students with a better understanding to assist the students who don’t
understand it as well through collaboration.
Reflection/Evaluation
Were the student’s proposal legally sound?
Did the students demonstrate an understanding of the powers of all three of the
branches or just the one they were assigned? This can be viewed through their
response in Activity 2.
Did the students work effectively in groups or would this activity have been
better as a solo assignment?