SOCIAL SCIENCE WEEKLY LESSON PLAN FORMAT

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Unit Title Unit 3- The Three Branches of Government
The Structure of Congress (Legislative
Subject Grade 12 Week of 10/31/22 – 11/4/22
Branch) AP Government and Politics
Essential/Driving
How does the bicameral system of Congress influence policy making?
/Historical Question
How do the three branches of government cooperate and compete with one another?
and/or Theme
Day M T W R F
Review Implied Review Leadership,
Civic Action Project Leadership in
Lesson Topic/Title Congressional Powers Powers and Unit 2 FRQ Intro Midterm Election
and Quiz Congress
Results 2022
Students will be able
Students will be able to Students will be able
to individually Students will be able to
complete a t-chart to verbally articulate
Students will be able complete a multiple- annotate a Kami
listing the enumerated the basic layout
to name and describe choice quiz during the document, listing the
and implied powers of (hierarchy) of both
the four major powers first 20 minutes of powers of the leaders
Objectives Congress. Students will chambers of Congress
of Congress (power of class. Working in in Congress (president
also be able to rewrite and will also be able to
the purse, trade, groups students will pro tempore, speaker
their Unit 2 FRQ’s in an identify the seven
military, and implied). continue to work on of the house, whips,
attempt to boost their California propositions
their Civic Action etc.).
grades. that are on the ballot.
Project.
Content Standards HSS- 12.4. 1. Discuss HSS-12.4. 1. Discuss HSS-12.4. 1. Discuss HSS- 12.4. 1. Discuss HSS- 12.3. 2. Explain
and ELA Common Article I of the Article I of the Article I of the Article I of the how civil society makes
Core State Standards Constitution as it relates Constitution as it relates Constitution as it relates Constitution as it relates it possible for people,
to the legislative to the legislative to the legislative to the legislative individually or in
branch, including branch, including branch, including branch, including association with others,
eligibility for office and eligibility for office and eligibility for office and eligibility for office and to bring their influence
lengths of terms of lengths of terms of lengths of terms of lengths of terms of to bear on government
representatives and representatives and representatives and representatives and in ways other than
senators; election to senators; election to senators; election to senators; election to voting and elections.
office; the roles of the office; the roles of the office; the roles of the office; the roles of the 12.4. 3. Identify their
House and Senate in House and Senate in House and Senate in House and Senate in current representatives
impeachment impeachment impeachment impeachment in the legislative branch
 proceedings; the role of
the vice president; the
enumerated legislative
powers; and the
proceedings; the role of
process by which a bill
the vice president; the
becomes a law.
enumerated legislative
proceedings; the role of 12.4.3. Identify their
powers; and the
proceedings; the role of the vice president; the current representatives
process by which a bill
the vice president; the enumerated legislative in the legislative branch
becomes a law of the national
enumerated legislative powers; and the of the national
CCSS- SL.11-12. 5. government.
powers; and the process by which a bill government.
Make strategic use of CCSS- RH.11-12. 7.
process by which a bill becomes a law CCSS- L.11-12. 6.
digital media (e.g., Integrate and evaluate
becomes a law CCSS- W.11-12. 2. Acquire and use
textual, graphical, multiple sources of
CCSS- L.11-12. 4. Write accurately general
audio, visual, and information presented
Determine or clarify the informative/explanator academic and domain-
interactive elements) in in diverse formats and
meaning of unknown y texts to examine and specific words and
presentations to media (e.g., visually,
and multiple-meaning convey complex ideas, phrases, sufficient for
enhance understanding quantitatively, as well
words and phrases concepts, and reading, writing,
of findings, reasoning, as in words) in order to
based on grades 11–12 information clearly and speaking, and listening
and evidence and to address a question or
reading and content, accurately through the at the college and
add interest. solve a problem.
choosing flexibly from a effective selection, career readiness level;
CCSS-RHST.11-12. 9.
range of strategies organization, and demonstrate
Draw evidence from
analysis of content. independence in
informational texts to
gathering vocabulary
support analysis,
knowledge when
reflection, and research.
considering a word or
phrase important to
comprehension or
expression.
Vocabulary Enumerated, implied, Naturalization, implied Unit 2 vocab list (see Majority party, Same as yesterday,
public policy, powers, methodology, week 8 materials in minority party. Whips, proposition, ballot,
necessary and proper senate, bicameral, Wednesday’s folder) president pro tempore, polling
clause house of house speaker,
representatives majority/minority
 leader, unified
government
15 minutes. We will
15 minutes. We will go begin class today with 15 minutes. We’ll start
10 minutes. We will go over the chart from a quick mini lecture on class with our Good
over a few practice yesterday’s google the set up of both Things Friday. Next,
questions to refresh slides for students to chambers of Congress. we will conduct a 10
20 minutes. Students
the content introduced identify the I will explain the roles minute review of the
will be completing a
last week such as enumerated power and duties of the major different roles and
timed multiple-choice
Baker v Carr and associated with the players of the positions of Congress
quiz on Congressional
independent written implied power legislative branch and officials by having a
Powers and the basics
commissions. We will from the t-chart. We explain why the table convo where
of Congress. This will
Lesson Intro also go over the will also discuss and majority party has students are assigned
be the first non-
differences between review the Venn more advantages and one person in
retakeable quiz to
the House and Senate Diagram assignment why this connects to Congress based on the
ensure students have
by collaboratively that students were to the importance of color chair they are
been studying and
filling out a chart complete for voting. I will go over sitting in and will be
paying attention in
(comparing # of homework yesterday vocab terms such as responsible for
class.
members, term to compare the ‘’unified government’’ educating their table
lengths, and requirements and and others, pausing to mates on the powers
qualifications). powers of both have students take and role that official
chambers of Congress. notes or answer has.
questions.
Content Delivery 45 minutes. The 20 minutes. A majority 30 minutes. Students 20 minutes. During 40 minutes. First, we
remainder of class will of class will be spent will have the introduction and will spend ten minutes
be a lecture on the discussing the FRQ remaining half of class throughout period. We reviewing
powers of Congress. I from Unit 2. to work on their will shift from our mini congressional
will go over and Specifically, we will projects. As usual I will lecture to watching a leadership by going
elaborate on the four analyze the most go around and check in series of videos on over some multiple-
major powers of common mistakes with individual groups Speaker Pelosi and the choice practice
congress: power to tax among students, the to assess their roles/duties of questions for students
and spend, the power areas in which many progress, determine members of Congress. to volunteer to answer
of trade, shared power students excelled at, next steps, and answer This will be conducted before we discuss the
over the military, and and how students can questions. by students answers as a whole
the implied powers of edit their FRQ’s to independently so they class. Next. we will
Congress. During achieve a higher score. can have a five-minute
 watch/rewatch/take
notes on their own table convo reviewing
which I will call on
time in whatever way students’ padlet posts
students to answer
they feel most on Speaker Pelosi. The
questions or to recap
comfortable doing so. remaining 25 minutes
what I just went over
As students watch the will be spent
in their own words.
We will do this via videos they are to take discussing the
We will also revisit our
Google Slides and by notes on the Google proposition weekend
Article 1 Section 8
looking at student Doc. and annotate the assignment and
homework/class
examples from those graphic organizer in watching at least two
assignment from last
who achieved perfect Kami. Students may videos on the different
week to review the
scores on the FRQ. collaborate with California propositions
enumerated and
teachers and peers but on the ballot for this
implied powers of
must submit year’s midterm
Congress, as stated in
assignments election and fill out
the United States
individually and write some of the chart
Constitution.
responses/notes in together as a class.
their own words.
Student Engagement During content Throughout the lesson. Throughout lesson. During content Throughout the lesson.
delivery (see above) Specifically, students delivery (see above for This lesson is heavily
will have the majority details). anchored in student
of class time to work discussion as seen
on their Civic Action with the table convos
Project. Students may regarding yesterday’s
choose to leave the assignment and the
room to interview padlet posts. We will
faculty, work with also have students
students from other work together to
classes, film segments answer the multiple-
of their video, choice practice
document evidence if questions . Students
their project is an issue will also be engaged as
on campus, etc. we watch some of the
proposition videos
together as a whole
class, with students
 being welcome to
discuss their opinions
with their peers.
20 minutes the
remainder of class will
be spent having 10 minutes. Students
1 minute. I will remind
1 minute. I will quickly students rewrite their will have 10 minutes
students to complete
go over the Venn FRQ’s and correct any to respond to the
the reading
diagram assignment mistakes to turn in for prompt in padlet
assignment and the
Lesson Closure for tonight’s full credit. Students N/A regarding Nancy Pelosi
proposition chart
homework and explain who achieved perfect and identifying
assignment in
my expectations for scores may instead characteristics that
preparation for
student work. work on the make her a good
Monday’s class.
vocabulary homework Speaker for the House.
assignment and study
for tomorrow’s quiz.
Informal- student
Informal- venn
Informal- The conversations during
diagram assignment, t-
Informal- student Formal- the quiz on annotated kami the practice questions
chart comparing the
Assessments notes on slides and Congressional Powers assignment containing on the Google Slides.
Senate and the House,
table discussions and Basics students’ notes and the The proposition
and the rewritten
padlet post. weekend homework
FRQ’s.
assignment.
Accommodations for ELs will be given I do not grade against SSNs and ELs will be All course materials All videos have closed
ELs and SSNs Google Slides that have grammatical errors for able to retake this quiz will be widely captioning and are
side-by-side any written once if necessary. The accessible for all translatable. This
translations. All course assignment. SSNs and quiz may be printed students, while lesson is grounded in
materials have legible ELs may have a 24 hardcopy for SSNs keeping ELs and SSNs student discussion to
font for students with hour extension to turn with visual differences in mind. Translations provide peer-centered
dyslexia and may have in their rewritten and for ELs who may and text-to-speech feedback and
less writing than FRQ’s if they choose to require side-by-side features are presently assistance for all
peers’ slides. All vocab complete it. For the translations. In installed on each students, not just ELs
terms are highlighted venn diagram and t- addition, SSNs and ELs student chromebook. and SSNs. I do not
for student chart activity I will will not be timed for For the annotated grade for grammatical
understanding and the have students work the quiz and may Kami assignment I will errors.
way the slides are set together in their tables choose to complete it have SSNs and ELs
 up are to ensure
students can take their to provide additional
own notes during the scaffolding for my
lecture rather than just SSNs and ELs. When I work with a partner
after school or at
depend on mine. plan on calling on an when appropriate and
lunch. All class
Visuals are also EL of SSN student I they may also opt to
materials are
present on the Google give them a heads up take notes hardcopy as
accessible online and
Slides for ELs and SSNs beforehand so that some students prefer
hardcopy.
to grasp complex they may prepare their doing so.
concepts in a way answer/comment to
more comfortable to share with the class.
them.
 FRQ from Unit  Kami graphic  Google Slides
 Google Slides 2 organizer  Proposition
 Google slides
Resources  Article 1  Google Slides  Videos assignment
 Quiz
Section 8  Venn Diagram  Google slides and videos
assignment assignment  Padlet  Padlet