Lesson Title: The Three Branches of American Government

Class and Grade Level: 10th Grade Civics HSCEs: 3.1.1 Analyze the purposes, organization, functions, and processes of the legislative branch as enumerated in Article I of the Constitution 3.1.2 Analyze the purposes, organization, functions and processes of the executive branch as enumerated in Article II of the Constitution 3.1.3 Analyze the purposes, organization, functions, and processes of the judicial branch as enumerated in Article III of the Constitution 3.1.5 Use examples to examine tensions between the three branches of government Essential Questions: What problems might occur from having a single branch of government rather than three? Why was the possession of power a threat to the Framers? In what ways do checks and balances solve that threat? What are the relationships between the three branches of government? What are the functions of the three branches of government?

Materials Required: Textbook/readings, notebook and pencil, computer with internet access Preconception to Address: Many students often assume that the President is the most powerful figure in American government, almost like a king, with very little solid understanding of his actual duties. Evidence of Learning: Students will be able to Identify the 3 branches of government

Ann Blaauw

 Match responsibilities to branches Create a visual representation of each branch Verbally explain the three branches of government to middle school students Lesson Sequence (Week-long lesson): We will begin by creating KWL charts on the board and in their notebooks. By outlining what they know and want to know about the three branches of government, I will be able to determine what misconceptions exist, as well as what knowledge the students already have mastered. Next, students will watch the BrainPop video of the three branches. Subtitles are available to view with the video. This will serve as a basic introduction to the concept. Students will then be divided into at-level groups. They will be given supplemental readings at their reading levels to read with their groups. As they read, students will complete a graphic organizer outlining the main ideas and concepts from their reading, which focuses on the three branches and their functions, as well as the tensions within the branches. Once finished, students will report to me with their graphic organizers so I can check for any major issues and clarify any questions. (This will likely not all happen at the same time, as different groups have different levels of readings that will take different amounts of time to complete.) Once students have demonstrated their understanding of the concept of the three branches of government, they will use Popplet to organize a plan to demonstrate their understanding to an audience, in this case, a middle school social studies class about to learn about the Founding Fathers and Constitution. In this Popplet, students must demonstrate their understanding of the concept by using examples and summaries in their own words and determine WHAT they want their audience to learn from them. Once completed, students must meet with me to discuss their Popplet and make any changes. They are then free to begin designing their project, keeping in mind their audience. They are to use Glogster, a tool that I would have introduced to

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them before this lesson. Glogster will allow them to demonstrate their knowledge using a variety of media and technology tools in unique and visually interesting ways. Students will then peer-edit each others work in a gallery walk of sortsgroups will explore their peers projects to check for any errors, and also to add comments and suggestions. Students will then get back with their own groups to reflect on their peers suggestions and make any adjustments as necessary. Then, it is time to present! I will have made arrangements with the middle school teacher for my class to teach her class in small groups for a day on what they have learned and created. Ideally the middle school students will also be able to provide feedback, perhaps written, for my students to hear at a later class period. We will then revisit the KWL, to determine what we as a class have learned, and if anything we thought we knew has changes or adjusted. I will also at this point lead students to brainstorm why the Framers decided not to have a king in charge of the country. They will use the knowledge they have gained to have a discussion on the tensions that can come from one all-powerful leader, and how the three branches can check each other (more will be discussed on that in later lessons). Finally, students will discuss as small groups and then as a whole whether they like the system of American government, or if there is anything they would change, and why. This will give them a chance to reflect on the merits of the concept they have learned, and develop their own opinion about it. Reflection: Content: I am teaching students about the functions of the three branches of government. The big ideas are how these three branches function in American government, and how they balance the power within government. I expect students to struggle with keeping the three branches separate in their minds, as well as adjusting their preconceptions about the role of the President.

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Pedagogy: First, I used backward design when planning the lesson. I purposely determined first what I wanted the learning outcome to be, as well as how I wanted students to demonstrate that knowledge. From there I worked backwards to determine a good way to reach those goals. Brown, Collins and DeGuid discussed the need for students to feel that what they are doing is authentic (34), and for that reason I created a scenario in which the students become the teachers, responsible for teaching the middle schoolers in our building what they have learned. Additionally, James Gee discussed that students should demonstrate what they know through more authentic activities, and that again connects to the idea of the students becoming the teachers, and demonstrating their knowledge through an activity, not through a test. And finally, David Wong discussed the aesthetics of learningmaking something interesting motivates the learner (199), and so allowing students the freedom to create something with very few boundaries will hopefully enhance the aesthetic aspect of the experience for them. Content & Pedagogy: Glogster is a fairly versatile program, allowing all sorts of learners to demonstrate what they know best. It can be visual, textual, auditory, whatever the students want. These allows students to better drive their presentations in their own ways, as well as learn the material themselves through multiple avenues. Because they are working in groups, they can also play off each others strengths. If one student struggles to work with technology, there are other students there to help out. By dividing students into at-level groups, I am also ensuring that those who are not always leaders have the opportunity to shine a bit more. There are some constraints to Glogster, including the learning curve of how to use it. I would certainly have taken the time before this lesson to introduce students to it. Technology: BrainPop videos are a great way to introduce complicated topics. BrainPop slowly analyzes the major features of the three branches of government in easy-tounderstand ways. While not a necessity, I think introducing a concept to students

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through visuals will capture their attention more than an introductory reading might. I will be using Popplet as a visual organizer before students create their Glogs. This is for several reasons. First, I think students often have a hard time making plans for their projectsthey fall right into them without knowing where they are really going or how to get there. By requiring them to organize their ideas, they will be more likely to succeed at the end result (just like backwards design!). Additionally, Popplet in some ways restricts student planning into a specific form, directing students to focus on the specifics of their learning. And finally, Popplet can be interactive, with multiple students working on the same one from different computers. This would allow for more students to be actively engaged at once, rather than just one student doing all the writing/typing. The use of Popplet is certainly not absolutely necessary for the objectives to be achieved, but I believe it allows students to feel more actively engaged in the planning process than they would otherwise. Glogster is the most interactive and unique of the three technologies I am using in this lesson, and again, while not absolutely necessary for the teaching of the three branches, I think it would do a better job engaging both my students and the audience of middle schoolers than a PowerPoint or poster presentation would. Students, by making their Glogs unique, will have the opportunity to really own the information they are teaching, rather than simply recite a list of facts. Additionally, the Glog allows for deeper understanding, because they can represent the concept of three branches in many different forms, not just in 2-D paper and pencil. Technology & Pedagogy: I really believe that students learn best when able to create on their own. Throughout this class we have read article after article that discusses the importance of students constructing their own knowledge. By blending the content with the individuality of Glogs, students are able to construct their own learning in ways that make the most sense for them. Additionally, they are able to step back and reflect on

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theirs and their peers work, and make adjustments, which is incredibly important for reaching true understanding of difficult concepts. Technology & Content: The technology I use in this lesson allows students to really focus deeply on the content I want learned. Once they have learned the material for the first time, they must repeat and re-address that knowledge over and over as they develop their Popplets and Glogs, and as they review each others work. Additionally, their Glogs and Popplets are available permanently online, and so are there for students to return to at any point when they need a refresher of the contentthey would even be available in following years, as they advance into more difficult classes that require knowledge of the basics of government. Assessment: I want my students to understand the functions of the three branches of government, as well as begin to think about the tensions those roles might cause. I will be frequently checking in with studentsthrough their graphic organizers, Popplets and Glogs, particularly after being peer-reviewed. The best way for me to measure their understanding will be through their presentations. When students are able to successfully teach others what they know, they will be truly demonstrating their knowledge in an authentic way. Technology is the medium through which their knowledge will be demonstrated. By using the Glogs to teach the content, they are enhancing what could otherwise be a fairly uneventful and boring concept.

Ann Blaauw