Lesson Plan Template

HEADING
Alex de Arana Grade 12 Social Sciences 90 minutes
Opening Up the Textbook: Political Parties

OVERVIEW/ RATIONALE
After learning about the American Revolutionary War and why the colonists decided to declare
war against the British monarch, students will be introduced to the origins of the American
government system. In doing so, they will be introduced to the three branches of government,
ideas of checks and balances, and perhaps most importantly, the reasons why the framers decided
to create a democratic republic form of government. Students will examine this by learning
about the two-party system in American government.

ENDURING UNDERSTANDINGS
Students will understand the benefits and drawbacks of the two-party system.
Students will identify benefits and drawbacks that exist within the two-party system and
how they relate to todays form of government.
Students will assess why the framers wanted the people to govern themselves.

CENTRAL HISTORICAL QUESTION:

Is a two-party system the best structure for American democracy?

GOALS/OBJECTIVES
Students will identify the benefits and drawbacks of different forms of government.
Students will read two passages and form an opinion on which one they believe is
correct.
Students will use their notes from the PowerPoint and their notes from the worksheets to
answer the CHQ during a class discussion.

STANDARDS
Standard - 5.1.12.B: Employ historical examples and political philosophy to evaluate the
major arguments advanced for the necessity of government.
Standard - 5.2.12.C: Evaluate political leadership and public service in a republican form
of government

MATERIALS
Worksheets Textbook
PowerPoint Smart Board

PROCEDURES

OPENER
10:12-10:20 Remind students what we discussed
about the reasons why the colonists

1
 chose to declare war against the British.
Students will answer the following
questions individually on their do-now
worksheets. Why didnt the colonists
simply set up a monarchy? How do
prom committees help the senior class
to invite a musician to perform at your
venue? Can everyone agree on the
same artist at your school? Students
will share their responses aloud to
generate class discussion at the start of
class.

BODY OF THE LESSON

10:20-10:45 I will deliver a PowerPoint lecture as
students take notes throughout my
presentation. Students will learn about
the benefits, drawbacks, and historical
and modern-day examples of the
following forms of government:
monarchy, aristocracy, tyranny, and
democratic-republics (two-party system
and parliament). I will refer to King
Georges Great Britain, 15th century
Venice, Stalins Russia, the United
States, and Englands Parliament.
10:45-11:10 Students will read a passage from the
textbook and from President George
Washingtons Farewell Address
individually. Each passage will come
with a series of questions that will
prepare students for a class discussion.
Students will complete the questions on
each worksheet before beginning class
discussion.
11:10-11:35 Students will attempt to answer the
class CHQ by discussing both
passages. Students will question the
benefits and drawbacks of a two-party
system form of government while also
thinking about what the framers
intended for American democracy.

CLOSURE
11:35-11:45 Students will share their beliefs on what
kind of government the United States

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 should adopt. Students will also share
how their thoughts or views changed
since reading both passages from the
textbook and President Washingtons
speech.

ACCOMMODATIONS
Students with IEPs and/or 504-service agreements will be given necessary accommodations
based on these assignments, including one-on-one assistance and extra time. We will read the
directions to the assignments aloud to assist those who struggle with reading and vocabulary.
Students are given a worksheet, making the class discussion less intimidating and more scaffold.
I will be answering questions, asking probing questions, and providing help as necessary for all
students.

ASSESSMENT/EVALUATION
Worksheets will be collected at the end of class and will be graded. Students will also be graded
for their participation in class discussion. I will keep track of which students are participating,
engaging in the text, and using the knowledge they gained from the documents, PowerPoint, or
experiences outside of the classroom.

PERSONAL REFLECTIONS / NOTES

After teaching the lesson, add your reflections about how you felt about the lesson, how the
learners responded, whether the lesson accomplished what you planned it to do, how closely you
followed the lesson plan, and how you would change the lesson for the next time.