AP Government Unit 2: Creating a Government Lessons 11 & 12: The Constitution

I.

Benchmark/Standard: A. C2.1.2: Explain the signicance of the major debates and compromises underlying the
formation and ratication of American constitutional government including the Virginia and New Jersey plans, the Great Compromise, debates between Federalists and AntiFederalists, debates over slavery, and the promise for a bill of rights after ratication.

B.

C2.2.1: Identify and explain the fundamental values of Americas constitutional republic (e.g., life, liberty, property, the pursuit of happiness, the common good, justice, equality, diversity, authority, participation, and patriotism) and their reection in the principles of the United States Constitution (e.g., popular sovereignty, republicanism, rule of law, checks and balances, separation of powers, and federalism).

C. C3.1.1: Analyze the purposes, organization, functions, and processes of the legislative
branch as enumerated in Article I of the Constitution.

D. C3.1.2: Analyze the purposes, organization, functions, and processes of the executive
branch as enumerated in Article II of the Constitution.

E. F.

C3.1.3: Analyze the purposes, organization, functions, and processes of the judicial branch as enumerated in Article III of the Constitution. C3.2.1: 3.2.1 Explain how the principles of enumerated powers, federalism, separation of powers, bicameralism, checks and balances, republicanism, rule of law, individual rights, inalienable rights, separation of church and state, and popular sovereignty serve to limit the power of government.

G. C3.3.1: Describe limits the U.S. Constitution places on powers of the states (e.g.,
prohibitions against coining money, impairing interstate commerce, making treaties with foreign governments) and on the federal governments power over the states (e.g., federal government cannot abolish a state, Tenth Amendment reserves powers to the states).

II.

Behavioral Objective: 1. I can dene the three branches of government in the way that the framers originally created them 2. I can explain how checks and balances work 3. I can identify the checks and balances for each branch of government 4. I can describe enumerated powers 5. I can explain the purposes, functions and processes of the three branches of government

III. Anticipatory Set: Warm Up! What were the differences between the VA plan & NJ plan a) Write answers on warm up sheet, we will discuss as a class after about 2 minutes

AP Government Unit 2: Creating a Government Lessons 11 & 12: The Constitution

IV. Objective/Purpose: A. Yesterday we discussed the Constitutional Convention where framers decided how representation would work and set a framework for the government. B. Today we will learn about the constitution that they actually created. We will look at the different branches of government they set up and the checks and balances belonging to each branch. C. This will be helpful when we begin discussing ratication of the constitution and looking at the views of those in favor of the constitution and government and those against it, V. Input A. Task Analysis: 1. Put the warm on the board before students come in 2. Instruct them to complete the warm up while I take attendance and make announcements 3. Discuss warm up 4. Pass out lesson 11 & 12 note packet, as well as copies of the 11 and 12 slides. 5. Tell students that they can work in groups or pairs to ll out their note packets using the slides provided as well as their text books. 6. Pass out the Branches of Government: Checks and Balances work sheet. 7. Explain to students that once they have nished their note packet they can begin working on the Branches of Government: Checks and Balances work sheet. 8. Students will ll in the work sheet learning which power belongs to which branch of government, and what branch is checked by that power. 9. Once students have nished this they begin drawing their ow charts depicting the checks and balances. 10. Students will keep their note packets 11. Exit ticket: Hand in Branches of Government: Checks and Balances worksheet and ow charts. B. Thinking Level: (1) Knowledge: Identify the powers of the federal government (2) Comprehension: Illustrate the checks and balances for each branch of government in a ow chart (3) Analysis: Categorize the checks and balances among the branches of government C. Learning Styles: 1. Visual: Slideshow/note packet handouts, ow charts 2. Auditory: Hearing me speak, hearing fellow students speak 3. Intrapersonal: Working alone lling out note packet/worksheet

AP Government Unit 2: Creating a Government Lessons 11 & 12: The Constitution

4. Interpersonal: Working in groups to ll out note packet/worksheet D. Methods and Materials: 1. Slides, note packets, checks & balances worksheet, ow chart 2. Slideshow, note packets, worksheets, paper for ow charts, crayons/colored pencils VI. Checking for Understanding: A. Warm up B. Exit tickets: Collecting worksheets 1. Collecting the students work sheets and ow charts will allow me to check the students understanding of the branches of government and the system of checks and balances. VII. Closure A. Exit ticket B. Reminders: 1. Test retakes, RAFT rewrites, Homework due dates.