UNIT PLAN OVERVIEW

Name: Victor Lynde

School/Mentor Name: Grand Rapids Christian High School/Nate
Vanderzee
Grade/Subject: 11th Grade/Government
General Topic: The Legislative Branch of government

Context:
(How does this Unit fit with students experiences, the school goals, and the larger
societal issues? How does this fit with the broader curriculum- what has come before
and what will come after?)

As teenagers being raised in a democratic society where the most effective way to
enact change is through the democratic process, a Unit teaching students the size,
scope, and functionality of the legislative branch helps prepare them for the context
theyll be living in as adults. One of the goals of the school is to prepare students for
the wider world in which theyll be living out their faith, understanding the levers of
society is an important part of that. Before this the class will have been taught a Unit
on the executive branch and following this Unit will be a Unit on the judiciary branch.
Specifically within this Unit, I will be planning the first four lessons and I will be
teaching lessons two and three. Monday through Thursday at GRCHS are block
periods, Monday & Tuesday being 60 minutes and Wednesday & Thursday being 80
minutes, while Fridays are only 40 minutes.

Objectives:

Cognitive Objectives
(What concepts do you want students to remember, understand, apply, analyze,
evaluate, [create]?)
Students should define what the legislative branch is and its
basic function
Students should explain in their own words Congresss role in
broader society.
Students should explain what principles are demonstrated in the
limits on Congressional power
Students should judge how Congress has functioned in the past
in comparison to now
Students should explain how the Congress interacts with the
other two branches of Government
Students should assess the role of Congressional leadership and
hypothesize their impact on the law-making process
Students should describe the role/function of the committee
system in the law-making process within Congress
Students should reflect on the role/importance of committee
appointments
 That students will understand the Legislative Branch of the
United States, which is the Congress, and the role it has in
society
That students will understand the avenues of change in the
United States Congress and have greater insight into how to
enact change
That students will understand the nature, complexity, and
divisiveness of factions, even within parties, and the importance
of coalition building

Psychomotor Objectives
(What physical skills and processes will students develop?)

Students should have an increase in their comfortability with an

increased level of autonomy
Students should move their bodies regularly to keep engaged
with subject matter
Students will engage in simulations, activities, and more which
will require them to move more than just their hands and their
necks, but also their legs, arms, and whole body.

Socio-Emotional Objectives
(What values and commitments and attitudes will students acquire or wrestle with?)

Students should ask questions such as:

o What does it mean to be American?
o Why this specific system in the United States?
o How do you enact change if you want change?
o What values does the United States claim to have by
including a legislature of elected representatives?

Content Standards (common core, GLCE, etc.):

(Include at least 3)
HS SSCE Michigan Department of Education
3.1 Structure, Functions, and Enumerated Powers of National
Government Describe how the national government is organized and
what it does through the investigation of such questions as: What is
the structure of the national government? What are the functions of
the national government? What are its enumerated powers?
3.1.1 Analyze the purposes, organization, functions, and
processes of the legislative branch as enumerated in Article I of
the Constitution.
3.2 Powers and Limits on Powers Identify how power and responsibility
are distributed, shared, and limited in American constitutional
government through the investigation of such questions as: How are
power and responsibility distributed, shared, and limited in the
government established by the United States Constitution?
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.
3.2.3 Identify specific provisions in the Constitution that limit the
power of the federal government.
3.2.4 Explain the role of the Bill of Rights and each of its
amendments in restraining the power of government over
individuals. (See USHG F1.1)

Assessment:
(What evidence will you collect to demonstrate that students met your objectives?)

Pre-assessment (for learning):

Google Doc group assignment at the beginning of class will help
gage what students already know about the leadership and
provide a baseline of what they dont know from the questions
they ask.
Journal activity to assess what students knew before class began
Formative Assessment (for learning):
Journal helps the teacher better assess the students level of
understanding of Congress as well as the degree to which they
learned by the end of class.
The Google Doc assignment helps the teacher better assess the
students level of understanding of the leadership as well as the
degree to which they learned by the end of class when they
reflect.
Simulation of the committee system helps the teacher better
assess the students level of understanding of the content and
how quickly they understand the material.
Observation of students as they organize themselves. This will
help the teacher gauge their media literacy and organizational
skills.
Formative Assessment (as learning):
Implied and Expressed powers activity; Structure of Congress
activity
Reading & Analyzing Robert H. Michel Text; Kahoot! Quiz;
Reflection journal on Google Doc
Simulation of committee system; Google Slides presentation
The self-directed organization of students and the collaboration
between students in the simulation will help develop
 independent organizational skills. Also encourages students to be
self-starters.
Summative Assessment:
Take-Home Essay/Paper
Essay Topic: The structure and processes of the U.S. Congress
1. Choose two of the following four prompts as well as the final
prompt which MUST be answered, and answer them in a well-
constructed in a five paragraph essay. This essay must have an
introduction paragraph, a broad thesis, and a conclusion
paragraph.
1. Describe the over-arching structure of Congress as well as
specific structure of its houses.
2. List the nine key leadership positions within Congress and
briefly explain the specific role and powers of two of them.
Explain the impact of these two leadership positions on the
legislative process.
3. Explain the committee system, the alternative we
discussed in class, and the positives and negatives of each.
4. How does a bill become a law? Explain the process in
steps. This may overlap with previous questions.
Mandatory Prompt: What in this Unit could have better helped
you understand the legislative branch?

8 Lesson Plan Topics:

(bullet list)

The functions of Congress

Congressional Leadership
Committee System
Factions & Partisanship
History of Congress
How a Bill becomes a Law
Bill to Law Continued
Congress Work/Review Day