Educational Planning: Instruction, Assessment, & Classroom Management5500:360

Unit Plan (Portfolio Requirement I)Submitted by Zach Michel

IntroductionThis ten-day social studies unit plan is designed for use in a senior classroom at Jackson

High School in Massillon, Ohio. This class enrolls a total of 144 students, which is split into six

different periods. The split amongst boys and girls is fifty two percent boys and forty-eight

percent female. The ethnicity break down goes as follows; ninety five percent white, three

percent black, and two percent Asian.

Jackson High School is a unique school. In 2012 it was rated as one of the top high

schools in the country, receiving the Blue Ribbon Award. The percentage of student who are

limited or untested is below one percent. A majority of the students fall in the achievement level

44.8%, or Accelerated 32.8%. The schools four-year graduation rate is at 98.3%. The percentage

of students who take AP Level course is 55.1% and of those students 87.6% will receive a 3 or

better on their score.

Jackson is already a successful school in the State of Ohio. To improve the level of

education at Jackson a few group of students need to be looked at. First one must look at the

majority of students. The majority of students are considered to be gifted. AP level course are

offered at the High School for students who want a more challenging level course. The important

question is, what does the district due to help out gifted students before they enter the high

school doors? I think the AP level teachers at the high school need to create an agenda or plan

for middle school students to help those gifted students out. Lastly roughly 21.5% of the students

fall in the basic or proficient level of achievement level. The school district needs to focus in and

give the extra help to this group of students. Pushing these students to the next level will improve

the school to the next level.

RationaleThis unit plan will focus on the Senior Government Model Curriculum expectation for

learning that reads: The Federalist Papers and the Anti-Federalist Papers framed the national

debate over the basic principles of government encompassed by the Constitution of the United

States. Along with that; As the supreme law of the land, the U.S. Constitution incorporates basic

principles that help define the government of the United States as a federal republic including its

structure, powers and relationship with the governed.

Students entering their senior year should have learned:

The use of primary and secondary sources of information includes an examination of the credibility of each source.

The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American colonies.

Problems facing the national government under the Articles of Confederation led to the drafting of the Constitution of the United States. The framers of the Constitution applied ideas of Enlightenment in conceiving the new government.

The Federalist Papers and the Anti-Federalist Papers structured the national debate over the ratification of the Constitution of the United States.

Upon graduation from high school, students will understand the functions of our

government and how the Republican Government they participate in affects their daily life.

From Kindergarten through 11th grade I see a few common themes. First, the Declaration

of Independence and Constitution are two important documents that help shape and form the

United States into where it is today. Secondly, former events in history affected future decisions

by political leaders.

Instructional Objectives

1. Receiving instruction on writing a paper like a historian, students will write amendment debate paper outlining the historical debate around specific amendments with no more than five errors in punctuation and grammar, and a four page length requirement.

2. Given access to past court rulings and a review of the judicial system, students will give an oral presentation on a case brief examining how rulings of the court case have affected amendments and laws, with a speech of no more than three minutes in length using at least two examples from sources to give credibility into speech.

3. Receiving instruction on how a bill becomes a law, students will partake in a debate on current bills on the house and senate floor discussing the pro’s and con’s to each with in teams of three.

4. Given a list of all twenty-seven amendments, student will list in order all twenty-seven amendments with no more than three errors.

5. After a day of instruction the class in groups will partake in a debate on federalist vs anti-federalist with each team.

6. Given local newspapers, students will select an article dealing with a current issue in society sharing his or her opinion on the topic using terms about law and public policy to defend his or her stance on the issue.

Accommodations

Students Needing Accommodation

Accommodations

Student with Cognitively Disability (CD)

The student will receive extra time to produce all work for the week. When reviewing partners for group work the student will be given the choice for whom they would like to work with. All other accommodations are described in detail in the student’s IEP.

Student with a Specific Learning Disability (SLD)

The student will receive extended time on all tasks for the week. When writing papers the student will have several check in points with the teacher to track the progress of the work. All other accommodations are described in detail in the student’s IEP.

Student with Emotional Disability (ED)

The student will receive extended time on all tasks for the week. When needed the student can use the resource room for all required tasks for the week. When writing papers the student will have several check in points with the teacher to track the progress of the work. All other accommodations are described in detail in the student’s IEP.

English Language Learners The student will receive extended time on all tasks for the week. When needed the student can use the resource room for all required tasks for the week. The student may use his translator if need be. All other accommodations are described in detail in the student’s IEP.

Economically Disadvantaged

The student if need be will receive extended time on all tasks for the week when the student needs a piece of technology he or she may not have. The student can receive a library pass from myself to use throughout any portion of the day. I will also arrive to school an hour early and have my in room resources available to the student.

Day One

Introducing the Unit to the Students and Creating InterestThe purpose of the opening activity is to introduce how the United States Constitution works. I will open up the lesson with the School House Rock video, I’m Just a Bill. After watching the video the class will have an open discussion on how a bill becomes a law.

Pre-AssessmentObserving the students as they engage in discussion after watching the video will serve as an informal pre-assessment. The students should be discussing how hard it is to pass a new law, and how the informal and formal process works. The students should also be discussing how many times and people can kill the bill and not turn it into a law.

Student Involvement in Planning the UnitThe student involvement in planning the unit will consist of the students selecting their groups for the authentic assessment. The student will also get to select the topic that their group covers for the authentic assessment. The authentic assessment is a presentation on a current hot button issue where the group will debate each viewpoint.

Day Two

State Standard(s)The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States.

As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.

Instructional Objective(s)After a day of instruction the class in groups will partake in a debate on federalist vs anti-federalist with each team.

Instructional Activities1. The terms and history of the Articles of Confederation, Anti-Federalist and Federalist

papers will be introduced using a power point with accompanying guide sheet for notes. This strategy lies in the cognitive domain.

2. Students will partner up with one individual. Each group will receive either the anti-federalist papers or the federalist papers. The anti-federalist group will then pair up with the federalist papers and the new group of four will pull out the major differences and present to the class what their findings are. This activity lies in the cognitive and affective domains.

3. Students will sit in their usual assigned seats in rows. Each row should have either four or five students. The row that the student is assigned to is their team. I will provide the students with a context from either the anti-federalist or federalist papers. The team who raises their hand first and provides the correct answer stating that the point is a federalist view or anti-federalist view will receive a point. The first team to five points wins. This activity lies in the cognitive, affective and psychomotor domains.

Materials Needed*Computer with project, screen*Video School House Rock I’m Just a Bill*Computer with PowerPoint software*Guided note sheet for each student.*Simplified Printout of the Anti-Federalist and Federalist papers for student groups*List of Anti-Federalist and Federalist terms for question game.

Bibliographic Source:Ohio Department of Education website

http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Social-Studies/High-School_American-Government_Model-Curriculum_DRAFT-September-2014.pdf.aspx

Formative Assessment:The second and third instructional activity will serve as purpose of a formative assessment. Based upon the results I receive from participation and receiving the correct answer I will base my further instruction on my findings.

Day ThreeState Standard(s)

As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.

Instructional Objective(s)Receiving instruction on how a bill becomes a law, students will partake in a debate on current bills on the house and senate floor discussing the pro’s and con’s to each with in teams of three.

Instructional Activities1. Revisiting the film School House Rock, How A Bill Becomes A Law, the class will have

an open discussion on how a bill becomes a law in the United States. This strategy lies in the cognitive domain.

2. Using a power point the students will take notes on the U.S. Constitution. The notes will include: how the constitution was formed, how a bill becomes a law, and checks and balances. This strategy lies in the cognitive domain.

3. Students will pair up in groups of four. Each group of four will receive a list of checks and balances. Working together the group must decide how the checks and balances work, labeling who is checking whom, i.e. the executive branch is checking the legislative branch through veto power. This activity lies in the cognitive and affective domains.

Materials Needed*Computer with PowerPoint software, projector and screen.*Hand out of checks and balances for each group of four students

Bibliographic Source:Ohio Department of Education website

http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Social-Studies/High-School_American-Government_Model-Curriculum_DRAFT-September-2014.pdf.aspx

Formative Assessment:A short two-item bell quiz will be used. Sample questions are “Define two differences between the Anti-Federalist and Federalist papers” and “What are three points that a bill can be killed in the process of a bill becoming a law”

Day FiveState Standard(s)

As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States.

Instructional Objective(s)Receiving instruction on writing a paper like a historian, students will write amendment debate paper outlining the historical debate around specific amendments with no more than five errors in punctuation and grammar, and a two-page length requirement.

Instructional Activities(s)1. Using a power point the students will take notes on the U.S. Constitution. The notes will

include: Articles of confederation; Shay’s Rebellion; and the first ten amendments, which are the bill of rights. This strategy lies in the cognitive domain.

2. After receiving instruction on the bill of rights. The class will have an open discussion on how the bill of rights has affected the student’s individual life. This activity lies in the cognitive domain.

3. Using computer, tablet or cell phone students will participate in a class discussion view twitter. The students will be provided a scenario and will have to tweet in using the hash tag, #MichelGov, what amendment the scenario involves. This activity lies in the cognitive and affective domain.

Materials Needed*Computer with PowerPoint, projector and screen.*Scenario’s that involve the amendments one thru ten.*Computer, tablet and cellphone capabilities for the student to participate in online discussion

Bibliographic Source:Ohio Department of Education website

http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Social-Studies/High-School_American-Government_Model-Curriculum_DRAFT-September-2014.pdf.aspx

Formative Assessment:The formative assessment will take place through open discussion online thru twitter.

Day SixState Standard(s)

As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War.

Amendments 16 through 19 responded to calls for reform during the Progressive Era.

Four amendments have provided for extensions of suffrage to disenfranchised groups.

Instructional Objective(s)Receiving instruction on writing a paper like a historian, students will write amendment debate paper outlining the historical debate around specific amendments with no more than five errors in punctuation and grammar, and a two-page length requirement.

Instructional Activities1. The amendments 13, 14, 15, 16, 17, 18, 19, 24 and 26 will be introduced using a power

point with accompanying guide sheet for notes. This activity lies in the cognitive domain.2. Students will pair of in teams of three. In the teams of three the groups will create a

scenario that violates one of the amendments. The groups will be asked to share what they have created. This activity lies in the psychomotor.

3. Students will share with the class what they have created for their amendment debate paper. This activity lies in the cognitive and affective domain.

Materials Needed*Computer with PowerPoint, projector and screen.

Bibliographic Source:Ohio Department of Education website

http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Social-Studies/High-School_American-Government_Model-Curriculum_DRAFT-September-2014.pdf.aspx

Formative Assessment:The student’s formative assessment will be observed through the second instructional activity.

Day SevenState Standard(s)

As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

Five amendments have altered provisions for presidential election, terms, and succession to address changing historical circumstances.

Amendments 11, 21 and 27 have addressed unique historical circumstances.

Instructional Objective(s)Receiving instruction on writing a paper like a historian, students will write amendment debate paper outlining the historical debate around specific amendments with no more than five errors in punctuation and grammar, and a two-page length requirement.

Instructional Activities1. The amendments 11, 12, 20, 21, 22, 23, 25 and 27 will be introduced using a power point

with accompanying guide sheet notes. This activity lies in the cognitive domain.

2. Students will pair of into groups of four. Each group of four will receive one amendment and must act out the amendment uploading the video to Vine using the hash tag, #MichelGov. This activity lies in the psychomotor domain.

3. With a Jeopardy board, students will be presented with questions on the 27 amendments and the constitution. This activity lies in the cognitive domain.

Materials Needed*Computer with PowerPoint, projector and screen.*Computer, tablet and cellphone capabilities for the student to participate in online discussion

Bibliographic Source:Ohio Department of Education website

http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Social-Studies/High-School_American-Government_Model-Curriculum_DRAFT-September-2014.pdf.aspx

Formative Assessment:The student’s formative assessment will be observed through the second and third instructional activity.

Day 8: Authentic Assessment

The class will go to the library. Before going to the library, students will be told to be seated at one of the computer rows with their assigned debate group. Each group has been assigned a current topic of debate. Within groups of four each side of the debate topic must have two group members to present the side. Prearrangements were made with the librarian who selected materials that will help the students. Students will begin doing research via book, and online databases to gather information on their debate topic. The students may present their information in any clear and concise way. The next academic day the students will give a quick presentation and guide class discussion over the current topic of debate.

Day 9: Authentic Assessment

Students will present throughout the day on their current topic of debate. Each side of the debate will be given their chance to voice their opinion. After each side of the group presents their information each group will be able to rebuttal with counter arguments. After a few rounds of debate and rebuttal the discussion will open up to the entire classroom.

Rubric for the Authentic Assessment

0 Points 1 Point 2 PointsNo factual information was presented

Only a few factual information was presented

The presentation has several factual information presented.

The information was not presented clearly

The information was presented clearly at different points

The information was presented clear and concise

The group covered no sides of the topic

The group covered only one side of the topic

The group covered both sides of the topic

Student Self- Assessment

Student will be able to assess their progress by looking at the results of the bell quizzes to be administered on days 2 through 7 as well as through various in class activities throughout the week.

Day 10 Questions

THE U.S. Constitution Unit Test

____ 1. According to this theory of democratic government, policy is decided by a small number of powerful politicians, wealthy corporate leaders and military officers

a. Traditional democratic theoryb. Pluralist theoryc. Bureaucratic theoryd. Power elite theory

____ 2. A system of government in which powers are constitutionally divided between a national government and regional governments is called

a. Majority Ruleb. Federalismc. Direct Democracyd. Republic

____ 3. According to this theory of democratic government, interest groups are so strong that they weaken the government by pulling it in many different directions, which leads to ineffective and contradictory policies.

a. Hyperpluralist Theoryb. Traditional democratic theoryc. Bureaucratic theoryd. Power elite theory

____ 4. Which of the following accounts for the ability of the Constitution to endure for more than 200 years?

a. built in provisions for accommodating changeb. vague language that's open to reinterpretationc. very specific language that limits reinterpretationd. inflexible provisions designed to resist change

____ 5. What are two instances when the writ of habeas corpus can be suspended?a. treason and rebellionb. invasion and treasonc. invasion and rebelliond. invasion and assassination of President

____ 6. A large sum of money that is provided by the federal government to the state governments, which can be used by the states for a wide variety of purposes within a broad category, is called a

a. Categorical grantb. Grant – In – Aid Programc. Block Grantd. Revenue Sharing Program

____ 7. How does Art. VI of the Constitution resolve possible conflicts between state laws and federal laws?

a. state law is supremeb. both laws applyc. both laws would be unconstitutionald. federal law is supreme

____ 8. What is the only office in the United States that you have to be “Natural Born”?a. President b. U.S. Senatec. U.S. House of Representativesd. Governor

____ 9. The Constitution has been amended 27 times. Which process was used for 26 of the 27 amendments?

a. 2/3 Congress proposes a Convention ratified by 2/3 of state legislatures b. ¾ of Congress proposes an amendment ratified by 2/3 of state legislaturesc. 2/3 of State legislatures propose an amendment ratified by 3/5 of Congressd. 2/3 of Congress proposes an amendment ratified by ¾ of State legislatures

____ 10. Which of the following are two powers of Congress?a. coin money and regulate commerce b. set education standards and regulate local speed limitsc. raise an army and regulate drivers licensed. sign treaties and create townships

____ 11. The transfer of power from the federal government to state and local governments is called

a. Devolutionb. Dual Federalismc. Federalismd. Fiscal Federalism

____ 12. What is the minimum age for House members, Senate members, and the President a. 20, 25, 30b. 35, 40, 45c. 25, 30, 35d. 25, 35, 45

____ 13. What would be an example of an Ex Post Facto law?a. law punishing you without a trialb. a retro active lawc. holding you in jail without explaining whyd. a law making everyone equal

____ 14. What would be an example of a Bill of Attainder?a. law punishing you without a trialb. a retro active lawc. holding you in jail without explaining whyd. a law making everyone equal

____ 15. To impeach someone is similar to?a. throwing in jailb. removing from officec. indictmentd. habeas corpus

____ 16. To remove someone from office by impeachment; you needa. 2/3 of Congress b. 2/3 of State Legislaturesc. 2/3 of the Housed. 2/3 of the Senate

____ 17. What are two powers denied the States?a. declare war; coin moneyb. declare war; regulate schoolsc. regulate alcohol; regulate schoolsd. regulate marriage; regulate speed limits

____ 18. What does the “Full, Faith, and Credit Clause” meana. Federal government must honor state lawsb. each state must recognize federal lawsc. each state must recognize other state's legal documentsd. Federal government must recognize local laws

____ 19. The framers reconciled the need for an effective central government with respect for State governments by creating a system of

a. constitutionalismb. Unitarianismc. confederationismd. federalism

____ 20. A system of government in which the central government is supreme, and subnational units of government only exercise power which the central government chooses to delegate, is called a

a. Federalismb. Direct democracyc. Unitary System d. Divided Government

____ 21. The first ten amendments to the Constitution are called?a. The Bill of Rightsb. Informal Amendmentsc. Formal Amendmentsd. Checks and balances

____ 22. According to this theory of democratic government, interest groups compete over power and control public policy, which often leads to bargaining and compromise

a. Hyperpluralist theoryb. Pluralist theoryc. Bureaucratic theoryd. Power elite theory

23. American politics has often been called an “invitation to struggle.” Although in recent years the president has been thought to have an advantage in policy making, there are still constraints on the power of the president. In the space below answer the following (2 points)

1. (a) Describe a power of the president in each of the following roles.

• Chief legislator• Chief bureaucrat or chief administrator

2. (b) Explain how each of the following limits the president’s influence in policy making.

• Legislative Branch• Judicial Branch

Test Answer Key

1. D2. B3. A4. A5. C6. C7. D8. A9. D10. A11. A12. C13. B14. A15. B16. A17. A18. C19. D20. C21. A22. B23.Points Criteria

2 The response provided is answered in completion with all information given accurate.

1 The response provided is answered in semi-completion with some information given accurate.

0 The response provided is not answered. If any information is provided the information is not accurate.

Report of Student's ProgressAt nine-week intervals, in Jackson Local Schools, students receive a report card using a

format mandated by the district. The report card lists a letter grade for each subject being taught. The letter grade is based on what was learned vis-à-vis the state model curriculum. A separate numeric rating covering work ethic related issues (e.g., attendance, effort, behavior) is also listed The report cards are either given to the student to take home to parents or mailed This is a building level decision Written interim reports are given to each student at the mid-way point of each nine week grading period

In my classroom, I make it a practice to telephone parents when a student is not making progress. Our school has a voice mail system, which I check daily. I make it a practice to return phone calls on the day received.