Justin M. Boucher
In this section I have included sample lesson plans for objectives 3,4 and 6. These are meant to serve as examples of how these lessons might be taught. I chose these three lessons because they represent the largest cross section of the types of lessons offered in this unit.
Lesson 3: A Close Inspection of the Constitution
Goal
: To closely examine the Constitution
Objectives
:
As a result of this lesson the students will be able to,
-
1. Review the terms Democracy and Republic
-
2. List their initial reactions to the wording of the constitution as well as the wording of specific sections
-
3. Take a stand as to whether our system is democratic or republican in nature
Materials
:
Board, marker, notebooks, pens, paper
Anticipatory Set:
Students will write 5 lines in their notebooks explaining their initial reactions to the Constitution (which they read for homework the night before)
Procedure:
-
1. The teacher will lead the class in discussion of the anticipatory set putting all possible answers on the board.
-
2. When the class has sufficiently covered all of their reactions, the teacher will review the terms Democracy and Republic
-
3. When this is complete the teacher will lead the students in reading together the following sections from the Constitution
-
a. the Preamble
-
b. Article 1 Section 2 Clause 3
-
c. Article 1 Section 3 Clause 1
-
d. Article 2 Section 1 Clause 3
-
4. After each clause or section the students will be asked to translate its meaning into their own words and discuss whether or not this suggests a democracy or a republic.
-
5. When this is complete the students will be asked to take a stand, at which point they will all stand up, move to one side of the room or the other, and be prepared to explain their choice. In this case, their choice of location will correspond to whether our government is a republic or a democracy.
-
6. Each student will then be asked, in turn, to explain their decision.
-
a. If the students all choose one or the other, the teacher may need to assign students to a side, or play devil’s advocate.
Closure
:
The teacher will review the lesson, and the discussion from class today.
Assessment
:
The students will be assessed based on their contributions.
Homework
:
Read Federalist 10 and Federalist 51.
Lesson 4: The Federalist Papers (10 and 51)
Goal
: To closely examine Federalist 10 and 51
Objectives
:
As a result of this lesson the students will be able to,
-
1. Review the structures of American government
-
2. Explain the concept of faction
-
3. Analyze the perspectives of James Madison in Federalist 10 and 51 with regards to his perspectives on faction and separation of powers asking “is this democracy?”
Materials
:
Board, marker, notebooks, pens, paper
Anticipatory Set:
Students will list the three branches and the two levels of government
Procedure:
-
1. The teacher will lead the class in discussion of the anticipatory set putting the answers on the board.
-
2. When this is complete the teacher will lead the students in going over Federalist 51 noting the division of government it supports and explaining the reasoning behind each division.
-
3. When this is complete the teacher will lead the students in going over Federalist 10, summarizing Madison’s arguments regarding faction
-
4. The students will then evaluate, through small group discussion, whether or not they agree with Madison’s description of Faction.
-
5. The teacher will then lead the students in a discussion of tyranny and democracy asking the following questions
-
a. Are the two mutually exclusive?
-
b. Is a democracy immediately immune from the dangers of tyranny?
-
c. Is our system immune?
Closure
:
The teacher will review the lesson, and the discussion from class today.
Assessment
:
The students will be assessed based on their contributions.
Homework
:
Read
Democracy in America Excerpt
Lesson 6: “Stump Speaking” and “The County Election”
Goal
: To closely examine the election paintings of George Caleb Bingham
Objectives
:
As a result of this lesson the students will be able to,
-
1. Explain the process of critically viewing paintings
-
2. Critically view “Stump Speaking” and “The County Election”
-
3. Evaluate George Caleb Bingham’s view of American democracy asking “is this system good?”
Materials
:
Board, marker, notebooks, pens, paper, LCD Projector, Internet Accessability
Anticipatory Set:
Students will define the concept of a culture of democracy in their own words in their notebooks
Procedure:
-
1. The teacher will lead the class in discussion of the anticipatory set.
-
2. When this is complete the teacher will go over the process of critical viewing with the students
-
3. When this is complete the teacher will put painting “The County Election” up on the projector, and lead the students in critically viewing it
-
4. When discussion is exhausted, the teacher will lead the students in discussing the following questions
-
a. “Is this democracy?”
-
b. “what are the benefits or drawbacks to this system as Bingham sees it?”
-
5. When this is complete the teacher will put “Stump Speaking” up on the projector and lead the students in critically viewing it.
-
6. When discussion is exhausted, the teacher will lead the students in discussing the following questions
-
a. “Is this democracy?”
-
b. “what are the benefits or drawbacks to this system as Bingham sees it?”
-
7. The teacher will wrap up class by asking whether or not Bingham’s are fair depictions of our system and whether or not this is a system we should aspire to.
Closure
:
The teacher will review the lesson, and the discussion from class today.
Assessment
:
The students will be assessed based on their contributions.
Homework
:
Read “A Song for Occupations” and “By Blue Ontario’s Shores”