Unit Plan Overview

Unit: Legislative Branch & Politics

Matt DeKryger
Stage 1- Desired Results
Connections to Context:
Transfer
students need to be informed citizens, in order Students will be able to independently use their learning to
to be informed, students must know how

see how the American Constitutional Government and actions by citizens are essential components of effective government.
politics & government work.
(How does this fit with students experiences, the
school goals, and the larger societal issues?)

Established Goals

(What kinds of long-term independent accomplishments are desired?)

Meaning
C1.1.4 explain the purpose of politics, why people
engage in the political process, and what the political
UNDERSTANDINGS
ESSENTIAL QUESTIONS
process can achieve (promote common good, self interest, Students will understand that
Students will keep considering
achieve justice, etc.)
public policy in the USA is shaped by many groups, such as

How are laws made?

C2.1.3 Explain how the Declaration of Independence,
Constitution, and Bill of Rights reflected political
Constitution Article I, politics & politicians/leadership, and other

How does pressures from individuals, interest groups, etc

principles of popular sovereignty, rule of law, checks &
actors such as citizens, media, lobbyist groups, etc.
affect public policy?
balances, separation of powers, social compact, natural

How effective is the law making process?

rights, individual rights, separation of church & state,
(What specically do you want students to understand?
republicanism & federalism.
What inferences should they make?)
C2.2.3 Use past and present policies to analyze
(What thought-provoking questions will foster inquiry, meaning- making
conflicts that arise in society due to competing
and transfer?)
constitutional principles or fundamental values (liberty &
authority, justice & equality)
C2.2.5 Use examples to show why people might agree
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
on constitutional principles and fundamental values in the
Students will be skilled at
Students will exhibit
abstract, yet disagree over their meaning or application to Students will know
purpose of politics

working together to form

an appreciation for the process

specific situations.
C3.1.1 Analyze the purposes, organization, functions,
role of political parties
compromise
of passing Bills/legislation/public
and processes of the legislative branch as enumerated in

composed dialogue with people

policy
term limits of Congressional Seats
Art. 1 of the Constitution.

begin to identify (if they have

from
different
parties
or
opinions
C3.1.5 Use case studies or examples to examine
history of political parties
tensions between the three branches of government (veto

looking through both sides of

not already) where they fall on the

political
vocabulary
power, advise & consent, judicial review)
political spectrum
issues
C3.2.1 Explain how the principles of enumerated

recognizing
biases.
powers, federalism, separation of powers, bicameralism,
(What facts and basic concepts should students
(What values and commitments and attitudes
checks & balances, republicanism, rule of law, individual know and be
should students acquire or wrestle with?)
rights, unalienable rights, separation of church & state,
able to recall?)
(What discrete skills and processes should
and popular sovereignty serve to limit the power of the
students
be
able
to
use?)
government.
C3.5.1 Explain how political parties, interest groups,
the media, and individuals can influence and determine
the public agenda.
C3.5.2 Describe the origin and the evolution of
political parties and their influence.
C3.5.3 Identify and explain the roles of various
associations and groups in American politics (poitical
organizations, political action committees, interest groups,
voluntary and civic associations, religious groups, unions,
etc.)
C3.5.3.4 Explain the concept of public opinion, factors
that shape it, and contrasting views on the role it should
play in public policy.
C3.5.5 Evaluate the actual influence of public opinion
of public policy
C3.5.7 Explain role of tv, radio, the press, and internet
in political communication
C3.5.8 Evaluate, take and defend positions about the
formation and implementation of a current public policy
issue, and examine ways to participate in the decision
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

making process about the issue.

C3.5.9 In making a decision on a public issue,
analyze various forms of political communication
(political cartoons, campaign advertisements, political
speeches, and blogs) using criteria like logical validity,
factual accuracy/omission, emotional appeal, distorted
evidence, and appeals to bias or prejudice.

(What content standards and program- or

mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)

Stage 2- Evidence
Evaluative Criteria
-Class notes
-recap of in-class discussion or debates
-participation in legislation simulation
-clear, informed opinion during discussion
-worksheet from eLearning assignment
(What criteria will be used in each assessment to
evaluate attainment of the desired results?)

Students will show their learning by

PERFORMANCE TASK(S):
Political Message Project
Formative Assessment: in-class debates/class discussions
legislation simulation
Note Packet is collected at the end of the lesson
End-of-Unit Test over Unit material
eLearning Dynamic Legislative Process interactive presentation

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
(Regardless of the format of the assessment, what OTHER EVIDENCE:
qualities are most important?)

Discussion quality
-students walk away as informed citizens ready to
participate in government.

Ability to articulate ideas that enhance the discussion (staying on topic vs. going off on tangents)
Participation

-students are able to identify and evaluate

(What other evidence will you collect to determine whether Stage 1 goals were achieved?
biases found in political advertisements
-students can discuss where they stand public
issues

Stage 3- Learning Plan

-World's Smallest Political Quiz (2 versions)
-Students come up w/ 1 fact & 1 question to ask me about
the Legislative Process.
Pre-assessment
(What pre-assessments will you use to check students prior
knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
learning event build?)
Acquisition
Meaning
Transfer

Learning Events

Progress Monitoring

Student success at transfer, meaning, and acquisition depends upon their participation in these
learning events

(How will you monitor students

progress toward acquisition, meaning, and
transfer during lesson events?)

-Class Discussions over a variety of topics throughout the lessons

-Reflectve punch out questions at the

end of lessons
-1 fact/1 question pre-assessments
-questions or insight they bring into class
discussions

-Small group work

-Current Events our job as citizens to be informed about what goes on in the world
-Reflective punch out questions at the end of Lessons 2, 4, and 10.
-Political media project
-Legislation simulation in Lessons 5-8 students explore a bills journey and the difficulties of
passing legislation in America's Congress.
-Case Study on Family Medical Leave Act in Lesson 9
-eLearning module on the Dynamic Legislative Process this interactive presentation is designed
to teach students about the legislative process; it is especially effective in showing the loopholes
and backdoor methods for bills to pass through Congress quicker than the textbook method.

(How will students monitor their own

progress toward acquisition, meaning,
and transfer?)
-group work will allow them to self-assess with
their group instead of the entire class
-students will revisit a reflective question later on
to see how their view or stance has changed.

-Differentiating between lots of terms that

have similar or slightly varied meanings.
-the entire Legislation process is confusing
and not too straight forward
-Recognizing biases and how they are used
by everyone.
-Political party lines are not straight forward
and change depending on who you are
looking at.

(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

(What are potential rough spots and

student misunderstandings?)

(How will students get the feedback they

need?)

-Proactive students asking questions to either

peers or myself on concepts they do not
understand
-1 fact/1 question allows me to direct
necessary feedback into the lessons

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum