Teacher: Katie Chandler Course/Grade: Social Science, 12th Grade Title/Subject of Lesson: Democracy

Date(s): October 21, 2011 Period #: 2, 3

OVERVIEW/RATIONALE: This lesson covers the system of checks and balances, a cornerstone for the democratic system in the United States, and bridges the gap between the lesson on the political thinkers of the Enlightenment and the foundation for our government. In general, the lesson should help students understand how our government operates and what precautions our founders took to ensure democratic harmony. GOALS: Goal: The purpose of this lesson is to provide students with a general understanding of the principles and basis for a democratic form of government. The lesson should also provide students with important information about the manner in which a democracy is instituted in the United States. Fit: This lesson connects two units: the end of a unit on the political philosophers of the Enlightenment and the beginning of a unit on the foundations of American government. This lesson should help students to see the connection between the philosophies that they have discussed in detail and the basis for our government and other democracies. OBJECTIVES: 1. Students will be able to define democracy and explain the different characteristics of that form of government. 2. Students will be able to define and elaborate on the idea of direct democracy, providing specific examples of that form of government. 3. Students will discuss the principles of popular consent, respect for the individual, equality for opportunity, personal liberty, and rule of law. Students will then be able to explain how those principles are part of our system of democracy. 4. Students will analyze how the principles and ideals of a democracy are represented in certain songs, such as Fortunate Son by Creedance Clearwater Revival or Daylight Again by Crosby, Stills, Nash, and Young. 5. Students will be able to explain the rationale behind the creation of checks and balances in the American government. 6. Students will be able to identify the checks and balances that are in place when given a specific scenario. 7. Students will be able to explain how the checks and balances system functions to protect the individual citizens from illegal actions by the government. 8. Students will be able to describe how each branch of government is separate in its powers to the other branches of government.

VOCABULARY: Students will be able to define and use each of the following in a manner congruent with its use in the current unit. - Democracy: a system of government in which the people rule either directly or through elected representatives. - Direct Democracy: a form of democracy in which the people as a whole make direct decisions, rather than having those decisions made for them by elected representatives. - Popular Consent: (Popular sovereignty) government derives its power from the consent of the people. - Respect for the Individual: each person has the right to reach their own potential; all people are entitled to certain unalienable rights. - Equality for Opportunity: all men are created equal; What kinds of equality should a government guarantee? - Personal Liberty: life, liberty, and the pursuit of happiness; selfdetermination. - Rule of Law: a government of laws and not of men; safeguard of liberty.

STANDARDS: Standard 5.3.C.A: Examine the process of checks and balances among the three branches of government. Standard 5.3.12.A: Analyze the change sin power and authority among the three branches of government over time. Standard 5.3.C.C: Explain how government agencies create, amend, and enforce policies in local, state, and national governments. Standard 5.3.12.C: Evaluate how government agencies create, amend, and enforce regulations. Standard 5.1.C.D: Evaluate federal powers based on significant documents and other critical sources (Declaration of Independence; United States Constitution; Bill of Rights). MATERIALS: - Teacher Materials: o What is Democracy Power Point presentation o Answer key to the Power Grab game (1) o Copy of the Power Grab game and instructions (1) o Copy of the United States Constitution (1) - Student Materials: o Copy of the United States Constitution (33/one for each student) o Class notebook

PROCEDURES: - OPENER (10 MIN.) o When the students first come in, they will be instructed to take a minute to think about what they know about a democracy. Review the material from the first discussion on democracy and in the format of a class discussion; ask the students what they remember. The students will then be asked to provide the different characteristics of a democracy that they remember and the teacher will write their suggestion and ideas on the Promethean board. (10 minutes) What is a democracy? What are the characteristics of a democracy? What are some examples of a democracy or democratic ideals? - BODY OF THE LESSON (45 MIN.) o What is a Democracy? (15 minutes) Using the power point presentation and Promethean board, the teacher will lead a discussion about democracies, asking the students to help create a definition and provide examples. The student suggestions will be written onto the Promethean board and power point. After the students discuss their own suggestions for the definitions, the teacher will provide the official definition. The teacher will introduce different principles of a democracy and ask the students which philosophies they relate to and what examples they can think of. The student suggestions and definitions will be written on the board next to the official definition. The teacher will play different songs for the students and ask them how democratic ideals and principles are represented within the song lyrics. o Power Grab Game (30 minutes) The teacher will divide the students into three groups and assign them one of three branches of government (Executive, Legislative, or Judicial) The teacher will clearly explain the games process, rules, and expectations to the students, answering questions as they go. In each round, one branch will be the group in power and the teacher will read a scenario about that group using a specific power or doing something. The other two groups will have (at maximum) two minutes to look through the Constitution and find proof of a check or balance that stops them from doing that. o The first team to correctly guess the check or balance within two minutes gets the point.

o If no team guesses correctly within two minutes, the group in power will receive the points. There will be multiple rounds; each round ending after each team has been in power once. After reading the directions, checking for questions, and handing out materials, the teacher will work as the games facilitator, as well as keeping track of points. CLOSURE (5 MIN.) o End the game five minutes before class is over and bring the class back together to discuss what they learned from the game. As the students discuss what they have learned about democracy and the system of checks and balances, create a list on the Promethean board, which will then be available to the students on Edline. (5 minutes) What was the purpose of this game? Why did the founders include a system of checks and balances when they created the government? What checks and balances exist in our government? Which for the executive branch? Which for the legislative branch? Which for the judicial branch? ACCOMODATIONS o Ensure that all students have enough time to read through the copy of the Constitution before beginning the game. o Ensure that every student can see the Promethean board and read the instructions and clues for the game. o Check that each team has a clear understanding of the game, rules, and expectations before beginning.

ASSESSMENT/EVALUATION: Student responses to questions in class and participation in the class discussion. Power Grab game: in teams, the students will have to provide the different checks and balances of government, which are provided for them in their copies of the United States Constitution. PERSONAL REFLECTIONS/NOTES: