2013-2014 UMU Lesson Plan Template Name: Abigale Benninghoff Date: April 16, 2014 Grade Level: 11 &12

grade Class Period: 5 Subject: Academic Psychology Lesson # & Title: Moral Development Big Idea/Lesson Focus: Moral Development Essential Question: How do children develop on the account of morals? Context for Learning: See Context for Learning Function of the Lesson: Introduce New Skill or Content Practice Review Remediation

Content Standards: http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/HSSocial-Studies-Standards-UpdatedNovember-2012.pdf.aspx Learning Objectives:

Students will be able to identify the stages of Moral Development with 85% accuracy Students will be able to analyze personal examples of each stage of moral development and share with the class.

Academic Language: o o Moral Development; Cognition, Moral Reasoning, Students will be encouraged to use these terms in their scrapbook and language and the instruction of the teacher

Instructional materials and support Moral Development Prezi Moral Development Notes Handout Triangle Handout Ipad Projector

Prior Knowledge Students have learned Classical and Operant Conditioning. Students have learned about cognitive development

Assessments: Assessment during the lesson: o Students will complete notes o Formal Assessment will occur during the lesson. Strategy and Learning Tasks Introduction: Review Cognitive Development

Presentation/Explicit Instruction: Distribute the Moral Development Notes Begin Prezi; o Guided Note taking Students will take notes on Moral Development and fill out the Pyramid Handout

Independent Practice Students will write down examples of the different stages of Moral Development that they can recall from their childhood.

Differentiation: Students with special needs/apathetic Baseline: Students can identify 2 stages of Moral Development and give one example for each stage. Average: Students can identify 4 stages of Moral Development and give one example for each stage. Top: Students can identify 6 stages of Moral Development and give multiple example for each stage.

2013-2014 UMU Lesson Plan Template Name: Abigale Benninghoff Grade Level: 11 &12 grade Subject: Academic Government Big Idea/Lesson Focus: The Judicial Branch Essential Question: What is judicial Review? Context for Learning: See Context for Learning Function of the Lesson: Introduce New Skill or Content Practice Review Remediation Date: April 2-3, 2014 Class Period: 6 Lesson # & Title: Judicial Review

Content Standards: http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/HSSocial-Studies-Standards-UpdatedNovember-2012.pdf.aspx Topic: Structure and Functions of the Federal Government Three branches compose the basic structure of the federal government. Public policy is created through the making of laws, the execution of the laws and the adjudication of disputes under the laws.

Content Statements: 14. Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. 15. The political process creates a dynamic interaction among the three branches of government in addressing current issues. Public Policy is created through the making of laws, the execution of the laws and the adjudication of disputes under the laws. Topic: Public Policy Federal, state and local governments address problems and issues by making decisions, creating laws, enforcing regulations and taking action. Content Statements: 21. A variety of entities within the three branches of government, at all levels, address public policy issues which arise in domestic and international affairs. Learning Objectives:

Academic Language:

Students will be able to define judicial review Students will be able to provide examples of judicial review from history and also, current examples.
Judicial Review, writ of certiorari, appellate court Teaching through direct instruction Students will be encouraged to use these terms in their writing and language and the instruction of the teacher

Instructional materials and support Judicial Review NotesJudicial Branch Prezi Ipad Projector

Prior Knowledge Students have learned about the roles that the president plays in the executive branch Students have had instruction about the legislative branch of the government. Students have covered topics such as democracy, federalism, and other appropriate discussions that have prepared them to learn about the law making process.

Assessments: Assessment during the lesson: o Students will complete notes o Formal Assessment will occur during the lesson.

Strategy and Learning Tasks Introduction: Ask students Judicial Review: give some examples Have students write down their answers.

Presentation/Explicit Instruction: Distribute Judicial Review notes Begin Prezi; o Guided Note taking Essential Questions/ Checking for Understanding

Guided Practice Students will be given a short summary of Marbury vs. Madison and asked to answer questions about the material.

Differentiation: Students with special needs/apathetic Baseline: Students can define judicial review Average: Students can define judicial review and provide two current examples of judicial review in the government Top: Students can define judicial review and tie it to the Marbury vs Madison case as well as provide two current examples of judicial review. o Jon Tomlinson: support resource room for assistance on assignments; extended time for tests and assignments up to one class period;

2013-2014 UMU Lesson Plan Template Name: Abigale Benninghoff Date: April 4, 2014 Grade Level: 11 &12 grade Class Period: 6 Subject: Academic Government Lesson # & Title: Dred Scott vs Sanford Big Idea/Lesson Focus: The Judicial Branch Essential Question: How was judicial review established? Context for Learning: See Context for Learning Function of the Lesson: Introduce New Skill or Content Practice Review Remediation

Content Standards: http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/HSSocial-Studies-Standards-UpdatedNovember-2012.pdf.aspx Topic: Structure and Functions of the Federal Government Three branches compose the basic structure of the federal government. Public policy is created through the making of laws, the execution of the laws and the adjudication of disputes under the laws. Content Statements:

14. Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. 15. The political process creates a dynamic interaction among the three branches of government in addressing current issues. Public Policy is created through the making of laws, the execution of the laws and the adjudication of disputes under the laws. Topic: Public Policy Federal, state and local governments address problems and issues by making decisions, creating laws, enforcing regulations and taking action. Content Statements: 21. A variety of entities within the three branches of government, at all levels, address public policy issues which arise in domestic and international affairs. Learning Objectives:

Students will be able to predict outcomes of the Dred Scott Case

Students will be able to discuss the issues involved in the Dred Scott case. Students will be able to explain and discuss the reasons why Dred Scott took his case to the Supreme Court. Students will be able to discuss the effects the Dred Scott decision had on African Americans during this time period.

Academic Language: writ of certiorari, appellate court, judicial review, writ of mandamus, due process of law, appellate jurisdiction Teaching through direct instruction Students will be encouraged to use these terms in their writing and language and the instruction of the teacher

Instructional materials and support Dred Scott Prezi Projector

Prior Knowledge Students have learned about the roles that the president plays in the executive branch Students have had instruction about the legislative branch of the government. Students have covered the function of the federal judiciary branch

Assessments: Assessment during the lesson: o Students will complete notes o Formal Assessment will occur during the lesson.

Strategy and Learning Tasks Introduction: Ask students What problems would you experience if you had no rights? Have students write down their answers.

Presentation/Explicit Instruction:

Begin Prezi; o Guided Note taking

Essential Questions/ Checking for Understanding o After 10 years of seeking his freedom through the courts, how do you believe Dred Scott felt when the Supreme Court ruled against his case? o Why do you believe this particular court case was being closely monitored by a great number of people living in the United States, both in the North and the South? o How do you believe many Northern abolitionists responded to the case? o How do you believe many Southern slave owners responded to the case? o In Chief Justice Taneys delivery, he referred to a line that was not supported by the Constitution. What line do you believe this was?

Differentiation: Students with special needs/apathetic Baseline: Students can identify the argument of the Dred Scott case and explain the decision of the Supreme Court. Average: Students can identify the argument of the Dred Scott case and explain the decision of the Supreme Court and analyze why it was such a huge issue of the time period. Top: Students can identify the argument of the Dred Scott case and explain the decision of the Supreme Court and analyze why it was such a huge issue of the time period. In addition, discuss how slave owners responded to the case. o Jon Tomlinson: support resource room for assistance on assignments; extended time for tests and assignments up to one class period;