Hilary Schroeder

EDU344
Unit Overview
Unit Title: Foundations of American Government
Course/Grade level: 8th Grade United States History
Biblical Value: 1 Peter 2:13-17 Be subject for the Lord's sake to every human institution,
whether it be to the emperor as supreme, or to governors as sent by him to punish those who do
evil and to praise those who do good. For this is the will of God, that by doing good you should
put to silence the ignorance of foolish people. Live as people who are free, not using your
freedom as a cover-up for evil, but living as servants of God. Honor everyone. Love the
brotherhood. Fear God. Honor the emperor.
Learning Objectives:
SWBAT summarize the Preamble of the Constitution
SWBAT relate the values of the Preamble to what they see if government
SWBAT analyze historical texts to understand where the Founding Fathers got their
ideas from.
SWBAT identify common themes in historical texts and the U.S. Constitution.
SWBAT interpret historical texts to figure out what they mean.
SWBAT apply concepts from the Mayflower Compact, Declaration of Independence,
and Federalist Papers to the U.S. Constitution.
SWBAT define key terms from the U.S. Constitution.
SWBAT create their own definition for key terms
SWBAT analyze where they see key terms in government today
SWBAT interpret pieces of the Constitution.
SWBAT identify where in the Constitution the legislative branch is defined.
SWBAT summarize the powers of the legislative branch.
SWBAT list the qualifications for being a part of legislature.
SWBAT identify where in the Constitution the executive branch is defined.
SWBAT summarize the powers of the executive branch.
SWBAT list the qualifications for being the president.
SWBAT identify where in the Constitution the judicial branch is defined.
SWBAT summarize the powers of the judicial branch.
SWBAT list the qualifications for being a Supreme Court Justice.
SWBAT differentiate between separation of powers and checks and balances
SWBAT define checks and balances and separation of powers
SWBAT analyze the effectiveness of key terms in limiting government both when the
Constitution was created and in modern times.
SWBAT analyze how the legislative branch checks/limits other branches.
SWBAT analyze how the executive branch checks/limits other branches.
SWBAT analyze how the judicial branch checks/limits other branches.
SWBAT recognize how they can influence public policy.
SWBAT critique the effectiveness of different interest groups in influencing public
policy.
SWBAT summarize the job of a lobbyist.
SWBAT recall key terms from the unit.
SWBAT recall duties of the 3 branches of government.
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EDU344
SWBAT engage in friendly review games.
SWBAT describe some major points from the unit.
Instructional methods
We will make a Preamble quilt to piece it together and figure out what it stands for
I will be using the jigsaw strategy for reading different documents and figuring out how
they influence the Constitution
I will be using tickets out the door for most of the days to see if students understand the
material I just taught
Theyll all get their own pieces of the Constitution for the reading days
I will be using PowerPoints in my lectures so they can jot down notes
During my discussion day, Ill have them already read an article for discussion and then
on discussion day we will do the 1-1-1 style of discussion
I will mostly be incorporating primary sources into this unit like the Constitution, the
Mayflower Compact, and the Declaration of Independence so they can work with the
actual documents and make inferences from them
Some secondary sources might be articles that I will have them read for discussion
Vocab strategies: have vocab on powerpoint, they try to figure out what the term means
by interpreting a picture, then we define it together so they know the full definiton
Reading strategies: mostly read with partners so they dont have to read old English on
their own, circle terms they are unsure of so I can clarify and they can understand better
Critical thinking: give them time to think about alone (or with partner at other times)
what parts of the Constitution or other documents are trying to say and how we see that in
government today
I will have a chart to show who is in each branch and another one to summarize what the
branches do
I have some cartoons or pictures for them to interpret when defining key terms
I have 2 cartoons about what a lobbyist does that we will analyze on discussion day
Students will make a summary of the document they read (Dec., Federalist papers, etc)
Students will create a chart showing what the 3 branches do on test
Students will write down definitions for key terms learned throughout unit (its expected
that if theres a term they dont know, they should write it down or ask me to define it)
I will use a computer for PowerPoints
There are a few days we play a computer game to teach about different branches
I use a few YouTube videos throughout my lessons to help the students learn
One of my games will be Kahoot which is a technology review game
Assessment plans: There are a couple of days where I will be giving the students a worksheet to
do as homework for formative assessments but on most other days I will just use a ticket out the
door. Then the last day I will have a summative assessment which will have a chart to fill out,
multiple choice, a few short answers, a matching section and a personal response.
To adapt for summative assessment: I will have 3 answers for the multiple choice
answers. Additionally, the test will be proctored by a parapro or myself so it will be read
aloud to them. For the short answer and personal response, they are allowed to give an
oral response to the proctor and they will write it down for them. For the chart filling
 Hilary Schroeder
EDU344
section, I have filled out one answer per row to make it a little easier for them and so they
might get an idea of what belongs in the rest of the row.
Adaptation for special needs: Days 2 and 4 of my unit are very reading intensive so to adapt to
that, the students will be working in groups on day 2 and on day 4 so that they can read it
together, think about the material together, and have other students to understand it with. I will
be making the groups so the same type of learners arent in the same groups but rather dispersed
between groups.
Interpreting: Day 2 the students will be reading a few different primary documents for them to
interpret and apply to the Constitution. Day 8 is discussion day so they will be analyzing articles
and a couple cartoons that I found which they will have to interpret and relate back to our
discussion.
Technology: Days 4 and 5 have an interactive game for the students to play so they can learn the
workings of the legislative and executive branch. Its a fun and easy game but it helps students
understand the responsibilities each branch has. We are going to do both of them as a class but
they are individually going to make decisions
Scripted lessons: Im going to script days 6 and 8 because day 6 is half lecture/half groupwork
and the other day is discussion day.