Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Victor Lynde

Date 4/7/2017 Subject/ Topic/ Theme Functions of Congress Grade __11th Grade______________

I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson in a 7 to 8 lesson Unit, of which I will plan the first 4 lessons. The Unit as a whole is on the Legislative Branch in the United States AKA the
Congress. This lesson introduces the students to congress once again, expands their knowledge of its functions, and sets up for the rest of the Unit.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Students should explain the difference between expressed powers and implied powers RU
Students should define what the legislative branch is and demonstrate their understanding of its structure in activity
Students should demonstrate their understanding of textbook procedures in Congress by designing a skit or newscast R U Ap X
that reflects a specific procedure
Analyzing primary source text: Article I, Section 8 of US Constitution RUC X
U An

Common Core standards (or GLCEs if not available in Common Core) addressed: HS SSCE Michigan Department of
Education C3 3.1.1
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Students know there are three branches of government and what they are. Relating specifically to this
lesson, they know the legislative branch is for writing laws. They know there are two Houses of
Congress; they likely know how many members there are in the senate, but not in the House.
They just completed a unit on the Executive branch, so they are aware of the Presidents veto power
and subsequent power of Congress to overrule a veto.
Pre-assessment (for learning):
Journal activity to assess what students knew before class began
Formative (for learning):
Journal helps the teacher better assess the students level of understanding of Congress as well as the
degree to which they learned by the end of class.
Formative (as learning):
Implied and Expressed powers activity; Structure of Congress activity
Summative (of learning):
N/A
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
The Google Slides presentation will Students will move around room
be shared on Google Classroom and organize for different activities.
Textbook worksheet
Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback
Debate, skit, newscast
Group discussion while debating
and making skits/newscasts

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 Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection

Teacher will monitor group Students will reflect at the end of

progress throughout the variety of
activities students are working on.
May provide suggestions or
encourage students towards the
right direction when off track.
class on what they have learned that
is different or enhanced since the
beginning of the class

Implied and Expressed powers activity handout. Students will need their laptops for research.
Materials-what materials Projector for Google Slides presentation. Primary document: Article I, Section 8. Students will need
(books, handouts, etc) do notebooks and writing utensils for taking notes. Use of laptops for note-taking will be on a student by
you need for this lesson student basis some students in the context of my particular classroom will just try to surf the web
and are they ready to use? instead of taking notes.

Seven tables groups each comprised of two tables, with two students at each table, for a total of four
students per table group.
How will your classroom
Three projectors will be projecting onto three separate walls. There is an Elmo Projector as well.
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 min Opening Journal: have students spend 5 Students will journal about what they
Motivation minutes journaling (a paragraph) about think the powers of Congress are and what
(opening/ two things 1) what they think the powers they think the role of Congress is.
introduction/ of Congress are, and 2) what they think Students will turn these in at the end of
engagement) the role of Congress is. The teacher will class.
collect this short paragraph at the end of Students will place completed home work
class its their ticket out of the class. on table for checking.
Have students place textbook worksheet
they had for homework on their tables
while they journal.
The teacher should use the journaling time
for taking attendance and checking home
work for completion.
10 min Development The teacher will turn on presentation and Students will show eye contact and follow
(the largest briefly explain the concepts of expressed presentation on projector
component or and implied powers, which students Students will read handout and discuss (1)
main body of textbook readings mention. what do they think are the most powerful
the lesson) Teacher will have students read handout powers of Congress? (2) What are the
with Article I, Section 8 on in. most unexpected powers of Congress?
Teacher will have students discuss two Some students will verbally respond to
questions: (1) What do you think are the question when they raise their hand or are
most powerful powers of Congress? (2) called on.
What are the most unexpected powers of
Congress? (These two questions will be
projected on the wall on the Google Slides
presentation)
Teacher will ask for volunteers and call on
a few students to answer one of the
questions.

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 Teacher will ask students what they think
clause 18 means. Depending on response
the teacher will likely explain that the
necessary and proper clause is the basis
for implied powers.
10 min
Students will examine a list of implied
powers and write them under the
expressed powers heading they think most
likely justifies the implied power.
Students will raise their hands to go over
which implied powers go where.

12 min
Students will raise hands to respond to
question.
Students will split into three groups of 13,
7, and 4.
Students will deliberate among themselves
which plan they like
Students will debate with other groups
Students will form into mock bicameral
Legislature with both plans

20 min

Students will begin using the internet and

researching their term, looking for
examples, and making a skit/newscast to

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 Teacher will introduce Expressed and
Implied Powers Activity. Teacher will
instruct students to complete worksheet
activity in which students will examine a
list of implied powers and write them
under the expressed powers heading they
think most likely justifies the implied
power.
illustrate it. Students will discuss and
debate while forming definitions and
making their presentations.
Students will present their definition and
their skit/newscast

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 Teacher will go through activity and invite
students to give the answers they believe
are correct.
Teacher will go through presentation and
briefly cover several expressed and
implied powers side by side.
Teacher will then announce the transition
from discussing Expressed and Implied
powers to the actual structure of Congress.
Teacher will explain the importance of
understanding the structure of Congress
because it is the vehicle for change in the
United States at the federal level.
Teacher will review the Structure of
Congress by beginning with the question,
why is Congress divided between two
houses?
To express this the class will enter a
structure of Congress activity
The teacher will split the class into three
groups of 13, 7, and 4
The teacher will present two plans for
forming a legislative branch. Under the
Virginia Plan the Size of State determines
how many representatives from each
group go. Under New Jersey Plan each
State is equally represented
Teacher asks which they prefer and
follows their response up by giving each
group a hypothetical policy position like
gun control and has the large group be
for it, the middle group be split, and the
small group be against it.
Each group then debates why they think
one of the two plans is best for
implementing their goals. The teacher then
presents & explains how the founders
reached a compromise a bicameral
Legislature with both plans
Teacher will announce that they will be
working to better understand some of the
terms from the homework relating to the
procedures of Congress.
Teacher will give each table a term:
Logrolling, Seniority, Pigeonholing,
Filibuster, or Clture. Will dissolve two
table groups and disperse among other
groups
Teacher will instruct each group to
research & defines their term. Then each
group comes up with a brief 1.5 minute
skit, newscast, or unique presentation (if
students thing of another acceptable and
interesting way to present) to illustrate
each term.
After 10-15 teacher will announce time is
up and have each group present their
definition and skit/newscast.

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3 min
Closure Teacher will ask students to reflect on Students will journal about what they have
(conclusion, what they have learned today or what learned today or what knowledge of theirs
culmination, knowledge of theirs has been enhanced. has been enhanced.
wrap-up) The reflection will be written below Students will turn in journal as they exit
opening journal at the start of class. the classroom.
Teacher will collect journal at the door as
students leave.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Didnt teach this lesson.

Additional content below:

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Article I, Section 8 - Powers of Congress
The Congress shall have the power

1. To lay and collect taxes, duties, imposts and excises, to pay the debts and provide for the common defence and
general welfare of the United States; but all duties, imposts and excises shall be uniform throughout the United
States:

2. To borrow money on the credit of the United States:

3. To regulate commerce with foreign nations, and among the several states,and with the Indian tribes:

4. To establish an uniform rule of naturalization, and uniform laws on the subject of bankruptcies throughout the
United States:

5. To coin money, regulate the value thereof, and of foreign coin, and fix the standard of weights and measures:

6. To provide for the punishment of counterfeiting the securities and current coin of the United States:

7. To establish post-offices and post-roads:

8. To promote the progress of science and useful arts, by securing for limited times to authors and inventors the
exclusive right to their respective writings and discoveries:

9. To constitute tribunals inferior to the supreme court:

10. To define and punish piracies and felonies committed on the high seas, and offences against the law of nations:

11. To declare war, grant letters of marque and reprisal, and make rules concerning captures on land and water:

12. To raise and support armies, but no appropriation of money to that use shall be for a longer term than two years:

13. To provide and maintain a navy:

14. To make rules for the government and regulation of the land and naval forces:

15. To provide for calling forth the militia to execute the laws of the union, suppress insurrections and repel
invasions:

16. To provide for organizing, arming and disciplining the militia, and for governing such part of them as may be
employed in the service of the United States, reserving to the states respectively, the appointment of the officers,
and the authority of training the militia according to the discipline prescribed by Congress:

17. To exercise exclusive legislation in all cases whatsoever, over such district (not exceeding ten miles square) as
may, by cession of particular states, and the acceptance of Congress, become the seat of the government of the
United States, and to exercise like authority over all places purchased by the consent of the legislature of the state
in which the same shall be, for the erection of forts, magazines, arsenals, dock-yards, and other needful buildings:
And,

18. To make all laws which shall be necessary and proper for carrying into execution the foregoing powers, and all
other powers vested by this constitution in the government of the United States, or in any department or officer
thereof.

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Implied and Expressed powers activity

Article I, Section 8 of the US Constitution specifically outlines the powers granted to Congress. These powers
are called expressed powers because they are specifically stated in the Constitution. There are also many
significant things Congress does that are not specifically outlined in the Constitution. Congress takes these
actions because time and the courts have agreed that Congress also has implied powers, powers that are
related to the expressed powers but not specifically listed. Implied powers are logically deduced from express
powers.

Activity 1
The following powers are some of the expressed and implied powers granted to Congress. Under each listed
expressed power, write the implied power(s) from the list below and a brief explanation of the relationship you
see between them.

List of Implied Powers:

Criminalize mail fraud institute a draft regulate the sale of certain things (drugs or gasoline) establish a
minimum wage - punish tax evaders - regulate/control immigration ban discrimination in public and
workplaces control what can be mailed (alcohol, weapons) - conduct oversight hearings of executive
(Presidential) actions - establish the Federal Reserve System (an independent agency that controls the money
supply)

Expressed Powers

1. Regulate a Post Office (Article I, Section 8 [7])

2. Regulate commerce (business) (Article I, Section 8 [3])

3. Raise an Army and Navy (Article I, Section 8 [12-14])

4. Lay taxes (Article I, Section 8 [1])

5. Borrow money (Article I, Section 8 [2])

6. Establish naturalization laws (Article I, Section 8 [4])

7. Appropriate funds and pass laws (Article I, Section 8 [1, 18])

Credit - Modified from: https://mrtylerslessons.files.wordpress.com/2015/01/expressed-and-implied-powers-activity.doc

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