Section 1: Lesson Preparation
| Teacher Candidate Name: | Not Applicable |
| Grade Level: | |
| Date: | Not Applicable |
| Unit/Subject: | Democracy in the united states |
| Instructional Plan Title: | |
| Lesson Summary and Focus: | In the course students will evaluate the features of the US democratic space and explain the features of the united states’ democracy that facilitate active input. Students will identify various types of legislation in the federal republic and learn the law making process. Moreover, the students will identify the different belief systems depending on race, state or local government and explore matters pertaining to national identity and elements that make the American people have a sense of belonging. Students will be required to do thorough research in which they will develop a range of questions to examine the federal republic’s legal and political systems and analytically explore knowledge they acquire from diverse sources of significance. They will also be expected to expound on various schools of thought on civics and issues of citizenship. |
| Classroom and Student Factors/Grouping: | The classroom will compose of 35 students with 20 males and 15 female students all who are between the age of 18 and 21 years. Many of the students have grown in the same neighborhood and can relate quite well. Only a few students come from far flung places and they seem at ease with other students. All students are competent in English thus no need for ELLs nor is there a need to develop IEPs since most students have shown to be good in grasping course content. |
| National/State Learning Standards: | Social science aims at promoting civic competence among students such that they actively participate in public life such as exercising democratic rights. Effective teaching entails the inclusion of all students in the learning process by addressing linguistic, cultural and learning variations that embraces the similarities and variances arising from special learning needs, race, gender, language and religion. When planning for action, students take into account several viewpoints, use democratic processes, and develop resolutions to a concern. Students develop and present rational arguments on civics and citizenship issues using suitable texts, subject-specific language and theories. They identify ways they can be active and knowledgeable citizens in diverse circumstances. |
| Specific Learning Target(s)/Objectives: | Students should learn the following from the course: The American political and legal systems. The basic principles of democracy in which the American society is founded on. Organization of federal, state and local governments. Unique features of the American society. What is citizenship? What are the rights and responsibilities of citizens? Civic dispositions crucial for safeguarding and enhancement of constitutional democracy in the US. Citizens’ participation in civic life. |
| Academic Language | Legislature, judicial and executivePatriotic symbolsConstitutionBill of rightsCongressEqualityCivilizationLibertyJusticeCitizenshipDemocracyFreedomGenderCultures Bill of rights encompasses the rights and responsibilities of the American citizens as outlined in the constitution. Legislature, judiciary and executive are the three arms of government. Congress is the legislative arm of the US federal government comprising of the senate (upper house) and the house of representatives (lower house). |
| Resources, Materials, Equipment, and Technology: | Projector White board Peer reviewed journals Laptop Web 2.0 tools for online interaction Books on citizenry and American legal system Feinman, J. M. (2014). Law 101: Everything you need to know about American law. New York : Oxford University Press Rankine, C., & Graywolf Press. (2014). Citizen: An American lyric. Minneapolis, MN: Graywolf Press. Robinson, J., & Long, M. G. (2007). First class citizenship: The civil rights letters of Jackie Robinson. New York : Times Books Shklar, J. N. (1991). American citizenship: The quest for inclusion. Cambridge, Mass: Harvard University Press. |
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