1 Page Template
Stage 1: Desired Results
Established Goals:
1) Identify Impeachment
2) Discuss the reasons why Congress needs the power of Impeachment
Understanding: Students will understand how the process of impeachment works and what the value of the power of impeachment is to the United States.
Essential Questions:
1) Is impeachment an effective way to "check and balance" presidential actions?
2) Why does Congress need the power of impeachment?
3) How does the power of impeachment enable Congress to help check the power of the President?
Students will know: What impeachment is, why Congress gets the right of impeachment, what happens in the Case Study of Andrew Johnson
Students will be able to: Discuss the power of impeachment and decide whether or not Congress should have the right to impeach the President
Stage 2: Assessment Evidence
Performance Tasks: Students will produce a project acting out the impeachment trial of Andrew Johnson where they debate the value of the Congressional impeachment power
Other Evidence: Classroom discussion
Stage 3: Learning Plan
Learning Activities: Students will be introduced to the concept of impeachment and discuss the values of such a power. Students will debate the pros and cons of the Congress having this right. Students will then use the Impeachment of Andrew Johnson as a way to see the weaknesses of the impeachment process.
I guess the problems people have with Understanding by Design is the fact that this style of planning is time consuming. Personally, this is the type of lesson planning that our district utilizes. I am used to the formality of it. I like the fact that, using this model, the particualr goals that are expected is the focal point of the plan. This is a great way to help, especially new teachers, to focus on their objective. I like the format being as that this is the format that I am used to utilizing.
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4 comments:
Rich,
Essential questions shouldn't have a set answer per se. I might suggest an alternate essential question: Is impeachment an effective way to "check and balance" presidential actions?
OK, fair enough. We were taught in the district to make the essential questions more direct but I will update the blog post.
Your district seems to be merging the theoretical ideas of UbD with a more practical CCCS connection, hence your planning style.
Nice adjustment.
I really like the idea of your students acting out the Johnson trial. It sounds like all learners would be able to participate to some degree.
Perhaps this is too off base but could one of the essential questions ask students what alternative to impeachment would they suggest to keep tabs on the president?
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