Day 4: Presidential Succession/ 25 th Amendment

Essential Question(s) that this lesson supports:* Big Idea: Power * EQ1. What makes a good leader?* EQ2. What makes a good President?* EQ3. How much power should the President have?

Enduring Understanding(s)/ Unit Goal(s): * EU1. Our founders divided power among separate branches in the Constitution.* EU2. There are specific jobs, roles and powers associated with both the Presidency and Vice Presidency.* EU3. The powers afforded the Executive Branch have changed, as social and economic life has grown more complex.* EU4. Politics influence cabinet appointments, relationships and components of the Executive Office of the President.

Student Learning Outcomes:*By the end of the lesson students will have been assessed on previous knowledge. *By the end of the lesson students will be able to describe Presidential Succession.*By the end of the lesson students will understand the role of the 25th Amendment. *By the end of this lesson students will be aware of the role and job of the Vice President.

Assessment of Student Learning: * Day 4: Students will be assessed as part of the unit test on the discussion/lecture material. Students will be assessed on their critical thinking skills to be able to interpret the article and form an opinion.

Rationale: * The students should learn this because it is part of the required standards of analyzing sources and

connecting insights gained from specific details to an understanding. The students should be able to look at the news article and evaluate and interpret it. Lesson Procedure:

Entry – * Day 2: Students will take seats and get out note taking materials. I will begin the lecture/discussion by briefly going over the office of the Vice President again as review. I will ask the students if anyone knows what Presidential Succession means (they should from the vocabulary assignment).Development – After my initial questions get answers, I will start the slides and students will take notes. I will stop and discuss points made on each slide as the information is pulled up. I will ask students if they know why they think the Presidential Succession Act was passed in 1947.* Next I will go into the 25th Amendment, explaining why it was implemented and why it was important. * I will close out the lecture discussion with the radio broadcast recording on the final slide.

The broadcast was from when President Regan was shot and Vice President Bush had to fill in for a short time until Regan was stable and suitable to resume the role.

Closure – I will finish up class with a short news article Silent Sustained Reading. Students will read the one page article then pair up with a neighbor and share any thoughts or conflicts they have with the article on whether the line of succession should be changed to fit modern times. The pairs will discuss and complete a one-paragraph exit slip with their findings.

Media/Materials: *Pre-printed article*Overhead projector*Classroom computer* Markers/ White Boards* Student Materials (i.e. paper, pencil, textbook)

Content Standards: NCSS 9-12-III.B.1—III. How does the Government established by the Constitution embody the purposes, values and principles of American Democracy? Section B: How is the national government organized and what does it do? Subsection 1: The institutions of the national government. Students should be able to evaluate, take, and defend positions on issues regarding the purposes, organization, and functions of the institutions of the national government.

Ohio Government Standard 5—As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.Ohio Government Standard 12—Five amendments have altered provisions for presidential election, terms and succession to address changing historical circumstances.CCSS.ELA-LITERACY.RH.11-12.3—Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.Assignments:

* Exit slips on the article to be completed before leaving class. If not enough time, students can complete the exit slip as homework and bring it in the following day.

Evaluation: * The article exit/entrance slip will be evaluated to see if the student formed a clear opinion on the article. *At the end of the Unit students will be evaluated on a Unit test including information gathered from lecture and videos. Lesson Analysis: *Did my opening work well with relating to the big idea and lesson?*What seemed to work better or which topics seemed to control the discussion in the opening?*What were some of the things students said about the lecture/discussion?*Did I ask enough questions to stimulate critical thinking about the news broadcast?*Did students seem interested in the topic?*Should I have had students work in groups on the article? Or alone? *Did the students show an understanding of the essential questions and enduring understandings?

-Any ideas come up as to another approach?********************************************************************************************Materials for Day 4—

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