Concept Lesson Author: Brianna Campbell Date Created: February 8, 2013 Subject(s): Civics and Economics Topic or Unit

of Study (Title): Constitutionality Grade Level: 10 Materials: White board and markers Summary (and Rationale): The Supreme Court is different from other courts in the United States and it is a vital branch of our government. Students need to learn about the Supreme Court its role in shaping our government. I. Focus and Review (Establish Prior Knowledge): [2 minutes] Students will need to know what the constitution is and what it does for the United States. II. Statement of Instructional Objective(s) and Assessments: Objectives When given the term Constitution the student will work in pairs to develop attributes of the given term. After students develop the attributes of the term they will work in pairs to synthesize the identified attributes to develop a definition of Constitutionality.
State the objective: [2 minutes] Assessment: [5 minutes]

Assessments Students will generate attributes from their pairs then develop them into a definition of Constitutionality.

III. Teacher Input (Present tasks, information and guidance): [10 minutes] 1. The teacher will write or present the term to the students. 2. The teacher will pair of students so as to allow for individual differences. 3. The teacher will instruct students to write down words and ideas that come to mind when they think about the word, Constitutionality. 4. The teacher will monitor the groups, and after ten minutes redirect their attention to the board. 5. Each student will give an attribute they thought of to be put on the board. 6. The pairs will be instructed to create a definition of Constitutionality from the attributes on the board and the ones they came up with in their pairs. IV. Guided Practice (Elicit performance): [20 minutes] 1. The students will write down the words and ideas that come to mind in their pairs 2. The students will create a definition of Constitutionality based on the ideas and words. V. Closure (Plan for maintenance): [5 minutes] 1. Go over the definition the class made as a whole and present the Websters definition.

2. Take up the definitions the pairs wrote down STANDARDS:

CE.C&G.2.3 Evaluate the U.S. Constitution as a living Constitution in terms of how the words in the Constitution and Bill of Rights have been interpreted and applied throughout their existence. CE.C&G.3.2Compare lawmaking processes of federal, state, and local governments

Plans for Individual Differences: 1. Students who need it will be paired with a student they are comfortable with so they are not as pressured when it comes to talking.