Teacher : Comer, Vaughn, Hinson, Troutt, Kile |
Course/ Subject: Amer Govt |
Date of Instruction: |
Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10
| Standard/s: SSCG9 Explain the impeachment and removal process and its use for federal officials as defined in the U.S. Constitution.
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Learning Target:
I will explain the impeachment and removal process and its use for federal officials as defined in the US Constitution
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Success Criteria:
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Introduction/Connection: News Article (use allsides.com to find neutral piece) about this current impeachment proceeding |
DIRECT INSTRUCTION: PPT/Notes on steps re: Impeachment via Constitution (specifics of the PROCEDURE)
Discuss Mayorkas/this proceeding discuss 2 charges (exact wording) and compare with “high crimes and misdemeanors” how many votes needed to impeach (house) and meaning/where next Role of Senate/Number of votes needed to convict
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Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10
| GUIDED PRACTICE:
Watch proceedings/ note who asks questions (record questions/response on sheet)
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INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Position paper on Agree or Disagree on the decision of House to Impeach Why or Why not? Differentiation: Higher level: Does impeaching Clinton and then Trump 2x make the impeachment process less impactful? |
Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding . TKES : 1,2,3, 4,5,6,7,8
| SUMMARIZE/CHECK FOR UNDERSTANDING:
Ticket out the Door: steps in process |
