L5+Glidden,+Elizabeth

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON


 * __ Teacher’s Name __**** : ** Ms. Glidden
 * __ Date of Lesson __**** : ** Considering Ideas: Reasons for Presidents to be Impeached.
 * __ Grade Level __**** : ** 11
 * __ Topic __**** : ** American Government


 * __ Objectives __**
 * Student will understand that ** there are reasons for a president to be impeached.
 * Student will know ** impeachment, impeachment process, and the three presidents who have nearly been impeached (or were).
 * Student will be able to do ** create a visual illustration to show the reasons behind “impeachment” of three of our presidents.

Maine Learning Results: Social Studies: B :Civics and Governments B1 Knowledge, Concepts, Themes, and Patterns of Civic/Government Grade 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States system, as well as examples of other forms of government and political systems in the world. d. Describe the purpose, structures, and processes of the // American political system //
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** Students in this lesson will meet the MLR by showing, through a poster or magazine cover, one of the processes in the United States Government. The process is that of impeachment.


 * __ Assessment __**

Class discussion regarding what they know about the checks and balance system. The students also will be working with a partner to revise their work. For some students the ability to get and give advice regarding a project will tell teachers the students understanding. The students will be required to turn in a rough draft with their final draft to allow the teacher to check for the revisions.
 * Formative (Assessment for Learning) **

Through a poster or magazine cover students will synthesis information they have learned to illustrate the process and cause behind the impeachment of a president. Their posters will show information about the president, events that lead to the filing of articles of impeachment, and pictures relevant to the topic.
 * Summative (Assessment of Learning) **


 * __ Integration __**
 * Technology: ** Students will create a poster or magazine cover in some form of a creator. Some have suggested the use of Glogster, [], but using some type of DIGITAL-creator is acceptable.

English: Students must use words and such to perform the task. Students will also use it during discussions and revisions. Art: The poster allows students to create using art. They will incorporate things that fall under the art including layout and design.
 * Other Content Areas: **

Students will work in pairs to revise and provide feedback on the posters. //** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations **//
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Verbal ** -Discussion about impeachment.
 * Visual**- Creation of a poster.
 * Interpersonal**- Class discussion as well as peer-revison offers a chance for group involvement and learning.
 * Intrapersonal**- The ability to choose for oneself as to what should be changed. This is also an individual project.
 * Logical**- A flow chart makes a sequential pattern for students to follow. By placing the process of impeachment here it allows for the students to follow in a sequential pattern.
 * Musical:** The students may phrase their poster wording in like a rhyme or song.
 * Modifications/Accommodations **

Students will have the chance to make their project more detailed than required. If doing a magazine cover a student might wish to do a few pages of the “magazine”.
 * Extensions **

For this lesson if a student misses the class discussion they will need to meet with the teacher and then research on http://www.historyplace.com/unitedstates/impeachments/ about impeachments. The students should meet with the teacher to revise their first draft of the poster.
 * Absent Students **

Flow Charts Glogster Tutorial Glogster Accounts
 * __ Materials, Resources and Technology __**

Students should gather information from the class discussion and the History Place website.
 * __ Source for Lesson Plan and Research __**

[] This is the main website the class will focus on. It also provides links to the three impeachments.

In the classroom there is a variety of learners. In this lesson all learners will be reached. The Beach Balls will have the opportunity to choose between the three presidents and then also the way they wish to present the information. Clipboards will enjoy how the class will present a general overview of the process before investigating how it has happened. Puppies will succeed at this lessons partner revision as it is not a large group revision; larger revision groups might make them feel threatened. Microscopes will like the ability to focus on one particular individual.
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * // Rationale: //**

This lesson is planned on the idea that students will have some working knowledge of the Constitution. Some students will have more information than others but each will have a little bit. The goal is for students to become better versed in the checks and balance system the United States Government has set up.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Verbal ** -Discussion about impeachment.
 * Visual**- Creation of a poster.
 * Interpersonal**- Class discussion as well as peer-revison offers a chance for group involvement and learning.
 * Intrapersonal**- The ability to choose for oneself as to what should be changed. This is also an individual project.
 * Logical**- A flow chart makes a sequential pattern for students to follow. By placing the process of impeachment here it allows for the students to follow in a sequential pattern.
 * Musical:** The students may phrase their poster wording in like a rhyme or song.


 * Technology: ** Students will create a poster or magazine cover in some form of a creator. Some have suggested the use of Glogster, [], but using some type of DIGITAL-creator is acceptable.

Students will do a variety of informal assessments. They will have a class discussion regarding the topic and then they will revise their work with partners.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**

For a formal assessment students will complete a final draft of their poster. It will focus on factual information about the president and the reasons behind his impeachment trial.

The Desk will be arranged in a circle so that all speakers can be seen. There may be an opening at one section so that a person can enter the circle. Students will have access to electric plug-in if needed.
 * __ Teaching and Learning Sequence __**** : **

Class 1: Settle in time- 5minutes Discussion- 45minutes Use of Flow Chart- 10minutes Introduce Glogster-15 minutes Assign Formative Assessment: 5minutes

Class 2: Settle in time-5minutes Review Last Class, Answer Questions If Needed-10minutes Peer Revision-35minutes Work Time:30minutes

Class 3: Students share creations and have posted to BLOG.

Students will be able to understand the reasons for a president being impeached. They will be able to make a visual creation of a the factors behind the impeachment process of one of the three presidents that have had articles brought against them. **Student will understand that there are reasons for a president to be impeached. ** The class will participate in a discussion which is guided by teacher questions.
 * Student will understand that ** there are reasons for a president to be impeached.
 * Student will know ** impeachment, impeachment process, and the three presidents who have nearly been impeached (or were).
 * Student will be able to do ** create a visual illustration to show the reasons behind “impeachment” of three of our presidents.

Student will know impeachment, impeachment process, and the three presidents who have been tried over articles of impeachment (or were). They will learn through class discussion and further consultation of the [|History Place website]. They will explore by a flow chart organizing the way impeachment trials go. They will then create a visual creation illustrating their knowledge about one president’s trial.


 * Equip, Explore Rethink, Revise Tailors: Visual, Verbal, Interpersonal, Intrapersonal, Logical, Musical **

Students will continue to refine and revise their information by meeting with a partner to edit and receive feedback from them about the poster. The students will then refine their poster.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal. **

Students will turn in a final draft of their visual creation. It should be about a presidential impeachment.
 * Evaluate, Tailors: Visual, Intrapersonal, Logical **

The president, vice president, and other civil Officers can be impeached for treason, bribery, and other High Crimes and misdemeanors. The United States House of Representatives presents Articles of Impeachment, which list what the person is said to have done. Each charge is a different Article of Impeachment. The Senate holds the right to hear and try the trial. Presiding over the trial is the Chief Justice of the Supreme Court.
 * __ Content Notes __**

The House must vote on whether to send the Articles forward. The vote is one of simple majority. Then after several formalities the Articles arrive to the Senate. The Senate and Chief Justice perform much like a court. Senators do not speak but address questions in writing to the Chief Justice. The final vote is actually whether to remove an official from office. The senate will vote and it requires 2/3 (67votes) to remove a person from office.

Andrew Johnson’s impeachment dealt with the issue of power between Congress and the Executive Branch. Under some circumstances Congress passed a law preventing Johnson from removing Secretary of War Stanton from office. In another move by Congress they rerouted the Command of the Army away from the President. The House brought forth 11 Articles. The first 8 regarded his “illegal” removal of Secretary of War Stanton from office. The ninth accused Johnson of disregarding the Command of the Army Act and the next two charged Johnson for libelous remarks about Congress. One vote by Senator Ross for Johnson’s acquittal left Johnson in office. After completion of his term Johnson ran for the Senate twice, winning the second time around. He is the only president to have served in the Senate after his presidency.

Richard Nixon through strings was connected to a burglary at the Watergate Hotel. Nixon withheld tapes but newly appointed special investigator, Leon Jaworski, continued to seek them all the way to the Supreme Court, which decided unanimously that Nixon must relinquish the tapes. The House proceeded to file 3 Articles for Obstruction to Justice, Abuse of Power, and the Contempt of Congress but the articles were never voted on by the full House. The investigations and revelations of the tapes provided much information about Nixon’s involvement in the Watergate Scandal. Nixon quickly lost favor and resigned prior to the House’s vote. He had 2 ½ years left on his second term and around 25 people from his administration got convicted of a crime.

Bill Clinton’s impeachment had many features. The first is known as “Travelgate” which involved the firing of several employees and then the hiring of several presidential friends. The FBI proceeded to investigate the people fired to provide “reason” under pressure from the White House. Then there were strange proceedings following the death of the Deputy White House Counsel Vince Foster. Making people curious was the filing that Foster had done on the Whitewater development group that failed and named Bill and Hillary (the First Lady) Clinton as the potential beneficiaries the money misdealing of the Whitewater group. Investigation proceeded and included special investigators including one Kenneth Starr. Starr eventually found information regarding the personal conduct of President Clinton. This included supposed sexual harassment charges from a woman in Arkansas and thus President Clinton went through as civil lawsuit while serving as president. Through that lawsuit Starr also gathered information on the president’s suspected affair with Monica Lewinsky. The idea was that Clinton lied under oath. The House Judiciary Committee sent 4 Articles to the full House. 3 of the 4 involved the use of perjury conducted by President Clinton. The last other Article was regarding the Obstruction of Justice. The Senate voted on Articles 1 and 3. Article 1 was voted down by 55members of the voting members. Article 3 was tied at 50-50 and the President was acquitted on all accounts. He served the remainder of his time in the office. Flow Chart
 * __ Handouts __**