Sample Lesson Plan 2 (Executive Branch)



Weekly Unit Synopsis: The Executive Branch of the United States Government

Grade Level: 9th Grade

Subject: American Government
Number of Students: 19
Mode of Instruction: Face-to-Face
Standards Addressed:

  • SSCG10: Demonstrate knowledge of the executive branch of government.

  • SSCG11: Explain the functions of departments and agencies of the federal bureaucracy.

  • SSCG12: Describe the tools used to carry out U.S. foreign policy.

Week Overview

This weeklong instructional unit is designed to provide 9th grade American Government students with a comprehensive understanding of the structure, powers, functions, and responsibilities of the Executive Branch as outlined in the U.S. Constitution, especially Article II. The unit focuses on building civic knowledge, critical thinking, and application skills through group collaboration, discussion, historical and contemporary analysis, and role-play. Each day incorporates the five CHRE pursuits—Intellect, Identity, Criticality, Joy, and Skills—providing culturally responsive, engaging, and student-centered instruction.

Day 1: Understanding Presidential Qualifications, Term, and Roles

Standards: SSCG10.a, SSCG10.b, SSCG10.c, SSCG10.e
Key Focus:

  • Formal and informal qualifications for the presidency

  • Term limits and succession (20th, 22nd, and 25th Amendments)

  • Roles of the President (Commander in Chief, Chief Diplomat, Chief of State, etc.)

Activities:

  • Mini-lecture on qualifications, term limits, and succession

  • Group analysis and presentations on presidential roles

  • Reflection writing on which role students believe is most important

CHRE Pursuits:

  • Intellect: Analyzing qualifications and roles

  • Identity: Reflecting on traits of leadership

  • Criticality: Questioning how informal norms impact inclusion

  • Joy: Discovering key figures in presidential history

  • Skills: Presenting role-specific case studies

Day 2: Article II – The Structure and Powers of the Presidency

Standards: SSCG10.a, SSCG10.c, SSCG10.e
Key Focus:

  • Detailed analysis of Article II of the Constitution

  • Presidential powers (appointments, Commander in Chief, State of the Union, treaties, vetoes)

  • Limits and checks on executive power

Activities:

  • Mini-lecture on Article II structure

  • Group analysis of each section of Article II

  • Debate on whether Article II gives too much power to the President

  • Exit reflection on most impactful presidential power

CHRE Pursuits:

  • Intellect: Deep constitutional analysis

  • Identity: Exploring civic roles and responsibilities

  • Criticality: Evaluating power concentration

  • Joy: Connecting Article II to modern events

  • Skills: Collaborative interpretation and debate

Day 3: The Electoral College and the Federal Bureaucracy

Standards: SSCG10.d, SSCG11.a, SSCG11.b
Key Focus:

  • The Electoral College and the 12th Amendment

  • Federal bureaucracy: independent regulatory agencies, government corporations, executive agencies

  • The President’s Cabinet and its functions

Activities:

  • Video and discussion on the Electoral College

  • Classroom debate: Should the Electoral College be replaced?

  • Mini-lecture on the structure of the federal bureaucracy

  • Group analysis and presentations on agency types

  • Exit ticket on personal impact of these systems

CHRE Pursuits:

  • Intellect: Understanding democratic processes and bureaucracy

  • Identity: Exploring personal agency and representation

  • Criticality: Questioning the Electoral College's fairness

  • Joy: Seeing the real-world role of government agencies

  • Skills: Debate, analysis, and application

Day 4: U.S. Foreign Policy and the President’s Global Role

Standards: SSCG12
Key Focus:

  • Tools of U.S. foreign policy: diplomacy, treaties, sanctions, economic and military aid, intervention

  • The President as Chief Diplomat and Commander in Chief

  • Ethical and strategic considerations in international decision-making

Activities:

  • Scenario-based role play as presidential advisors

  • Mini-lecture on foreign policy tools

  • Group analysis of current or fictional foreign policy decisions

  • Exit reflection on the President’s role in global affairs

CHRE Pursuits:

  • Intellect: Applying policy tools to real-world dilemmas

  • Identity: Understanding the U.S. role in the world

  • Criticality: Debating ethical use of military force and aid

  • Joy: Engaging in role play that mirrors real executive decisions

  • Skills: Decision-making, strategic thinking, collaborative reasoning

Day 5: Executive Branch Simulation and Review

Standards: SSCG10, SSCG11, SSCG12 (Review and Synthesis)
Key Focus:

  • Synthesize understanding of the executive branch’s responsibilities

  • Apply knowledge through a mock executive branch simulation

  • Review major themes from the week in preparation for a summative assessment

Activities:

  • Simulation: Students act as members of the President’s Cabinet responding to domestic and foreign crises

  • Classwide review activity (quiz game or Jeopardy-style competition)

  • Preview of next week’s content or extension project ideas (e.g., presidential case study, executive order analysis)

CHRE Pursuits:

  • Intellect: Synthesizing and reviewing key content

  • Identity: Assuming leadership roles in mock government

  • Criticality: Making decisions that require values-based reasoning

  • Joy: Participating in a high-energy, immersive simulation

  • Skills: Integration, collaboration, civic reasoning, communication

Outcomes

By the end of the week, students will be able to:

  • Articulate the powers, qualifications, and responsibilities of the President

  • Analyze and critique the structure and implications of Article II

  • Explain the function of the Electoral College and the President’s Cabinet

  • Identify and compare agency types within the federal bureaucracy

  • Understand and apply foreign policy tools in real-world scenarios

This week’s instruction equips students with the civic knowledge and critical awareness necessary to understand executive power in a constitutional democracy, while also making space for joy, connection, and identity building.

Research & Theory References

  • Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.

  • Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic.

  • Tomlinson, C. (2022). Everybody’s Classroom: Differentiating for the Shared and Unique Needs of Diverse Students. Teachers College Press.

  • Universal Design for Learning (UDL) Guidelines

  • Georgia Standards of Excellence – American Government

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