government and citizenship unit

7/30/2019 Government and Citizenship Unit

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Essential Questions/Goals

What types of governments are there indifferent places?

How are governments different from ours? How does government play a role in my life?

What is it like to be a citizen under differenttypes of government?

How can I get involved as a citizen of mycommunity?

What multi media format would be best topresent this information?


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Standards

Students will demonstrate an understanding ofthe nature of governments, and thefundamental ideals of government of the

United States. (New Hampshire Department of Education, 2006) Students will demonstrate an understanding of

the rights and responsibilities of citizenship,and the ability to apply their knowledge oflocal, state and national government through

the political process and citizen involvement.(New Hampshire Department of Education, 2006)

Include multimedia components and visualdisplays in presentations to clarify claims andfindings and emphasize salient points. (Common CoreState Standards Initiative, 2011)


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Description

An Inquiry Based Learning Approach todifferent types of governments andcitizenship under those governments

A historical investigation on one countriesgovernment

A comparison of chosen government to

United States government

FOR MORE INFO...

Visit the unit plan athttp://robiesspace.wikispaces.com/space/content
http://robiesspace.wikispaces.com/space/contenthttp://robiesspace.wikispaces.com/space/content


5/24

Timeline

Unit 2:

Greece and Rome Survey beginning

first of November 2012

New Unit to begin approximatelyDecember 3rd 2012

Government and Citizenship will lastaround 3 weeks


6/24

Learning Plan

Prior Knowledge/Hook

DAY 1: Video/Article on government and citizenship

Think pair share creating inquiry questions

DAY 2: Mini-Lesson on different governments

Complete a government overview

Choose government to investigate


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8/24

Student Contracts

Day 1: Choose government type

Choose a country with chosentype of governmentTeacher explains guidelines of

rubric

Students add specific goals to rubric


9/24

Historical Investigation

Day 1 and 2: Students..

Create group questions

Choose materialsTake notes and summarize research

Teacher to give mini lessons on note taking as needed

Teacher to give templates for note taking

Teacher will give immediate and direct feedback onstudents research daily

Write journal entry about found information

T Teacher to use journals to monitor progress


10/24

Historical Investigation continued

Day 3 5: Mini Lesson on communities

reading and discussion

Graphic organizers for notes made availableCreate questions for community leaders paneldiscussion

Day 6: Community leaders panel discussionworkings of city government

citizenship of different communities


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Presentation Preparation

Day 1: Present technology possibilities

Class discussion and examples

Day 2: Outline plan: students write down proposal

Day 3: Mini Lesson: oral presentation skit

Presentation work continues

Day 4-5: Government day presentation scheduled

Students are finishing workScaffolding with technology templates

(PowerPoint template, oral presentation outcomesentences, and other ideas if needed)


12/24

Challengematerial availability

Sign out mobile computer lab atbeginning of year

Create folders with websites on 7th

gradewebsite

Create suggested page list for classroomtextbooks and Desk Reference books

Contact community leaders (Mayor,Aldermen, School Board) to speak orhave a panel discussion for class/team


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ChallengeEstablishing Classroom Protocols

Work on cooperative group jobdescriptions from beginning of year

Initiate IBL approach on a smallerscale earlier in the year

Establish an atmosphere that

promotes respectful learning


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ChallengeVisitation/Peer Support

Search out and schedule visitation(s) toclassrooms using IBL or other studentcentered approaches

Attend workshop on May 4, 2012 for ideason motivating learners. Continue tosearch for appropriate workshops

Student centered classroomsIBL approach

Presented unit to S.S. & Grade Level TeamPLC. Suggestions given and recorded


15/24

ChallengeCurriculum work

May 17th, August 20,21,22

working on curriculum with district

team to create more clear concisecurriculum

Bring unit to team and make

adjustments as needed


16/24

Resources

School Library:

What is government? [video recording]

http://www.usconsulate.org.hk/pas/kids/government.htm(U.S. Government)

http://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-

practices#intro (parliamentary government)

http://www.neok12.com/Government.htm(basics of differentgovernments)

(countries of the world and their governments)
http://www.usconsulate.org.hk/pas/kids/government.htmhttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.neok12.com/Government.htmhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttp://www.neok12.com/Government.htmhttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.usconsulate.org.hk/pas/kids/government.htm


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Resources

School Library continued:- library has many country books including

information about their governments Websites for citizenship:

http://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.html

http://www.history.com/interactives/citizenship-quiz

Citizens rights and responsibility video:

http://www.kids.gov/6_8/6_8_government_rights.shtml
http://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.history.com/interactives/citizenship-quizhttp://www.kids.gov/6_8/6_8_government_rights.shtmlhttp://www.kids.gov/6_8/6_8_government_rights.shtmlhttp://www.history.com/interactives/citizenship-quizhttp://www.history.com/interactives/citizenship-quizhttp://www.history.com/interactives/citizenship-quizhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.html


18/24

Resources

Classroom:

- Mobile Lab with websites bookmarked

- Textbook: Journey Across TimeandHuman Heritageto help with backgroundinformation

- National Geographic Desk Reference

with all countries and government typeslisted

- Book cart from library


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Power Point Resources

Common Core State Standards Initiative. (2011). Common CoreState Standards for ENGLISH LANGUAGE ART S & Literacy inHistory/Social Studies, Science, and Technical Subjects.Retrieved from http://www.corestandards.org/the-standards

Nashua School District (2012) Elm Street Middle School Library.Retrieved from http://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Home

New Hampshire Department of Education. (2006). K-12 Social

Studies N.H. Curriculum Framework. Retrieved fromhttp://www.ed.state.nh.us/frameworks
http://www.corestandards.org/the-standardshttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://www.ed.state.nh.us/frameworkshttp://robiesspace.wikispaces.com/space/contenthttp://www.ed.state.nh.us/frameworkshttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://www.corestandards.org/the-standardshttp://www.corestandards.org/the-standardshttp://www.corestandards.org/the-standards


20/24

Shared Action Plan

Grade Level Team Teacher

-Science Teacher

Viewed Power Point and paper

- 4/19/12


21/24

Feedback

Contradiction from overview to lessons

- above plan shows students investigating origins of

different governments- Lessons show that students are to choose present daygovernment of choice

Solution

- standard states, Students will demonstrate anunderstanding of the nature of governments- present day governments will allow students to use whatthey have learned about origins and connect to today.


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Inquiry = Hypothesis?

Question: Should students create ahypothesis about their inquiry like

they do in Science inquiry? Answer: Not necessary. We will use

inquiry (IBL) through a historical

investigation.


23/24

Journal

Observation: Journals made but notutilized as much as we would like.

Solution: Use journals for notetaking and also as suggested by Lee

Anna Stirling, UNE Instructor, asmore check for understandings


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Miscellaneous

Presentations may need more time

- timeline has flexibility

Peer support was thought to beaccurate

Possibly look outside of school

district for visitation

government and citizenship unit

Documents