our government. sept. oct

8/13/2019 Our Government. Sept. Oct

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District 75 Alterna te Asse ssm ent Curriculum FrameworkHigh School Social Studies Module 1

September - October

O ur Government

CO N TEX T

UN T TOP IC Our Government

According to the National Council for Social Studies, The prima ry purpose of social studies is tohelp yo ung people to develop the ability to make informed and reasoned decisions for the

public good as citizens of a culturally diverse, democratic society in an interdependent world.

These units address continuity and change - how we are connected to and different from thosewho came before us. We learn about the individuals and groups who contributed to thedevelopment of our country. With developm ent com es change and great achievement. Withdevelopment also come failure, con flict and necessary reform.

The study of Social S tudies provides the opportunity to engage students in learning history,geography, politics and econ om ics (the role of resourc es, production, use and trade), and to beactive contributors to a society that is increasingly diverse and interdependent with othercountries around th e world. We are interconnected on a personal level, as well as byenvironment, ideas, events, discovery, chan ges and world issues.

This first m odule of high schoo l social studies is connected to key ideas of citizenship andgovernment. The students are provided opportunities to explore historical events thatinfluenced the U S government's developmen t and its leaders. They explore how and whypeople participate in government. Students begin the study with focus on the Bill of Rightsand the rights guaran teed to all citizens. They then exam ine the the me s of citizenship-honesty,compassion, respect, courage, an d respo nsibility. They learn about activism and how they asindividuals ca n create change. Studen ts all engage in role-playing a ctivities in order tounderstand th e jud icial system and how it works. As part of the culminating perform ance task,

students create their own imaginary government.

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ASSESSMENT

FORMATIVE ASSESSMENT EVIDENC E

Pictures of students participating in various classroom lessons and activities

Data collection

Student work samples, as appropriate

P E R F O R M N C E B S E D S S E S S M E N T T S K

As a performance based assessment task for this unit students will create their own imaginary

government. Their imaginary government should include how they will choose their leader a

bill o f rights a court system a government agency to assist the people and at least o ne cause

that its citizens will fight for.

LEVEL

Engages by demonstrating a voluntary and sustained or repeated attention to the creation of

an imaginary government by selecting pictures and/or words from a group of errorless choices

and placing them in a teacher created template. Imaginary government will include pictures of

leaders, rights of citizens government workers, government agencies and/or the court system.

LEVEL C

Students will participate in the creation of an imaginary government by choosing a leader,

creating their own bill of rights court system, government agencies, and establishing at least

one cause that its citizens will fight for. They will then place pictures words and/or

representations in a teacher created template.

LEVEL B

Students will participate in the creation of an imaginary government by choosing a leader

creating their own bill of rights court system, government agencies, and establishing at leastone cause that its citizens will fight for. They will explain w hy they chose each right and how

each right helps the citizens o f their imaginary town. They will also argue w hy they chose th e

cause that its citizen s will fight for.

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S TA N D A R D S

ELA COMMON C O R E A N CH O R S TA N D A R D S :

Rl l R e a d closely to determine what the text says explicitly and to ma ke logical inferences

from it; cite specific textual evidence whe n writing or speaking to support conclusions dra wn

from the text.

SL Prepare for and participate effectively in a range of conversa tions a nd collaborations with

diverse partners, building on others ideas a nd expressing heir own clearly a nd persuasively.

L6 Acquire and use a ccura te ly a range o f genera l aca de mic a nd domain-specific words a nd

phrases sufficient for reading, writing speaking, and listening a t the college and caree r

readiness level; demonstrate independence in gathering vocabulary knowledge when

encountering an unknown term important to comprehension or e xpression.

W 2 Write informative/explanatory texts to e xamine and convey complex ideas and

information clearly a nd accura te ly through the effective selection, organization, a nd ana lysis of

content

C R E E R D EVELOPMENT N D OCCUPATIONAL STANDAR DS

Standard 2 1: Integrated Learning

Integrated learning encoura ges students to use essential ac ad em ic concepts, facts, andprocedures in applications related to life skills and the world of work. T his approa ch al lows

students to see he usefulness of the concepts that they are being aske d to learn and to

understand their potential a pplication in the world of work.

Standard 3a 6: M anaging Information

Information manageme nt focuses on the ability to access and use information obtained from

other people, community resource s, and computer networks.

Standard 3a.8: S ystems

Systems skills include the understanding of and ability to work within natural and constructed

systems.

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LEARNING PLANS AND ACTIVITIES

NOTE: Preferred Mode of Comm unication PMC ) should be considered for all

students in all activities across a ll levels.

LeSSOn Strand 1: The rights of all U .S. citizens; the Bill of Rights

L E R N IN G P L N S A ND C T IV I T IE S L E V E L D :

Engage in a reading of classroom rules/rights using voice output device.

Engage in a reading of the bill of rights by maintaining attention to the reader

Attend tO Video Bill Of Rights . http.7/ww w.brainpop.com/search/search.weml?kevword=bill+of+rights

Attend to classmates' discussion-what is it to be a citizen and what it means to have

rights.

Explore a prima ry s ource Bill of Rights artifact.

A ctivate pre-programmed device of key vocabulary words from/related to the Bill of

Rights artifact.

Engages with exploring his or her rights as a citizen by looking at a list of citizen rights.

Participate in a classroom voting activity (e.g., field trip, party, lunch period activity).

L E R N IN G P L N S AN D C T IV I T IE S L E V E L c:

Brainstorm and list student's rights within the classroom.

W atch video Bill of Rights and have discussion on what is it to be a citizen and what it

means tO have rights. http://www.brainpop.com/search/search.weml?keyword=bill+of+rights

A nsw er questions about a reading of the Bill of Rights .

Examine a Bill of Rights artifact and make observations about its characteristics.

Identify at least two rights he or she has that are guaranteed by the Bill of Rights, by

selecting sentence strips or p ictures that describe or illustrate the rights.

Explore his or her rights as a citizen by selecting from a list of citizen rights and/or

present a list of citizen rights to th e class.

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Recognize the right to vote by pa rticipating in a classroom voting activity (e.g., field trip,

party, lunch pe riod activity).

L E A R N I N G P L A N S A N D A C T I V IT I E S L E V E L B

Discuss what is it to be a citize n and what it means to have rights after watching video.http:/ /www.brainpop.com/search/search.weml?kevword=bill+of+riKhts

List stude nt's rights within the classroom and discuss why they are important

Answ er questions about a reading of the Bill of Rights .

Examine a Bill of Rights artifact and make observations about its characteristics.

Identify at least two rights he or she has that are guaranteed by the Bill of Rights and

explain why the right(s) we re given.

Explore his or he r rights as a citizen by creating a list of citizen rights and/or presenting alist o f citizen rights to the class.

Recognize and participate in a classroo m voting activity (e.g., field trip, party, lunch

period activity) and identify who is eligible to vote.

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LeSSOn Strand : Examine the t hem es of citizen ship- honesty, com passion , respect,

courage an d responsibility

L E R N IN G P L N S A ND C T I V I T I E S L E V E L D :

At tend to vide o Citizenship

http:/ /www.brainpop.com/socialstudies/usgovernmentandlaw/citizenship/preview.weml

Using a model complete a graphic organ izer that lists a student responsibility at school

vs. in the community.

Engages with pictures of courage in action from an e rrorless group of pictures.

Engage in a reading about com passion n story about a student who is bullied.

ht tp: / /www.americanhumanist .ore /What W e D o /Educa tion Center/HELP/8 Building an d Mainta ining Relationshi

ps/8.1 A / F o u r Lessons O n Compassion

Engage in a reading of di lem m as about hone sty by m aintaining attention to the reader.At t end to classm ates' discussion about hone sty.

http:// lf67.org/district/proerams/EW C/Honestv-lntegritv%20MA 5TER .pdf

At t end to classm ate's role-playing about wh at respect looks like in the school,

community, and worksite.

LEARNING PLAN S AND A CTIVITIES L E V E L C:

Discuss what is it to be a citizen .

http:/ /www.brainpop.com/socialstudies/usgovernmentandlaw/citizenship/preview.weml

Create a Ven n diagram that lists the student's responsibilities at school vs. in the

community.

D r a w a picture of courage in action. Have them write a sentence about what courage is.

Read short story about student who was bullied and discuss what it m e a n s to have

compassion.

ht tp: / /www.americanhumanist .org/What W e D o /Educa t ion Center/HELP/8 Building an d Mainta ining Relationshi

ps/8.1 A/Four Lessons On Compassion

Read di lemm as about honesty and participate in a discussion about honesty with

l a s s m a t e s http://lf67.org/district/programs/EW C/Hone stv-lntegritv%20MA S TER .pdf

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Role-play about respect by pe rforming a skit that d emonstrates what respect looks like

in the school community, and at the worksite.

L E A R N IN G P L A N S A N D A C T IV I T IE S L E V E L B

Discuss what is it to be a citizen and what it means to have rights.

http://www.brainpop.com/socialstudies/useovernmentandlaw/citizenship/preview.weml

Create a Venn Diagram that lists the students resp onsibilities at school v s. in the

community a nd exp lain why their responsibilities are different in each setting.

Draw a picture o f courage in action. Have them write a n essay and/or paragraph about

what courage is and why it is important to have.

Read a nd discuss short story on compas sion. Brainstorm ideas on how they c an show

compassion in the school and/or comm unity. Explain why it is important to be

compassionate and/or show comp assion.

Read dilemmas about honesty and pa rticipate in a discussion about honesty with

classmates. Re flect on what it means to be honest in a journal entry.

http://lf67.orE/district/proerams/EWC/Honestv-lnteKrity 20MASTER.pdf

Role-play about respect by creating and performing a skit that demo nstrates what

respect looks like in the school community, and at the works ite.

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Lesson Strand 3: Political Activism: People and the events that c reated change.

L E A R N IN G P L A N S A N D A C T IV I T IE S L E V E L D

Attends to a picture of a political activist Judy Heum ann) and listens to a biography

read, http://www.ilusa.com/articles/022301-2judy-heumann.htm

Engages with pictures of an activist cause from a group of errorless pictures.

Attends to classroom discussion about a political activism event in history.

. Attends to a reading about President Ford and public law 94-142 by maintaining

attention to the reader http:/ /www2.ed.eov/about/offices/l ist /osers/idea35/historv/lndex pgl0.html

Engages with various news pape r articles about significant political activism events in

history by maintaining attention to the reader.

http://www.discoveryeducation.com/teachers/free-lesson-plans/social-activism-in-the-united-states.cfm

L E A R N I N G P L A N S A N D A C T I V IT I E S L E V E L C

Read biography of a political activist s) Judy Heumann) and have a discussion with

classmates about What an activist is. http://www.ilusa.com/articles/022301-2judy-heumann.htm

Identify an activist group/ca use and explain what that group/cause stands for.

Participate in a classroom discussion about a political activism event in history and

brainstorm ideas abou t h ow they can be activists in their own school and/or community.

Reads about P resident Ford and public law 94 142 and an swers questions.

http://www2.ed.gov/about/offices/list/osers/idea35/historv/index pgl0.html

Read various newspa per articles about significant political activism events in history and

answers questions who, what, where, and when)

http://www.discoverveducation.com/teachers/free-lesson-plans/social-activism-in-the-united-states.cfm

L E A R N I N G P L A N S A N D A C T I V IT I E S L E V E L B:

Read biography of a political activis t s) Judy Heum ann) and have a discussion and

answer que stions about why she was a political activist.

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http://www.ilusa.com/articles/022301-2judy-heumann.htm

Identify an activist group/cause that they find important and explain how they could

contribute to the group/cause.

Participate in a classroom discussion about a political activism event in history a nd

create a plan on how they can be activists in their own school and/or community.

Reads about President Ford a nd public law 94-142 and explains why the law is

important and how it has affected their own lives.

http://www2 ed gov/about/offices/list/osers/idea35/historv/index pgl0.html

Read various newspaper articles about significant political activism events in history a nd

answer questions who, what, where, when, and why).

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Lesson Strand : The judicial sys tem: Courts and how they work.

L E A R N IN G P L A N S A N D A C T I V IT I E S L E V E L D

Engages with a video and/or tarheel reader book on the branches of government.

http://tarheelreader.org/2009/03/24/government-

branches/2/http://w ww.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/

Attends to pictures of the three branches of government and its purpose.

Engages with pictures and/or symbols of the judicial branch.

Insert pictures to create a book depicting the various jobs w ithin the judicial system.

Attend to a charade game in which classmates ac t out the duties of various obs within

the court system.

Attends to a KW L chart prior to field trip to a local courthouse.

Engages with P owerPoin t explain ing different court systems and attend to pictures of

the different types of courts supreme, criminal, local civil)

www.unt.edu/cjus/Course_Pages/CJUS_2100/2100chapter8.ppt

L E A R N I N G P L A N S A N D A C T IV IT IE S L E V E L C

W atch a video and/or read Ta rheel reader book on the branches of government.

Complete graphic orga nizer on the three branches of government.

http://tarheelreader.Org/2009/03/24/government-branches/2/

http://www.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/

Identify the executive legislative and judicial branches of government by completing a

graphic organizer.

Matches purposes of the judicial bran ch using pictures/and or symbols and definition.

Match pictures depicting the va rious jobs within the judicial system to their job

descriptions.

Participates in a charade g ame where the child acts out the duties of va rious jobs within

the court system.

Complete a KWL chart prior to field trip to a local courthouse. Select questions from

teacher generated list to ask individuals at courthouse.

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Wa tch Pow erPoint explaining different court systems. Complete a graphic organ izer that

depicts the different kinds o f courts supreme, criminal, local, civil) using pictures and a

Word bank www.unt.edu/cjus/Course_Pages/CJUS_2100/2100chapter8.ppt

L E A R N I N G P L A N S A N D A C T I V IT I E S L E V E L B

Watch a video a nd/or read Tarheel reader book on the branches of government.

Complete graphic organizer stating w hy each of the three branches of government a re

important http://tarheelreader.org/2009/03/24/government-branches/2/

http://www.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/

Identify the purposes of the judicial, legislative, and/or executive branches of

government by indicating purposes when given a specific branch.

Identify the purposes of the judicial branch by creating a l st that de scribes purposes o f

courts of law.

Select a job within th e judicial system an d research its purpose and job requirements.

Create and p articipate in a charade game where the child acts out the duties of various

jobs within the court system.

Complete a KWL chart p rior to field trip to a local courthouse. Gen erate o wn questions

to as k individuals at courthouse .

Wa tch Powe rPoint explaining different kinds of courts. Com plete a graphic o rganizer

that depicts the different kinds o f courts supreme, criminal, local, civil .

www.unt.edu/cjus/Course_Pages/CJUS_2100/2100chapter8.ppt

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LeSSOn Strand 5: How our government helps its citizens

L E R N I N G PLANS AN D ACTIVITIES L E V E L D :

Explores how government helps its citizens by engaging with a website that examines

different government jobs.

http://kids.usa.fiov/teens-home/goverment/government-iobs/index.shtml

Attend to a list of social service agencies

Engage in a reading of different scenarios that req uire individuals receiving assistance

from the government.

Engages with a website abo ut a government agency F E M A ) . http://www.fema.gov/

Meet government workers at a school-based career day for community government

workers and/or a trip to a community government organization

LEARNING PLANS A ND ACTIVITIES LEVEL C:

Explores how government helps its citizens by resea rching different govern men t jobs by

examining a Website http://kids.usa.gov/teens-home/KOverment/government-iobs/index.shtml

Read and identify at least two social service agencies from a list

Read from list of different scenarios and match to a social service agency that could

provide assistance.

Reads about a government agency FE MA ) an d describe how this agency helps citizens.

http: w ww fema gov

Meet government workers at a school-based career day for comm unity gove rnment

workers and/or a trip to a community government organization. A sk government

workers a t least two teacher-selected questions and record answers n a personal

journal.

LEARNING PLANS AND ACTIVITIES LEVEL B :

Explores how government helps its citizen s by resea rching different government jobs

and ex plaining how each job helps its citizens.

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http://kids.usa.gov/teens-home/KOverment/government-iobs/index.shtml

Identify at least two social service agencies and explain how they help citizens in the

community.

Read from a list of different scenarios an d match to a social service agency that could

provide assistance and explain why.

Read about a government agency F E M A ) and explain why citizens would need

assistance from this agency http://www.fema.gov/

Prepare questions fo r workers at a community government organization and conduct

interviews about jobs on a field trip to a community government organization and/or

school-based career day.

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