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Unit Plan

Civics and Government: Being an exceptional citizen

Ana Pell

SST309-03

TABLE OF CONTENTS

Overview/Rationale/Introduction……………………………………………………………………………page 3

KUD road map………………………………………………………………………………………………………….page 4-10

Vocabulary Lesson……………………………………………………………………………………………………page 11-17

Lesson two…………………………………………………………………………………………………………………page 18-19

Lesson three………………………………………………………………………………………………………………page 20-21

Lesson four…………………………..……………………………………………………………………………………page 22-23

Lesson five…………………………………………………………………………………………………………………page 24- 25

Lesson six……………………………………………………………………………………………………………………page 26-28

Overview/Rationale/Introduction

Overview/Introduction: This unit plan on civics and government consists of four GLCEs. The main focus of the expectations are for students to know why the government was formed and citizen’s role in it, what their responsibilities are and what we should expect the government to do for us. There are important criteria that are needed to make our government, society, and country run well. Overall during the unit students will be asked to create narratives, drawings, oral communication and lists to express their understanding of the GLCE.

2-C1.0.1 Explain why people form governments

2-C1.0.2 Distinguish between government action and private action.

2-C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life.

2-C5.0.1 Identify ways citizens participate in community decisions.

Rationale: It is imperative that students are taught early on how important they are to the running of this country. By instilling their rights and roles that we are so fortunate to have will make a difference in the community in which they reside. The goal is for when students are adults they will portray the duties that we are expected to have as citizens of the United States of America

KUD

GLCE (coding and wording) and Verb underlined

2-C1.0.1 Explain why people form governments (knowledge, reasoning)

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Students will know that people form governments. We have government to protect individual rights, serve the common good, and maintain order.

Government-the political direction and control exercised over the actions of the members, citizens, or inhabitants of communities, societies, and states; direction of the affairs of a state, community, etc.; political administration: Government is necessary to the

Students will understand that government was created to protect its citizens.

Students will write a few short sentences describing the rules they would make if they were in charge of a city.

GovernmentCitizensProtectCommon good

I can tell someone why the government is important to people.

existence of civilized society.Citizens- a person who legally belongs to a country and has the rights and protection of that country

Protect- to keep (someone or something) from being harmed, lost, etc. To save (someone) from financial loss caused by fire, injury, damage, etc.

Common good- the advantage or benefit of all people in society or in a group.


2-C1.0.2 Distinguish between government action and private action.(reasoning)

Knowledge (K) Understand (U)

DO:Demonstration of Learning (DOL)

Vocabulary I Can

Students will know that the government has certain

Students will understand that there is a difference

Students will draw a picture of what they have seen the

Government ActionPrivate actionResponsibility

I can tell the difference between the things people

responsibilities and citizen have their own responsibilities. These differences help society run smoothly by working together.

Government has police to help solve an argument. An example would be that local governments will keep the roads safe by patching pot holes and using salt on icy roads. Citizens will do their part and go the correct speed limit on those roads. All these parts work together to help the community/society run smoothly.

Government-the political direction and control exercised over the actions of the members, citizens, or inhabitants of communities, societies, and states; direction of the affairs of a state, community, etc.; political administration: Government is necessary to the existence of civilized society.

between what people can do and what the government can do.

government do or what people have done to help make their community a positive place.

Society Community

do and the things that a government does.

Government action- intervention by a government.

Private action-a private individual is legally free to take any action he pleases (so long as he does not violate the rights of others). A private individual may do anything except that which is legally forbidden; a government official may do nothing except that which is legally permitted.

Responsibility-the state or fact of being responsible, answerable, or accountable for something within one's power, control, or management. a duty or task that you are required or expected to doSociety-people in general thought of as living together in organized communities with shared laws, traditions, and values.

Community-a group of people who live in the same area (such as a city, town, or neighborhood)


2-C5.0.1 Identify ways citizens participate in community decisions. (knowledge)


Vocabulary I Can

Students will know that being involved in decisions is an important part to being a responsible citizen and the ways they can do that by exercising their rights. By writing to a newspaper, calling a radio talk show, participating in a blog, sending an email on the topic, speaking at a school board or city council meeting, voting, communicating with an elected leader, or talking to a neighbor.

Individual rights- are rights held by individual people, or simply rights held by

Students will understand that as citizens they are expected to use their individual rights to participate in their community.

Students will make a list with the ways they can exercise their rights. Then make up a short story (make believe or real) about a day in the life of an active participatory citizen.

Individual rightsCity councilMayorparticipate

I can tell how people can be active members of their community.

every person as an individual. In legal terms, individual rights refer to what one is allowed to do and what can be done to an individual, without violating their rights.

City council-The governing body of a city. A municipal body having legislative and administrative powers.

Mayor- the elected head of a city, town, or other municipality.

Participate- to be involved with others in doing something: to take part in an activity or event.


2-C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life. (reasoning)


Vocabulary I Can

Students will know that people can demonstrate their civic responsibilities by participating thoughtfully and effectively in community decisions, respecting the rights of others, respecting the law, voting, or volunteering. Some ways people demonstrate their personal responsibilities are by, getting along with others, doing chores, finishing homework, or caring for family members. Demonstrating civic and personal responsibilities is important to the community because everyone will share equally in the benefits and burdens of society.

Civic responsibility- the responsibilities of a citizen.

Students will understand that people have personal duties and responsibilities as citizens.

Students will make a list of the things they need to do to civically and personally to help their community run well.

Civic responsibilityPeopleLaw Family

I can tell the difference between the important things that people do for their community as citizens, as neighbors, and family members.

People- human beings, as distinguished from animals or other beings.

Law- the whole system or set of rules made by the government of a town, state, country, etc.

Family- a group of people who are related to each other.

Vocabulary Lesson

Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?(AND what will

YOU do?)

Resources needed: What materials and resources will they need?(Page #s read, graphic organizers, books, posters, realia, etc…)

Step 1:Citizens, civic responsibility,

Resources needed: What materials and resources will they need ? (also included on Works Cited page)

Picutures of vocab words

individual rights, government, communityTeacher will start by hanging up large pictures/posters that represent each of these vocabulary words. Discuss what the images are portraying and come up with a description of what each word means.

Step 2and 3:Students will write the word and draw a picture of them partaking in an activity involving each of the words and write a few sentences explaining why this is a valid picture for the word. Students will share with the class their representations and if the teacher sees any misconceptions they can meet with the student one on one to clear up any questions.

Step 4:

Colored paper for possible foldable

Word scramble worksheethttp://www.superkids.com/aweb/tools/words/scramble/scramble.cgi

Students will solve a word scramble worksheet

Step 5:

Students will participate in a type of think pair share strategy. Students will be divided into 2 groups. One group will think of a vocabulary word and write something to describe it. Their partner will have to guess what word they have. Then they will switch positions

Step 6:

Students will have a fill in the black vocab game. The students are given a word bank and will have to choose the correct word

Instructional strategies/Social constructs: How will they work?

Technology Cooperativ

e activity Graphic

organizers

White boards White board markers

Fill in blank game worksheet.

Collaborative work

Group work

Independent

6. Resource Attachments, labeled A, B, C, D, …

Attachment A:

Citizen

Teacher talk: How does a person become a citizen of the United States? Talk about how to become one who is one and what the responsibilities are when you are a citizen. Read the book, Good Citizen Sarah to the students (this links directly to civic responsibility). On a paper folded in fours have students write the word, their description of what makes a citizen a citizen, a picture that they can draw to represent it, and a sentence that uses the word correctly

Civic Responsibility

Teacher talk: After reading the book, Good Citizen Sarah, and about citizens. Discuss the responsibilities that Sarah did in the story that she needed to do. Have students find a partner. Once they have a partner take turns discussing any civic responsibilities that the students have done recently then what they are going to do in the future, and what they will do as adults.

Individual Rights:

Teacher talk: (to students) Do you all have the right to wear whatever color shirt you choose? Are you allowed to state your opinion as long as you are not harming others? Discuss the rights that every citizen of the United States has. Have students write in their journal or a sheet of paper the right they use the most and why.

Government:

Teacher talk: Show students the pictures that represent government. Talk briefly about the three branches, executive, legislative, and judicial. Ask students what part of the government do they come across the most.

Community:

Teacher talk: conduct a discussion about what everyone sees outside of their house and school on a regular basis. This is the community. Teacher should discuss how some communities are similar and

different. Have students each say one thing they have done or want to do to make their community a positive good place.

Attachment B:

Attachment C:

WORD BANK

Citizen Government Civic Responsibility

Individual Rights

Community

1. When leave school I walk through my __________ to go home.

2. Being born in the United States means I am automatically a _______.

3. If I want to become a ______ of the United States, I have to take a test.

4. I have the ________ ______ to wear red pants if I choose.5. The _________ is supported by the constitution.6. Cutting the grass on my front lawn is showing that I complete my

____ __________.7. The _________ includes 3 branches and applies to me if I am a

_______.8. If I am a ______ I should make sure that I do my part in my

________ by doing my ____ _________.

LESSON TWO

2 - C1.0.1: Explain why people form governments.

In this foundational unit students explore characteristics of communities, the reasons people live in communities, and different kinds of communities. The unit begins with a review of the concept of family and explores the question, “

LESSON(S) RESOURCES NEEDED

INSTRUCTIONAL STRATEGIES

Anticipatory Set:

This lesson comes after the vocabulary lesson in which the students learned what community means. Put examples of the students’ pictures of community on the board. And draw a picture of attachment D on the board/overhead and fill it out as lesson continues.

Focus Questions1. What is a community?2. Why do families live in communities?3. How are communities alike and different?

Why do families live in communities?” Students then investigate common characteristics of a community including location, physical characteristics, history, government, people, and businesses. Students explore two reasons people live in a community and are introduced to the concept of government. Using a variety of resources, including photographs and illustrations from picture books, students then examine different kinds of communities and explore how communities differ in size and geography. Communities help people live by having places that provide food and shelter.

Conduct classroom discussion around communities. Ask students to each say one thing they notice in their community, whether it is a school, park, bus stop, store, restaurant.

Assessment:

Students will write on a lined sheet of paper one to two sentence of their favorite thing in their community.

Students will receive credit as long as they write something valid, for example a answer of the moon will not result in credit.

Attachment D for board. Lined sheets of paper pencils

Attachment D:

LESSON THREE:

2 - C1.0.1: Explain why people form governments.

This lesson begins with a connection back to Unit 1 as students review the reasons people live in communities. Students re-examine a scenario from unit 1, exploring how people form community governments in order to keep them safe. The need for safety is then tied to the need for laws and services in a community. Finally, students explore how government can help solve problems in a community. As an assessment and culminating activity, students complete an open-ended sentence beginning “People form governments because …” and illustrate their idea. Illustrations are gathered together to create a class book entitled Why People Form Governments.

LESSON(S)


RESOURCES NEEDED

1. As a way of connecting back to Unit 1 as well as building on the previous lesson, pose the following question: “Why do people live in communities?” Ask students to ‘turn and talk’ with a partner about answers to the question. Have students share their ideas in the large group. Then review the reasons students examined in Unit 1 which include:

Communities help people meet their basic needs. Communities have places where people can live, work,

and play. Communities help keep people safe.

2. Pose the following question: “Who keeps people safe in a community?” Make a list of student responses on chart paper. Note that possible answers include fire fighters, police officers, people who fix roads, etc.

3. Share the story “A Walk in Michelle’s Community”, with students. As you read the story, ask students to identify examples of people who were keeping Michelle’s community safe. Note that examples include:

Officer Clark giving a speeding ticket Someone fixing the traffic light Fire trucks heading to put out a fire A community worker picking up broken glass in the park. A community worker fixing the broken swing.

4. Explain that a ‘government’ is a group of people who have been chosen to help run a community and keep people safe in a community. Explain that people form governments because they want to be safe.

“A walk in Michelle’s Community”

White/chalk board Chart/poster paper Markers Construction paper Crayons

5. Explain that community governments make rules in order to keep people safe. Explain that rules in a community are called ‘laws.’ Explain that people form governments because they need laws. Pose the following question: “Why did Officer Clark give the driver in Michelle’s story a ticket?” Discuss student responses and guide students in understanding that Michelle’s community must have had a law against speeding.

6. Explain that people also form governments because they need to have certain things done for them in order to be safe. Returning to Michelle’s story, ask students to identify services the government of Michelle’s community was providing. Note that these include putting out fires, fixing traffic lights, cleaning the park, and fixing the swing. Explain that the government of a community is responsible for the police, the fire department, and other city workers who have the job of keeping people safe.

7. Explain that people also form governments to help them solve problems. Review the part of the story in which the community worker was picking up broken glass in the park. Then, pose the following question: “What problem seems to be happening in the park in Michelle’s community?” Guide students in understanding that people must be littering in the park. Ask students to work with a partner to come up with one way the government of the community could help solve the littering problem.

8. Give pairs time to work and then have them describe their solution to the large group. Keep a list of solutions on chart paper. Note that possible answers include:

The government could make a law against littering. The government could fine people who litter. The government could put up “Keep Our Park Beautiful”

signs. The government could put up ‘No Littering” signs. The government could ask Officer Clark to watch the

park and tell people not to litter.

AssessmentStudents complete an open-ended idea, “If I ran the city..” have students write one to two ideas that their government would enact that would be beneficial to everyone.

LESSON FOUR:

2 - C5.0.1: Identify ways citizens participate in community decisions.

2 - C5.0.2: Distinguish between personal and civic responsibilities and explain why they are important in

community life.

2 - C1.0.2: Distinguish between government action and private action.

LESSON(S)


RESOURCES NEEDED

Anticipatory Set: Read and then review what happened in the book My Grandma's the Mayor

· Guide students to generate a list of different things

that local governments do as reflected in the

book My Grandma's the Mayor.

Lesson:

Write the word ‘services' on the board.

· Ask students: "What does the word 'services'

mean?" (Services are helpful activities that are

provided to a community. Services can also help

keep people safe.)

· Ask students: "What kinds of things are local

government services?" (Police, fire departments,

schools, libraries, parks, post offices)

· Discuss what our life would be like if we didn't have

each service.

· Have students share their ideas with a buddy.

· Call on volunteers to share their ideas of what life

My Grandma's the Mayor By Marjorie White Pellegrino http://www.amazon.com/Grandmas-Mayor-Marjorie-White-Pellegrino/dp/1557986088

White board Dry-erase markers

Computer with internet

would be like without a particular service.

· Tell students that local governments have power in

a community. They are able to create laws and

services.

· Ask students if they think local governments can do

anything they want to do.

· Students should understand that power has limits.

· "If your room is dirty, can the government make a

law that says you have to clean your room? No, the

government does not have that much power.

· What other things can the government not tell you

to do?

· Students will discuss their answers with a buddy.

· I will call on a volunteer to share their answer.

Assessment:

Informal assessment: I will observe students during

our discussion to make sure they understand the

concepts.

Formal assessment: students will draw of picture of

an action the government does (policemen, garbage

collector) and one that citizens in the community do

(raking leaves, cutting grass, following rules).

LESSON FIVE:


LESSON(S)


RESOURCES NEEDED

Anticipatory Set:

Review what the jobs of the city council, the mayor, and the

court are. (Mayor- enforces laws, city council- makes laws, and

the court- interprets laws.) Write the jobs next to the

appropriate words on the board.

Ask what laws are created for. (To protect people, to keep

people safe.) Write the definition on the board.

What's the difference between laws and rules? Who makes

each? Laws have to go through a process to be made.

Consequences are different. Laws are set by the government,

rules are set by individuals.

Review what the term "services' means. (Services are helpful

activities that are provided to a community. Services can also

help keep people safe.) Write the definition on the board.

Give a few examples of services the students came up with

before. (Fire departments, schools, libraries, police departments,

post offices, hospitals, parks) Write a few examples on the

board.

Lesson: Tell the students that for the next couple of days they

are going to be making laws and creating services for a pretend

city.

Tell students that today they will be making a campaign poster,

which is like an advertisement to get people to vote for you.

White/chalk board Poster/construction paper Markers Colored pencils Glitter if appropriate for

class

Not all of you have to run for Mayor, but you all need to make a

poster. When you're done with your poster, then you can decide

if you want to run for Mayor of our city.

Explain that the mayor only votes in case of a tie, and he/she has

veto power. Veto power means he/she can say "no" if he doesn't

like a law that the city council has passed.

Tell students: When you are done with your campaign poster

they can get their voter's registration card and vote for mayor.

Have each student vote for one person at their table to serve on

the city council.

Have city council members hold first meeting and come up with

ideas for city's name. The citizens of our pretend city will also be

able to draw from the Fate cards and present a problem to the

council.

Formal Assessment: Students will be assessed by whether they

were able to complete their campaign poster by including the

seven required items listed on the handout.

Informal assessment: I will observe students while they are

working to make sure they are following their plan.

LESSON SIX:


2 - C5.0.2: Distinguish between personal and civic responsibilities and explain why they are important in

community life.

LESSON(S)


RESOURCES NEEDED

Anticipatory Set:

Review why people form governments.

Review the values that are important to our government.

Review the organization of local governments and some

of the things they can do.

Lesson:

Ask students "What is a citizen?" (A citizen is a person

who belongs to a community or country.)

Tell students that citizens have responsibilities.

Read Good citizen Sarah . "I want you to think about what

“Good Citizen Sarah” http://www.amazon.com/Citizen-Sarah-Albert-Whitman-Company/dp/0807529923

Paper Pencils

it means to be a citizen as I read this book."

Ask students what responsibilities citizens have. "A

personal responsibility would be caring for and feeding

your pet. What responsibilities do you have as a citizen?"

"If the government makes laws, what is the citizens'

responsibility?" (To follow laws.)

Classification game : I will say an activity and students will

stand up to tell me if it is a personal responsibility or a

civic responsibility.-Promoting the common good (civic)

-Obeying the law (civic)

-Eating breakfast

-Paying taxes (civic)

-Feeding your dog

-Helping to pick up trash in a park (civic)

-Voting (civic)

-Combing your hair

-Doing your homework

We will practice voting on a pretend community

issue. "Should the community buy a new fire truck or add

a skateboarding rink to the local park?"

Students will vote with their eyes closed in large group.

I will then ask students why they voted the way they did.

Students will go back to their seats and write 1-2

sentences that explain why.

I will call on a few students to share with the class.

Cross-Curricular Connections

· Language Arts: Students will write about why they voted

for a pretend community to buy a new fire truck or add a

skateboarding rink to a park.

Formal Assessment: Students will be assessed by whether they

wrote 1-2 complete sentences that explain their reasoning for

their vote.

Informal assessment: I will observe the students'

discussion in large group.

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