II. What are the foundations - Adventures in Teacher ...



State Standards (GLEs) for Unit Exam:1.1.1 Understands the key ideals of liberty and patriotism as outlined in the Declaration of Independence, U.S. Constitution, and other fundamental documents 1.2.1 Understands the organization of the U.S. government1.2.2 Understands the function of the U.S. government1.4.1 Understands that civic participation involves being informed about how public issues are related to rights and responsibilities4.4.1 Understands that significant historical events in the U.S. have implications for current decisions and influence the future5.1.1 Understands the purpose of documents and the concepts used in themState Standards (GLEs) for Performance-Based Assessment:1.1.2 HYPERLINK "" \t "NewWin" Evaluates how a public issue is related to constitutional HYPERLINK "" \t "NewWin" rights and the HYPERLINK "" \t "NewWin" common good.1.4.1 Understands that civic participation involves being informed about how public issues are related to HYPERLINK "" \t "NewWin" rights and responsibilities.5.3.1 Engages others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key HYPERLINK "" \t "NewWin" ideals.5.4.1 Researches multiple perspectives to take a HYPERLINK "" \t "NewWin" position on a public or historical issue in a paper or presentation.5.4.2 Prepares a list of resources, including the title, author, type of source, date published, and publisher for each source, and arranges the sources alphabetically.National Standards (Center for Civic Education):II. What are the foundations of the American political system?What is the American idea of constitutional government?The American idea of constitutional government – students should be able to explain the essential ideas of American constitutional government.D. What values and principles are basic to American constitutional democracy?Fundamental values and principles - students should be able to explain the meaning and importance of the fundamental values and principles of American constitutional democracy.III. How does the government established by the Constitution embody the purposes, values, and principles of American democracy?How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?Distributing, sharing, and limiting powers of the national government - students should be able to explain how the powers of the national government are distributed, shared, and limited.Final Test – The Three Branches of GovernmentLearning Targets for Unit: I can name the three branches of government established by the ConstitutionI can list the roles and responsibilities of each of the three branches of governmentI can describe the way checks and balances work within the United States governmentI can explain why the Constitution still works over 200 years after it was writtenI can explain how we as citizens are affected by our government1. Whose main job is to make laws? (Learning Target 2)A. CongressB. governorC. PresidentD. Supreme Court2. Whose main job is it to enforce the laws of the United States? (Learning Target 2)A. CongressB. governorC. PresidentD. Supreme Court3. Whose main job is it to determine whether a law is constitutional? (Learning Target 2)A. CongressB. governorC. presidentD. Supreme Court4. The advisors to the head of the executive branch make up the (Learning Target 2)A. ambassadors.B. cabinet.C. court.D. Senate.5. After a government official is impeached, what happens next? (Learning Target 2)A. The person goes to jail.B. The person must resign.C. The House holds a vote.D. The Senate holds a trial.6. Describe three details about the executive branch. (Learning Targets 2 & 3)3 points2 points1 point0 pointsDescribes three accurate details about the executive branch.Describes two accurate details about the executive branch.Describes one accurate detail about the executive branch.Describes zero accurate details about the executive branch.7. Describe three details about the legislative branch. (Learning Targets 2 & 3)3 points2 points1 point0 pointsDescribes three accurate details about the legislative branch.Describes two accurate details about the legislative branch.Describes one accurate detail about the legislative branch.Describes zero accurate details about the legislative branch.8. Describe three details about the judicial branch. (Learning Targets 2 & 3)3 points2 points1 point0 pointsDescribes three accurate details about the judicial branch.Describes two accurate details about the judicial branch.Describes one accurate detail about the judicial branch.Describes zero accurate details about the judicial branch.(Learning Targets 2 and 3 are connected to questions 9-12)Look at the drawing of the three-legged stool. Find the crossbars A, B, and C. The crossbars represent checks and balances. Each connects two branches of government. One branch limits the power of the other. For each of the checks and balances below, decide which two branches of government it involves. First, circle the letter of the crossbar connecting those two branches. Then, write a sentence explaining the connection. 442806677257Example: Approve a treaty A B CAfter the president signs a treaty, the Senate must approve it.9. Sign or veto a bill: A B C10. Appoint and approve a cabinet member: A B C11. Create laws that are considered constitutional: A B C12. Add a new Supreme Court justice: A B C13. Why does the Constitution still work over 200 years after it was written? (Learning Target 4) 2 points1 point0 pointsProvides at least one reason with evidence for why the Constitution still works 200 years after it was written.Provides a reason why the Constitution still works 200 years after it was written.Cannot provide a reason why the Constitution still works 200 years after it was written.14. How are we as citizens affected by government? (Learning Target 5)2 points1 point0 pointsProvides at least two ways in which our government affects us as citizens.Provides one way in which our government affects us as citizens.Cannot provide ways in which our government affects us as citizens.Writing a Bill(Performance-Based Assessment)Congratulations! Your group was recently elected to the Rosa Parks Legislature! As a new member of the legislature, you must work with your group to write a bill that you would like to be passed as a law. The law you are hoping to have passed must concern the Rosa Parks Elementary community only. In other words, you aren’t writing bills about global warming or the economy.It’s up to your group to come to an agreement about a bill that you will then present to the rest of the legislature (your classmates). The only restriction is that your bill cannot seek to create a longer lunch, longer or more recesses, or more specialist times.As you are brainstorming possible bills, your group must consider the following (use a separate sheet of paper to answer the questions. You need only one copy per group):Who are the stakeholders that would be affected by your law?Who is responsible for enforcing the law?How much will it cost to put your law into action?How long will it take to put your law into action?What other things need to be considered in order to put your law into action?You must research to get background information on your bill. Two sources, minimum are required. You will create a PowerPoint that addresses all of the questions above, and shows your sources.482917562865Once all the groups have written their bills, each group will present the bill to the other legislators. If it passes in the legislature, it will then get sent to the executive branch in the other 5th grade classroom to either be approved or vetoed.Good luck! 4 - Excellent3 - Proficient2 - Partial1 - MinimalStates a position on a public issue and concludes with a call to actionStates a position on a public issueStates a position on a public issue that is unclearProvides reasons for possible position but does not state a positionProvides background on the issue by explaining:Three or more stakeholders’ positions on the issueProvides background on the issue by explaining:Two stakeholders’ positions on the issueProvides background on the issue by explaining:One stakeholder’s positions on the issueProvides background on the issue without explaining any stakeholder’s position on the issueProvides reason(s) for the position supported by evidence.The evidence includes:An explanation of how a right relates to the position on the issue ANDAn explanation of how the common good relates to the position on the issueProvides reason(s) for the position supported by evidence.The evidence includes:An explanation of how a right relates to the position on the issue ORAn explanation of how the common good relates to the position on the issueProvides reason(s) for the position with supporting evidence but WITHOUT relating the position to a right or the common goodProvides reason(s) for the position without any supporting evidenceLists three sources including the title, author, type of search, and date of each source.Lists two sources including the title, author, type of search, and date of each source.Lists one source including the title, author, type of search, and date of the source.Lists source(s) but does not include the title, author, type of source, and date of the source for any of them.Simplified Lesson PlansDay 1: Introduce UnitTime Allotted: 30 min.Go over learning targets & expectations for unit Complete personalized KWL charts to review knowledge and questions about the unit (Note: KWL charts will be referenced daily as students work to find answers to their questions and add new learning to their charts. These charts will be included in students individual portfolios which will help to track student growth and mastery of unit learning targets.)Day 2: Building ContextTime Allotted: 60 min.Share purpose of lesson with studentsRead & discuss textbook sections on Articles of Confederation & Constitutional Convention (done whole group)Complete graphic organizer outlining problems with the Articles of Confederation & big ideas regarding what took place during the conventionShare work as whole classDay 3: Executive BranchTime Allotted: 60 min.Discuss learning target that aligns with lesson & activities for Days 3 & 4Read & discuss textbook section & supplemental article on the Executive branch; graphic organizer will be used as a way to capture thinking(Note: Reciprocal teaching instructional strategy will be used as a basis for “read & discuss” & teacher will be supporting small groups during this time)Day 4: Executive BranchTime Allotted: 45 min.*Review Day 3 learning by independently completing another graphic organizer outlining the main responsibility, members and key powers held by the Executive branch(Note: This gets students practicing for the extended response questions on the three branches & will be addressed at this time)Share & discuss work as whole classStudents will then write a brief reflection on what they understand about the learning target & what evidence from the last two days supports that claim; graphic organizers & reflections will be placed in individual portfoliosDay 5: Legislative BranchTime Allotted: 60 min.Discuss learning target that aligns with lesson & activities for Days 5 & 6Read & discuss textbook section & supplemental article on the Legislative branch; graphic organizer will be used as a way to capture thinking (Note: Reciprocal teaching instructional strategy will be used as a basis for “read & discuss” & teacher will be supporting small groups during this time)Day 6: Legislative BranchTime Allotted: 45 min.*Review Day 5 learning by individually completing another graphic organizer outlining the main responsibilities, members and key powers held by the Legislative branch(Note: This gets students practicing for the extended response questions on the three branches & will be addressed at this time)Share & discuss work as whole classStudents will write a brief reflection on what they understand about the learning target & what evidence from the last two days supports that claim; graphic organizers & reflections will be placed in individual portfoliosDay 7: Judicial BranchTime Allotted: 60 min.Discuss learning target that aligns with lesson & activities for Days 7 & 8Read & discuss textbook section & supplemental article on the Judicial branch; graphic organizer will be used as a way to capture thinking(Note: Reciprocal teaching instructional strategy will be used as a basis for “read & discuss” & teacher will be supporting small groups during this time)Day 8: Judicial BranchTime Allotted: 45 min.*Review Day 7 learning by individually completing another graphic organizer outlining the main responsibilities, members and key powers held by the Judicial branch(Note: This gets students practicing for the extended response questions on the three branches & will be addressed at this time)Share & discuss work as whole classStudents will write a brief reflection on what they understand about the learning target & what evidence from the last two days supports that claim; graphic organizers & reflections will be placed in individual portfoliosDay 9: Checks & BalancesTime Allotted: 60 min.Discuss learning target that aligns with lesson & activities for Days 9 & 10Read & discuss textbook section on checks and balances within the federal government; graphic organizer will be used as a way to capture thinking(Note: Reciprocal teaching instructional strategy will be used as a basis for “read & discuss” & teacher will be supporting small groups during this time)Prepare for review game (See Day 10) by putting together Power Cards that illustrate key powers held by each branch Day 10: Checks & BalancesTime Allotted: 40 min.*Review learning from Day 9 by playing Checks & Balances game which allows students to test their own knowledge about the powers held by each branch (Debrief after each scenario is completed for increase in student growth & learning) Students will submit a reflection to their portfolios describing how successful they were in the game & how they will use that information to review for final test(Note: This activity models the checks & balances assessment questions on exam & will be addressed at this time)Day 11: More on the Constitutional ConventionTime Allotted: 90 min.Discuss learning target that aligns with lesson Read & discuss textbook section on further reading about Constitutional Convention; graphic organizer will be used as a way to capture thinking (Note: Reciprocal teaching instructional strategy will be used as a basis for “read & discuss” & teacher will be supporting small groups during this time)Complete another graphic organizer that addresses issues the delegates of the Constitutional Convention agreed up and those that caused debateHave classroom discussion on how issues presented at the Constitutional Convention relates to the development of a checks and balances system Students write a brief reflection on what they understand about the learning target & what evidence from the lesson supports that claim; graphic organizers & reflections will be placed in individual portfoliosDay 12: Putting It All TogetherTime Allotted: 60 min.Discuss learning target that aligns with lesson *Using newspaper articles (already pulled by teacher), complete activities in which students write a summary of the article that articulates the branch of gov’n that carried out the action, description of the powers that the branch exercised, and an explanation of how the power could be checked by one of the other two branches (Note: This activity gets students practicing extended response questions that require critical thinking and synthesis of learning & will be addressed at this time)Students share their summaries in small groups Students write brief reflection on what they understand about the learning target & what evidence supports that claim; summaries & reflections will be placed in individual portfoliosDay 13: Review DayTime Allotted: 60 min.Discuss learning target that aligns with lesson *First, play a review game which allows students to review content studied during unit by selecting from multiple choice responses (Note: This activity gets students practicing selected response type questions – when going over each question, we will cover test-taking strategy for selected response)Then, continue review by having students develop questions based on the learning targets and material covered and play a review game (Students can use what is in their portfolios, textbooks and supplemental reading material to develop meaningful questions)With both reviews, students will respond using their personal whiteboards & dry erase markersDay 14: Unit ExamTime Allotted: 60 min.Students complete unit examDay 15: Introduction of Bill-Writing ProjectTime Allotted: 45 min.Introduce project by going over project expectations & rubricCover critical vocabulary terms to ensure students understanding of assignment; provide all handouts and other materials to studentsStudents get into groups assigned by teacherDay 16: Brainstorm & Select Bill TopicTime Allotted: 40 min.In groups, students brainstorm and select bill topic (to be approved by teacher)Day 17: Work on ProjectTime Allotted: 60 min.Students work on project as outlined on Day 15; Teacher supports students while they work, answering questions as they ariseShare with students the goal for the day: Research and address questions as outlined on handoutDay 18: Work on ProjectTime Allotted: 60 min.Students work on project as outlined on Day 15; Teacher supports students while they work, answering questions as they ariseShare with students the goal for the day: Research and address questions as outlined on handoutDay 19: Work on ProjectTime Allotted: 60 min.Students work on project as outlined on Day 15; Teacher supports students while they work, answering questions as they ariseShare with students the goal for the day: Begin putting together information in PowerPoint template provided by teacherDay 20: Work on ProjectTime Allotted: 60 min.Students work on project as outlined on Day 15; Teacher supports students while they work, answering questions as they ariseShare with students the goal for the day: Finish putting together information in PowerPoint template provided by teacherDay 21: Work on ProjectTime Allotted: 60 min.Students work on project as outlined on Day 15; Teacher supports students while they work, answering questions as they ariseShare with students the goal for the day: Rehearse presentation and look over PowerPoint for any glaring mistakes that need to be fixed. Use the rubric as a guide for checking project quality Day 22: Present Bills to Class (Legislators)Time Allotted: 90 min.Expectations for “Legislators” explained & students are provided with a check-list to use for the purpose of determining if the bill should, in fact, be passed into “law” Each group will present their project to the rest of the class who will vote on whether the bill should be passed into “law”Day 23: Passing Bills Present to Other Class (Executive)Time Allotted: 60 min.Bills that received a 2/3rds majority vote will present to another class who will act as the Executive branch (simple majority vote needed for bill to pass, otherwise bill is vetoed)Note: Students will be given back their unit exams so that we can go over the answers together and students can draw final conclusions about their mastery of the unit learning targets. This assessment, along with their final reflection, will be added as the final piece of evidence in their individual portfolios. ................
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