HENRY COUNTY MIDDLE SCHOOLS LESSON PLAN TEMPLATE
HAMPTON MIDDLE SCHOOL
Week #29: March 14-18, 2011
SUBJECT: Social Studies 8th Grade Georgia Studies
Unit/Lesson Title: Government
|Standard(s): |
|SS8CG5 The student will analyze the role of local governments in the state of Georgia. |
|Explain the origins, functions, purposes, and differences of county and city governments in Georgia. |
|Compare and contrast the weak mayor-council, the strong mayor-council, and the council- manager forms of city government |
|Describe the functions of special-purpose governments. |
|Evaluate the role of local government working with state agencies to administer state programs. |
|S8CG6 The student will explain how the Georgia court system treats juvenile offenders. |
|Explain the difference between delinquent behavior and unruly behavior and the consequences of each |
|Describe the rights of juveniles when taken into custody. |
|Describe the juvenile justice system, emphasizing the different jurisdictions, terminology, and steps in the juvenile justice process. |
|Explain the seven delinquent behaviors that can subject juvenile offenders to the adult criminal process, how the decision to transfer to adult court is made, and|
|the possible consequences. |
|Learning Target(s): (connected to performance task) |
|The students will understand: |
|in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. |
|Essential Question(s): |
|SS8CG5 |
|What are the differences in functions and purposes of city and county governments in Georgia? (CG5a) |
|How are the three major forms of Georgia’s city governments alike and how are they different? (CG5b) |
|What are the functions of special purpose governments? (CG5c) |
|SS8CG6 |
|How does the juvenile process differ from the adult process? |
|How do the rights of juveniles differ from those of adults? |
|What are the seven offenses for which a juvenile may be tried as an adult? |
|How might conflicts be peacefully resolved? |
| |
|Prime Time: |
|“Daily Geography” notebooks- students answer 2 questions every day in notebooks, (using books, maps, and other resources). On Friday- quiz over all 8 questions |
|Gather data for interactive notebooks, complete Table of Contents and make sure work is up to date. |
|Review questions for CRCT |
|Complete a graphic organizer- “How a Bill Becomes A Law” |
|Activities: |
|SS8CG5(Textbook: Chapter 16, pages 560-583 |
|SS8CG6(Textbook: Chapter 15, pages 547-551 |
|Chapter 15 BLM pages 159, 164, 166, 167 |
|Chapter 15 Test- BLM pg. 168-169 |
|CRCT pages |
|Georgia Stories Video Clip: Criminal Justice and the Juvenile (6:51) (Shows boot camp for juvenile offenders) |
|Ask students to discuss whether they think this is a good way to both punish and correct young offenders. The class should examine the pros and cons of other |
|methods they propose to deliver juvenile justice. |
|Note taking / Power point / Class Discussion |
|SS8CG5a: Using the vertical Venn Diagram, “City vs. County” (Appendix 1) compare city and county governments. Complete the activity by completing the following:|
|“If I were to run for a position in either the city or county governments, I would prefer to serve in the ______ government because_________________. |
|SS8CG5b: Using a hierarchy chart, compare the three types of city government. (Appendix 3) Participate in a class discussion on the three types. Find out what |
|type your city has. |
|SS8CG5: After studying the services provided by different levels of government, consider the following: “If the state, cities, and counties must provide |
|specific services to its citizens, then why might a city need to make a special purpose government?” Write a paragraph citing several different needs that could|
|be fulfilled by a special purpose government. Be prepared to take part in a class discussion. |
|SS8CG6c: Students will complete a “T” Chart that compares the juvenile justice system to the adult justice system. (Appendix 1) They should include the |
|different jurisdictions, terminology, steps in processing, and rights of the person once they are in custody. They should then use their “T” Chart to |
|participate in a class discussion. |
|SS8CG6a: Using a Venn Diagram, or two spider maps if you prefer, students should compare and contrast juvenile delinquent behavior and juvenile unruly |
|behavior. Using this information they should write an essay comparing and contrasting juvenile delinquent and juvenile unruly behavior. |
|SS8CG6b: Billy Brownnose is a juvenile who has been taken into custody. “I know I have rights” he says. “I demand my rights. I just don’t know what they are. |
|Tell me!” he shouts. The juvenile officer simply points to a poster. It is titled “Rights of Juveniles taken into custody” Students should prepare that poster. |
|List the rights of juveniles who have been taken into custody. Students should illustrate their poster to make it more understandable and more appealing to |
|juveniles. |
|SS8CGd: Students will be assigned a situation which reflects one of the 7 delinquent behaviors (related to armed robbery with a firearm, murder, or voluntary |
|manslaughter is suggested). Create a flow chart to demonstrate how this situation might lead a juvenile into an adult court. Discuss with students why these |
|behaviors may require stricter punishment. |
|SS8CG6: In a move to save money, the Georgia General Assembly is considering eliminating the separate juvenile court system. Under the proposed restructuring, |
|all cases, juvenile and adult, would be tried in the same court system. You are a juvenile defender. You have been selected by your peers to testify before the |
|General Assembly as an advocate for keeping juvenile and adult cases in separate courts. You plan to be fully prepared. You will have a forceful speech and |
|visual aids. |
|First, write a speech in which you explain: |
|the differences between the juvenile and adult justice systems |
|the difference between juvenile delinquent behaviors and unruly behaviors |
|the need to protect the rights of juveniles |
|the role rule of law plays in protecting juvenile rights |
|Emphasize any concerns you have about these rights being lost in an adult court. This is usually an emotional issue. If your wish, play on the sympathy of the |
|members of the General Assembly in your speech. |
|Prepare a visual showing the differences between juvenile justice and adult justice systems. You may present your ideas as a poster, PowerPoint, or any other |
|visual way you feel would better suit the situation. Be prepared to deliver you speech orally and have a paper copy. |
| |
|Key Vocabulary: For Your Word Wall |Differentiated Instruction Notes: |
|County, Expressed powers, implied powers, bill, veto, |Students will be allowed to write more/less according to their level. |
|judicial review, governor, lieutenant governor, public |Peer assistance (ask 3 before me) |
|regulation, felony, misdemeanor, supreme court, |Allow for extra time if needed |
|jurisdiction, juvenile |Level of Bloom’s Taxonomy: Knowledge, Comprehension, Application, Analysis |
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