Suggested Instructional Strategies: - Access Project



Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.NGSS: SS.7.C.1.1 - Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.1.In.a: Recognize that ideas of separation of powers and natural rights influenced the authors of the United States Constitution.Demonstrate knowledge of the three branches of governmentDemonstrate knowledge of natural rights (and philosophical thinkers)Demonstrate knowledge of the framers of the ConstitutionDemonstrate knowledge of the importance of the ConstitutionSupportedSS.7.C.1.Su.a: Recognize the United States Constitution was based on ideas from the past.Demonstrate knowledge of multiple branches of governmentDemonstrate knowledge of rightsDemonstrate knowledge of individual rights safeguarded by the Constitution (Amendments)ParticipatorySS.7.C.1.Pa.a: Recognize that ideas of people influence others.Demonstrate knowledge of existence of governmentDemonstrate knowledge of needsSuggested Instructional Strategies: Write to Understand(I) Graphic Organizer: Provide students with a graphic organizer to list basic rights vs needs.(S) Given pictorial representations of branches of government with distractor choices, have students identify branches of government.(P) Given a choice of one picture, have student touch basic need choice.Discuss to Understand (I) Jigsaw: Divide students into three groups to discuss one branch of government they then present to the class.(S) Brainstorm: Have students discuss rights at school and in the classroom.(P) Visual Cue: Discuss with students the difference between wants and needs. Present student with visuals of wants and needs and have them select the need.Sort to Understand(I) Provide students with hands-on manipulatives to match philosophical thinkers with their beliefs.(S) Provide students with hands-on manipulatives detailing branches of government to sort from distractor choices.(P) Provide students with single picture of major government buildings to identify the existence of government.Model to Understand(I) Have students act out roles of philosophical thinkers and let peers guess who they are.(S) Have student read phrases of a philosophical thinker and let peers guess who they are.(P) Have student use adaptive device to share phrases of a philosophical thinker.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (i.e., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussionsAdditional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.NGSS: SS.7.C.1.2 - Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.1.In.b: Recognize influences on the colonists’ view of government, such as the Magna Carta, the Mayflower Compact, and Thomas Paine’s “Common Sense.”Demonstrate knowledge of the Magna CartaDemonstrate knowledge of the Mayflower CompactDemonstrate knowledge of Thomas Paine’s “Common Sense”Demonstrate the knowledge of the impact of documents on the purpose of governmentSupportedSS.7.C.1.Su.b: Recognize an influence on the colonists’ view of government, such as the Mayflower Compact.Demonstrate knowledge of the existence of important documentsDemonstrate knowledge of how important documents impact governmentParticipatorySS.7.C.1.Pa.b: Recognize that ideas of people influence others.Demonstrate knowledge of existence of self-awareness and controlSuggested Instructional Strategies: Write to Understand(I) Foldable: Fold paper into three columns (document, definition, drawn visual) and three rows (Magna Carta, Mayflower Compact, “Common Sense”)(S) Adapted Foldable: Fold paper into three columns (document, definition, drawn visual) and three rows (Magna Carta, Mayflower Compact, “Common Sense”); Fill in partially prior to student completion(P) Cloze Social Story: Provide a social story that details autonomous tasks throughout the day and have students select pictures to fill in blanks. (i.e. “In the morning, I get dressed for school.” where student selects picture for dressing)Discuss to Understand(I) Headbands – Have students hold vocabulary term/visual on index card to their forehead and peers take turns giving descriptions until student guesses term.(S) Adapted Headbands – Provide each student with vocabulary or visual list. Have students hold vocabulary term/visual on index card to their forehead and peers take turns giving descriptions until student guesses term.(P) Teacher-led discussion where teacher describes document and student touches visual support to identify document.Sort to Understand(I) Create matching activity where students match the historical document to important components (author, year, description).(S) Create color-coded matching activity where students match the historical document and visual to important components (author, year, description).(P) Have student sort pictures of good choices and bad choices to demonstrate knowledge of self-control.Model to Understand(I) Role play: Have students role play the significant events surrounding the document’s creation.(S) Modified Role play: Have students role play the significant events surrounding the document’s creation using visuals and labeled manipulatives.(P) Have students model self-control and good choices in role play scenarios.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.NGSS: SS.7.C.1.3 - Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.1.In.c: Identify concerns of the American colonists that led to the writing of the Declaration of Independence, such as taxation and laws of England.Demonstrate knowledge of the problems the American colonists had with King George IIIDemonstrate knowledge of the response the American colonists had to King George IIIDemonstrate knowledge of the creation and implementation of the Declaration of IndependenceSupportedSS.7.C.1.Su.c: Recognize that American colonists were unhappy with the way England was treating them and this led to the writing of the Declaration of Independence.Demonstrate knowledge of the existence of problems the American colonists had with EnglandDemonstrate knowledge of the response the American colonists had to EnglandDemonstrate knowledge of the creation of the Declaration of IndependenceParticipatorySS.7.C.1.Pa.c: Recognize people in the American colonies were unhappy with the way England was treating them.Demonstrate knowledge of the existence of problems between American colonists and EnglandSuggested Instructional Strategies: Write to Understand(I) Have students write a “break up” letter to King George III on behalf of the American colonists, detailing grievances. Have partner class respond.(S) Write class “break up” letter to King George III on behalf of the American colonists, detailing grievances. Have partner class respond.(P) Provide students with visual of problems and non-problems and have students select problems in a field of two.Discuss to Understand(I) “Find” a planted “break up” note in the classroom and read it aloud. Have students discuss break ups, grievances, and how they perceive injustices in relationships. Segue into Colonists vs England discussion.(S) “Find” a planted “break up” note in the classroom and read it aloud. Have students discuss break ups and grievances in relationships. Segue into Colonists vs England discussion.(P) Provide students with a verbal output device that list problems that might arise in the classroom to discuss.Sort to Understand(I) Create wall-sized timeline with dates and names of events. Provide students with papers that list descriptions of major events and have them match descriptions to dates. (S) Create wall-sized timeline with dates and names of events. Provide students with printed timeline and papers that list descriptions of major events. Have them match descriptions to dates.(P) Create numbered visuals and have students place visuals on timeline using corresponding numbersModel to UnderstandCreate wall-sized timeline with dates and names of events. Provide students with papers that list descriptions of major events and have them match descriptions to dates. (S) Create wall-sized timeline with dates and names of events. Provide students with printed timeline and papers that list descriptions of major events. Have them match descriptions to dates.(P) Create numbered visuals and have students place visuals on timeline using corresponding numbersScaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.NGSS: SS.7.C.1.4 - Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.1.In.d: Identify complaints described in the Declaration of Independence, such as stationing soldiers in people’s homes, taxes, and cutting off trade with other countries.Demonstrate knowledge of the major complaints/events leading up to the creation of the Declaration of IndependenceSupportedSS.7.C.1.Su.d: Recognize a complaint described in the Declaration of Independence, such as stationing soldiers in people’s homes, taxes, or cutting off trade with other countries.Demonstrate knowledge of a complaint/event leading up to the creation of the Declaration of IndependenceParticipatorySS.7.C.1.Pa.d: Recognize people in the American colonies were unhappy with the way England was treating them.Demonstrate knowledge that a complaint is a negative feeling/emotionSuggested Instructional Strategies: Write to Understand(I) In small groups, students will create a product that identifies one major complaint/event that will include a title, illustration and short description (can be teacher provided).(S) When provided with a choice of product components, students will create a product that identifies a complaint/event.(P) When provided with visuals, students will create a product that identifies a complaint.Discuss to Understand(I) Students are provided a teacher prepared scenario and students will identify what major complaint/event is described.(S) Game “I have, who has” – teacher prepared cards of “I have (event 1)”, “who has (event 2)”; each student is provided a card to participate.(P) Teacher reads basic scenario and the student selects the correct visual emotion to coincide with the correct emotion.Sort to Understand(I) From a teacher provided list, students will match the event to the description.(S) Students will sort color coded cards with events and descriptions.(P) Students will sort pictures into categories emotions.Model to Understand(I) Teacher prompted problem solving strategies for school, home and community.(S) Teacher prompted problem solving strategies for school.(P) Teacher modeled expressions and students select appropriate emotion card.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.NGSS: SS.7.C.1.5 - Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.1.In.e: Identify a weakness of the Articles of Confederation that led to the writing of the Constitution, such as no president, a weak central government, and each state had its own money system.Demonstrate knowledge of key term “weakness”Demonstrate knowledge of the problems of the Articles of Confederation Demonstrate knowledge that the Constitution is our rules for governmentSupportedSS.7.C.1.Su.e: Recognize that the Articles of Confederation had weaknesses and the Constitution replaced it.Demonstrate knowledge that the weaknesses in the Articles of Confederation led to the creation of the Constitution.ParticipatorySS.7.C.1.Pa.e: Recognize that government can be changed.Demonstrate knowledge that rules can change.Suggested Instructional Strategies: Write to Understand(I) If/Then – as a whole class, teacher provides an “IF” scenario and the class discusses the “THEN” result.(S) If/Then – as a whole class, teacher provides an “IF” scenario and the class discusses the “THEN” result.(P) Students will match visual rule cards to a location/situation.Discuss to Understand(I) Class discussion on the importance of rules, why rules need to be changed and the process involved in changing the rules.(S) Class discussion on the importance of rules, why rules need to be changed.(P) Teacher led discussion that rules change based on different variables.Sort to Understand(I) Hands on t-chart matching the weaknesses of the Articles of Confederation to the corrections made in the Constitution(S) Partially completed hands on t-chart matching the weaknesses of the Articles of Confederation to the corrections made in the Constitution(P) Students will match visual rule cards to a location/situationModel to Understand(I) List examples of weaknesses of the Articles of Confederation and then draft their own document that resolves these issues.(S) As a group, complete a prepared flowchart that shows weaknesses within the Articles of Confederation led to the creation of the Constitution.(P) Read a picture book about rules changing and discuss examples from within the book; review pictures within the book.Scaffolds and Supports Read aloud textsInteractive whiteboardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.NGSS: SS.7.C.1.6 - Interpret the intentions of the Preamble of the Constitution.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.1.In.f: Identify the reasons for establishing a government listed in the Preamble of the United States Constitution.Demonstrate knowledge of six promises guaranteed to the people of the United States in the Preamble of the United States Constitution.SupportedSS.7.C.1.Su.f: Recognize that the Preamble of the United States Constitution states the reasons the government was created.Demonstrate knowledge of two promises of the Preamble of the United States Constitution.ParticipatorySS.7.C.1.Pa.f: Recognize a reason for government.Demonstrate knowledge of a promise of the Preamble of the United States Constitution.Suggested Instructional Strategies: Write to Understand(I) Students write a letter to a parent, friend or classmate including six promises about themselves on how they are going to have a successful school year. (S) Students write a letter to a parent, friend or classmate including two promises about themselves on how they are going to have a successful school year.(P) Using teacher prepared sentence strips, students construct a letter to a parent, friend or classmate including a promise about themselves on how they are going to have a successful school year.Discuss to Understand(I) Discuss the key words/action verbs in the Preamble (promote, insure, secure, form, provide, and establish) and what they mean to them.(S) Discuss the key words/action verbs in the Preamble (promote, insure, secure, form, provide, and establish) using visuals.(P) During a teacher-led discussion, students will help to pair printed words with a visual and a color-coordinated same visual.Sort to Understand(I) Provided a printed prompt of each promise, have students organize promise prompts to match the order of the Preamble.(S) Provided printed sentence strips of each promise, have students organize promise print-outs to match the order of the Preamble.(P) Given a printed visual with corresponding word, have student match to identical printed visual.Model to Understand(I) Divide students into groups of six and provide each student with a printed prompt of each student. Have students organize themselves in order of the Preamble.(S) Divide class into six groups. Give each group a printed promise from the Preamble and have the groups organize themselves in order of the Preamble.(P) Print the action verbs from the Preamble and pair with a visual. Number the promises in the same order as the Preamble. Have students touch each section as they are discussed.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the review of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.NGSS: SS.7.C.1.7 - Describe how the Constitution limits the powers of government through separation of powers and checks and balances. (POWER STANDARD)Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.1.In.g: Identify examples of separation of powers in the Constitution, such as the three branches of government.Demonstrate knowledge of the purpose for three branches of governmentDemonstrate knowledge of the responsibilities of the three branches of governmentSupportedSS.7.C.1.Su.g: Recognize the powers of the branches of government of the United States.Demonstrate knowledge of the purpose of each of three branches of government.ParticipatorySS.7.C.1.Pa.g: Recognize that the government has different parts.Demonstrate knowledge of the existence of three branches of government.Suggested Instructional Strategies: Write to Understand(I) Graphic Organizer – Provide students a graphic organizer to organize the responsibilities of each of three branches of government.(S) Adapted Graphic Organizer – Provide students with a partially completed graphic organizer to sort the responsibilities of each of three branches of government(P) Visual Sort – Provide students with visual representations of each branch of government and have them select specified branch from a field of twoDiscuss to Understand(I) Provide students with a reading passage discussing three branches of government and have them highlight various branches and responsibilities/purpose with specified colors. Follow with class discussion.(S) Provide students with a reading passage discussing three branches of government and guide them in highlighting various branches of government and responsibilities/purpose with specified colors. Follow with class discussion.(P) Provide color coordinated visuals of branches of government and basic purpose of each for student to identify corresponding responsibilities.Sort to Understand(I) Have students divide into groups and have each group create a poster for a single branch of government, listing only attributes and characteristics of their branch. Present to the class.(S) Provide students with flash cards containing branches of government and responsibilities and have them sort appropriately.(P) Provide color coordinated visuals of branches of government and basic purpose of each for student to identify corresponding responsibilities.Model to Understand(I) Using the same groups from the Sort to Understand activity, have students take on the responsibilities of their respective branch in activities such as passing new classroom laws or addressing court cases in the news.(S) Divide students into three groups and have each group present the purpose of their branch to the class (can read from flash cards provided by teacher)(P) Using visuals that represent each branch of government, have student count the number of branches to show that the government has three branches.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the text.Preview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesTarHeelReader: Click here (Note to teacher: In order to register, you will need to email TarHeelReader@cs.unc.edu for an access code)Social studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.NGSS: SS.7.C.1.8 - Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.1.In.h: Identify an argument for and against the inclusion of a bill of rights in the Constitution.Demonstrate knowledge of who the Federalists were.Demonstrate knowledge of who the Anti-Federalists were.Demonstrate knowledge of what the Bill of Rights are.SupportedSS.7.C.1.Su.h: Recognize a reason for inclusion of a bill of rights in the Constitution, such as the Bill of Rights is for all states.Demonstrate knowledge of what the Bill of Rights are.Demonstrate knowledge of a right included in the Bill of Rights.ParticipatorySS.7.C.1.Pa.h: Recognize that both individuals and groups have rights.Demonstrate knowledge of our ability to make choices.Suggested Instructional Strategies: Write to Understand(I) As a class, complete a graphic organizer that compares and contrasts Federalists and Anti-Federalists. Discuss the findings and implications.(S) As a class, complete a graphic organizer with picture cues that compares and contrasts Federalists and Anti-Federalists. Discuss the findings.(P) From a field of visual choice, have students select their most preferred right.Discuss to Understand(I) As a class, complete a graphic organizer that compares and contrasts Federalists and Anti-Federalists. Discuss the findings and implications.(S) As a class, complete a graphic organizer with picture cues that compares and contrasts Federalists and Anti-Federalists. Discuss the findings.(P) From a field of visual choice, have students select their most preferred right.Sort to Understand(I) As a class, complete a graphic organizer that compares and contrasts Federalists and Anti-Federalists. Discuss the findings and implications.(S) As a class, complete a graphic organizer with picture cues that compares and contrasts Federalists and Anti-Federalists. Discuss the findings.(P) Given color-coded visuals, have students sort choices and non-choices.Model to Understand(I) Conduct a classroom debate where one half of the class represents the Federalists and the other half represents Anti-Federalists.(S) Given scripts, conduct a classroom debate where one half of the class represents the Federalists and the other half represents Anti-Federalists.(P) In a teacher-led discussion, give students a choice of visuals and have them advocate for their most preferred choice.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussionsAdditional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 1: Demonstrate an understanding of the origins and purposes of government, law, and the American political system.NGSS: SS.7.C.1.9 - Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.1.In.i: Identify how the rule of law is used in American government, such as people must follow the laws of the government.Demonstrate knowledge that rules/laws apply to everyone.SupportedSS.7.C.1.Su.i: Recognize that people must follow the laws of American government.Demonstrate knowledge that rules/laws apply to everyone.ParticipatorySS.7.C.1.Pa.i: Recognize that people must follow laws of government.Demonstrate knowledge that rules/laws apply to everyone.Suggested Instructional Strategies: Write to Understand(I) Given a scenario, have students write a letter to a fictional person explaining why it is important to obey the laws.(S) Given a scenario, lead students in writing a classroom letter to a fictional person explaining why it is important to obey rules.(P) Given two visual choices, have student answer basic question about classroom rules.Discuss to Understand(I) Given scenarios, have students discuss what they would do in a situation where someone isn’t following a rule or law.(S) Given scenarios, have students discuss what they would do in a situation where someone isn’t following a rule.(P) Given a list of visuals, have students select rules to discuss with the class.Sort to Understand(I) Given written rules/laws and locations, have students sort rules/laws based on setting (i.e. home, school, community, state, country).(S) Given color coded written rules and locations, have students sort rules based on setting (i.e. home, school, community).(P) Given color coded visuals for rules and locations, have students match rule to appropriate setting.Model to Understand(I) Place a ruler above the classroom door so that when every person enters the room, they are literally “under rule” of the laws. They apply to everyone.(S) Place a ruler above the classroom door so that when every person enters the room, they are literally “under rule” of the laws. They apply to everyone.(P) Place a ruler above the classroom door so that when every person enters the room, they are literally “under rule” of the laws. They apply to everyone.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the text.Preview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.1 - Define the term "citizen," and identify legal means of becoming a United States citizen.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.a: Identify that a citizen is a legal resident of a country and recognize that people become citizens by birth or naturalization.Demonstrate knowledge of what a citizen is.Demonstrate knowledge of two ways of becoming a citizen.SupportedSS.7.C.2.Su.a: Recognize that a citizen is a legal resident of a country.Demonstrate knowledge of what a citizen is.Demonstrate knowledge of what a country is.ParticipatorySS.7.C.2.Pa.a: Recognize a person who is an American citizen.Demonstrate knowledge of someone that is an American citizen.Suggested Instructional Strategies: Write to Understand(I) Have students write a letter to fictional character explaining the process of becoming a United States citizen.(S) As a class, write a letter to fictional character explaining the process of becoming a United States citizen.(P) Have students identify pictures of familiar United States citizens.Discuss to Understand(I) As a class, compare and contrast the two ways of becoming a citizen.(S) As a class and using a graphic organizer, compare and contrast the two ways of becoming a citizen.(P) Using pictures of familiar friends and family, discuss who is and is not a United States citizen.Sort to Understand(I) Given the printed steps of the process to become a citizen, have students order steps.(S) Given numbered printed steps of the process to become a citizen, have students order steps.(P) Using pictures of familiar friends and family, have students sort who is and is not a United States citizen.Model to Understand(I) As a class, have each student select a country of origin and go through the mock process of becoming a citizen of The United States.(S) As a class, select a country of origin and go through the mock process of becoming a citizen of The United States.(P) Using a globe, locate The United States of America.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.10 - Examine the impact of media, individuals, and interest groups on monitoring and influencing government.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.j: Identify how the media and people influence government.Demonstrate knowledge of various media sources.Demonstrate knowledge of how media influences government.Demonstrate knowledge of how people influence government.SupportedSS.7.C.2.Su.j: Recognize that the media and people can influence government.Demonstrate knowledge of various media sources.Demonstrate knowledge of media’s influence on government.Demonstrate knowledge of individual’s influence on governmentParticipatorySS.7.C.2.Pa.j: Recognize that the media influences people.Demonstrate knowledge that people can be influenced.Suggested Instructional Strategies: Write to Understand(I) Have students create print media to influence their peer group’s opinion.(S) As a class, have students create print media to influence their peer group’s opinion.(P) Have students identify advertisements in magazines that might influence people.Discuss to Understand(I) Discuss the differences between various media sources (newspaper, magazine, radio, TV, etc.) and the benefits and detriments of each.(S) Using examples of each kind of media source (newspaper, magazine, radio, TV, etc.), discuss the differences between various media sources.(P) Experience various examples of each kind of media source (newspaper, magazine, radio, TV, etc.).Sort to Understand(I) Give students written examples of media influencing government and people influencing government. Have them sort based on who was influencing.(S) As a class, read written examples of media influencing government and people influencing government. Decide if the scenario is describing people or media and sort them on the board.(P) Have students complete cause/effect cards that depict people being influenced by environmental or social factors (i.e. 1st card is girl with clouds in the sky, 2nd card is girl with umbrella in rain, etc.).Model to Understand(I) Have students write and perform a TV commercial to promote a new product or event to be shown on the school announcements.(S) As a class, write and perform a TV commercial to promote a new product or event to be shown on the school announcements.(P) Have students participate in creating a TV commercial to promote a new product or event to be shown on the school announcements.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussionsAdditional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.11 - Analyze media and political communications (bias, symbolism, propaganda).Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.k: Identify how the media and people influence government.Demonstrate knowledge of various media sources.Demonstrate knowledge of how media influences government.Demonstrate knowledge of how people influence government.SupportedSS.7.C.2.Su.k: Recognize that the media and people can influence government.Demonstrate knowledge of various media sources.Demonstrate knowledge of media’s influence on government.Demonstrate knowledge of individual’s influence on government.ParticipatorySS.7.C.2.Pa.k: Recognize that the media influences people.Demonstrate knowledge that people can be influenced.Suggested Instructional Strategies: Write to Understand(I) Have students create print media to influence their peer group’s opinion.(S) As a class, have students create print media to influence their peer group’s opinion.(P) Have students identify advertisements in magazines that might influence people.Discuss to Understand(I) Discuss the differences between various media sources (newspaper, magazine, radio, TV, etc.) and the benefits and detriments of each.(S) Using examples of each kind of media source (newspaper, magazine, radio, TV, etc.), discuss the differences between various media sources.(P) Experience various examples of each kind of media source (newspaper, magazine, radio, TV, etc.).Sort to Understand(I) Give students written examples of media influencing government and people influencing government. Have them sort based on who was influencing.(S) As a class, read written examples of media influencing government and people influencing government. Decide if the scenario is describing people or media and sort them on the board.(P) Have students complete cause/effect cards that depict people being influenced by environmental or social factors (i.e. 1st card is girl with clouds in the sky, 2nd card is girl with umbrella in rain, etc.)Model to Understand(I) Have students write and perform a TV commercial to promote a new product or event to be shown on the school announcements.(S) As a class, write and perform a TV commercial to promote a new product or event to be shown on the school announcements.(P) Have students participate in creating a TV commercial to promote a new product or event to be shown on the school announcements.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (i.e., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussionsAdditional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.12 - Develop a plan to resolve a state or local problem by researching public policy alternatives, identifying appropriate government agencies to address the issue, and determining a course of action.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.l: Recognize a problem in the local community and the appropriate governmental agency to respond to that problem.Demonstrate knowledge of a problem in the community.Demonstrate knowledge of which agency to contact when a problem arises.SupportedSS.7.C.2.Su.l: Recognize a problem in the local community and an authority to respond to that problem.Demonstrate knowledge of a problem in the community.Demonstrate knowledge of which community helper to contact when a problem arises.ParticipatorySS.7.C.2.Pa.l: Recognize an authority to respond to a problem.Demonstrate knowledge of community helpers.Suggested Instructional Strategies: Write to Understand(I) Brainstorm problems in the community and have students write a letter to the appropriate agency in order to seek resolution.(S) Brainstorm and select a problem in the school and have students write a letter to the appropriate administrator/faculty member in order to seek resolution.(P) Given visuals of school problems, have students select appropriate helper to solve.Discuss to Understand(I) Brainstorm problems in the community and have students write a letter to the appropriate agency in order to seek resolution.(S) Brainstorm and select a problem in the school and have students write a letter to the appropriate administrator/faculty member in order to seek resolution.(P) Given visuals of school problems, have students select appropriate helper to solve.Sort to Understand(I) Provided levels of community (school, city, county, state) problems and agencies, have students sort problems with resolutions.(S) Provided color-coded levels of community (school, city) problems and agencies, have students sort problems with resolutions.(P) Provided color-coded levels of school problems and agencies, have students sort problems with resolutions.Model to Understand(I) Have students role play solving a community problem by acting out both sides of problem resolution.(S) Have students role play solving a school problem by acting out both sides of problem resolution.(P) Help students solve a personal or classroom problem by finding the appropriate helper.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.13 - Examine multiple perspectives on public and current issues.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.m: Identify different perspectives on current issues.Demonstrate knowledge that there is more than one way to view something.SupportedSS.7.C.2.Su.m: Recognize different perspectives on current issues.Demonstrate knowledge that there is more than one way to view something.ParticipatorySS.7.C.2.Pa.m: Recognize a point of view on current issues.Demonstrate knowledge of an opinion (like/dislike) on a current issue.Suggested Instructional Strategies: Write to Understand(I) Provide students with a choice of a current issue and have them write their opinions. Compare responses among students and highlight differences in opinions among classmates.(S) Provide students with a previously discussed issue and have them write opinions. Compare results among students and highlight differences in opinions among classmates.(P) Provide students with visual choices and have them select their preference. Compare results and discuss differences.Discuss to Understand(I) Provide students with a choice of a current issue and have them create a flyer. Have students present their flyer. Discuss and compare responses among students and highlight differences in opinion among classmates.(S) Provide students with a previously discussed issue and have them create a flyer. Have students present their flyer. Discuss and compare results among students and highlight differences in opinions among classmates.(P) Provide students with visual choices and have them select their preference. Compare results and discuss differences.Sort to Understand(I) Provide students with a current issue and sentence strips containing opinions. Have students match opinions with corresponding current issue.(S) Provide students with color coordinated current issue and sentence strips containing opinions. Have students match opinions with corresponding current issue.(P) Provide students with color coordinated current issue visuals corresponding opinion visuals. Have students match opinions with corresponding current issue.Model to Understand(I) Given three options, have students select a current issue and present their opinion to the class.(S) Given two options, have students select a current issue and present their opinion to the class.(P) Given one option, have students select a visual representing their opinion and share with the class.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.14 - Conduct a service project to further the public good.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.n: Engage in a service project to further the public good, such as at school, community, or state levels.Demonstrate knowledge of what community is.Demonstrate knowledge of what service is.Demonstrate knowledge of why/how you would want to help someone.SupportedSS.7.C.2.Su.n: Assist with a service project to further the public good, such as at school, community, or state levels.Demonstrate knowledge of what community is.Demonstrate knowledge of what service is.Demonstrate knowledge of why/how you would want to help someoneParticipatorySS.7.C.2.Pa.n: Participate in a service project to further the public good, such as at school, community, or state levels.Demonstrate knowledge of what community is.Demonstrate knowledge of what service is.Demonstrate knowledge of why/how you would want to help someoneSuggested Instructional Strategies: Write to Understand(I) Have students create posters advertising their service project campaign detailing who/what/when/where/why/how.(S) As a class, have groups of students complete who/what/when/where/why/how sections of a poster advertising their chosen service project.(P) Using provided visuals, assist students in creating a poster to identify a group in need and possible solutions.Discuss to Understand(I) When planning a service project, hold class talk to discuss service project as well as who/what/when/where/why/how. (S) When planning a service project, provide visuals and hold class talk to discuss service project as well as who/what/when/where/why/how. (P) When planning a service project, provide visuals and hold class talk to discuss what service needs can be met in the community. Sort to Understand(I) Using provided sentence strips, have students match corresponding needs and services to meet those needs.(S) Using provided sentence strips with visuals, have students match corresponding needs and services to meet those needs.(P) Using provided visuals, have students match corresponding needs and services to meet those needs.Model to Understand(I) Invite guest speaker from community group that needs assistance or representative of service organization. Prior to arrival, have students brainstorm questions they want to have answered.(S) Invite guest speaker from community group that needs assistance or representative of service organization. Prior to arrival, have students brainstorm and write down questions they want to have answered.(P) Invite guest speaker from community group that needs assistance or representative of service organization. Prior to arrival, review visuals related to area of need or organization.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.2 - Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. (POWER STANDARD)Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.b: Identify obligations of citizens, such as obeying laws, paying taxes, and serving on juries.Demonstrate knowledge of key term “obligation”SupportedSS.7.C.2.Su.b: Recognize obligations of citizens, such as obeying laws, paying taxes, and serving on juries.Demonstrate knowledge of key term “duties”ParticipatorySS.7.C.2.Pa.b: Recognize an obligation of citizens, such as obeying laws.Demonstrate knowledge of “rules”Suggested Instructional Strategies: Write to Understand(I) Have students create an illustration and explanation of obligations of citizens(S) Guide students in creating classroom list of rules and societal list to compare/contrast. (P) Review classroom rules with students and have students touch corresponding visuals.Discuss to Understand(I) Lead class discussion to compare/contrast obligations are things you have to do versus things you want to do; discuss differences in obligations at home, school, and in the community.(S) Lead class discussion to compare/contrast obligations are things you have to do versus things you want to do; discuss differences in obligations at home, school, and in the community.(P) Teacher leads discussion about rules at school; have student select order of rules to cover using visuals.Sort to Understand(I) Have students sort rights vs responsibilities and examples of each.(S) Have students sort color-coordinated rights vs responsibilities and examples of each.(P) Have students identify visuals for classroom rules.Model to Understand(I) Have students create a skit displaying the necessity of complying with obligations in society.(S) Provide students with a scenario to act out the consequences and benefits of complying with obligations.(P) Support students in following classroom rules and reinforcing compliance.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.3 - Experience the responsibilities of citizens at the local, state, or federal levels.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.c: Describe the responsibilities of a good citizen, such as registering and voting and keeping informed about current issues.Demonstrate knowledge of how to be a good citizenRegistering/VotingKeeping informedObeying the lawsSupportedSS.7.C.2.Su.c: Identify the responsibilities of a good citizen, such as voting and keeping informed about current issues.Demonstrate knowledge of how to be a good citizenRegistering/VotingKeeping informedParticipatorySS.7.C.2.Pa.c: Recognize a responsibility of a good citizen, such as voting.Demonstrate knowledge of how to be a good citizenRegistering/VotingSuggested Instructional Strategies: Write to Understand(I) Have students complete a foldable to detail examples of various ways in which to be a good citizen.(S) Have students complete a partially-completed foldable to detail examples of various ways in which to be a good citizen.(P) Have students identify pictures of actions that good citizens engage in.Discuss to Understand(I) Have students participate in a popcorn discussion where they take turns sharing actions good citizens engage in.(S) Using visuals and prompt cards, have students participate in a popcorn discussion where they take turns sharing actions good citizens engage in.(P) Using visuals, have students participate in a popcorn discussion where they take turns sharing actions good citizens engage in.Sort to Understand(I) Given sentence strips detailing the three areas of being a good citizen listed above, have students sort the area with corresponding actions.(S) Given color coordinated sentence strips and visuals detailing the two areas of being a good citizen listed above, have students sort the area with corresponding actions.(P) Given color coordinated visuals corresponding to citizens and good choices, have students match the citizen with the action.Model to Understand(I) In role play scenarios, have students act out the actions good citizens partake in and have peers guess what they are.(S) In role play scenarios, have students act out the actions good citizens partake in.(P) Assist students in engaging in the actions good citizens partake in.Scaffolds and SupportsRead aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.4 - Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.d: Identify the rights of individuals in the Bill of Rights and other amendments to the Constitution.Identify rights of individual citizens in the Bill of Rights and the ConstitutionSupportedSS.7.C.2.Su.d: Recognize the rights of individuals in the Bill of Rights.Recognize that specific documents list individual citizen rightsParticipatorySS.7.C.2.Pa.d: Recognize a right of citizens guaranteed by law.Recognize that citizens have rightsSuggested Instructional Strategies: Write to Understand(I) Have students pick five rights of individuals and type them on a computer. Have them pick one to draw a picture depicting why it’s important.(S) Have students complete fill in the blank strips with some common rights discussed in class.(P) Given a fill in the blank strip and two choices, have students select the word to complete the right provided.Discuss to Understand(I) Divide the class into two groups. In the groups, have the students discuss the rights of individuals and pick the most important one to them. Have the two groups debate which of the rights is most important.(S) As a class, discuss rights students have in the classroom and school. Relate that information to the rights of individual citizens in the country and review rights in the Bill of Rights and Constitution.(P) Using visual supports, discuss rights students have in the classroom and school. Relate that information to the rights of individual citizens in the country.Sort to Understand(I) Have students complete a scavenger hunt using the Bill of Rights and the Constitution to sort provided rights based on the document that grants them.(S) Provide students with visuals for the Bill of Rights, the Constitution, and distractors. Have them sort the things that do give rights to individuals and the things that don’t.(P) Provide students with pre-printed rights from the Bill of Rights and Constitution that have either a visual for Bill of Rights or the Constitution on it (indicating the source of the right). Have them sort to match to a visual for the Bill of Rights and the Constitution.Model to Understand(I) Have class create a role play where a student acting as the government infringes upon the rights of a citizen. Have another student “pause” the scene and explain the right violated. Have students re-do the role play with no rights being infringed upon.(S) Have students take turns acting with the teacher in front of the class. The teacher can tell them what to be “acting” and then will act as the government by admonishing the student for a previously discussed right. Have the class guess which right was violated. Bonus points for identifying the location of the right!(P) When a student exercises one of the rights guaranteed by the documents discussed, the teacher should point out the right being exercised, where the right is located, and show a visual of the source document.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.5 - Distinguish how the Constitution safeguards and limits individual rights.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.e: Identify the rights of individuals in the Bill of Rights and other amendments to the Constitution.Identify rights of individual citizens in the Bill of Rights and the ConstitutionSupportedSS.7.C.2.Su.e: Recognize the rights of individuals in the Bill of Rights.Recognize that individual rights are in the Bill of RightsParticipatorySS.7.C.2.Pa.e: Recognize a right of citizens guaranteed by law.Recognize a right guaranteed to individual citizensSuggested Instructional Strategies: Write to Understand(I) Have students pick five rights of individuals and type them on a computer. Have them pick one to draw a picture depicting why it’s important.(S) Have students complete fill in the blank strips with some common rights discussed in class.(P) Given a fill in the blank strip and two choices, have students select the word to complete the right provided.Discuss to Understand(I) Divide the class into two groups. In the groups, have the students discuss the rights of individuals and pick the most important one to them. Have the two groups debate which of the rights is most important.(S) As a class, discuss rights students have in the classroom and school. Relate that information to the rights of individual citizens in the country and review rights in the Bill of Rights and Constitution.(P) Using visual supports, discuss rights students have in the classroom and school. Relate that information to the rights of individual citizens in the country.Sort to Understand(I) Have students complete a scavenger hunt using the Bill of Rights and the Constitution to sort provided rights based on the document that grants them.(S) Provide students with visuals for the Bill of Rights, the Constitution, and distractors. Have them sort the things that do give rights to individuals and the things that don’t.(P) Provide students with pre-printed rights from the Bill of Rights and Constitution that have either a visual for Bill of Rights or the Constitution on it (indicating the source of the right). Have them sort to match to a visual for the Bill of Rights and the Constitution.Model to Understand(I) Have class create a role play where a student acting as the government infringes upon the rights of a citizen. Have another student “pause” the scene and explain the right violated. Have students re-do the role play with no rights being infringed upon.(S) Have students take turns acting with the teacher in front of the class. The teacher can tell them what to be “acting” and then will act as the government by admonishing the student for a previously discussed right. Have the class guess which right was violated. Bonus points for identifying the location of the right!(P) When a student exercises one of the rights guaranteed by the documents discussed, the teacher should point out the right being exercised, where the right is located, and show a visual of the source document.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.6 - Simulate the trial process and the role of juries in the administration of justice.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.f: Identify the purpose of a jury in a trial.Identify that juries are there to make sure that citizen rights are not trampled onSupportedSS.7.C.2.Su.f: Recognize the purpose of the jury in a trial.Recognize that juries are there to protect citizens’ rightsParticipatorySS.7.C.2.Pa.f: Recognize a right of citizens guaranteed by law.Recognize an individual right guaranteed to citizens by lawSuggested Instructional Strategies: Write to Understand(I) Show students artist renderings of juries from actual trials. Have them draw their own jury picture and then write a brief explanation about what the jury is doing and why.(S) Show students artist renderings of juries from actual trials. Have them draw their own jury picture and then complete a fill-in-the-blank activity about what the jury is doing and why.(P) Show students artist renderings of juries from actual trials. Provide them with a black and white picture of a jury to color and then, given a choice of two or three, have them select an explanation of what the jury is doing and why to add to their picture.Discuss to Understand(I) Have the students pretend they are being charged with a crime that clearly violates their guaranteed rights. Lead students in a discussion to discuss what kinds of people they hope are on the jury and what they hope the jury members know during their trial.(S) Present students with pretend court cases and have them discuss what the jury should decide based on specified rights.(P) Given picture supports, have students pick a right that they feel is important. Provide them with choices of possible reasons why to explain their answer.Sort to Understand(I) Give students printed jobs/responsibilities of juries and distractors. Have them sort accordingly.(S) Give students printed visuals of jobs/responsibilities of juries and distractors. Have them sort accordingly.(P) Give students printed visuals of rights guaranteed to citizens by law and have them match them to their source document.Model to Understand(I) Create a mock jury for the class to participate in, present them with a “case” and have them vote on whether they should help to “protect” the person in question or not based on the previously studied rights.(S) Create a mock jury for the class to participate in, isolate one specific right and then present them with a “case”. Have them vote on whether the specified right was violated or not.(P) Have students exercise their rights within the classroom by voting on preferences, giving them “free speech time” (allowing them a couple of minutes to share whatever they want with the class), having them “peacefully assemble” (come together to discuss grievances or to take some time to relax in a peaceful group), etc. Verbally and visually label the right they’re exercising and where it comes from.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.7 - Conduct a mock election to demonstrate the voting process and its impact on a school, community, or local level.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.g: Describe the voting process for selecting leaders in the school or community.Students are to be able to recognize, identify and describe voting and how to vote and who is eligibleSupportedSS.7.C.2.Su.g: Identify how to vote for a leader in the school or community.Students are to be able to recognize, identify and describe voting and how to vote and who is eligibleParticipatorySS.7.C.2.Pa.g: Recognize that people can vote to select a leader in the school or community.Students are to be able to recognize, identify and describe voting and how to vote and who is eligibleSuggested Instructional Strategies: Write to Understand(I) Have students make a Voters Wanted poster describing what is needed to be eligible to vote and then include a description of their job (how to vote).(S) Have students make a Voters Wanted poster with fill-in-the-blanks describing what is needed to be eligible to vote and then include a description of their job (how to vote).(P) Have students make a Voters Wanted poster describing what is needed to be eligible to vote and then include a description of their job (how to vote) by pasting visuals of specific details into specified blanks.Discuss to Understand(I) Have students discuss what voting is and why it’s done. Have students take turns coming up with things to vote on in the class (what math game should we play today? Should we do more work or indoor recess when it rains? For snack time, should we have pretzels or goldfish? etc.)(S) Using visuals, explain what voting is and why it’s done. Have students take turns coming up with things to vote on in the class (what math game should we play today? Should we do more work or indoor recess when it rains? For snack time, should we have pretzels or goldfish? Etc.)(P) Using visuals, lead students in class votes (what math game should we play today? should we do more work or indoor recess when it rains? For snack time, should we have pretzels or goldfish? etc.).Sort to Understand(I) Following a teacher example, have students illustrate the steps of the voting process and then put them in order in a book about voting.(S) Following a teacher example, have students color illustrations of the steps of the voting process and then put them in order in a book about voting.(P) Provide students with visuals on the steps of voting. Have them sort in sequence order using whichever supports necessary (matching numbers, colors, etc.)Model to Understand(I) Have students follow the campaigns of and then participate in the school-wide student council vote if one is done in your school. (S) Have students follow the campaigns of and then participate in the school-wide student council vote if one is done in your school. (P) Have students follow the campaigns of and then participate in the school-wide student council vote if one is done in your school.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.8 - Identify America's current political parties, and illustrate their ideas about government.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.h: Identify the current political parties in America.Students are to recognize and identify the current political parties in AmericaSupportedSS.7.C.2.Su.h: Recognize the current political parties in America.Students are to recognize and identify the current political parties in AmericaParticipatorySS.7.C.2.Pa.h: Recognize that there are political parties in America.Students are to recognize and identify the current political parties in AmericaSuggested Instructional Strategies: Write to Understand(I) Divide students into small groups and give them a political party to represent. Have students complete a poster advertising their party.(S) Give students printable political party posters and have them color them to assemble into a book about the parties.(P) Give students printable political party posters and have them color them to be assembled into a book about the parties.Discuss to Understand(I) Watch a video about the current political parties in the United States and have students share one fact that they learned.(S) Watch a video about the current political parties in the United States and have students name the parties discussed in the video.(P) Watch a video about the current political parties in the United States and have students identify a visual of one of the political parties discussed in the video.Sort to Understand(I) Given visual supports, keyword/phrase strips, and distractors, have students sort what is and is not a current political party in the United States.(S) Given visual supports and distractors, have students sort what is and is not a current political party in the United States.(P) Given a visual and distractor, have students indicate those that are current political parties in the United States.Model to Understand(I) Using playdoh, have students create common pictures or objects associated with the current political parties in the United States.(S) Using playdoh, have students create common pictures or objects associated with the current political parties in the United States.(P) Using playdoh, help students create common pictures or objects associated with the current political parties in the United States.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system.NGSS: SS.7.C.2.9 - Evaluate candidates for political office by analyzing their qualifications, experience, issue-based platforms, debates, and political ads.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.2.In.i: Identify the qualifications of candidates for a political office.Identify the skill-set that someone needs to run for officeSupportedSS.7.C.2.Su.i: Recognize that candidates run for a political office.Recognize that people who run for a political office are candidatesParticipatorySS.7.C.2.Pa.i: Recognize a political office.Recognize what is and what is not a political jobSuggested Instructional Strategies: Write to Understand(I) While having a classroom discussion about the qualifications of political candidates, have students copy specific requirements onto their paper.(S) While having a classroom discussion about the qualifications of political candidates, have students complete a provided fill-in-the-blank sheet about specific requirements.(P) While having a classroom discussion about the qualifications of political candidates, help students glue visuals onto their paper to list specific requirements.Discuss to Understand(I) Using their list made in Write to Understand, have students select and share the requirement they feel is most important and why.(S) Using their list made in Write to Understand, have students select and share the requirement they feel is most important. After they finish, support the class in coming up with ideas of why it’s important.(P) During a classroom discussion, have visuals for different jobs, including political positions. Discuss which are and are not political jobs.Sort to Understand(I) Given requirements and distractors, have students complete a T-chart sorting skills needed to run for office and things that are not skills to run for office.(S) Given pictures of actual candidates and political figures and pictures of familiar people/characters, have students sort candidates from non-candidates.(P) Using the visuals from Discuss to Understand, have students match which are and are not political job.Model to Understand(I) Have students work together to complete a video soliciting a student council president and detailing what skill-set they desire in their president.(S) Have students work together to complete a video soliciting a student council president and detailing what skill-set they desire in their president.(P) Have students work together to complete a video soliciting a student council president and detailing what skill-set they desire in their president.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy).Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.a: Identify characteristics of different forms of government, such as democracy, monarchy, and communism.Identify differences in the different forms of government listed; democracy, monarchy, and communismSupportedSS.7.C.3.Su.a: Recognize different forms of government, such as democracy and communism.Recognize that there are different forms of governmentParticipatorySS.7.C.3.Pa.a: Recognize that in a democracy, people vote to elect government leaders.In different governments leaders are selected in different ways; Democracy-voted forSuggested Instructional Strategies: Write to Understand(I) Using a teacher model/guide, have students complete a venn-diagram detailing the differences and similarities between democracy, monarchies, and communism.(S) Using a teacher model/guide, have students complete a visual venn-diagram detailing the differences and similarities between democracy, monarchies, and communism.(P) Using visuals, have students list attributes of a democracy. Discuss to Understand(I) Using the venn-diagram from Write to Understand, have students take turns recalling one fact and its location on the venn-diagram and filling it in on the board/smart board.(S) Think-Pair-Share: Group students into pairs; have them complete a think-pair-share recalling what they can about the three different forms of government.(P) Make a small part of your day about “Classroom Democracy” and each day, have a different question that students vote on.Sort to Understand(I) Have students sort sentence strips detailing specific government attributes by form of government.(S) Have students sort visuals representing specific government attributes by form of government.(P) Have students sort visuals representing well-known government buildings/presidents from distractors indicating which are “democratic” and related to voting.Model to Understand(I) Have students perform skits as if they represent the different forms of government going to a party or event.(S) Divide class into three groups. Give each person in each group a sentence strip to read about their group’s assigned form of government. Have students present their form to the class.(P) Make a small part of your day about “Classroom Democracy” and each day, have a different question that students vote on.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, military) of law.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.j: Identify how government makes a law.Identify and Recognize how; and that Governments make laws.SupportedSS.7.C.3.Su.j: Recognize how government makes a law.Identify and Recognize how; and that Governments make laws.ParticipatorySS.7.C.3.Pa.j: Recognize that the government makes laws.Identify and Recognize how; and that Governments make laws.Suggested Instructional Strategies: Write to Understand(I) In groups, have students come up with and write a proposition for a new law. Have them address pros and cons as well as potential opposition.(S) In groups, have students come up with and write a proposition for a new law. (P) Given visual choices, have students each select a potential new classroom rule.Discuss to Understand(I) Using the proposition from Write to Understand, have students present their proposed law to the class.(S) Using the proposition from Write to Understand, have students present their proposed law to the class.(P) Lead the class in a discussion presenting each law from Write to Understand.Sort to Understand(I) Following the above two activities, have students create a personal pros and cons list on each proposed law.(S) Following the above two activities, have students create a personal pros and cons list on each proposed law with visual supports if helpful.(P) Using the information gathered from Write to Understand and Discuss to Understand, lead students in making a chart (pie chart, bar graph, etc.) to depict how many people voted for each possible classroom rule option.Model to Understand(I) Following the above three activities, have the class vote on each of the proposed new laws.(S) Following the above three activities, have the class vote on each of the proposed new laws.(P) Following above three activities, implement the chosen classroom rule.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.11 Diagram levels, functions, and powers, of courts at the state and federal levels.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.k: Identify court systems such as criminal and civil courts at different levels of government.Identify that different courts exist at different levels of government from local to federalSupportedSS.7.C.3.Su.k: Recognize different court systems, such as criminal and civil courts.Recognize that there are different court systems for different crimes committedParticipatorySS.7.C.3.Pa.k: Recognize that courts settle conflicts.Recognize that courts settle conflicts between two or more partiesSuggested Instructional Strategies: Write to Understand(I) Have students create a list of problems they have or have had and then rank them from biggest to smallest. (S) Have students create a list of problems they have or have had and then rank them from biggest to smallest. (P) When provided visuals, have students select some to create a list of problems they have or have had. When creating visuals, make small problem pictures smaller and big problem pictures bigger. Assist student in ranking them from biggest to smallest. Discuss to Understand(I) Have students share their previously created list of problems and the ranking they assigned to each. Relate these level of problems to levels of the courts and explain that the bigger the problem, the more important the court.(S) Have students share their previously created list of problems and the ranking they assigned to each. Relate these level of problems to levels of the courts and explain that the bigger the problem, the more important the court.(P) Have students share their previously created list of problems and the ranking they assigned to each. Relate these level of problems to levels of the courts and explain that the bigger the problem, the more important the court.Sort to Understand(I) Provide students with labels for local and federal courts. Give them printed scenarios and have students sort them based on which level of the court system they’d go to.(S) Provide students with visuals for local and federal courts (with the state visual being smaller than the federal visual). Provide them with visuals representing possible conflicts or court cases (with state level cases being smaller than federal cases). Have students sort the conflicts.(P) Provide pictures of people alone and people in groups. Have students sort them based on whether a court could settle their conflict based on the number of people represented (i.e. a court cannot resolve conflicts when only one person is involved).Model to Understand(I) Using a big box (federal court) and a small box (local levels), give students sentence strips with potential cases and have students place them in the corresponding box.(S) Using a big box (federal court) and a small box (local levels), give students visuals with potential cases/problems and have them place visuals in the corresponding box.(P) Call attention to problems that arise throughout the day (a student is tired, two students both want the same crayon, etc.), and discuss how a classroom court might or might not be able to solve that problem based on the number of people involved.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, in re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.l: Identify the importance of landmark Supreme Court cases, such as Brown v. Board of Education and Miranda v. Arizona.Identify the outcomes of landmark cases; such as Brown v. Board of Education and Miranda v. ArizonaSupportedSS.7.C.3.Su.l: Recognize the importance of landmark Supreme Court cases, such as Brown v. Board of Education.Recognize that the Supreme Court has judged very important cases; such as Brown v. Board of EducationParticipatorySS.7.C.3.Pa.l: Recognize that the Supreme Court recognizes that all citizens are equal.Recognize that all citizens are equal under the lawSuggested Instructional Strategies: Write to Understand(I) After watching a video on the specified court cases, have students select one to write a summary of.(S) After watching a video on the specified court cases, have students write a sentence or two explaining that Supreme Court cases are very important.(P) Have students draw pictures of important people in their lives (or help them cut out pictures if real pictures will be used).Discuss to Understand(I) After the above activity, have students share their summaries and discuss the two cases.(S) After the above activity, have students share their writing and discuss whether or not the Supreme Court has cases that are important.(P) After the above activity, talk with the student about the people they listed and talk about how they’re each important and special.Sort to Understand(I) Print key points of each of the two cases listed and have students sort them based on which case they applied to.(S) Using visuals representing court participants and specified court cases as well as distractor options, have students sort things that are related to the court and their very important cases and those that are not.(P) Using pictures created by/for student as well as distractor people and object visuals, have students sort “Equal Under the Law” from “Not Equal Under the Law” (all people would be in the former section, all objects would be in the latter).Model to Understand(I) Have students create a speech to be given at a press conference following the verdict on any of the specified cases.(S) Have students act out a commercial that shares the benefits of the Supreme Court.(P) Have students find people in the room that are equal under the law.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.13 Compare the constitutions of the United States and Florida.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.m: Describe the Constitution of the State of Florida.Describe what is in the Florida ConstitutionSupportedSS.7.C.3.Su.m: Identify the Constitution of the State of Florida.Recognize that Florida also has a ConstitutionParticipatorySS.7.C.3.Pa.m: Recognize that the State of Florida has laws.Florida has laws that only apply to usSuggested Instructional Strategies: Write to Understand(I) Have students write a newspaper article announcing and sharing information about Florida’s constitution.(S) Have students complete a newspaper article printable announcing and sharing information about Florida’s constitution.(P) Have students use visuals to complete fill-in-the-blank sentences about laws that only apply to Florida.Discuss to Understand(I) Have each student share their completed newspaper article with the class.(S) Have each student share their completed newspaper article with the class.(P) Have students choose a law that only applies to Florida and discuss that within the group.Sort to Understand(I) Given printed headings of the sections of the Florida Constitution, have students order them and glue them on their paper (can use computer and online constitution for research)(S) Print out visuals for things that Florida has (beaches, sun, rain, people, constitution) and things Florida doesn’t have (snow, mountains, the White House, etc.) and have students sort them.(P) Have students sort Florida laws and classroom rules into their respective groups.Model to Understand(I) Have students each take turns acting out something that is addressed in the Florida Constitution and let class guess what it is.(S) Have students color and cut out a picture of Florida. Go through magazines to find and cut out things that Florida has. Provide students with a small visual for the Florida Constitution. Have them glue everything on the picture/map of Florida.(P) Have students take turns finding Florida on a map and circling where Florida’s laws apply.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.14 Differentiate between local, state, and federal governments' obligations and services. (POWER STANDARD)Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.n: Identify obligations and services of local, state, and federal governments.Demonstrate knowledge of responsibilities of local governmentDemonstrate knowledge of responsibilities of state governmentDemonstrate knowledge of responsibilities of federal governmentsSupportedSS.7.C.3.Su.n: Recognize major obligations and services of local, state, and federal governments.Demonstrate knowledge of responsibilities of local governmentDemonstrate knowledge of responsibilities of state governmentDemonstrate knowledge of responsibilities of federal governmentsParticipatorySS.7.C.3.Pa.n: Recognize that local, state, and federal governments provide services.Demonstrate knowledge that governments provide servicesSuggested Instructional Strategies: Write to Understand(I) Have students create comic book where a problem arises and they must use the powers of the local, state, or federal government to solve the problem.(S) Lead class in creating comic book where a problem arises and they must use the powers of the local, state, or federal government to solve the problem.(P) Have students engage with cards that show services provided by government including community workers.Discuss to Understand(I) Popcorn Discussion: Teacher led discussion where teacher gives problem prompt and students share thoughts and ideas resolving problem(S) Popcorn Discussion: Teacher led discussion where teacher gives problem prompt and students, using list of governments and services provided, share thoughts and ideas resolving problem.(P) Popcorn Discussion: Provide students with visuals with services provided by the government and take turns using teacher-led discussion about eachSort to Understand(I) Provide students with flash cards where they must identify which cards are not responsibilities of varying governments.(S) Provide students with color coordinated flash cards where they must identify which cards are responsibilities of varying governments.(P) Provide students with visual representations of services provided by government and have student select specified visual from field of one. Model to Understand(I) Have students act out potential problems in society and have designated “Super Student” identify which government service would remedy the problem. (S) Given a scenario, have students act out potential problems in society and have designated team of “Super Students” reference materials to determine which government service would remedy the problem.(P) Involve student in finding problems on school campus and find the school helper who can help solve the problem.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.2 Compare parliamentary, federal, nonfederal, and unitary systems of government.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.b: Identify characteristics of different forms of government, such as democracy, monarchy, and communism.Demonstrate knowledge of a democracy.Demonstrate knowledge of a monarchy.Demonstrate knowledge of communism.SupportedSS.7.C.3.Su.b: Recognize different forms of government, such as democracy and communism.Demonstrate knowledge of a democracy.Demonstrate knowledge about communism.ParticipatorySS.7.C.3.Pa.b: Recognize that in a democracy, people vote to elect government leaders.Demonstrate knowledge that people vote in a democracy.Suggested Instructional Strategies: Write to Understand(I) Create a triple Venn diagram about democracy, monarchy, and communism (Click Here) or use a semantic feature analysis chart to compare and contrast. (S) Students fill in a partially completed Venn Diagram or semantic feature analysis, with visual supports as needed.(P) Students write an X or check mark on a ballot to vote on a classroom choice.Discuss to Understand(I) Divide students into three groups, democracy, monarchy, and communism. Give them a situation, such as needing a new leader. Each group describes how their type of government would handle it.(S) Discuss the differences between democracy and communism with examples. Give students a situation and have them choose if the government is a democracy or communism (e.g. every four years there is a Presidential election). (P) Discuss different topics people vote on. Practice voting on school/classroom topics (e.g. would you like longer lunch or longer PE)Sort to Understand(I) Give students strips with different principles of government; sort by type of government. Can include different situations such as a Prince becoming King - monarchy.(S) Students sort characteristics of democracy and communism using a Venn Diagram as a frame.(P) Sort pictures of people voting vs. people doing other activities.Model to Understand(I) Role play a form of government; assign students roles, give them problems/situations to solve as the government; could also hold a class election, including having students campaign for offices.(S) Role play with support as needed. Hold a class election.(P) Have students vote for something in the classroom - a type of snack, an activity, etc.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.3 Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.c: Identify the major function of the three branches of the United States government established by the Constitution.Demonstrate knowledge that the executive branch enforces laws.Demonstrate knowledge that the judicial branch interprets laws.Demonstrate knowledge that the legislative branch creates laws.SupportedSS.7.C.3.Su.c: Recognize the major function of the three branches of the United States government.Demonstrate knowledge of the major jobs of the three branches of government: executive, judicial, and legislative.ParticipatorySS.7.C.3.Pa.c: Recognize that the United States government has three parts.Demonstrate knowledge that there are three branches of government: executive, judicial, and legislative.Suggested Instructional Strategies: Write to Understand Chart: Click Here(I) Complete a chart about the characteristics of the three branches of government. (S) Complete the chart using visuals as needed or give to students partially filled in for them to complete.(P) Use pictures to complete the chart as a whole class.Discuss to Understand(I) Discuss the three branches, their responsibilities and duties.(S) Discuss the three branches, their responsibilities and duties, using visuals as needed. (P) Discuss that there are three branches, and their names.Sort to Understand(I) Give students cards with responsibilities, duties, and parts of the branches. Have them sort into the appropriate branch.(S) Same as independent, but include visual supports as needed or reduce number of items to be sorted.(P) Sort the names of each branch from non-examples or sort the name and a matching visual.Model to Understand Web Quest: Click Here(I) Students complete the web quest independently or in pairs.(S) Students complete the web quest in pairs or small groups with assistance.(P) Students complete the web quest together as a whole group.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesThis is a terrific graphic of the three branches with some extra materials attached: Click HereThis site was created by the government and has games, graphics, and more: Click HereThese resources are from the Harry S. Truman Library. Information, games, puzzles, and more: Click HereSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.C.7.3.4 Identify the relationship and division of powers between the federal government and state governments.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.d: Identify the relationship of power between the federal and state governments.Demonstrate knowledge of the state government’s powers.Demonstrate knowledge of the federal government’s powersSupportedSS.7.C.3.Su.d: Recognize the relationship of power between the federal and state governments.Recognize the individual and shared powers between the states and the federal governmentParticipatorySS.7.C.3.Pa.d: Recognize that governments have different powers.Demonstrate knowledge that different governments do different thingsSuggested Instructional Strategies: Write to Understand(I) Complete a Venn Diagram or chart about state and federal government powers. See additional resources below.(S) Complete a Venn Diagram or chart about state and federal government powers with visual supports as needed or give it to students partially filled in and have them complete it. Can be done individually, in pairs, or small groups.(P) Complete sentences about things the government does using visual supports as needed.Discuss to Understand(I) Discuss state and federal powers, including examples and reasons.(S) Discuss state and federal powers, including examples and reasons.(P) Discuss the idea that there are different governments for different reasons.Sort to Understand(I) Give students cards with responsibilities and duties; sort into state or federal powers.(S) Give students cards with responsibilities, using visuals as needed; sort into state or federal powers.(P) Give students cards with pictures such as post office, military; sort into state or federal categories.Model to Understand(I) In the Dade County link below there is a chart that lists common problems. Students figure out which department to contact to solve it.(S) Use the Dade County chart with supports as needed - clues, visuals, etc.(P) Look around school. Show students how different people/departments are responsible for different things.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesThis is a chart about the powers of the federal government: Click HereThe first page is a chart detailing the powers of federal and state government and the powers they share: Click hereThis is a third grade lesson plan out of Miami Dade, but it is very complete and includes graphics and could easily be adapted for any level: Click hereSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.5 Explain the Constitutional amendment process.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.e: Identify steps to amending the Constitution.Identify the process of how amendments are added to the Constitution.SupportedSS.7.C.3.Su.e: Identify that the Constitution can be changed by amendments.Demonstrate understanding that the Constitution can be changed by amendments.ParticipatorySS.7.C.3.Pa.e: Recognize that the government can change laws.Demonstrate knowledge that laws can change.Suggested Instructional Strategies: Write to Understand(I) Write and illustrate the steps to creating an amendment.(S) Write the definition of amendment.(P) Write a law that you know or have students brainstorm different laws (or school/classroom rules if students need a more concrete example).Discuss to Understand(I) Discuss why the Constitution might need to be changed and how to do it.(S) Discuss that the Constitution can be changed through amendments. Give examples.(P) Discuss that laws change over time and give some examples. Discuss the difference between the “laws” of elementary and middle school as an example.Sort to Understand(I) Give students a cut up list of steps to creating an amendment. Have them put the steps in order.(S) Sort amendments and other parts of the constitution.(P) Sort laws that have changed and ones that haven’t changed.Model to Understand(I) Bring in a local politician to talk to students. Work with them to write an amendment to a current law that affects the students. If students need a more concrete example have them write an amendment for a school or classroom rule, then present it to the dean or other administrator.(S) As a class, write an amendment for the school rules. Present to the dean or other administrator.(P) Create personal or classroom rules.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.6 Evaluate Constitutional rights and their impact on individuals and society.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.f: Identify the rights of individuals provided by the Constitution and Bill of Rights.List the rights of individuals that are provided by the Constitution and the Bill of RightsSupportedSS.7.C.3.Su.f: Recognize the rights of individuals provided by the Constitution and Bill of Rights.Demonstrate understanding of the individual rights that are provided by the Constitution and the Bill of Rights to citizensParticipatorySS.7.C.3.Pa.f: Recognize individual rights provided by the government.Demonstrate understanding of individual rights that are provided by the Federal GovernmentSuggested Instructional Strategies: Write to Understand(I) Create a list of rights of individuals and other items such as responsibilities or choices. Have students answer True or False to indicate rights that are covered in the Constitution and Bill of Rights. If the answer is False, have students explain why. Or if True, have them state where the right is found.(S) Same activity as (I), adding visual supports as needed and omitting True/False explanations.(P) Show pictures of people doing different activities. Students circle those that demonstrate individual rights.Discuss to Understand(I) Discuss individual rights, why they are important, and what life would be like if we didn’t have those rights.(S) Discuss individual rights, with examples and visuals as needed.(P) Discuss individual rights we have.Sort to Understand(I) Sort rights and match to the amendments.(S) Sort rights and match to the amendments with visuals as needed.(P) Sort examples and non-examples of individual rights.Model to Understand(I) Assign each student an amendment. Have them illustrate it. Display in classroom.(S) Same activity as (I) but use visuals if needed.(P) Cut out pictures related to individual rights.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial Studies for Kids, Bill of Rights: Click HereScholastic, Constitution: Click HereSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.g: Identify ways amendments to the United States Constitution have promoted the full participation of minority groups in American democracy, such as the abolition of slavery, the right to vote, and nondiscrimination on account of race.Identify the different ways amendments have made it easier for all citizens to participate in the political processSupportedSS.7.C.3.Su.g: Recognize that amendments to the United States Constitution promoted the full participation of minority groups in American democracy, such as the right to vote and nondiscrimination on account of race.Demonstrate understanding that the amendments of the Constitution promote inclusion of all minorities and sexes in the political processParticipatorySS.7.C.3.Pa.g: Recognize that American citizens have the right to vote.Demonstrate understanding that all citizens have the right to voteSuggested Instructional Strategies: Write to Understand(I) Using large index cards, create an illustrated flashcard for each amendment or create a political cartoon about each amendment showing the political process before and after the amendments were passed.(S) Same activity, but provide supports as needed - visuals, students work in pairs/groups, etc.(P) Give students pictures of people, animals, and common movie/TV characters. Have students circle the ones that have the right to vote.Discuss to Understand(I) Discuss why it is important for all citizens to be able to participate in voting and running for office and how people feel when they don’t have a voice, and how amendments changed our political process.(S) Discuss how everyone is able to vote and run for office because of the amendments and that not all groups have had those rights.(P) Discuss how all citizens can vote in elections.Sort to Understand(I) Give students cards with the amendments. Sort rights and examples into the correct group for each amendment.(S) Same activity as (I) but modify as needed with either visuals or only using the actual rights, not examples.(P) Cut up the pictures used in writing activity. Students sort them into those who can vote and those who can’t.Model to Understand(I) Role play the political process both before and after the amendments were passed. Variations: at the beginning of the unit videotape students role playing the political process before the amendments were passed. After students learn about the amendments watch the video and have students role play the way the process worked after the amendments were passed.(S) Same activity as (I) but with supports as needed; may need simple scripts, visual/verbal cues, etc.(P) Role play the voting process.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial Studies for Kids, Bill of Rights: Click HereScholastic, Constitution: Click HereSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.8 Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.h: Identify the major function of the three branches of the United States government established by the Constitution.Identify the major jobs and functions of each branch of governmentSupportedSS.7.C.3.Su.h: Recognize the major function of the three branches of the United States government.Demonstrate understanding of the jobs or functions of the three branches of governmentParticipatorySS.7.C.3.Pa.h: Recognize that the United States government has three parts.Demonstrate understanding the US Government has three branches of Government; Executive, Legislative and JudicialSuggested Instructional Strategies: Write to Understand Use this example of an organizational chart (Click Here) or this example of a foldable (Click Here) (I) Students create an organizational chart, with visuals, to explain the major jobs and functions of each branch of government. Some examples might be a poster, flow chart, tri-fold brochure, foldable.(S) Students create a visual, but with supports. Some examples might be: each student does one branch, then puts their section together with the other two sections; give students a partially completed visual and they complete it either independently or with assistance.(P) Print the chart on the web site. Cut apart the buildings and labels (as many or few as students need to be successful). Students put them in order. Can use color coding to assist students, scissors with different edges, laminate and Velcro so students can use it as reinforcement as needed. Discuss to Understand(I and S) Discuss how different offices at school have different jobs- attendance, clinic, guidance, dean, etc. Relate that to government and how each branch has different jobs. Discuss why this is important and how one office can’t do everything.(P) Explain that there are three branches of government, including the names.Sort to Understand(I) Sort jobs, responsibilities, and functions into each of the three branches.(S) Sort jobs, responsibilities, and functions into each of the three branches; include visuals or do in small groups/whole class as needed.(P) Sort branches of government with non-examples.Model to Understand This is a free game students can play: Click Here(I) Students play game independently.(S) Students play game in partners, small groups, or whole group; can use visuals to refer to or adult assistance as needed.(P) Students choose the names of the branches from the words on the screen. Can use visuals to help match if needed.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesThis is an easy to read poster and information about the three branches of government: Click HerelHere is a blank graphic organizer about the three branches of government: Click HereSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 3: Demonstrate an understanding of the principles, functions, and organization of government.NGSS: SS.7.C.3.9 Illustrate the law making process at the local, state, and federal levels.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.3.In.i: Identify how government makes a law.Recognize and Identify that governments make laws and how they make lawsSupportedSS.7.C.3.Su.i: Recognize how government makes a law.Recognize and Identify that governments make laws and how they make lawsParticipatorySS.7.C.3.Pa.i: Recognize that the government makes laws.Recognize and Identify that governments make laws and how they make lawsSuggested Instructional Strategies: Write to Understand For these activities watch Schoolhouse Rock, I’m Just a Bill (I&S) Give students a cloze paragraph based on the video. Or have them write their own questions based on the video. Put on board for students to answer individually or in small groups. Provide visual supports or re-watch video as needed.(P) Give students sentence stems based on the video. Provide a choice of two answers, using visuals as needed. Students choose the correct answer to complete the sentences.Discuss to Understand(I &S) Invite a local official in to speak with the class. Discuss how and why laws are created. Students can brainstorm questions to ask and topics to discuss about specific laws before the visit. (P) Talk about what a law is and who and how they are made.Sort to Understand(I) Give students the steps of how the government makes a law; cut up. Have them put the steps in order.(S) Same activity as (I) with supports as needed such as visuals, working in pairs, etc.(P) Sort pictures of people following the law and doing common things. Students identify the pictures that show a law. Model to Understand(I) Create a new law for your school, following the steps that they government would. Present it to an administrator.(S) Same activity as (I), with supports as needed, or create a new law for the classroom; can do in small groups and present to the class.(P) Create a new classroom rule.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesThis is an easy to read poster and information about how a bill becomes a law: Click HereSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 4: Demonstrate an understanding of contemporary issues in world affairs, and evaluate the role and impact of United States foreign policy.NGSS: SS.7.C.4.1 Differentiate concepts related to United States domestic and foreign policy.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.4.In.a: Identify that the United States government creates domestic policy to guide decisions at home and foreign policy to guide decisions in foreign countries.Demonstrate understanding that the United States creates policies at home (domestic) and away (foreign) in order to safeguard our countrySupportedSS.7.C.4.Su.a: Recognize that the United States government solves problems at home (domestic policies) and in other countries (foreign policies).Demonstrate that the US Government solves problems in the United States (domestic policies) and outside the United States (foreign policies)ParticipatorySS.7.C.4.Pa.a: Recognize that the government solves problems.Understand that the government solves problems to keep citizens safeSuggested Instructional Strategies: Write to Understand(I) Create a t-chart about foreign vs. domestic policy, with examples.(S) Create flashcards to explain foreign vs. domestic. (P) Give students pictures of problems. Have them circle the ones that government tries to solve (e.g. a pothole in a road, a person who spilled a drink).Discuss to Understand(I) Discuss the concept foreign vs. domestic. Give examples of foreign and domestic policies.(S) Discuss problems the government tries to solve; discuss foreign vs. domestic.(P) Discuss problems that government tries to solve.Sort to Understand(I) Give students examples of government policies; have students sort into foreign and domestic.(S) Give students locations and a map; have them sort them into foreign and domestic.(P) Cut up the pictures used in writing activity. Students can sort them into problems the government can help with vs. others.Model to Understand(I&S) Separate the class into two groups, foreign and domestic. Brainstorm a problem that government can help with. Create a policy to solve it. Present to the class. Support students as needed with visuals, working in pairs or small groups, etc.(P) Give students a problem. Brainstorm solutions.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 4: Demonstrate an understanding of contemporary issues in world affairs, and evaluate the role and impact of United States foreign policy.NGSS: SS.7.C.4.2 Recognize government and citizen participation in international organizations.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.4.In.b: Identify ways the United States works with other nations through international organizations, such as the United Nations, Peace Corps, and World Health Organization.Demonstrate and Identify the ways the United States and other nations give aid/help/assistance and which international organizations they use to do soSupportedSS.7.C.4.Su.b: Recognize that the United States assists other nations, such as providing aid through the United Nations and Peace Corps.Demonstrate how the United States helps other countries and which international organizations they use to give aid/help/assistanceParticipatorySS.7.C.4.Pa.b: Recognize that the United States helps other countries.Demonstrate understanding that the United States is involved in helping other countriesSuggested Instructional Strategies: Write to Understand(I) Create a tri-fold brochure with one section for each organization (UN, Peace Corps, WHO) listing their names, focus, and activities.(S) Assign students either the UN or Peace Corps. Have them create an advertisement flyer for their agency.(P) Using a world map, color in countries that the United States helps. Here are several different free, printable maps: to Understand(I and S) Discuss different types of assistance countries might need and why. Talk about different organizations that help distribute aid and why. Use a map to show students where the United States provides aid. (P) Discuss how people help each other and why as a lead in to how we help other countries.Sort to Understand(I and S) Give students examples of different issues - have them sort by which agency/organization would help with it. Use more/fewer examples, visuals, and supports as needed.(P) Sort countries that we help vs. countries we do not help. Model to Understand(I,S,P) Apply the principles of providing assistance to a service learning or community service project. Students participate as much as they are able to. Can be a local or international project. This can be as simple as making cards for senior citizens, soldier, or veterans or more elaborate such as a school-wide drive. Here are some ideas: KidWorldCitizen: Click Here : Click Here Points of Flight: Click HereScaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesInformation about the World Health Organization for kids: Click HereUnited Nations’ Kids and Youth Corner: Click HereVideo about the Peace Corp for kids: Click HerePeace Corp resources for teachers: Click HereSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here Standard 4: Demonstrate an understanding of contemporary issues in world affairs, and evaluate the role and impact of United States foreign policy.NGSS: SS.7.C.4.3 Describe examples of how the United States has dealt with international conflicts.Access Point TypeAccess PointEssential Understanding:IndependentSS.7.C.4.In.c: Identify how the United States has been involved in an international conflict.Identify how and what an international conflict is and that the United States has been involved.SupportedSS.7.C.4.Su.c: Recognize that the United States has been involved in an international conflict.Identify how and what an international conflict is and that the United States has been involved.ParticipatorySS.7.C.4.Pa.c: Recognize an international conflict.Identify how and what an international conflict is and that the United States has been involved.Suggested Instructional Strategies: Write to Understand(I) User Frayer model or Frayer foldable to define key terms: international, conflict, solution (S) Same activity as Independent, but with visuals and supports as needed such as giving students a partially completed graphic organizer and having them complete it individually, small group, or whole group as needed.(P) Give students visual examples of people engaged in conflicts and peaceful activities; students circle the pictures that show conflicts.Discuss to Understand(I and S) Discuss what an international conflict is. Give students different examples of conflicts that we have been involved in. Use a map to show students where conflicts have occurred and the ones that we have been involved in. Different types of maps are available here: (P) Discuss what a conflict is and describe international conflicts we have been part of.Sort to Understand(l and S) Sort definitions and key terms. Sort countries that we’ve been involved in conflicts with and those we haven’t. Use visuals and supports as needed. (P) Using the pictures from the writing activity, sort conflicts vs. peaceful situations.Model to Understand (I and S) Assign each student a different country and a scenario that we have been involved in. Role play the conflict and how we resolved it. Provide support as needed.(P) Role play a conflict and how to solve it.You could also use the newspaper and clips from the news to bring in information about current international conflicts and use them as examples. Students can complete activities such as brainstorm solutions, take a side in the conflict and explain their position, and map the location of the conflict.Scaffolds and Supports Read aloud textsInteractive white boardContent delivered using multi-media (e.g., book, storyboard, video, computer, etc.)Graphic organizersHighlight and review unfamiliar words in the textPreview of the text, illustrations, and details, frontloadingPictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key detailsVideos or story boards/cards of the story for visual supportsPicture icons on graphic organizers to support non-readers and visual learnersPeer support, collaborative groupingPrepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate respondingPre-program responses into assistive technology devices to facilitate student participation in discussions.Additional ResourcesSocial studies lessons and activities for different grade levels: Click Here Mr. Raymond’s Social Studies Academy videos - teacher created videos, 10-15 minutes long, about different social studies topics: Click Here A comprehensive resource with lesson plans, videos, games, reliable information, and more about government for kids: Click Here Official kids’ portal for the US government, sponsored by the government: Click Here Sponsored by the Dirksen Center, this website has projects and many links to other web sites and resources: Click Here Some resources on this web site are free, but others require a paid membership: Click Here A very kid-friendly site with activities, games, and information; sponsored by the Government Publishing Office: Click Here A variety of foldables, examples, and why/how to use them: Click Here A comprehensive look at how to use interactive notebooks with kids of all ages and ability levels: Click Here An example of a 5th grade interactive notebook: Click Here Assignments that can be adapted to different topics and grade/ability levels: Click Here Assignments that can be adapted to different topics, and grade/ability levels; includes some templates and links: Click Here A comprehensive list of graphic organizer templates that can be used for many topics, grades, ability levels: Click Here More than 50 graphic organizer templates that can be used for many topics, grades, ability levels: Click Here ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download