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Unit Overview – Third Grade – Civics and Government3.C&G.1 Understand the development, structure and function of local government.3.C&G.1.1 Summarize the historical development of local governments.3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.3.C&G.1.3 Understand the three branches of government, with an emphasis on local government.3.C&G.2 Understand how citizens participate in their communities.3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural environment.3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community)Essential Questions:Why do we need laws?What are the roles and responsibilities of local government officials? (for example: mayor, city council members, police chief, fire department chief, county commissioners)Why do we need local government?Why does the local government need money? Where does the money come from? What is it spent on?What are the three branches of government?Why are there three branches of government? How can responsible citizens contribute to their communities politically, socially, and economically?How can responsible citizens contribute to the well-being of the environment?Essential Vocabulary: *Day indicated is the day the vocabulary word is introduced. Please continue to use these words in conversation throughout the unit.Local Government – Day 1 and 2State Government – Day 1 and 2National Government – Day 1 and 2Laws – Day 1 and 2Legislative Branch – Day 2Executive Branch – Day 2Judicial Branch – Day 2Separation of Powers – Day 2Checks and Balances – Day 2Appointed Official – Day 3Elected Official – Day 3Election – Day 3Citizens – Day 4Services – Day 4Taxes – Day 4Vote – Day 10Political Contribution – Day 10Social Contribution – Day 14Volunteer – Day 14Economic Contribution – Day 17Assessment:Assessment should be done throughout the unit, as you see student understanding of concepts through class discussion. Short quizzes can be given at any appropriate time within the unit, based on the essential questions of the lesson. Several quizzes are embedded within the unit, but these can be altered at teacher discretion. By the end of the unit, students should be able to answer all of the essential questions listed above. The goal is student understanding of concepts rather than memorization of facts. StandardEssential QuestionLessonTeacher PreparationAssessmentDay 13.C&G.1.3 Understand the three branches of government, with an emphasis on local government.Why do we need laws?Students will gain understanding of the purpose of government by watching a video overview of what government is (or hearing a picture book read aloud on the same topic) and then creating a class constitution to discover the importance of laws (rules).If Discovery Ed clip or choose a picture book that will introduce how the government works.ObservationDay 23.C&G.1.3 Understand the three branches of government, with an emphasis on local government.Why do we need laws?What are the three branches of government?Why are there three branches of government?Students will learn about the three branches of government. They will record new vocabulary on the note-taking handout, and watch video clips that will introduce the concepts.Access computer and projector or averkey to show video clips.Copy handout for each student.You may want to collect students’ notes to ensure that students have written these correctly. They will refer back to them later.This should not be used as a grade.Day 33.C&G.1.3 Understand the three branches of government, with an emphasis on local government.3.C&G.1.1 Summarize the historical development of local governments.What are the roles and responsibilities of local government officials?Why do we need local government?Students will learn the difference between city and county government and why we need local government by viewing local websites. Students will also investigate the roles and responsibilities of local officials.Access computer and projector or averkey to show links local websites.Copies of handouts for each student.Optional: Computer, laptop, or iPad for each small group of 2-3.You may want to collect students’ notes to ensure that students have written these correctly. They will refer back to them later.This should not be used as a grade.Day 43.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.Why does the local government need money? Where does the money come from? What is it spent on?Students will examine the county and town budgets to discover where our tax dollars are spent.Copies of budget and Venn Diagram handout for each group.ObservationDay 53.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community)What are the roles and responsibilities of local government officials?Students will participate in a mock City Council meeting to experience the decision making process.Copy of role sheet for each group.Find a gavel if possible.Day 6 – arrange room before students arrive if possible, or allow for 5 extra minutes to do so with the students. Please read the “setting the stage” section of the City Council Meeting Instructions the day before to be prepared.Reflection Questions can be used for assessment grade.Day 6Day 7ReviewReviewStudents will review vocabulary learned so far in this unit by making a crossword puzzle. Students will trade with a partner and complete their partner’s puzzle for homework.Access computers for each student if possible. If not possible, access graph paper for students to use instead.Observation – If you notice certain students having a hard time with concepts or vocabulary, consider meeting with a small group to reteach.Day 8AssessmentAssessmentStudents will be assessed on their understanding of the concepts taught so far in the unit (based on the essential questions from Day 1-6 and the essential vocabulary)Copies of assessment for each student.Mid-Unit AssessmentThis should be used as a grade.Day 9ReviewReviewStudents will go over the mid-unit assessment as a class to clear up any misconceptions. This first part of the unit has been heavy in new information. If students do not have a firm grasp of these new concepts, please plan to spend additional time in review.This day will require individual planning by the classroom teacher. Please plan to remediate as necessary with your students. If no students require remediation, skip to Day 10.ObservationDay 103.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community)How do citizens contribute politically to their community?Students will learn how citizens contribute to the political development of their community by voting and communicating with their legislators.Make copies of handout for each student.Letters can be used as an assessment grade.Day 11Day 12Day 13Day 143.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community)How do citizens contribute socially to their community?Students will learn how citizens contribute to the social development of their community by participating in a class service project.You may want to speak with your principal ahead of time to see what types of service projects would be acceptable for your school, so that you can guide students toward appropriate choices.Activity participation can be used as an assessment gradeDay 15Day 16Day 173.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.How do citizens contribute economically to their community?Students will learn how citizens contribute economically to their community by taking notes and then watching a video about the importance of businesses in the community.Access a computer and projector or averkey to watch the video, or find a picture book that is relevant to the lesson.Observation.Day 183.C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural environment.How can responsible citizens contribute to the well-being of the environment?Students will show their understanding of how citizens can contribute to the well-being of the natural environment by coming up with a plan for an at home service project.Decide whether students will be required to complete their service projects at home, or whether it will be an optional or level 4 munity Service project plan may be used as an assessment grade.Day 193.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural environment.How do citizens contribute politically, socially, and economically to their community?How can responsible citizens contribute to the well-being of the environment?Students will show their overall understanding of the second half of the unit by creating a presentation to teach others about how to be a responsible citizen.Decide what presentation format your students will use, and adapt the project instructions accordingly.Make copies of the project instructions for each group.Presentation should be used as a final assessment grade. Day 20Day 1Concepts:3.C&G.1.3 Understand the three branches of government, with an emphasis on local government.3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.Resources:Discovery Streaming - TLC Elementary School: Understanding Government (24 minutes)Or choose a picture book that will introduce how the government works. Chart Paper or Poster BoardProcess:Today will include an overview of what government is. Students will begin with basic note-taking tomorrow. Begin by asking students what they already know about the government. Allow students to share previous knowledge. Explain to students that the purpose of government is to provide rules, protect citizens and provide services that people need. Explain to students that we have different levels of government. National government makes laws that affect the entire country. State government makes laws that affect each state. Local government makes laws that affect cities or counties. Depending on resources available at your school, choose one of the following options to introduce government to your students. Discovery Streaming – TLC Elementary School: Understanding Government (24 minutes) *Preferred OptionChoose a picture book available at your school related to how government works. Relate school to a government – Discuss why we need to have rules at school. Explain that we need to have rules in our country, state, county, and city, to protect the rights of citizens. Create your own classroom constitution (just like the students did in the video). If you did not watch the video, introduce what a constitution is (a document that outlines the basic principles and laws of a group). Begin by asking students to work with a partner or small group (whichever works best for your class) to write down the 5 rules that they think are the most important. Have one student from each group come to the front to share the 5 rules that they came up with. Create a list of everyone’s rules for the class to see (on projector, chart paper, or on the board). Do not duplicate any rules that have the same meaning. Ask students for conversation about whether any rules should be eliminated, or if all of the rules listed should be included. Once you have a final list, copy these to a piece of poster board or chart paper. Throughout the day (or when students pack up at the end of the day) have students sign the constitution. Hang on the wall to display for students to see. *If time is limited, step 6 can be eliminated, giving groups/partners 2-3 minutes to brainstorm verbally, and then record responses on the board. Make sure each group has a chance to offer a rule or agree with a rule already listed so that all groups have input. Day 2Concepts:3.C&G.1.3 Understand the three branches of government, with an emphasis on local government.3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.Resources:Access to computer and projector/averkey to show video clips. Copy of handout for each student. (students could also take notes on notebook paper instead, but this will take much longer)Process:Pass out a copy of today’s handout – Laws and Government. Today students will take notes to help them begin to learn new vocabulary. Give students 2-3 minutes to brainstorm the answers to the first two questions together with a partner. Instruct students not to write anything down yet. Together come up with a definition for laws on the board, as well as a list of why we need laws. Have students copy these onto their handout. Make sure what is written on the board is in child-friendly language. Remind students that the government has different levels. It starts with the national government, then state, then local. Have students copy these words onto their handout in the appropriate locations. Encourage correct spelling (write them on the board for students to see). To connect new learning with student’s previous learning about the colonies, watch this School House Rock video – No More Kings – Answer the first question on the second page of the handout. Ask students to share why they think the people didn’t want any one person to have all of the power. Tell students that the writers of the US Constitution created 3 branches of government so that no person or group has all the power. Watch the following clip to explain the three branches of government . Record notes on the handout. To reinforce learning, watch the following clip. You may want to watch this one 2-3 times and allow students to sing along as they catch on. Three Branches Rap – Smart Songs _____________________________Laws and GovernmentWhat are laws?________________________________________________________________________________________Why do we need laws?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The __________________________ government is in charge of laws for the entire country. The __________________________ governments are in charge of laws for each state. The __________________________ governments are in charge of laws for counties and cities. Branches of GovernmentBecause the colonies had been ruled by _______________ before the American Revolution, the people who made our US Constitution wanted to make sure that no branch of government had too much power.The _____________________________ branch is in charge of making laws. The _____________________________ branch is in charge of enforcing laws. The _____________________________branch is in charge of making sure laws are fair and are enforced fairly. Each branch of government has its own jobs and responsibilities. This is called the _________________________________________To make sure no branch of government ever had too much power, the branches have to work together. This is called ____________________________________________Day 3 Concepts: 3.C&G.1.3 Understand the three branches of government, with an emphasis on local government. 3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens. 3.C&G.1.1 Summarize the historical development of local governments.Resources:City vs. County government handout and Local Officials handout for each studentComputer/projector to access PPT and county/city website links Laptops/iPads for every 2-3 students (if possible), or print a copy of each link from the Local Officials page and provide one copy for every 2-3 students. Process:Review the 3 branches with government with students. Ask students to tell what each branch is mainly responsible for. You may want to have students refer to their notes to review. Today students will examine local officials’ roles in the local government. Before beginning, spend about 5-10 minutes reviewing the “What is a County” PPT with students. Feel free to skim through information (do not read every slide), focusing on why we need local government and the main jobs of the local government. Today students will begin a vocabulary notes page. This should be done on a blank sheet of paper so that additional vocabulary can be added to this page throughout the unit. The three words that will be added today are Appointed Official (a leader who works for the citizens and has been chosen by another official who is in charge) Elected Official (a leader who works for the citizens and is elected, or picked by the citizens) and Election (a time when citizens can vote for the leader they think should become their elected official).Next, go to the Wake County Government website. Hover over the “Departments” link, and this will show a list of county departments. Ask students to guess what some services Wake County must provide. (Ex, Libraries, EMS, Animal Shelters, Fire Services, etc.) Spend no more than 2-3 minutes on this. Ask students to add several of these things to their list on the first handout. Next, spend about 3-4 minutes investigating the Raleigh City website (if your school is not located in Raleigh, you could substitute the site for your city/town). This site is divided at the top of the page into sub-categories. These titles (Arts and Parks etc.) will give clues as to the services the city provides. When clicking on these links, the sidebars will show more detailed lists of services that the city provides. Ask students to add several of these things to their list on the first handout. Finally, students will work to discover the roles of different appointed and elected officials. This can be done whole group or in small groups of 2-3 students. Provide students with the links from the Local Officials Answer Key. Moving down the page, ask students to click on the link (or refer to their hard copy) and try to answer the questions. You will need to provide support in reading these documents, as they are written for adults. Complete one office at a time, then discuss. If this is too time consuming, feel free to adapt for your class. If the text is too difficult for your class, you may want to project the links and highlight important information for them. You will also want to provide the language you want them to copy to their notes on the board, either by projecting the answer key, or writing on the board/chart paper. If time is limited you can simply discuss each office with the class and provide them with notes as you go. If this is not completed today, please finish on Day 4. How do counties serve their citizens?How do cities serve their citizens?Local Officials – NotesName ___________________________________Public OfficeBranch of GovernmentCity or CountyElected or AppointedResponsibilitiesMayorCounty CommissionersTown/City CouncilSheriffCounty ManagerClerk of CourtChief of PoliceLocal Officials – Answer KeyPublic OfficeBranch of GovernmentCity or CountyElected or AppointedResponsibilitiesMayorExecutiveCityElectedAdministrator of all city/town departments. CommissionersLegislativeCountyElectedEstablish property tax rates, make the county budget CouncilLegislativeCityElectedCreates town/city policies and laws and creates the city budget. of law enforcement for the county, especially outside of cities/towns in unincorporated areas. ManagerExecutiveCountyAppointedAdministrator for all county departments. of CourtJudicialCountyElectedIn charge of record keeping for court cases and acts as a judge for some legal matters. of PoliceExecutiveCityAppointedHead of law enforcement for a city or town. 4Concepts:3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.Resources:Copy of County/City budgets for each group of 2-3 students : Copy of Venn Diagram handout for each group. Process:If time did not allow for the completion of Day 3, please complete the notes before beginning Day 4’s activity. Ask students to review notes from yesterday: Who is responsible for making the county and city/town budget? (County Commissioners and Town Council). Discuss where this money comes from. What happens if the budget calls for more money than the town/county takes in? (must raise taxes). How does raising taxes affect citizens? Add three new vocabulary words to students’ vocabulary list (started yesterday). Citizens are people who live in a city, state, or country. Services are things that the government provides for citizens, such as building roads or opening schools. Taxes are money that must be paid by citizens to the government. Tell students that today they will be looking at the 2012 budget for Wake County and the town they live in. Arrange students in groups of 2-3. Give each group a copy of the budget handout. Ask students to spend 2-3 minutes looking at it with their groups. Remind them that these numbers are percentages, not dollar amounts. Have one person from the group report one thing that the group noticed. Give each group a copy of the Budget Venn Diagram. Allow students time to complete the handout together, using the budget handout. At the end of the class period, have one person from each group share one thing they discovered about our local budgets, one thing they agree with, and one thing they would change. If groups finish early and are waiting for other groups to finish, ask them to sketch their own proposed budget for the town, using all of the same items listed on the actual budget. They must make sure their numbers add up to 100%. Comparing County and Town BudgetsReflection Questions (record answers on the back of this page):What is one thing you agree with about your town’s budget?What is one thing you would change about your town’s budget?Day 5-6Concepts:3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.Resources:Role Sheets for each group) – Choose student roles ahead of time, making sure groups will work well together, but will also have good discussion. Choose a mayor who can speak to the entire class more frequently and follows directions well (preferably a higher level reader). Alternatively, you may wish to be the mayor yourself to eliminate any confusion. Process:Review the roles and responsibilities of the City/Town Council. Tell students that today they will participate in a Town Council meeting. Assign students to groups of 4-5. Each group will represent either the town council or a different group of individuals who are interested in speaking to the town council. Allow students the remainder of the class period to work on their brainstorming and speech writing. Check in with individual groups to ensure that they are following directions carefully. Each student should have a finished speech at the end of class. If these are not finished, you may want to assign as homework so that they are ready for tomorrow’s class. BREAKOn day 6, students will participate in the actual Town Council meeting. Follow the procedure as outlined in the instructions below. You may want to give this copy the student you have chosen as Mayor, and go through it with him/her ahead of time. At the end of class, ask students to write a response to the following question. This can be used as an assessment. The second part may lead to level 4 thinking. List 3 ways the city council serves its citizens. What could happen if we didn’t have a city council and all decisions were made by the state?Lesson adapted from Council Meeting InstructionsSet the stage: Move desks in rows with an aisle down the middle, facing a long table and chairs. Put a podium (or small desk) in the front of the middle aisle. The council members will sit at the long table facing the student desks. Each council member will have a nameplate with council member or mayor written on it. (Can be made from construction paper.) Now you are ready to have a meeting. Starting the meeting: The mayor will call the meeting to order. (If you can obtain a gavel, it is a great prop for the mayor to use.) The mayor will introduce him/herself and the council members. Each will in turn introduce themselves using the biography outlines they have prepared, starting with the Mayor.The mayor will then describe the issue to be decided: "Watersliding World, Inc. has requested that the city council issue a land use permit to allow their company to build waterslides at the Lafayette Reservoir. We are meeting here today to decide whether or not to issue the permit. We will hear from all interested groups regarding this issue, then vote as a group on the issue. We will first hear from Watersliding World, Inc. Will you please have your first group member step up to the podium."After hearing from Watersliding World, Inc., each remaining group is then invited to have their members step up to the podium and give their speeches about their position regarding the issue.The council votes: After each group member has said their speech, the council is directed by the mayor to vote. The mayor says: "We have heard from both sides of the issue. Now we will vote. All in favor of issuing a land use permit to allow Watersliding World, Inc. build waterslides at the reservoir, say 'Aye' and raise your hand."The mayor states how many votes have been cast for the issue. "All opposed to issuing a land use permit to allow Watersliding World, Inc. to build waterslides at the Reservoir, say 'No" and raise your hands."The mayor states how many votes have been cast against the issue."The decision has been made to (issue, not issue) a land use permit to Watersliding World, Inc. Thank you to all who have attended this meeting today. Meeting adjourned. (Use gavel if available to end meeting.)Group 1: The City Council: A mayor and 3-4 City Council membersGive yourselves new names and identities. Brainstorm details about each identity. For example, since the mayor and city council of Lafayette do work full-time at other jobs in addition to being on the council, you can make up what each of you does for a job. Each member should have at least three things to say about themselves. The mayor will have the additional task of introducing each council member and leading the council meeting.Use the following questions to create a biography for your new identity. Each person should have their biography written on an index card or sheet of notebook paper. My name is ____________________________________________ and I am (the mayor, a city council member). I have been on the city council for (one, two, three) years. I like being on the city council because: When I am not on the city council, my full-time job is: I like being a council member because:Group 2: People for a Natural Environment: A group of people that are interested in saving the environment and do not want waterslides to be built at the ReservoirBrainstorm reasons why you do not want waterslides to be built at the Reservoir. Write down these reasons on this piece of paper, and then decide who will be responsible for saying each reason during the council meeting. You should have at least one reason per person.Once you have written your reasons as a group, each member needs to write a speech that they will give to the City Council explaining their reason. Reasons we do not want the waterslides to be built at the Reservoir:Use the following outline when writing your speech on your index card or sheet of notebook paper. Mr./Ms. Mayor and Members of the City Council,I am _____________________________ and I represent the ______________________ group that is against building waterslides at the Lafayette Reservoir. I believe that it would be bad for Lafayette because ____________________________________________________________________________________________________________________So, in conclusion, I feel that you should vote against building waterslides at the Reservoir. Thank you Group 3: Watersliding World, Inc.: people who work for Watersliding World and want to build waterslides at the ReservoirBrainstorm reasons why you want the waterslides to be built. Write down these reasons on a piece of paper, and then decide who will be responsible for saying each reason during the council meeting. You should have at least three reasons per person.Once you have written your reasons as a group, each member needs to write a speech that they will give to the City Council explaining their reason. Reasons we do not want the waterslides to be built at the Reservoir:Use the following outline when writing your speech on your index card or sheet of notebook paper. Mr./Ms. Mayor and Members of the City Council,I am _____________________________ and I represent the ______________________ group that is for building waterslides at the Lafayette Reservoir. I believe that it would be good for Lafayette because ____________________________________________________________________________________________________________________So, in conclusion, I feel that you should vote for building waterslides at the Reservoir. Thank you Group 4: Citizens for Waterslides: people who live in Lafayette and want to have Watersliding World build waterslides at the ReservoirBrainstorm reasons why you want the waterslides to be built. Write down these reasons on a piece of paper, and then decide who will be responsible for saying each reason during the council meeting. You should have at least three reasons per person.Once you have written your reasons as a group, each member needs to write a speech that they will give to the City Council explaining their reason. Reasons we do not want the waterslides to be built at the Reservoir:Use the following outline when writing your speech on your index card or sheet of notebook paper. Mr./Ms. Mayor and Members of the City Council,I am _____________________________ and I represent the ______________________ group that is for building waterslides at the Lafayette Reservoir. I believe that it would be good for Lafayette because ____________________________________________________________________________________________________________________So, in conclusion, I feel that you should vote for building waterslides at the Reservoir. Thank you Group 5: Neighbors Against Waterslides: people who live in Lafayette and do not want Watersliding World to build waterslides at the Reservoir.Brainstorm reasons why you do not want waterslides to be built at the Reservoir. Write down these reasons on this piece of paper, and then decide who will be responsible for saying each reason during the council meeting. You should have at least one reason per person.Once you have written your reasons as a group, each member needs to write a speech that they will give to the City Council explaining their reason. Reasons we do not want the waterslides to be built at the Reservoir:Use the following outline when writing your speech on your index card or sheet of notebook paper. Mr./Ms. Mayor and Members of the City Council,I am _____________________________ and I represent the ______________________ group that is against building waterslides at the Lafayette Reservoir. I believe that it would be bad for Lafayette because ____________________________________________________________________________________________________________________So, in conclusion, I feel that you should vote against building waterslides at the Reservoir. Thank you Day 7-9Concepts:Mid Unit Review and AssessmentResources:Computer for each student, or graph paper, for making crossword puzzleCopy of directions sheet for each studentNotes that have been previously used this unit. Students will need all of their notes today to create clues for the vocabulary words. Process:Students will use either a puzzle making website (such as this one ) or graph paper to create a crossword puzzle using their vocabulary words that have been learned so far. Choose the method which will allow your students to work independently most effectively.Pass out the directions sheet and go over the directions together, making sure students understand the assignment – These have been created to be half sheets to use fewer copies. Students should be able to work independently today to give you time to work with a small group as needed. Consider working in a small group with students who are ESL or who have struggled with learning these new concepts and vocabulary. Once students finish their crossword puzzle, they should trade with a partner and begin solving. These should be finished for homework or morning work. If time is an issue, this activity can be modified. Please create a crossword puzzle ahead of time and make a copy for each student. Students will then use their notes during class time to complete the crossword puzzle either independently or with a partner. During the last 10 minutes of class, discuss the reflection questions as a group. Students may or may not have had time to answer these questions independently (depending on their speed with making their crossword puzzle) but will benefit from class discussion regardless. These questions will be the quiz questions tomorrow. Students should write down the correct answers and review tonight for homework. You may want to use the assessment and answer key to guide this review session. BREAKAt the beginning of Day 8, have students meet with their partners to check the answers to their crossword puzzles. Allow students to ask questions before beginning the assessment. When students have finished asking questions, pass out the assessment. Allow students the rest of class time today to work on answering the questions. BREAKUse Day 9 as an optional review/remediation day. If your students all do very well on the assessment and none require remediation, move on to Day 10. Review Day – InstructionsCreate a crossword puzzle, using the words/phrases below. Each vocabulary word/phrase should have its own clue. Use your notes to make the clues. Do not put spaces between phrases.When you finish, answer the reflection questions on a sheet of notebook paper. Local GovernmentState GovernmentNational GovernmentLawsServicesCitizensAppointed OfficialElected OfficialElectionLegislative BranchExecutive BranchJudicial BranchTaxesSeparation of PowersChecks and BalancesReflection QuestionsWhy do we need laws?Why does the local government need money? Where does the money come from? What is it spent on?What are the three branches of government?Why are there three branches of government? Review Day – InstructionsCreate a crossword puzzle, using the words/phrases below. Each vocabulary word/phrase should have its own clue. Use your notes to make the clues. Do not put spaces between phrases.When you finish, answer the reflection questions on a sheet of notebook paper. Local GovernmentState GovernmentNational GovernmentLawsServicesCitizensAppointed OfficialElected OfficialElectionLegislative BranchExecutive BranchJudicial BranchTaxesSeparation of PowersChecks and BalancesReflection QuestionsWhy do we need laws?Why does the local government need money? Where does the money come from? What is it spent on?What are the three branches of government?Why are there three branches of government? Government – Mid Unit AssessmentName ________________________Rules that citizens must follow ________________________The branch of government that is in charge of making laws _________________________The branch of government that is in charge of enforcing laws ___________________________The branch of government that is in charge of making sure laws are fair _______________________The type of government that is in charge of laws for the entire country____________________The type of government that is in charge of laws for each state ___________________The type of government that is in charge of laws for cities or towns _________________________People who live in a city, state, or country. _______________________A leader who works for the citizens and has been chosen by another official who is in charge_______________________ A leader who works for the citizens and is elected, or picked by the citizens. _______________________ A time when citizens can vote for the leader they think should become their elected official_______________________ElectionLegislative BranchExecutive BranchJudicial BranchServicesCitizensAppointed OfficialElected OfficialLocal GovernmentState GovernmentNational GovernmentLaws Things that the government provides for citizens, such as building roads or opening schools. _______________________Why do we need laws?Why does the local government need money? Where does the money come from? What is it spent on?Use the phrases “separation of powers” and “checks and balances” to explain why we have 3 branches of government. Government – Mid Unit AssessmentAnswer KeyRules that citizens must follow - LawsThe branch of government that is in charge of making laws - Legislative BranchThe branch of government that is in charge of enforcing laws – Executive BranchThe branch of government that is in charge of making sure laws are fair - Judicial BranchThe type of government that is in charge of laws for the entire country – National GovernmentThe type of government that is in charge of laws for each state - State GovernmentThe type of government that is in charge of laws for cities or towns – Local GovernmentPeople who live in a city, state, or country. - CitizensA leader who works for the citizens and has been chosen by another official who is in charge – Appointed Official A leader who works for the citizens and is elected, or picked by the citizens. - Elected Official A time when citizens can vote for the leader they think should become their elected official - ElectionElectionLegislative BranchExecutive BranchJudicial BranchServicesCitizensAppointed OfficialElected OfficialLocal GovernmentState GovernmentNational GovernmentLaws Things that the government provides for citizens, such as building roads or opening schools. - ServicesWhy do we need laws?Answers will vary. Students should understand that following laws makes sure our society is fair and that citizens’ rights are protected. Why does the local government need money? Where does the money come from? What is it spent on?Answers will vary. Students should understand that the local government needs money to be able to provide services to citizens. The money comes from taxes that citizens pay. It is spent on things like roads, libraries, and for paying people like police officers and fire fighters. Use the phrases “separation of powers” and “checks and balances” to explain why we have 3 branches of government. Answers will vary. Students should understand that separation of powers means that the three branches of government all have their own jobs to do, and that checks and balances make sure that no one branch or person can have too much power. Day 10-13 Concepts: 3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.Resources:Copy of handout for each studentPaper and resources for letter writingChart paper for recording student responses (pro/con list)Optional – Writers Express books have great resource pages for letter writing if your school still has copies of these books. Fourth and Fifth grade classes may have them as well, so you might want to check with other grade levels. Process:Begin by asking students to brainstorm – who are the important people who make up a community? Allow students to respond, and write their answers on the board. Ask students to discuss with a partner – Who are the most important people in a community? Listen to student responses as they talk, and guide students toward understanding that the elected and appointed officials all work for the most important people – the citizens!Ask students to review the roles and responsibilities of the officials listed on the board. Call on students to tell what they remember. These responses do not need to be recorded. Tell students that citizens have the most important responsibilities, because they are the most important people! Inform students that over the next few days they will be learning about these important responsibilities. Students should begin a new notes page today. Pass out the handout, or lead students to create their own on a sheet of notebook paper. Discuss the word contribute with students. Ask students to share what they think it means to contribute to the community. Tell them that contributing to the community means that the things they do make the community a better place for everyone. Tell students that the first way citizens contribute is politically. Have students find the phrase “Political Contributions” on their handout. Tell students that Political Contributions are ways that citizens elect and communicate with officials. Students should add this definition to their handout. Ask students if they can think of any examples of ways that citizens can contribute this way. Students will hopefully come up with voting as one example. Remind students of the town council meeting that they participated in. Ask if this is also a way that citizens can communicate with officials. Have students add these two examples to their handout. Tell students that another way citizens can contribute politically is by writing letters to their legislators. Tell students that any time they want to tell their legislators what they think, they are allowed and encouraged to do so by writing a respectful letter. As a class, brainstorm a list of laws that students may want to write to their legislators about. Based on this list, choose one law that will be the class focus. (This should be teacher chosen. Choose a law that students have enough background information about to be successful). Make a pros and cons list on the board related to the law chosen. Ask students to tell why this is a good/fair law or why not. You may want to put this list on chart paper so that it can be referenced in the following days. Have students choose a position (for or against) and write a letter to their local legislator explaining their position (students can research who these legislators are, or you can tell them. You may want to limit to writing to 1 or 2 legislators to make mailing easier). Students will begin the brainstorming process today, and will write their letters tomorrow. BREAKDay 11-13 will provide students an opportunity to write, revise, and publish their letters. The process for this should reflect what you have taught students in your writing workshop. By Day 13 students should have published pieces of writing that can be sent to their legislators. Allow students to address their individual envelopes for practice, however, you can group letters together and mail them in a bunch (this saves postage). Many legislators enjoy hearing from students and will write back, so please consider this option. Responsibilities of Citizens - NotesName _________________________Political ContributionsSocial ContributionsEconomic ContributionsDefinition: Definition:Definition:Examples:Examples:Examples: Day 14-16Concepts:3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.Resources:Resources will depend on the project that your class decides on. Process:Begin by asking students to explain what it means to contribute politically to the community. Ask students to get out their handout from Day 10. Tell students that citizens can also contribute socially to their community. Ask partners to brainstorm what this might mean (1-2 minutes). Guide students through class discussion to the definition for Social Contribution – ways citizens participate in activities that make the community a better place to live. Add this definition to your handout. As a class, brainstorm ways citizens can do this. Add examples to the chart. Guide students toward including the examples that are on the answer key. They may have additional ideas to add as well, and this is perfectly okay (as long as their examples make sense). Make sure you are recording what you want students to write down in a central location so that all students have similar responses. Tell students that today they are going to brainstorm a way they can contribute socially to their school community. Students should come up with ideas for a class community service project. This can be done whole class or in groups of 4-5, depending on the independence of your students. Once you have decided on a project, come up with a plan of action. Tell students they will need to brainstorm a list of materials needed and a procedure. You will also need to write a letter (as a class or group) to the principal at your school asking for permission. BREAKDay 15 and 16 will be used for planning and implementing your class service project. Procedures will depend on your class and the dynamics at your school. If you need to skip day 15-16 and come back to them at a more convenient time, it is okay to do so. Suggestions for service projects Volunteer in the classroom of younger students at your school (math tutoring or reading are things that students can help with)Clean up trash on the playground. Make posters to encourage recycling at school and in the cafeteriaCollect food for a local food bankCollect used children’s books from home to share with a library or other organization that collects these to hand outDay 17Concepts:3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community.Resources:Access projector or averkey for viewing video, or find a book that discusses the importance of businesses in the community. Process:Begin by asking students to explain what it means to contribute politically and socially to the community. Ask students to get out their handout from Day 10. Tell students that another way citizens can contribute to the community is economically. Ask students to discuss what they know about the economy. Guide students to understanding that the definition of Economic Contribution is the ways citizens contribute to the earning and spending of money in their community. Ask partners to brainstorm ways that citizens can contribute economically in their communities (in this case we are referring to adults). Create a list together of examples (using the examples from the answer key). Discuss the importance of each of these examples. Watch the Discovery Education video: Where We Live, Work and Play: Businesses (12 minutes) If Discovery Education is not available at your school, please find a picture book that gives an example of a business having a positive effect on the community. Discuss with students – Why are businesses important to having a successful community?Responsibilities of Citizens – Answer KeyPolitical ContributionsSocial ContributionsEconomic ContributionsDefinition:Ways that citizens elect and communicate with officials.Definition:Ways that citizens participate in activities that make the community a better place to live. Definition:Ways citizens contribute to the earning and spending of money in their community.Examples:VotingWriting letters to legislatorsSpeaking at town council meetingsExamples:VolunteeringObeying LawsRespecting the rights of othersTaking care of the environmentExamples: Paying TaxesWorkingStarting businessesHiring employees Day 18Concepts:3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural environment.Resources:PaperCopies of handout for each studentProcess:Discuss the term “natural environment” with students. Come up with a definition as a class. (This definition does not need to be recorded). As a class, brainstorm a list of ways that citizens can help take care of the natural environment. Today students will develop a service project that they can do at home that will contribute to the well-being of their community’s natural environment. This should be done independently, and is an opportunity for assessment. Pass out the project instructions sheet. Go over the instructions with the students. Students will have the remainder of class time to work on creating their plan. These should be turned in when complete for assessment and approval. Ideally students will have the opportunity to complete these projects at home. Consider how you would like to approach this with parents, and whether you would like to make this a required project, or optional. Assessment should be based on the idea, not the implementation. A possible level 4 opportunity would be for students to complete the project, and then at school write a reflection about how their project actually affected the community. Community Service ProjectName _______________________________________To show your understanding of how citizens can contribute to their community, take some time to think about how you, as a citizen, can take care of the natural environment near where you live. Brainstorm 3 Ideas___________________________________________ ______________________________________________________________________________________Now, from your list above, choose the idea that is most reasonable for you to complete at home. Keep in mind the resources you would need and that you will also need permission and supervision from your parents. Put a star next to the idea you have chosen. Plan of ActionResources I Will NeedHow will this project help my community?People I Will Need to Ask for HelpDay 19-20Concepts:Review and AssessmentResources:Poster board and markers, or access to computersProcess:To show their understanding of the second part of this unit, students will complete a final project. Students will demonstrate their understanding of “What Makes a Responsible Citizen”. Students will create either a poster, or a presentation involving technology. The format will be for you (or the students to decide. The rubric will apply to any type of project format used. These may be done in small groups of 2-3 or independently. The attached project sheet has been written to allow for student choice in format. Please feel free to modify for use in your classroom. Projects may be used as an assessment of the following questions: How can responsible citizens contribute to their communities politically, socially, and economically?How can responsible citizens contribute to the well-being of the environment?What Makes a Responsible Citizen?3.C&G.2 Understand how citizens participate in their communities. 3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community)Your task: Work with your partner/group to create a presentation that will teach others how to be a responsible citizen. Possible formats: Discovery Ed Board Maker (online poster), poster, skit, power point, or prezi. *For all other formats, please get approval from your teacher before beginning.* You must use the following vocabulary correctly somewhere in your presentation.political contribution, social contribution, economic contribution, vote, volunteer, taxes1234Presentation shows that student did not understand the vocabulary or concepts. Student does not ask for help. Presentation is incomplete. Presentation begins to show understanding, but parts may be unclear or confusing. Presentation correctly uses some required vocabulary words. Presentation has many errors and appears rushed. Presentation shows clear understanding of how responsible citizens can contribute to their communities politically, socially, and economically and how responsible citizens can contribute to the well-being of the environment.Presentation correctly uses all required vocabulary words. Presentation is clear and contains few errors. Presentation meets requirements for a 3. In addition, presentation evaluates the value of why being a responsible citizen is important to a healthy society. ................
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