West Virginia Department of Education
Electronic Resource Package Template: Social Studies
Course: Social Studies Grade level: Second Grade
Title: Who’s the Boss?
Big Idea: Levels of Government
|Content Standards and Objectives |Learning Targets |
|SS.2.2 |Complete Branches of Government Chart |
|Illustrate levels of government (local, state, and national) and | |
|actively discuss the characteristics of effective leadership. | |
|TCS.K-2.13 |Create a project describing each branch of government |
|With support and guidance, create a product using a step-by-step | |
|process through the use of age appropriate digital and non-digital| |
|resources. | |
|DSS.K-2.3 |Think-Pair-Share – How school and the government are alike |
|Exhibit Respectful Behavior | |
|Show respect and caring behavior toward other | |
Focus (or Guiding) Questions:
What is a law?
Why do we have laws?
Who makes the laws?
Who enforces the laws?
Know:
The three branches of government
The roles and responsibilities of each branch of government
Differentiate between local, state, and federal government
Do:
Do a foldable activity with the academic vocabulary.
Compare their school to the government.
|Introduction: |
|Introduce this module by showing students a three-legged stool. Get the class to start talking about the stool by asking questions such as: |
|Why does the stool need three legs? What would happen if one of the legs were missing? How do the legs support each other and the stool? |
|Have students to work with a partner to brainstorm ways the stool is like the government. As students share their thinking with the entire |
|class, record their answers. Depending on their background knowledge of the three branches of government, some students will understand that |
|the legs of the stool function much like the 3 branches of the government, each supporting the other two. Some students may have limited |
|background knowledge, but either way, this activity will provide an opportunity for formative assessment and frame the amount and type of |
|instruction your students will need. |
|Revisit this visual throughout the lesson and make comparisons with the school, and the branches of government. This will help the children |
|visually see that each branch works together to create the laws just like each of the legs work together to create the stool. |
| |
Academic Vocabulary:
Research has shown that the least effective strategy for teaching vocabulary is having students look up words and write the definitions. For quality, research-based strategies for teaching content vocabulary, see .
Constitution
Law
Judge
Congress
Senate
Representative
President
Government:
Local
State
Federal
|Manage the Process: |
|Stage One: |
|Use the Think, Pair, Share strategy and ask students how their school is like the government. Some possible guiding questions to frame |
|student thinking include, but are not limited to: |
|What are the school rules? |
|What are the classroom rules? |
|Who makes the rules? |
|What happens when you break a rule? |
|Who are the “citizens” of this school? |
|How do citizens provide input into the creating and enforcing these rules? |
|Who are the leaders of the school and what role does each leader play in governing the student body? |
| |
|Students will be asked to complete a chart with information learned through this discussion activity. |
| |
|Stage Two: |
|Vocabulary acquisition: After introducing the academic vocabulary to students have them do a foldable activity to ensure they have a real |
|understanding of the terms. |
|Give students a plain white piece of paper and explain how they are to fold the paper into eight squares. ( see resource list for |
|instructions) |
|Have students write one vocabulary word in each square. |
|Finally, have students enter a clue that will help them remember each word. The clue could be picture, a sentence, an antonym or synonym, |
|etc. |
| |
|Stage Three: |
|Take students online to explore the Ben’s Guide to the Government website () |
|where they will learn about the three branches of the government. |
|While working through the website, be sure to address the following points: |
|The legislative branch and its function, |
|The number and names of your senators and representatives, |
|The executive branch and its function, |
|The current president, vice president, governor and mayor, |
|current events relevant to the three branches of the government, |
|The judicial branch and its function, |
|The Supreme Court, |
|Current Supreme Court decisions in the news. |
| |
|Stage Four: |
|Have each student complete the Branches of Government Chart (below) to check for understanding. |
| |
|Stage Five: |
|Have students create a project that demonstrates their knowledge and understanding of the three branches of government. There are many types |
|of projects that could serve this purpose, but individual students and/or classes should be taken into consideration when making the |
|decision. Some options for consideration might be a media presentation (PowerPoint, moviemaker, etc.), a book or an essay. No matter what |
|the project, have students present it to the class and consider inviting parents to attend the presentations. Develop a rubric to assess the |
|final product, making sure that the rubric addresses the CONTENT. |
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Electronic Resources
|Acquisition of Background Knowledge |Suggestion for Utilization of Resource Cited |
|Enter each resource separately |Add additional rows by clicking the Tab Key while the curser is in the |
| |last box. |
|Bens Guide to the US Government for Kids |The website was developed for students and is organized in programmatic |
| |levels. Students can explore a wide range of information about the |
| |government. |
| | |
| | |
| | |
|Expansion of Knowledge |Suggestion for Utilization of Resource Cited |
|Enter each resource separately |Add additional rows by clicking the Tab Key while the curser is in the |
| |last box. |
| |This website about the US government was written for children. It is |
| |organized by programmatic levels. |
|Congress for Kids |This site provides a wealth of information about the Congress and it is |
| |written for kids. |
|EDSITEment! Lesson Plan |This link is to an EDSITEment Lesson, “The President’s Roles and |
|: Understanding the President’s Job.” |
|ibilities-understanding-presidents-job | |
|Foldable Ideas |Suggestions and help on how to make various flipbooks or graphic |
| |organizers. |
| |
|Products, Investigations, and/or Assessments |
|Branches of Government Chart |
|Project that demonstrates knowledge and understanding of the three branches of government. |
| |
| |
*Not Provided
Student Reflection:
How is our government similar to a three-legged stool?
Teacher Reflection:
The purpose of this module is for students to learn about the three branches of our government and how the branches serve as a check and balance of power. In what ways was this goal accomplished and how could it be improved?
Branches of Government / School Government
Graphic organizer
| |School Government |Local Government |State Government |United States Government |
|Executive Branch | | | | |
|Who’s in charge? | | | | |
| | | | | |
|What are the responsibilities | | | | |
|of those in charge? | | | | |
|Legislative Branch | | | | |
|Who makes the laws/rules? | | | | |
| | | | | |
| | | | | |
|What are the responsibilities | | | | |
|of those who make the | | | | |
|laws/rules? | | | | |
|Judicial Branch | | | | |
|Who makes sure the laws/rules | | | | |
|are followed? | | | | |
| | | | | |
|What are the responsibilities | | | | |
|of those who make sure the | | | | |
|laws/rules are followed? | | | | |
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