Intructional Unit

Unit Title: United States Government and Citizenship

 Description of Students: This unit will be taught in my fifth grade social studies classes.  There are two separate classes, both of which will be collaborative with a mixture of special education, general education, and gifted/talented students.  Each class will consist of approximately twenty-five students, one general education teacher, and one special education teacher.

Standards/Concepts Addressed:

SS-05-1.2.1
Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch.

SS-05-1.2.2

Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial). DOK 2

SS-05-1.3.2

Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society.  DOK 3

 Student Learning Targets:

1.      Students will identify the three branches of the United States Government and explain the basic duties of each.

2.      Students will identify the offices of each branch of the United States Government and briefly explain their duties.

3.      Students will describe the importance of the separation of power in the federal government of the United States.

4.      Students will identify the three levels of government in the United States and explain the responsibilities of each level.

5.      Students will describe the importance of the three levels of government in the United States.

6.      Students will identify a variety of civic engagement activities and describe their importance to a successful democratic government.

Procedures/Activities:

Week	Learning Targets	Activities
1-2	1, 2, 3	http://www.congressforkids.net/ (quizzes and activities) “House Mouse, Senate Mouse” by Peter Barnes “Woodrow the White House Mouse” by Peter Barnes 3 Branches of Government SMARTBoard Activity SchoolHouse Rock—Three Ring Circus http://kids.clerk.house.gov/grade-school/ ·         “What is Congress?” Small Group Activity—Three ___________ of Government Puzzle Pieces Activity (from “40 Active Learning Strategies…”) Social Studies Text Small group and whole group discussions Journal Entries 60 Second Civics (http://new.civiced.org/resources/multimedia/60-second-civics)
3	4, 5	TLC Elementary School: Separation of Powers (video) On the Level Activity (www.icivics.org) States Rule WebQuest (www.icivics.org) Levels of Government “Snowball Fight” (from “40 Active Learning Strategies) Levels of Government “Two Truths and a Lie” (from “40 Active Learning Strategies) Writing Activity        60 Second Civics (http://new.civiced.org/resources/multimedia/60-second-civics) Social Studies Text
4	6	Citizen Me Lesson and “Can I?” Powerpoint (www.icivics.org) Responsibility Launcher Game (www.icivics.org) Shawn Nordheim Presentation TLC Elementary School: Understanding Citizenship (video) 60 Second Civics (http://new.civiced.org/resources/multimedia/60-second-civics) Social Studies Text

I will use several assessment types to determine if this unit is successful.  Students will journal throughout the unit, and I will use these journals to guide and assess instruction.  There will also be a traditional multiple choice and open response assessment at the conclusion of the unit.  I believe the greatest measure of success will come as the students complete the service learning project that will be born out of this unit.  The activities and products included in the service learning project will be great authentic indicators of students' higher level comprehension and ability to apply and transfer the information they've been taught.  As the project progreses, I will have the opportunity to continue to address student misconceptions and answer student questions related to the content.