3rd+Grade+Unit+Plan


 * Government; for the People, by the People **
 * ** Unit Title: ** Government; for the People, by the People


 * Grade Level(s): ** Third ** Time Frame: ** 2 weeks


 * Theme: ** Many Communities, One Nation


 * Subject/Topic Area(s): ** Social Studies/Governing United States & Celebrating America


 * Key Words: ** motto, right, responsibility, shilling, arraign, remedy, reputation, law, common good, volunteer, Bill of Rights, legislative, executive, judicial, federal, governor, tax, city council, mayor, city manager, hero, slavery, Underground Railroad, segregation, symbol, liberty, democracy, and landmark


 * Designed By: ** Meagan Clements and J. D. Lombardi ||

The purpose of this unit is to inform students about the three types of government (federal, state, and local) and their functions. This unit examines how government affects our lives on a day-to-day basis, further exploring these functions through hands-on activities and engaging videos (//Discovery Education// and //Brain Pop// for example). This unit focuses on drawing important text-to-world and text-to-self connections through discussions on civil rights, including past and present American heroes who have worked for freedom and the greater good of mankind. These types of lessons are most appropriate for English language learners and special needs students who may have experienced discrimination within the educational system. This unit inspires English language learners, special needs, and general education students to emulate those American heroes who have risen above injustice in the fight for equality. ||
 * ** Summary Description of Unit (including but not limited to: curricular and unit goals, context, inclusion of parent participation, use of technology, learning environment considerations, and the unit’s appropriateness for English learners and special needs students): **

** Stage 1: Identify desired results. ** 1. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws. 2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life. 3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol). 4. Understand the three branches of government, with an emphasis on local government. 6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.). ||
 * What content standards are addressed? **
 * 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.


 * What enduring understandings are desired (and what misunderstandings will be addressed)? **
 * It is desired that the students understand the roles of all U. S. citizens – our rights, important responsibilities, and laws that need to be followed. Students also need to grasp the basic structure of governments – national, state, local, and Native American groups. Furthermore, it is with hope that the students understand that freedom comes at a cost, with many people throughout our history who have worked for freedom. With this in mind, several possible misunderstandings will be addressed – rights vs. privileges, rules vs. laws, differences/similarities in governments, and what it means to be truly free for all citizens. ||


 * What essential questions will guide this unit and focus teaching/learning? **
 * * What are civil rights and what do they mean to us?
 * How is voting (as a citizen or within Congress) similar and/or different to student congress voting in elementary school elections?
 * What is government, and how does it differ among local, state, and federal?
 * What does it mean to be free?
 * Who are some of the American heroes that fought for freedom and civil rights? ||


 * What key knowledge and skills will students acquire as a result of this unit? **
 * **// Students will know: //** key terms: //motto, right, responsibility, shilling, arraign, remedy, reputation, law, common good, volunteer, Bill of Rights, legislative, executive, judicial, federal, governor, tax, city council, mayor, city manager, hero, slavery, Underground Railroad, segregation, symbol, liberty, democracy,// and //landmark.// Students will know about our rights, laws, structures of governments, what it means to be free, and several American symbols.
 * // Students will be able to: //** identify several pillars of American civic life, including many of our rights, freedoms, symbols, and freedom fighters from history. They will be able to work with a primary source; one of Jefferson’s letters. Students will also be able to compare and contrast among the governments of the United States, California, Native American groups, and Glendale. Lastly, they will be able discern a good leader in a given environment, and the key ideas that bring us together as a country. ||

** Stage 2: Determine acceptable evidence. **
 * What evidence will show that students understand? **


 * Performance Tasks*: **
 * **__ Should 9-year-olds be allowed to Vote for President of the United States? (the Debate): __** A class debate will be held and a T-chart will be completed throughout the course of the debate with student opinions pro 9-year-olds voting (the “yes” column) and student opinions anti 9-year-olds voting (the “no” column)


 * __ Should 9-year-olds be allowed to Vote for President of the United States? (the Writing portion): __** Students will form their opinion into a one to two paragraph write-up, backing their opinion with facts, supporting details and a strong topic sentence.


 * __ Have you ever Helped someone before? __**** : ** Students write about a time when they have helped someone (or a group of people) to make a difference in their community like Harriet Tubman and Abraham Lincoln, analyzing how it made them feel and what they think is important about “giving back” within communities locally or far and wide.


 * __ Three Branches of Government __**** : ** The students will be handed a custom-made illustrative tree map where they will have to plug in definitions and other glossary words that pertain to each branch. This will be first be modeled for them.


 * __ Bill of Rights __**** : ** Students will break off into groups of 3 to 4, where they will decided what two amendments are the most important to them. With quill pens and tea-stained paper, one student will write each amendment on one page in the group’s own words. Other students will draw a simple icon that represents the amendment, while another student presents it to the rest of the class. ||
 * * ****// Complete a Performance Task Blueprint for each task (next page). //**

1. Quizzes on lessons 1 and 4 2. Summative Unit Test
 * Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): **
 * **__ Quizzes/Tests __**** : **

1. Should 9-year-olds be allowed to vote for president of the United States? a. Paragraph 1: introduction / topic sentence b. Paragraph 2: supporting facts and details 2. Have you ever helped someone before? (if so, describe what you did, how it made you feel, and what you consider the benefit of “giving back” in your own community to be) a. Paragraph 1: introduction / topic sentence 3. Essay questions and written letter in response to Thomas Jefferson’s letter on Freedom of the Press
 * __ Prompts __**** : **
 * b. ** Paragraph 2: description / supporting details

1. KWL chart: Teacher observation of students’ comprehension as they begin and complete a KWL chart related to United States voting rights, responsibilities, and procedures relevant to the voting process. 2. T-chart: teacher observation of students as they work together to fill out a t-chart featuring pro-opinions and anti-opinions pertaining to the question, “should 9-year-olds be allowed to vote for president of the United States? 3. Bill of Rights presentations lead by one student per group 4. Teacher-guided primary source discussions 5. Teacher-guided reading discussions
 * __ Observations/Dialogues __**** : **

1. Workbook pages from lesson 1, 3 and 8 of social studies workbook 2. Sample of student writing: should 9-year-olds be allowed to vote for president of the United States? 3. Sample of student writing: have you ever helped someone before? (if so, describe what you did, how it made you feel, and what you consider the benefit of “giving back” in your own community to be) 4. ‘Three Branches of Government’ tree map graphic organizer 5. Bill of Rights customized amendments (2 per group)
 * __ Work Samples __**** : **

1. Lesson 1: Students complete pages out of their social studies workbook for lesson 1 2. Lesson 3: Students complete pages out of their social studies workbook for lesson 3 3. Lesson 8: Students complete pages out of their social studies workbook for lesson 8 ||
 * __ Workbook: __**

2. Self-asses completion of social studies workbook pages using teacher made rubric for accuracy and neatness of writing 3. Self-asses overall writing performance on writing prompts and completion of workbook exercises using teacher made rubric 4. Self-asses ‘Three Branches of Government’ tree map as a sufficient study aid. 5. Self-asses (as a group) Bill of Rights customized amendments ||
 * Student Self-Assessment: **
 * 1. Self-asses writing prompts using teacher made rubric

** Performance Task Blueprint **
 * Task Title: ** Class Debate: should 9-year-olds be allowed to vote for president of the United States? **Approximate time frame:** 45 minutes

o 2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.
 * What desired understandings/content standards will be assessed through this task? **
 * * Students will explore the benefits/drawbacks of under age children being allowed to vote for President of the United States. Students will be given the class period to state their opinion (either pro underage voting or anti-underage voting).
 * This activity will assess the content standard for social studies:
 * 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
 * Students will engage in a think-pair share partner or trio discussion regarding their opinion pertaining to the prompt, “should 9-year-olds be allowed to vote for President of the United States?”
 * Students will be gathered together to briefly share their thoughts on the prompt. Following the brief in-class sharing, teacher will engage students in the creation of a t-chart which will list in greater detail some of the student responses. One column of the t-chart will be labeled “yes” for those students who feel 9-year-olds SHOULD be allowed to vote while the other column of the t-chart will be labeled “no” for those students who feel 9-year-olds should NOT be allowed to vote for president of the United States. ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * * Students will work appropriately together during think-pair-share discussion
 * Students are responsible for participating throughout the course of the in-class debate
 * Students will back up their opinions with reasonable facts and supporting details ||

The goal of this task is to give students an opportunity to explore their thoughts on the topic of voting rights through text-to-self and text-to-world connections. Students will need to consider certain laws (i.e. school or education laws) that may affect them as they analyze whether or not voting for President at the age of 9, would be a wise idea. Students will create a t-chart with the guidance of their instructor displaying the positive and negative aspects regarding underage voting in presidential elections. The role of each student is to participate actively in the class debate, offering thoughtful and critical reasoning to back up their opinions. The purpose of this task is to use a strategy for supporting further comprehension of the voting process through critical thinking and examination of underage voting benefits and drawbacks. The audience for this activity will be the class, who will listen and challenge the opinions of their peers with regard to the debate question, “should 9-year-olds be allowed to vote for president of the United States?” The standards for this lesson are stated above and focus on student understanding of the voting process as they engage in public speaking, simultaneously exploring their own opinions regarding underage voting rights. Students will practice public speaking skills in attempts to persuade audience members in seeing their point of view regarding the debate prompt. The project supports standards in place for the social studies unit, allowing students to develop learning, critical thinking, and reasoning skills. ||
 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**


 * What student products/performances will provide evidence of desired understands? **
 * Students’ creation of T-chart notes displaying some of the pro-underage voting and anti-underage voting opinions will provide evidence of desired understandings. Teacher’s anecdotal notes taken throughout the course of the 45-minute debate will also reveal which students felt comfortable in exploring their own opinions, including backing up said opinions with facts and concrete details. ||


 * By what criteria will student products/performances be evaluated? **
 * * The students’ t-chart notes will be scored based on effort – did they add only what was discussed in class or were they able to add their own opinions in addition to those discussed during the course of the class debate? Students who put in average to above average effort will receive a star at the top of their notes; students who put in below average effort will receive a check mark at the top of their notes.
 * The students will be assessed through use of a rubric designed to evaluate active or inactive participation in class debate
 * The students will be assessed on the neatness and organization of their t-chart notes
 * The students will be evaluated on how clearly and concisely they are able to present their point of view to the class with regarding to the debate prompt ||

** Performance Task Blueprint **
 * Task Title: ** “Should 9-year-olds be allowed to vote for president of the United States?” (Writing portion) ** Approximate time frame: ** 45 minutes

o 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government. § 2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.
 * What desired understandings/content standards will be assessed through this task? **
 * * Students will understand the purpose of creating 2 solid, persuasive paragraphs derived from the in-class debate held on pros and cons of underage voting for U.S. president.
 * This activity will assess the content standard for social studies:
 * Students will work independently using their t-chart notes to guide the development of their persuasive paragraphs ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * * Students will work appropriately at their own pace throughout the completion of the independent writing prompt, “should 9-year-olds be allowed to vote for president of the United States?”
 * Students are responsible for reading through the pros and cons listed on their t-chart notes (completed during in-class debate)
 * Students will state their opinions to the writing prompt clearly and concisely, backing up said opinions with facts and concrete details to support main points ||

The goal of this task is to work independently to form their thoughts on the writing prompt (derived from in-class debate) into 2 solid, persuasive paragraphs. Students will be given an opportunity to share their writing prompt with the class during the final 15 minutes of class. They will read through their paragraphs with expression in their voice and persuasion in their attitude and body language. The role of each student is to work independently on the assigned writing prompt and participate via sharing their completed work to the class as a whole. Students will demonstrate good listening skills and a respectful attitude towards their peers while they are not sharing. The purpose of this task is to use a strategy for supporting further comprehension of information as students explore their own thoughts and opinions pertaining to the topic of underage voting in presidential elections. Furthermore, students will be able to demonstrate their understanding of textbook concepts through their selection of main ideas and supporting facts/details pertaining to the writing prompt, “should 9-year-olds be allowed to vote for president of the United States?” The purpose of this task is also to allow students opportunities to explore their own strengths and weaknesses and they attempt to analyze pros and cons regarding the issue of underage voting. Considering the number of laws pertaining to education, underage voting in presidential elections is one issue that __could__ affect students. ||
 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**


 * What student products/performances will provide evidence of desired understands? **
 * * Students’ completed two-paragraph writing prompts will provide evidence of their understanding for the nature of persuasive writing as well as understanding of how certain laws __could__ affect them as students if they were allowed to vote in presidential elections.
 * Students’ in-class sharing of completed writing prompts will provide further evidence for evaluation by classroom instructor. ||


 * By what criteria will student products/performances be evaluated? **
 * * Student writing samples will be evaluated through teacher observation, anecdotal notes, and in-class sharing. ||

** Performance Task Blueprint **
 * Task Title: ** “Have you ever helped someone before?” ** Approximate time frame: ** 45 minutes

o 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government. § 2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life. § 6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).
 * What desired understandings/content standards will be assessed through this task? **
 * * In addition to examining a time in their life when they helped another person or group of people, students will understand how moving from awareness to action can make a difference in one’s own community just as Harriet Tubman and Abraham Lincoln’s actions made a difference in THEIR community.
 * This activity will assess the content standard for social studies:
 * Students will work independently in developing and completing a solid 2-paragraph response to the above writing prompt. ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * * Students will work appropriately at their own pace throughout the completion of the independent writing prompt, “have you ever helped someone before?” (Students will further explore in their writing, how it made them feel when they helped a person or group of people and analyze what they see as benefits involved in moving from awareness to action, giving back and making a difference just as Harriet Tubman, Abraham Lincoln and modern day heroes Hanson have done).
 * Students are responsible for completing thoughtful, well-written paragraphs that express feeling, emotion, power and passion.
 * Students will state their opinions in a portion of the writing prompt which examines benefits of shifting from awareness to action in the fight to make the world a better place. ||

The goal of this task is to analyze the importance of “making a difference.” After two videos studying such American heroes as Abraham Lincoln and Harriet Tubman as well as present-day heroes, three-brother rock band Hanson, students are engaged in a think-pair-share partner or trio discussion regarding the question “have you ever helped someone before?” Students will be gathered together after a minute of partner or trio sharing and asked to share their responses whole group. Students will then be asked to share how it made them feel when they helped a given person or group of people. Students will write a one to two paragraph write-up analyzing a time in their life when they helped someone, how it made them feel and what they feel the importance of “giving back” in their own community is. At the close of the writing exercise, students will be given opportunities to share their write-up with the class and to close, will be asked to think of something they could do for one week which would benefit their community or another person/group of people. Students will create a t-chart with a title such as “pick up trash around my neighborhood” at the top. On the left hand column of the t-chart below the title, students will list the days (i.e. day 1, day 2, day 3, etc.) up to day 7. On the right hand column of the t-chart, students will fill in a yes or no answer at the end of every day to mark whether or not they were successful in doing what they claimed they could do to make a difference in their community. Results of student progress will be discussed the following Monday.
 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**

The purpose of this task is to use a strategy for supporting further comprehension of text concepts as students put themselves in a position to “give back,” analyzing the importance of fulfilling the needs of others, rather than yourself just like Harriet Tubman, Abraham Lincoln and modern heroes, Hanson. Students will explore through their writing what it means to move from awareness to action as they examine past events where they served an important societal role, helping a friend or family member in need. Students will be able to demonstrate their understanding of the text through their choices of main ideas and supporting details within their own writing and via in-class sharing. ||


 * What student products/performances will provide evidence of desired understands? **
 * * Students’ completed two-paragraph writing prompts will provide evidence of their understanding for the nature of moving from awareness to action as well as understanding certain actions __could__ affect themselves as well as others. (We __feel good__ about //ourselves// when we __do good__ for others.)
 * Students’ in-class sharing of completed writing prompts will provide further evidence for evaluation by classroom instructor. ||


 * By what criteria will student products/performances be evaluated? **
 * * Student writing samples will be evaluated through teacher observation, anecdotal notes, and in-class sharing. ||

** Performance Task Blueprint **
 * Task Title: **__ Three Branches of Government __
 * Approximate time frame: **__ 45 minutes __

o 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government. § 4. Understand the three branches of government, with an emphasis on local government.
 * What desired understandings/content standards will be assessed through this task? **
 * * The students will understand how the federal government is broken out in three branches; legislative, executive, and judicial, and what essential elements make up these branches.
 * This activity will assess the content standard for Social Studies/History:
 * Students will label and “flesh-out” the illustrative tree map that represents certain aspects of the three branches of government. ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * * Students will understand the three branches of government and how they operate on a basic level.
 * Students will be able to identify who are involved within each branch, and how.
 * Students will also be able to identify where each branch is located, compared to local government. ||

The goal of this task is for students to complete an illustrative tree map that represents the three branches of the federal government and the key elements that make them up. The role of each student is to customize his or her tree map, with the correct information, in order to have it as a future study aid. In a sense, they are their own audience, with the teacher’s guided direction of course. The main purpose of this task is to have the students customize their own graphic study aid while increasing their opportunities for retention of the material. The other purpose is to assess the students’ knowledge and understanding on each branch of government. The standards addressed in this task are: o 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government. § 4. Understand the three branches of government, with an emphasis on local government. ||
 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**


 * What student products/performances will provide evidence of desired understands? **
 * * The students’ completed tree map will provide evidence of their understanding for the structure and roles of each of the three individual branches of government.
 * In addition, the classroom discussion and lecture will also provide informal evidence of their understanding for the structure and roles of the three branches of government. ||

o The graphic tree maps will have each portion needing to be filled-in assigned a point. A percentage will then be attributed. If the map is done correctly with all pertinent information filled-in, a grade of 100% will be made. ||
 * By what criteria will student products/performances be evaluated? **
 * * The students’ tree map and class discussion of the lesson will be evaluated through grading and teacher observation.

** Performance Task Blueprint **
 * Task Title: **__ Bill of Rights __
 * Approximate time frame: **__ 60 minutes __

o 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government. § 1. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws. § 3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).
 * What desired understandings/content standards will be assessed through this task? **
 * * The students will understand the Bill of Rights and how they are the first 10 amendments of the U.S. Constitution.
 * This activity will assess the content standard for Social Studies/History:
 * Students (in groups) will present their two most important amendments rewritten in their own words, which will give them a deeper understanding for those two amendments. ||


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **
 * * Students will understand the purpose of the U.S. Constitution and its Bill of Rights.
 * Students will be able to identify at least half of the Bill of Rights – the amendments that are more critical to our day-to-day lives.
 * Students will also be able to identify the U.S. Constitution and the Bill of Rights as essential documents. ||

The goal of this task is for students to create their own amendment (from the Bill of Rights but in their own words and cursive writing). The role of each student (in a group) is to either write, draw, or present their customized amendments. During the presentation portion, the rest of the class and the teacher are the audience. The scenario entails groups of 3 to 4 students, where they will decide what two amendments are the most important to them. With quill pens and tea-stained paper, one student will write each amendment on one page in the group’s own words. Other students will draw a simple icon that represents the amendment, while another student presents it to the rest of the class. The main purpose of this task is to have the students customize two amendments (per group) of their choice while increasing their opportunities for retention. The other purpose is to assess the students’ knowledge and understanding of their selected amendments. The standards addressed in this task are: o 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government. § 1. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws. § 3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol). ||
 * Through what authentic performance task will students demonstrate understanding? **
 * **// Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**


 * What student products/performances will provide evidence of desired understands? **
 * * The students’ completed customized amendments will provide evidence of their understanding for the amendments in question, and how they fit into the Constitution and our daily lives.
 * In addition, the classroom lecture, discussion and group presentations will also provide informal evidence of their understanding for the Bill of Rights and some of the more vital amendments thereof. ||

o The customized amendments will have each amendment and associating icon considered a completed task if the personal translation is accurate and the icon drawn makes logical sense to their respective amendment. If needed, products will be returned to students until it is done properly. ||
 * By what criteria will student products/performances be evaluated? **
 * * The students’ customized amendments, presentations, and class discussion of the lesson will be evaluated through grading and teacher observation.

** Stage 3: Plan learning experiences & instruction. **
 * What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? **
 * ** Consider the W.H.E.R.E. elements, from the //student’s// perspective. **


 * Participation in student government (or student congress)


 * Voting in class or school-wide elections


 * Open classroom discussions on voting age, pros and cons of voting in government elections prior to age 18


 * Engaging videos on past and present freedom fighters and articles on modern day heroes


 * Discussion on civil rights issues and those famous Americans involved in the quest for personal freedoms


 * Discussions on the constitution and bill of rights and how it applies to our lives today ||

** Stage 3: Plan learning experiences & instruction. **
 * In what ways will technology be used that will equip students to develop and demonstrate the desired understandings? **
 * Technology will simplify the complexity of the subject matter with regards to government, the acquisition of civil rights, and the struggle of people throughout American history. Technology will aide the student in understanding past history and drawing valid text-to-world and text-to-self connections via engaging videos. Through such videos, students will acquire a greater appreciation for those Americans such as Harriet Tubman and Abraham Lincoln whom gone before in an effort to promote freedom for all. Students will also participate actively using the interactive whiteboard and document camera, completing T-notes and KWL charts. ||


 * What parental/family involvement activities will equip students to develop and demonstrate the desired understandings? **
 * Students will have a greater understanding of the subject matter by visiting their local government offices to enhance their text-to-world connection. Students will also benefit from open lines of communication between themselves and their parents with regards to discussion on local government matters. For example, children of this age may be interested in visiting their local humane society and understanding the process of animal control and how such matters are handled within their city. Family visits to local fire and police stations eliminate any fears children may have by educating them on the value of such departments and the important matters handled by such working professionals. ||


 * Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings? **
 * This bulletin board highlights the three types of government – federal, state, and local. It provides a reference point for students to easily see which governments handle which matters. Students can refer to the bulletin board to aide them in answering select questions derived from their social studies workbook or simply to develop a greater respect for their country and for how each government – federal, state, and local, work together for the common good of all the people. This bulletin board features visual images of each type of government and provides clear examples of each for students to see:

||

** Stage 3: Plan learning experiences & instruction. **
 * What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? **


 * The following calendar many be used to map the unit sequence. Code each calendar entry with the appropriate initial(s) of the W.H.E.R.E. elements. **