Unit Overview

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Grade Level: 3rd Grade
Learning Unit Title: Constitution/Three Branches of Government
MONDAYConstitution
NCSS Theme
Common Core
(LAFS/MAFS),
NGSSS Learning
Standards

TUESDAYLegislative Brach

WEDNESDAYJudicial Branch

THURSDAYExecutive Branch

FRIDAYSimulation

NGSS Theme: Power,

Authority, and
Governance

NGSS Theme: Power,

Authority, and
Governance

NGSS Theme: Power,

Authority, and
Governance

NGSS Theme:
Power, Authority,
and Governance

NGSS Theme: Power,

Authority, and
Governance

SS.3.C.1.1
Explain the purpose and
need for government.
SS.3.C.1.3
Explain how government
was established through
a written Constitution.
SS.3.C.3.4
Recognize
that
the
Constitution of the United
States is the supreme law
of the land.
LAFS.3.RI.1.3
Describe the relationship
between a series of
historical
events,
scientific
ideas
or
concepts, or steps in
technical procedures in a
text, using language that
pertains
to
time,
sequence,
and
cause/effect.

SS.3.C.1.1
Explain the purpose
and
need
for
government.
SS.3.C.1.3
Explain
how
government
was
established through a
written Constitution.
SS.3.C.3.4
Recognize that the
Constitution of the
United States is the
supreme law of the
land.
LAFS.3.RI.1.3
Describe
the
relationship between a
series of historical
events, scientific ideas
or concepts, or steps
in
technical
procedures in a text,
using language that
pertains
to
time,
sequence,
and
cause/effect.

SS.3.C.1.1
Explain the purpose and
need for government.
SS.3.C.1.3
Explain how government
was established through
a written Constitution.
SS.3.C.3.4
Recognize
that
the
Constitution
of
the
United States is the
supreme law of the land.
LAFS.3.RI.1.3
Describe the relationship
between a series of
historical
events,
scientific
ideas
or
concepts, or steps in
technical procedures in
a text, using language
that pertains to time,
sequence,
and
cause/effect.

SS.3.C.1.1
Explain the purpose
and
need
for
government.
SS.3.C.1.3
Explain
how
government
was
established through
a
written
Constitution.
SS.3.C.3.4
Recognize that the
Constitution of the
United States is the
supreme law of the
land.
LAFS.3.RI.1.3
Describe
the
relationship between
a series of historical
events,
scientific
ideas or concepts,
or steps in technical
procedures in a text,
using language that
pertains to time,
sequence,
and
cause/effect.

SS.3.C.1.1
Explain the purpose
and
need
for
government.
SS.3.C.1.3
Explain
how
government
was
established through a
written Constitution.
SS.3.C.3.4
Recognize that the
Constitution of the
United States is the
supreme law of the
land.
LAFS.3.RI.1.3
Describe
the
relationship between
a series of historical
events,
scientific
ideas or concepts, or
steps in technical
procedures in a text,
using language that
pertains
to
time,
sequence,
and
cause/effect.

LAFS.3.SL.1.1
Engage effectively in a
range of collaborative
discussions (one-on-one,
in groups, and teacherled) with diverse partners
on grade 3 topics and

LAFS.3.SL.1.1
Engage effectively in a
range of collaborative

LAFS.3.SL.1.1
Engage effectively in a
range of collaborative
discussions
(one-onone, in groups, and
teacher-led) with diverse
partners on grade 3

LAFS.3.SL.1.1
Engage effectively in

LAFS.3.SL.1.1
Engage effectively in
a
range
of

Unit Overview
texts, building on others
ideas and expressing
their own clearly.
Come to discussions
prepared, having read or
studied required material;
explicitly draw on that
preparation and other
information known about
the topic to explore ideas
under discussion.
Follow agreed-upon rules
for discussions (e.g.,
gaining the floor in
respectful ways, listening
to others with care,
speaking one at a time
about the topics and texts
under discussion).
Ask questions to check
understanding
of
information
presented,
stay on topic, and link
their comments to the
remarks of others.
Explain their own ideas
and understanding in light
of the discussion.

discussions (one-onone, in groups, and

teacher-led)
with
diverse partners on
grade 3 topics and
texts,
building
on
others
ideas
and
expressing their own
clearly.
Come to discussions
prepared, having read
or studied required
material;
explicitly
draw
on
that
preparation and other
information
known
about the topic to
explore ideas under
discussion.
Follow
agreed-upon
rules for discussions
(e.g., gaining the floor
in respectful ways,
listening to others with
care, speaking one at
a time about the topics
and
texts
under
discussion).
Ask
questions
to
check understanding
of
information
presented, stay on
topic, and link their
comments
to
the
remarks of others.
Explain their own
ideas and

topics and texts, building

on others ideas and
expressing their own
clearly.
Come to discussions
prepared, having read or
studied
required
material; explicitly draw
on that preparation and
other information known
about the topic to
explore ideas under
discussion.
Follow
agreed-upon
rules for discussions
(e.g., gaining the floor in
respectful
ways,
listening to others with
care, speaking one at a
time about the topics
and
texts
under
discussion).
Ask questions to check
understanding
of
information presented,
stay on topic, and link
their comments to the
remarks of others.
Explain their own ideas
and understanding in
light of the discussion.

a
range
of
collaborative
discussions (one-onone, in groups, and
teacher-led)
with
diverse partners on
grade 3 topics and
texts, building on
others ideas and
expressing their own
clearly.
Come to discussions
prepared,
having
read
or
studied
required
material;
explicitly draw on
that preparation and
other
information
known about the
topic
to
explore
ideas
under
discussion.
Follow agreed-upon
rules for discussions
(e.g., gaining the
floor in respectful
ways, listening to
others with care,
speaking one at a
time about the topics
and texts under
discussion).
Ask questions to
check understanding
of
information
presented, stay on
topic, and link their
comments to the

collaborative
discussions (one-onone, in groups, and
teacher-led)
with
diverse partners on
grade 3 topics and
texts, building on
others ideas and
expressing their own
clearly.
Come to discussions
prepared, having read
or studied required
material;
explicitly
draw
on
that
preparation and other
information
known
about the topic to
explore ideas under
discussion.
Follow agreed-upon
rules for discussions
(e.g., gaining the floor
in respectful ways,
listening to others with
care, speaking one at
a time about the
topics and texts under
discussion).
Ask
questions
to
check understanding
of
information
presented, stay on
topic, and link their
comments
to
the
remarks of others.
Explain their own

Unit Overview
understanding in light
of the discussion.

remarks of others.
Explain their own
ideas and
understanding in
light of the
discussion.

Learning
Goals/Objectives
(The student
will)

The student will be able

to compare and contrast
the process of writing a
constitution present day
versus 1787.
The student will be able
to identify the purpose of
the United States
Constitution.
The students will be able
to define a constitution.
The students will apply
their knowledge of a
constitution to create their
own Classroom
Constitution.
The students will be able
to recognize James
Madisons contributions
to the Constitution of the
United States of America.

Students will
recognize how laws
are made and where
they come from.
Students will describe
the function of the
legislative branch.
Students will identify
the two parts of the
federal Congress and
the way in which
representation is
determined.
Students will
understand the
purpose of their state
representatives.

The student will identify

characteristics of the
judicial branch of
government and how it
relates to the
Constitution.
The student will
recognize the
differences among the
city, state and federal
court systems.
The student will apply
their knowledge of the
judicial branch by
participating in a mock
trial with peers.

The student will be

to identify the seven
roles of the
President by
creating a foldable.
The students will
demonstrate
their
understanding of the
role a President
plays
in
the
executive branch by
writing a journal
entry
from the perspective
of the President.
During small group
instruction students
will read Article II of
the
Constitution.
From this reading
students will gain a
deeper
understanding of the
purpose
of
the
executive
branch
and who is included
within it.
The students will be
able to describe the
Presidents role in

ideas and
understanding in light
of the discussion.

The students will

Simulate the roles of
each of the three
branches of
government.
Identify the main role
and function of each
of the three branches.
Compare the
simulation to a reallife example of a bill
that became law.
Compare and contrast
the simulation activity
to the real-life
interaction of the
three branches.

Unit Overview
Activities/Tasks
to meet
Standards:

Anticipatory Set: The

teacher will divide class
into two teams. Give
Team A a simple math
problem (grade level
appropriate). When the
students
answer
it
correctly, give Team A 30
points. Give Team B a
similar math problem and
100 points when they
answer it correctly. The
object of the game is to
score the team differently
and unfairly. Students
should
quickly
understand that the game
is unfair. At the end of the
game, allow students
time to discuss their
reactions and feelings.
Activities:
Create a classroom
Constitution
Create a Venn
diagram
comparing/contrastin
g their process of
writing a constitution
to the U.S
Constitution
Learn about James
Madison- Father of
the Constitution
Create a drawing or
poem illustrating the
meaning of We the
People

Anticipatory Set:
Begin with a group
discussion and bring
everyone to the
carpet. Begin to
discuss the school and
classroom rules. Ask
students What are the
classroom rules?
Have students raise
their hands and begin
making a list on the
board. Then ask
What are our school
rules? and write those
on the board. Then
begin a discussion by
asking What purpose
do the rules serve?
Why do we need
them? Lead the class
to see that rules serve
to maintain order and
keep people safe.
After students
understand that, have
them start thinking
about rules in our
community and what
those are called.
Activities:
Discussion
about school
rules.
Group anchor
charts about
legislative
branch based
off video.

Anticipatory Set: Begin

with the class divided
into groups of four. Start
the discussion by giving
the class a reminder of
the authority figures in
the school. Ask the
students this question If
your teacher couldnt
help you solve an issue
with another student,
who else could you go to
in the school for help?
Who is the highest
person you can go to for
help in the school?
Have
the
students
discuss with their group
members for 2 minutes
then each group would
share their answers.
Once
all
students
understand that there
are different people you
can go to, relate this
concept to that of the
judicial branch. Tell the
students that we are
going to learn about the
judicial system and the
different kinds of courts
you have to go through
until you reach the
Supreme
Court.
(5
Minutes)
Activities:
Engage in Mock
trials
Converse with

making laws.
Anticipatory Set:
1. To begin the
lesson the teacher
will first review what
the students have
learned about the
legislative
and
judicial
branches
from the previous
lessons in the unit.
The teacher will
make sure to include
points such as the
legislative
branch
makes laws and the
judicial
branch
interprets them. The
teacher will then
read Article II (pages
33-37) from the
book Constitution:
Translated for Kids
by Cathy Travis.
This section of the
Constitution
talks
about the executive
branch
and
its
duties.
Students
should now realize
the executive branch
carries out laws.
This branch has the
power to approve
laws or veto (reject)
them if they choose.
Print out copies of
the Three Branches
of Government map
and give to each
student (ESOL).

Anticipatory Set:
Begin by reviewing
the three branches of
government and what
we have gone over
during the week.
Hang up the posters
on the board, and go
over what each
branch is responsible
for by asking for
volunteers. Do an in
depth review to be
sure that students
understand all of the
roles of each branch.
Encourage students
to take notes.
Activities:
Whats for
Lunch?
Simulation

Unit Overview

Gallery walk.
Writing a letter
to your
congressman.
Review quiz
on the
computer.
Post it note
exit slip.

Resources/Materi
als:
(Texts, Digital
resources, &
materials)

Materials
Computer (internet
access), map of the
original thirteen colonies,
constitution poster,
markers, paint, colored
pencils, computer paper,
white board, poster
board, dry erase markers,
composition notebooks,
pencils, transcription of
the James Madison readaloud, and progress
monitoring rubric.
Websites
Studebaker, D. (2012,
November 11). The
Constitution and
Constitution Day A
Beginners Guide.
Retrieved June 12, 2015.

Materials:
chart paper, markers,
paper, pencils,
envelopes, stamps,
whiteboard, dry erase
markers, post it notes

peers to reach a
compromise
Complete the
Flow of
Government
worksheet
Write three
sentences in
journals about
what students
have learned
Complete
Number Quiz
worksheet

Materials:
The Flow of
Government worksheet,
Smartboard, Projector,
YouTube, Pencils,
Journal Composition
Books, Number Quiz
worksheet, dry erase
boards, dry erase
markers.
Resources:
Congress for Kids:
[Judicial Branch]: The
Supreme Court. (n.d.).
Retrieved June 22,
2015.
United States
Government. (n.d.).
Retrieved June 22,
2015.

Activities:
Create a
foldable of the
seven roles of
the President
Analyze the
Presidents
daily schedule
Complete If I
were the
President
worksheet
Write a journal
entry from the
Presidents
perspective
Materials
Markers, scissors,
glue sticks,
computer paper,
computer (with
internet access),
poster
board/whiteboard, If
I Were the President
worksheet, Job
description cutouts,
Five Star Writers
Rubric, Three
Branches of
Government Charts
Websites/
Literature Used:
Kids.gov: The U.S.
Government's
Official Web Portal
for Kids. (n.d.).

Materials:
Branches of
Government bulletin
board posters, work
sheets, pencils

Unit Overview
Kids.gov: The U.S.
Government's Official
Web Portal for Kids.
(n.d.). Retrieved June 2,
2015.

The Judicial Branch.

(n.d.). Retrieved June
22, 2015.

Reading Room-James
Madison Remembers.
(n.d.). Retrieved June 12,
2015.

Assessments:

NOTES:

Journal Entry
Participation in
group and whole
class discussion
Involvement in
creating the
classroom
constitution
Venn Diagram
Drawing/painting of
We the People
Student selfevaluation on the
1,2,3 Progress
monitoring rubric

Retrieved June 2,
2015, from
http://kids.usa.gov/
Presidents
Schedule. (n.d.).
Retrieved June 12,
2015.
Seven Roles for
One President|
Scholastic.com.
(n.d.). Retrieved
June 12, 2015.
Travis, Cathy
(2002). Constitution:
Translated for Kids.
Austin, Tx: Ovation
Books.

Creating an
anchor chart
as a group.
Writing letters
to their state
representative
s to see that
they
understand
what a
representative
is for.
Quiz on the
computer.
Exit slip.

Discussions
Mock trials
Journal Responses
Worksheets
completed in class.

Discussions
Foldable
Journal
Entry
Student
SelfAssessment

The correctness
of their
worksheets at
the end of the
lesson will be
the assessment
for the day.