Unit Plan Stephanie Nalepa SST 309-02 Fall 2013

1 Table of Contents Unit Overview, Rational, & Introduction.... Page 2 KUDs & I Can Statements....... Page 3 Assessment Ideas......... Page 7 Sequence of Instruction, Lesson Plan One.......... Page 8 Sequence of Instruction, Lesson Plan Two......... Page Sequence of Instruction, Lesson Plan Three....... Page Resource Attachment A........... Page Resource Attachment B............... Page Resource Attachment C. ............. Page Citation Page............... Page

Unit Plan

SST 309-02

Stephanie Nalepa

2 Unit Overview, Rational, & Introduction Overview: This third grade civics unit will build on students prior knowledge of government in local communities to government in the context of Michigan state government. Students knowledge of the purpose of government will grow and deepen as they learn how Michigan state government fulfills the purpose of government, learners will be introduced to the concept of representative government and understand Michigan state governments role in functioning as a representative government, the students will learn the purpose of Michigans Constitution, as well as the rights and responsibilities of citizenship. Rational: Understanding these aspects of civics and government in the context of the Michigan state government allows children to understand how the government works, how they can be a responsible citizen, why it is important for the government to work in that way, and why it is important to be a responsible and informed citizen. It is essential that children learn these aspects of government because it provides them with the knowledge that they need so that they can appreciate the country that we live in and grow up to be responsible, democratic citizens. Introduction: This civics unit about government in the context of Michigan state government will allow the learners to actively engage in large-group and small-group discussions, and group work and individual work. Viewing videos, posters, and pictures, listening to music, reading textbooks and trade books, and using various technological resources will give students a deeper understanding and a different perspective of the concepts taught. Learners will also actively participate in games, various activities, projects (such as creating foldable and posters), and writing activities to give them a hands-on learning experience, which will also deepen their understanding of the civic concepts taught in class. Students will demonstrate their learning by creating posters for each GLCE taught that will present information and examples of the concepts.

Unit Plan

SST 309-02

Stephanie Nalepa

3 KUDs and I Can Statements

3-C5.0.1 Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws). Verb: Knowledge Knowledge (K) Understand (U) DO: Vocabulary I Can Demonstration of Learning (DOL) Rights are freedoms that are Students will understand Each learner will create a Amendments I can tell what the rights and protected. that United States small poster that will be Bill of Rights responsibilities of United Rights: freedom to express yourself, citizens have rights and split in half with the Citizen States citizens are. freedom of religion, freedom of responsibilities that they headings: Rights and Community speech, freedom of press, freedom to must live by. Responsibilities. The Constitution petition, freedom to pursue life, learners will list five rights Defend liberty, and the pursuit of happiness, and five responsibilities of Democratic Process right to prompt and fair trial by jury, citizens in the appropriate Due Process of Law right to vote in elections, right to section of the poster. The Elections apply for federal employment posters will be hung up in Equal Protection requiring U.S citizenship, right to run the classroom after grading. Freedoms for elected office, justice, privacy, Freedom of Press equal opportunity, right to own Freedom of Speech private property, due process of law, Freedom of Religion Freedom to Express Yourself and equal protection of the law. Freedom to Petition A responsibility is an obligation Justice (something that you should do). Jury Responsibilities: Support and defend Laws the constitution, stay informed on Life, Liberty, and the Pursuit of issues in your community, participate Happiness in the democratic process, respect Participate and obey federal, state, and local Protect laws, respect the rights, beliefs, and Public Officials opinions of others, participate in your Responsibility local community, pay income and Rights other taxes honestly, and on time, Taxes serve on a jury when called upon, Trial and to defend the country if the need Vote should arise. GLCE and Verb

Unit Plan

SST 309-02

Stephanie Nalepa

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GLCE and Verb Knowledge (K) 3-C3.0.5 Describe the purpose of the Michigan Constitution. Verb: Knowledge Understand (U) DOL: Demonstration of Learning (DO) Students will understand The students will each that the Michigan create a poster that is split Constitution is an important into four equal sections (4 document that helps to squares within the one maintain order, and ensures poster itself). The students equal protection of the will write one purpose in citizens in Michigan, while each section of the poster promoting the common and will write one sentence good. that describes/explains one of the purposes. Underneath the one sentence description the students will draw a picture that represents a real-life example of the purpose. After grading, the posters will be hung up in the classroom.

Vocabulary

I Can

The purpose of the Michigan Constitution is to Protect the Rights of Individuals: There is no individual in Michigan who is not receiving the same rights as everyone else. Maintain Order: To make sure that Michigan citizens are obeying the laws of the city, state, and country that they live in, and that no branch in the government is getting too big or too powerful compared to the other branches. Promote the Common Good: To support the general being of all Michigan Residents. Ensure Equal Protection Under the Law: Every citizen in Michigan, no matter of race, gender, ethnicity, age, or any other differences, are all receiving and benefiting from the same rights in the same way, and that everybody is being treated the same.

Common Good Democratic Process* Due Process of Law* Elections* Equal Protection* Freedoms* Freedom of Press* Freedom of Speech* Freedom of Religion*
Freedom to Express Yourself*

I can tell the purpose of the Michigan Constitution.

Freedom to Petition* Justice* Jury* Law*

Life, Liberty, and the Pursuit of Happiness*

Maintain Michigan Constitution Promote Protect Purpose Rights* Trial* Vote*

*This activity is the same as the activity for 3-C1.0.1, because these two GLCEs will be taught together.

*These vocab terms are taught in 3-C5.0.1

Unit Plan

SST 309-02

Stephanie Nalepa

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GLCE and Verb 3-C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of government (e.g., protecting individual rights, promoting the common good, ensuring equal treatment under the law). Verb: Product Understand (U) DOL: Vocabulary I Can Demonstration of Learning (DO) Students will understand The students will each Common Good I can provide examples of how to recognize and create a poster that is split Democratic Process* how Michigans explain real life situations into four equal sections (4 Due Process of Law* government carries out its that represent each squares within the one Elections* purpose. purpose of the state poster itself). The students Ensure government. will write one purpose in Equality each section of the poster Equal Protection* and will write one sentence Freedoms* that describes/explains one Freedom of Press* of the purposes gone over in Freedom of Speech* class. Underneath the one Freedom of Religion* Freedom to Express Yourself* sentence description the students will draw a picture Freedom to Petition* Individual Rights that represents a real-life Justice* example of the purpose. Jury* After grading, the posters Law* will be hung up in the Life, Liberty, and the Pursuit of classroom. Happiness* Maintain Michigan Constitution Promote Protect Purpose Rights* Trial* Vote* *This activity is the same as the activity for 3-C3.0.5, because these two GLCEs will be taught together

Knowledge (K)

The purpose of the Michigan Constitution is to protect the rights of individuals, to maintain order, to promote the common good, and to ensure equal protection under the law. There are real life examples of how the government carries out each of these purposes. Real life examples of Protecting the Rights of Individuals: Every person has the ability to own private property if they wish to do so, and have the money to do so. Maintain Order: The government creates laws that help the community, state, and nation running smoothly. One law prohibits people from robbing, or stealing from others. Promote Common Good: Keeping Michigan clean; not littering, picking up liter, recycling, etc. Ensure Equal Protection: When Abraham Lincoln banned slavery.

*These vocab terms are taught in 3-C5.0.1

Stephanie Nalepa

Unit Plan

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GLCE and Verb Knowledge (K) 3-C2.0.1 Describe how Michigan state government reflects the principle of representative government. Verb: Knowledge Understand (U) DOL: Vocabulary I Can Demonstration of Learning (DO) Students will understand Each learner will finish the Bill I can tell how Michigans that citizens elect sentence, Representative Chairperson government is a representatives to create Government is like Citizens representative government. laws for the common ______. On a piece of City good of the people. construction paper. Thus, County they will have to create a Democracy simile about representative Districts government. Underneath Elect the sentence they will draw Governor a picture that represents the Law sentence/simile, and Levels of Government explain/justify why they Mayor chose to complete the National sentence in the way that President they did. Purpose Represent Representatives
Representative Government

Representative government is when citizens vote for people who live in the same district as they do to represent them. The people who are voted to represent the citizens create new laws (that promote the common good), and are called representatives. The representatives are split into two groups: State Senate and the State House of Representatives. Each group can propose a new law. Once one group oks the proposal it moves onto the next group, which then votes to pass the bill or not. Citizens also elect other leaders who work at different levels within the government, and who all have different roles. Citizens elect Presidents: national level of government Governors: state level of government Chairpersons: county level of government Mayors: city level of government Thus, the people are in control of the government.

State
State House of Representatives

State Senate Vote

Unit Plan

SST 309-02

Stephanie Nalepa

7 Assessment Ideas Formative Assessment: Throughout the course of each lesson the students will partake in a variety of age-appropriate activities and projects as a form of formative assessment. Examples of these include large and small-group discussions, free association writing, creating foldables, journal writing, and games to test understanding of material. The formative assessments will be graded based upon completion/no completion. However, the instructor should read/view/assess the completed tasks to see whether the students understand the material thus far. For example, they can give the learners five points for completing the assignment and no points for not completing the assignment. They can also give each student a check minus (representing the fact that the student is not showing understanding of content), a check (showing that the student is showing adequate knowledge/understanding of content taught), and a check plus (representing that the student is displaying significant understanding of material). The students will then be able to see where they are at, and will know how close they are to fully understanding the material. The teacher will also be able to see where each student is and where the class is as a whole in completion of the content standards. The instructor will then be able to assess their instruction to better benefit the learners. Summative Assessment: Performance task items will be used as the form of summative assessment for each GLCE gone over in class. Below is each content standard, with a brief description of the summative assessment item that the students will be required to complete. Each performance task item will be graded by a rubric, and will be worth twenty points. The instructor will provide learners with a copy of the rubric when the items are assigned, that way the learners know what is expected of them. Completion, grammar, neatness/overall appearance, correct information, and all requirements met (for example, if the assignment calls for five examples of the topic, but the students provides only two examples) are such things that will be explained in the rubric, and will be scored on.
Content Standard 3-C5.0.1 Summative Assessment Item Learners will create a small poster that will identify five rights and five responsibilities of citizens. The poster will be split in have with the heading Rights on one side, and Responsibilities on one side. Underneath each heading the students will name five rights/responsibilities. These two content standards will be taught together. Thus, the learners will complete one summative performance task item to show their understanding of these two content standards. Each learner will individually create another poster that will be hung up in the classroom after grading. The poster will be split into four equal sections (4 squares within the one poster itself). The students will write one purpose in each section of the poster and will write one sentence that describes/explains one of the purposes. Underneath the one sentence description the students will draw a picture that represents a real-life example of the purpose. Students will create a simile about representative government. On a piece of construction paper the students will complete the sentence, Representative government is like.____. Underneath the sentence they will draw a picture that represents the sentence/simile, and will explain/justify why they chose to complete the sentence in the way that they did.

3-C3.0.5 3-C1.0.1

3-C2.0.1

Unit Plan

SST 309-02

Stephanie Nalepa

8 Sequence of Instruction, Lesson Plan One

Lessons: How will you take them where they need to go? Instructional strategies/Social How will they work? constructs: Resources needed: What materials and resources will they need?

3-C5.0.1 Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws). Anticipatory Set: Two different posters will be hung up on the white board when students walk into the classroom. One poster will have the word, Rights written on the top of it, and the pother poster will have the word, Responsibilities written on it. The instructor will then ask students what they think the differences are between rights and responsibilities. Students will be prompted to write their thoughts in their vocabulary journal. *Instructor should not give answers to this prompt yet. Direct Instruction: The instructor will follow the vocabulary script (Resource Attachment A) to introduce the definitions of rights, and responsibilities. Guided Practice: The learners will participate in individual work by writing in their vocabulary journals what they believe the differences are between, rights and responsibilities. Vocabulary Journals Marker White Board Two Pieces of Poster Paper Tape

The learners will watch a video about responsibilities as a class, and will then individually complete a free association writing activity about the word. The instructor will guide a whole-class discussion about the Have students make 2 layered books, one for rights and one for responsibilities. One page will be a definition, one will be

Independent Practice: Closure:

Layered flip book (two), one rights one, and one responsibilities one naming examples of each category
Unit Plan SST 309-02 Stephanie Nalepa

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Lessons: How will you take them where they Instructional strategies/Social need to go? How will they work? constructs: Resources needed: What materials and resources will they need?

3-C3.0.5 Describe the purpose of the Michigan Constitution. Anticipatory Set: Direct Instruction: Guided Practice: Independent Practice: Closure:

Unit Plan

SST 309-02

Stephanie Nalepa

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Lessons: How will you take them where they Instructional strategies/Social need to go? How will they work? constructs: Resources needed: What materials and resources will they need?

3-C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of government (e.g., protecting individual rights, promoting the common good, ensuring equal treatment under the law). Anticipatory Set: Direct Instruction: Guided Practice: Independent Practice: Closure:

Unit Plan

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Stephanie Nalepa

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Lessons: How will you take them where they Instructional strategies/Social need to go? How will they work? constructs: Resources needed: What materials and resources will they need? *House Mouse/Senate Mouse Pete W. Barnes and Cherly Shaw Barnes

3-C2.0.1 Describe how Michigan state government reflects the principle of representative government. Anticipatory Set: Direct Instruction: Guided Practice: Independent Practice: Closure:

Unit Plan

SST 309-02

Stephanie Nalepa

12 Resource Attachment A: Script for Vocabulary Development 3-C5.0.1 Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws). Step One of Building Academic Vocabulary: Introduce the new words. Rights: The instructor will show the students the video, The 30 Articles of Human Rights to introduce the students to the concept of rights. (Teacher Talk) Based on your prior knowledge, and on what you have just seen in the video Im now going to have you complete a free association writing activity about the word, rights. Dont forget to write your name in the upper-right hand corner of the page, you will have five minutes to complete this. After the five minutes are up the instructor will collect all of the students papers and read three or four of them out-loud. What are some common thoughts from the free-association writings that I have just read? Were there any similar ideas in the writings? What were they? The instructor will write some of these ideas on the board. Those are all very good ideas! Rights are freedoms that are protected by the constitution and by laws (write the definition on the white board for students to see and copy). Write this definition in your vocabulary journal, along with two rights that you think every person who lives in the United States has. After a few minutes have the learners turn to the person next to them and share their ideas. After a few minutes of having the partners share their ideas and come up with new ideas, have some of the students volunteer and share their ideas with the class, write some examples on the board, and have students write down these examples in their vocabulary journal under the definition (Think-Pair-Share- also step number five). Those are some really good examples! Keep this definition and these examples in mind because re-visit this word soon. The word, rights will now go on our vocabulary board (hold up an index card with the word written on it and select a student randomly using popsicle sticks or something similar to tape the index card to the vocabulary board). Responsibilities: Have a power point presentation ready to show the students, that contains the pictures in Attachment B. Have one picture on one slide each. (Teacher Talk) Ask the students what each person/people are doing in each picture. Ask them why they think the people in the picture are doing whatever they are doing in the picture. Are there any similarities between these pictures? What do you think they are? Respond appropriately to the responses given by learners. Those are some good ideas. All of these pictures are examples of individuals completing a responsibility. Does anyone know what a responsibility is? Call on students and respond appropriately. A responsibility is something that you should do (Write this definition on the white board for students to see). You have responsibilities as students, and I have responsibilities as a teacher. We all have the same responsibilities as United States citizens, though. Write this definition in your vocabulary journal along with three responsibilities that you think we might have as United States citizen s. After a few minutes have the learners turn to the person next to them and share their ideas. After a few minutes of having the partners share their ideas and come up with new ideas, have some of the students volunteer and share their ideas with the class (Think-Pair-Share- also step number five). Those are some really good examples, keep this definition and these examples in mind because we will re-visit this word when we revisit the word, rights (pick a student using popsicle sticks or in a way similar to that to tape the index card with the word on it to the vocabulary board).
Unit Plan SST 309-02 Stephanie Nalepa

13 Step Two of Building Academic Vocabulary: Restate the new words. Rights: At the beginning of class have each student take two pieces of construction paper. Have them fold both pieces of paper in fourths. (Teacher Talk) Okay students, we added the word, rights to our vocabulary board yesterday. Does anybody remember what the definition of the word is? You can look at your vocabulary book for help if you need it. Respond appropriately to students. Great job! Now write the word rights in the center of one of the pieces of paper that you folded. Give students time to complete this. Now write the definition that I gave you yesterday on the upper left-hand corner of the paper. Give students time to complete this. Now, on the upper right-hand corner of your paper write your own, one-sentence definition of the word. Do not copy my definition, or your neighbors definition. Responsibilities: Okay now take out your other sheet of paper, we will do the same thing for this sheet as well. Write the word, responsibilities in the center of your paper. Give students appropriate amount of time to complete this. What was the definition that I provided you guys with in class, yesterday? Call on students who raise their hand to answer the question and respond accordingly. Write this definition on the upper left-hand corner of your paper. Give students appropriate time to complete this. Now write your own definition for the word on the upper right-hand corner of the paper. Dont forget to use your own words. Give students the appropriate amount of time to complete writing their own definition for the word, responsibilities. Then, have the students share the definitions that they created for each word with the person across from them, and then share those ideas with their table (Think-Pair-Share, also step five of Building Academic Vocabulary). Step Three of Building Academic Vocabulary: Create a non-linguistic representation of the new word. Rights & Responsibilities: Show the video, Characteristics of a Good Citizen to students. (Teacher Talk) I am going to play a video that will give you guys some more information and examples of the rights and responsibilities that we have as United States citizens. Pay close attention to the examples of rights and responsibilities that the video gives. Show the video. What were some of the rights listed in the video? Respond accordingly and write some examples that students provide on the white board. What were some of the responsibilities listed in the video? Respond accordingly and write some examples provided on the white board. Those are great examples that you guys just gave me, thank you for paying attention to the video. Now, I would like you to take out both sheets of your construction paper with each word on it, and list six examples of rights and responsibilities on the lower left-hand corner of the appropriate paper for each word. After you finish listing the examples on each sheet of paper draw a picture, on the lower right-hand corner, of one of the examples that you listed on the lower left-hand corner. I will give you ten minutes to complete this. Write these instructions on the white board so students can stay on task. Walk around the room while students are completing this, so that you are available for any possible questions. Now that you have finished this, I will collect these papers and tape them on the wall for everyone to see. Write your name and date on the back of each paper!

Unit Plan

SST 309-02

Stephanie Nalepa

14 Step Four of Building Academic Vocabulary: Participate in activities for the new words. Rights & Responsibilities: Students will complete the responsibility launcher activity online in the computer lab. This will give them practice identifying the rights and responsibilities, and categorizing them as well. The past few days we have learned what the words rights and responsibilities mean. Can someone tell me what rights means? Respond accordingly. Can someone tell me what responsibilities means? Respond accordingly. We also learned about some examples of each of these words, can someone give me one example of each word? Great example! Some rights and responsibilities overlap. This means that some rights are also responsibilities of United States citizens, and some responsibilities are also rights that United States Citizens have. Can someone give me an example of a right or responsibility that might overlap into the other category? Respond accordingly. Each of you will now complete the Responsibility Launcher Activity. While you complete this activity I would like you guys to notice any responsibilities that are also rights of United States citizens. Write down some of these responsibilities on a sheet of lined notebook paper. Have fun! Step Six of Building Academic Vocabulary: Have the learners participate in games for the new words. Rights & Responsibilities: The students will play the fly swatter game. The words, rights and responsibilities will be written on the white board. Two students will go up to the board at a time, and each will have one fly swatter. The instructor will read the words on Attachment C and students will have to pick if the word is a right or responsibility.

Unit Plan

SST 309-02

Stephanie Nalepa

15 Resource Attachment B Pictures for the Responsibility Power Point

Unit Plan

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Unit Plan

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Stephanie Nalepa

17 Resource Attachment C Words for the Fly-Swatter Game

Rights A freedom that is protected. Due Process of Law. Elections. Equal Protection. Fair and Speedy Trial. Freedoms. Freedom of Press. Freedom of Religion. Freedom of Speech. Freedom to Express Yourself. Freedom to Petition. Justice. Life, Liberty, and the Pursuit of Happiness.

Responsibilities Defend the constitution/county. Participating in the democratic process. Participate in your local community. Pay taxes honestly and on time. Protect the country if need should rise. Respect and obey laws. Respect others. Staying informed on issues in your community. Serve on a jury when called upon. Something that you should do.

*These words should be read out of order, that way all of the freedoms are not being read in a row.

Unit Plan

SST 309-02

Stephanie Nalepa

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Citation Page
(See Purdue Owl for Help)
http://www.watchknowlearn.org/Video.aspx?VideoID=42211

Bague, Maj. Deanna. (2007, Feb. 2). Soldiers testing fcs technology give thumbs up. [Photograph]. Retrieved from http://en.wikipedia.org/wiki/File:Future_Force_Warrior_2007.jpg Belanger, Summer (Poster). (2012, Oct. 15). Characteristics of a Good Citizen. Retrieved from http://www.youtube.com/watch?v=3zRxiktEaug & feature =youtu.be Cityofinvernessonline.com. (2012, April 15). [Photograph of a pen, calculator, and a tax form]. Retrieved from http://www.cityofinvernessonline.com/politics/lawmakers-still-late-paying-taxes-212.asp Francis Miller/Time & Life Pictures/Getty Images. (2013, Aug. 28). [Photograph of Dr. Martin Luther King Jr. addressing a crowd during the march on washington]. Retrieved from http://www.cnn.com/2013/08/28/us/mlk-i-have-a-dream-9-things/ Construction Law Today. (2009, Sept. 24). [Photograph of jurors during court]. Retrieved from http://www.constructionlawtoday.com/2009/09/-verdict-rendered-my-jury-service-is-over-part-2-suggestions-for-jurors-and-finalobservation/ iCivics Inc. Responsibility Launcher. Retrieved from http://www.icivics.org/games/responsibility-launcher Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teachers Manual. Alexandria, VA: Association for Supervision and Curriculum Development

Unit Plan

SST 309-02

Stephanie Nalepa

19 Ross, Sage. (2009, Sept. 2). West hartford, Connecticut health care reform town hall meeting 2. [Photograph]. Retrieved from http://commons.wikimedia.org/wiki/File:West_Hartford,_Connecticut_health_care_reform_town_hall_meeting_2,_2009-09-02.jpg solidprinciples.com. (2012, Nov. 5). People voting in polling place. [Photograph]. Retrieved from http://www.solidprinciples.com/blog/tuesday-november-6-2012-the-most-important-election-of-our-lifetimes/voting/ Theihs.org. n.d. [Photograph of a stack of newspapers]. Retrieved from http://www.theihs.org/ihs-journalism-internship-program/newspaper The Magazine of Yoga, LLC. (2011, Oct. 19). [Photograph of a woman getting arrested]. Retrieved from http://themagazineofyoga.com/blog/2011/10/19/conversation-harriet-shugarman-part-two/

For a picture with no photographer credit, do you list the name of the site or author of article for author/publisher, or neither?

Unit Plan

SST 309-02

Stephanie Nalepa