Government Unit

Day 1
Topic: Effects of the American Revolution
Materials: SS notebook, SmartBoard, picture of impact of war, white printer paper, colored pencils, pencils

1. Students will get their SS Notebook and come to the floor for review.
2. We will discuss the causes of the American Revolution, famous battles/people, etc.
3. As a class, we will review the objective for the day: Today, you will summarize the effects of the American Revolution in South Carolina.
4. Students will be posed with the question: During the American Revolution, more battles took place in South Carolina than any other colony. Most of these battles took place in the backcountry. How do you think this affected the way of life for the settlers in the backcountry?
5. Students will Think, Pair, Share.
6. I will show a picture on the SmartBoard that demonstrates the impact of the War on South Carolina.
7. Students will then go back to seats and illustrate the effects of the war in their groups.
8. We will share our pictures with the rest of the class.
9. I will ask students to show me 1-3 how comfortable they are in knowing how the war impacted the backcountry.

 
Day 2
Topic: Effects of the American Revolution
Materials: SS notebook, Powerpoint, Colony to State flipbook, notecards for exit slip

1. Students will come to floor and review objective for the day: Today, you will summarize the effects of the American Revolution in South Carolina, including the problems and changes that helped South Carolina.
2. We will discuss what we talked about on Day 1.
3. I will demonstrate how they are going to create a t-chart labeled: Problems in Our State/Changes that Helped.
4. Students will go back to seats and open their Social Studies notebook.
5. They will create their t-charts and as a class, we will name the problems in our state and the three changes that helped.
6. I will then pass out the Colony to State flipbook and we will fill it out together.
7. To close the lesson, I will display the questions to be used as an exit slip to check for understanding:

Why was the capital of SC moved from Charleston to Columbia?
What major changes helped backcountry settlers after the American Revolution?

1. Fairer taxes, more slaves, more prisons
2. More land, no taxes, better farming tools
3. More representation in the government and moving the state capital
4. New highways, creation of new counties, more firewood

 
Day 3
Topic: Constitutional Convention
Materials: Video of Constitutional Convention, vocabulary list, Constitutional Convention note sheet, Social Studies book, paper for concept map, paper for class concept map, cards for exit slip

1. I will call students to floor and review topics previously discussed: Impact of Revolution on SC and the problems and changes that took place in our state.
2. We will then watch the video Constitutional Convention.
3. Before discussion on video, we will review objective for the day: Today we will learn about the Constitutional Convention and the role South Carolina’s played in creating our new government.
4. I will pose the question: Why is it important for our country to have laws that all states follow?
5. We will review the 5 vocabulary words needed to be understood during the lesson: National Government, Convention, Constitution, Delegate, Ratify.
6. Students will go back to seats and receive The Constitutional Convention note sheet.
7. As a class, we will use a PowerPoint to review the Constitutional Convention and fill out quick note sheet.
8. Students will turn to page 142-143 and complete, with their group, a concept map about the convention.
9. We will come back together and create a class concept map about the convention.
10. Exit slip will be given:

What was the purpose of the Constitutional Convention?
a. To write the Declaration of Independence.
b. To end slavery.
c. To create a trade agreement with France.
d. To set up a new government for the United States.
 
Day 4
Topic: Preamble and Bill of Rights
Materials: Preamble song, vocabulary list, Social Studies book, Bill of Rights petition sheet
Integrated Writing Standard:
Standard 1: Write arguments to support claims with clear reasons and relevant evidence.
1.1 Write opinion pieces that:
a. introduce the topic or text, state an opinion, and create an organizational structure that includes reasons;
b. use information from multiple print and multimedia sources;
g. provide a concluding statement or section.
 
1. Students will come to the floor for review of the Constitutional Convention.
2. Discussion of the objective for the day: Today we will learn about the Preamble and the Bill of Rights and how that impacts our lives today.
            Discussion questions:
            Do you like rules?
            How do you think our classroom would run without rules?
3. We will listen to the Preamble song from School House Rock.
4. We will have a short discussion about the Bill of Rights and how they determine the rights we have as individuals.
5. The vocabulary words “rights” and “amendments” will be introduced and added to the Vocabulary List.
6. Students will go back to their seats and turn to page 148 in their Social Studies book.
7. They will have a few minutes to read and review the Bill of Rights.
8. I will give each table a Bill of Rights Petition worksheet.
9. Students will complete the activity as a group (deciding on one of the suggested changes to be made, and writing/signing a petition together.) **OPINION WRITING***
10. I will call students back to the floor. Each group will tell me what they chose.
11. We will Think, Pair, Share about what we learned about the Preamble and Bill of Rights.
Day 5
Topic: A New Government
Materials: paper for brainstorming, Branches of Government BrainPop, labeled cards, Social Studies book
1. Students will come to the floor and discuss Preamble and Bill of Rights and the importance of both.
2. The objective for the day: Today we will learn about the New Government that was created including the three branches and their roles in our government.
3. Together, we will brainstorm a list of the different people in our school and their primary job duties (ex. Teacher, Principal, Cafeteria Worker, Custodian)
4. We will describe how different jobs work together to make the school successful.
5. I will explain that our government works the same way. The government is divided into three branches. Each branch has a specific job.
6. Watch Branches of Government BrainPop.
7. Give them cards labeled: State Legislative Branch, State Executive Branch, State Judicial Branch, General Assembly or Legislator, House of Representatives, Senate, Governor, Supreme Court, Enforces Laws, Makes Laws, Interprets Laws.
8. Students will go back to their tables to prepare for activity.
9. They will have 10 minutes to read the information on pages 146-147 and sort the cards into three groups.
10. After 10 minutes, we will review/check as a class.
 
Day 6
Topic: Branches
Materials: class tree, green sticky notes, vocabulary list, note sheet, exit slip
1. Students will come to the floor and review the branches of state government.
2. I will have previously prepared a class “Tree”
3. We will create a class concept map, but with the three “Branches”
4. I will split the class into 3 groups on the floor and give them green sticky notes.
5. They will then take turns sharing with the class what they have learned about each branch and stick their stick notes on the tree as we discuss.
6. We will review the term “checks and balances” and add it to the Vocabulary List.
7. Students will go back to seat and complete note sheet on the three branches of government.
8. The exit slip will be given:
What does “checks and balances” mean?
Does anyone branch of SC’s state government have more power than the others? Why or why not?
 
Day 7
Topic: Branches and Their Importance
Materials: Flocabulary, prompt, Writing notebook, graphic organizer, Social Studies book
Integrated Writing Standard:
Standard 1: Write arguments to support claims with clear reasons and relevant evidence.
1.1 Write opinion pieces that:
a. introduce the topic or text, state an opinion, and create an organizational structure that includes reasons;
b. use information from multiple print and multimedia sources;
g. provide a concluding statement or section.
 
1. Students will come to the floor.
2. We will have a brief discussion about everything learned in the past few lessons.
3. Objective: Today you are going to write an opinion piece about which branch you think is the most important and why.
4. I will play the Branches of Government Flocabulary.
5. I will then place the prompt on the board:
            Which branch of our state government do you think is the most important? Use evidence from the book to support your answer.
6. Students will have 30 seconds to look at our class “Tree” and think about which branch they might choose.
7. They will turn and talk with a partner about which branch they think is the most important.
8. They will receive a Graphic Organizer where they will organize their thoughts/evidence.
8. Students will go to seats and begin working.
9. A checklist will be shown for what students must have in their writing:
            Opinion/Position statement
            3 pieces of evidence AND personal experiences
            No errors in capitalization or punctuation
 
Day 8
Topic: Branches and Their Importance
Materials: writing notebook, graphic organizer, Social Studies book
Integrated Writing Standard:
Standard 1: Write arguments to support claims with clear reasons and relevant evidence.
1.1 Write opinion pieces that:
a. introduce the topic or text, state an opinion, and create an organizational structure that includes reasons;
b. use information from multiple print and multimedia sources;
g. provide a concluding statement or section.
 
1. Students will come to floor.
2. We will review what their assignment was from the day before.
3. They will be reminded of what they need to have and what they will be scored by.
4. Students will finish their opinion pieces.
5. Pieces will be graded with the rubric below.
 

Persuasive Essay : Branches of Government

• Teacher Name: Ms. Stogner

Student Name:     ________________________________________

CATEGORY
4 - Proficient
3 - Meets Standards
2 - Approaching Standards
1 - Below Standards
Score

Position Statement
The position statement provides a clear, strong statement of the author\'s position on the topic.
The position statement provides a clear statement of the author\'s position on the topic.
A position statement is present, but does not make the author\'s position clear.
There is no position statement.
 

Evidence and Examples
At least 3 pieces of evidence and personal experiences are used to support position.
At least 2 pieces of evidence and personal experiences are used to support position.
1 piece of evidence and personal experiences are used to support position.
There are no pieces of evidence and personal experiences are used to support position.
 

Capitalization & Punctuation
Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.
Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.
Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.
Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.
 

 
 
Day 9
Topic: Study Guide for Government
Materials: paper for chart, vocabulary list, study guide
1. Students will come to the floor.
2. We will create a new chart with everything we know about the government and compare to what we said we knew at the beginning of the lesson.
3. We will review the vocabulary learned and turn and talk with a partner about what they think is the most important thing they’ve learned throughout the unit.
4. I will pass out Study Guides and send students back to their seats.
5. We will fill in the study guide together and I will tell them their test is in 3 days.
 
Day 10
Topic: Review/Pretend Passing of Class Law
Materials: Bill of Rights video, petition sheets
Integrated Math Standard:
3.NSF.1 Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers.
1. Students will come to the floor and review Bill of Rights. (watch Bill of Rights video)
2. Objective: Today you will create and evaluate a class bill and implement the powers of the branch to pass a law.
3. Students will be reminded of the petitions they wrote on day 4.
4. The class has 3 cooperative learning groups (1 for each branch)
5. For time sake, I will already have the legislative group assigned into House and Senate.
                            I will already have the assigned governor.
6. Students will split into groups.
7. As a class, we will decide which branch gets handed the petitions. (Legislative)
8. In a Fishbowl format, the legislative branch will have 15 minutes (depending on conversations had) to vote on which petition/law they want to vote to pass. The other two branches will sit around the legislative circle listening for arguments and valid points.
9. We will come back to the floor and talk about how 2/3 of the legislative branch has to agree on the law being passed. We will decide how many of our classmates need to agree on the law in order for it to be passed. **FRACTION**
Day 11
Topic: Finish Passing of the Law
Materials: data room, voting ballots, paper to sign, exit slip
1. Students will come to the floor and we will discuss which law the Legislative branch decided to try to pass.
2. I will give students instructions for what will happen when we walk across the hall.
3. When we walk across the hall, the House and Senate will be split into both sides of the room.
4. Judicial and Executive branches will have their own tables along the wall and watch quietly.
5. I will pass out the voting ballots that have “YES” and “NO” written on them. Each member will circle yes if they want the law to be passed, and no if they do not.
6. I will collect the ballots to determine if the law was passed.
7. The law will then be moved to the executive branch. The governor will sign if he agrees, and veto if he does not.
8. The law will then be sent to the Judicial branch to determine if they believe the law is able to be enforced fairly.
9. Students will come back room to complete an exit slip.
            What branch of government makes the laws?
            What branch of government is responsible for carrying out or executing the laws?
 
Day 12
Topic: Review
Materials: Chromebooks, Quizizz
1. Students will be given their Chromebooks.
2. They will log into Google Classroom and click on Quizizz.
3. We will complete the Quizizz one time individually, then as groups, then individually again if needed.
 
Day 13
Topic: Test
Materials: Test
1. Students will be given the Post-Assessment.

writing pieces, and test