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Essential Questions/Goals
What types of governments are there indifferent places?
How are governments different from ours? How does government play a role in my life?
What is it like to be a citizen under differenttypes of government?
How can I get involved as a citizen of mycommunity?
What multi media format would be best topresent this information?
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Standards
Students will demonstrate an understanding ofthe nature of governments, and thefundamental ideals of government of the
United States. (New Hampshire Department of Education, 2006) Students will demonstrate an understanding of
the rights and responsibilities of citizenship,and the ability to apply their knowledge oflocal, state and national government through
the political process and citizen involvement.(New Hampshire Department of Education, 2006)
Include multimedia components and visualdisplays in presentations to clarify claims andfindings and emphasize salient points. (Common CoreState Standards Initiative, 2011)
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Description
An Inquiry Based Learning Approach todifferent types of governments andcitizenship under those governments
A historical investigation on one countriesgovernment
A comparison of chosen government to
United States government
FOR MORE INFO...
Visit the unit plan athttp://robiesspace.wikispaces.com/space/content
http://robiesspace.wikispaces.com/space/contenthttp://robiesspace.wikispaces.com/space/content7/30/2019 Government and Citizenship Unit
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Timeline
Unit 2:
Greece and Rome Survey beginning
first of November 2012
New Unit to begin approximatelyDecember 3rd 2012
Government and Citizenship will lastaround 3 weeks
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Learning Plan
Prior Knowledge/Hook
DAY 1: Video/Article on government and citizenship
Think pair share creating inquiry questions
DAY 2: Mini-Lesson on different governments
Complete a government overview
Choose government to investigate
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Student Contracts
Day 1: Choose government type
Choose a country with chosentype of governmentTeacher explains guidelines of
rubric
Students add specific goals to rubric
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Historical Investigation
Day 1 and 2: Students..
Create group questions
Choose materialsTake notes and summarize research
Teacher to give mini lessons on note taking as needed
Teacher to give templates for note taking
Teacher will give immediate and direct feedback onstudents research daily
Write journal entry about found information
T Teacher to use journals to monitor progress
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Historical Investigation continued
Day 3 5: Mini Lesson on communities
reading and discussion
Graphic organizers for notes made availableCreate questions for community leaders paneldiscussion
Day 6: Community leaders panel discussionworkings of city government
citizenship of different communities
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Presentation Preparation
Day 1: Present technology possibilities
Class discussion and examples
Day 2: Outline plan: students write down proposal
Day 3: Mini Lesson: oral presentation skit
Presentation work continues
Day 4-5: Government day presentation scheduled
Students are finishing workScaffolding with technology templates
(PowerPoint template, oral presentation outcomesentences, and other ideas if needed)
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Challengematerial availability
Sign out mobile computer lab atbeginning of year
Create folders with websites on 7th
gradewebsite
Create suggested page list for classroomtextbooks and Desk Reference books
Contact community leaders (Mayor,Aldermen, School Board) to speak orhave a panel discussion for class/team
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ChallengeEstablishing Classroom Protocols
Work on cooperative group jobdescriptions from beginning of year
Initiate IBL approach on a smallerscale earlier in the year
Establish an atmosphere that
promotes respectful learning
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ChallengeVisitation/Peer Support
Search out and schedule visitation(s) toclassrooms using IBL or other studentcentered approaches
Attend workshop on May 4, 2012 for ideason motivating learners. Continue tosearch for appropriate workshops
Student centered classroomsIBL approach
Presented unit to S.S. & Grade Level TeamPLC. Suggestions given and recorded
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ChallengeCurriculum work
May 17th, August 20,21,22
working on curriculum with district
team to create more clear concisecurriculum
Bring unit to team and make
adjustments as needed
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Resources
School Library:
What is government? [video recording]
http://www.usconsulate.org.hk/pas/kids/government.htm(U.S. Government)
http://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-
practices#intro (parliamentary government)
http://www.neok12.com/Government.htm(basics of differentgovernments)
(countries of the world and their governments)
http://www.usconsulate.org.hk/pas/kids/government.htmhttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.neok12.com/Government.htmhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttps://www.cia.gov/library/publications/the-world-factbook/fields/2128.htmlhttp://www.neok12.com/Government.htmhttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.mapleleafweb.com/features/parliamentary-government-canada-basic-organization-and-practiceshttp://www.usconsulate.org.hk/pas/kids/government.htm7/30/2019 Government and Citizenship Unit
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Resources
School Library continued:- library has many country books including
information about their governments Websites for citizenship:
http://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.html
http://www.history.com/interactives/citizenship-quiz
Citizens rights and responsibility video:
http://www.kids.gov/6_8/6_8_government_rights.shtml
http://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.history.com/interactives/citizenship-quizhttp://www.kids.gov/6_8/6_8_government_rights.shtmlhttp://www.kids.gov/6_8/6_8_government_rights.shtmlhttp://www.history.com/interactives/citizenship-quizhttp://www.history.com/interactives/citizenship-quizhttp://www.history.com/interactives/citizenship-quizhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.htmlhttp://www.thedailybeast.com/newsweek/2011/03/20/take-the-quiz-what-we-don-t-know.all.html7/30/2019 Government and Citizenship Unit
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Resources
Classroom:
- Mobile Lab with websites bookmarked
- Textbook: Journey Across TimeandHuman Heritageto help with backgroundinformation
- National Geographic Desk Reference
with all countries and government typeslisted
- Book cart from library
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Power Point Resources
Common Core State Standards Initiative. (2011). Common CoreState Standards for ENGLISH LANGUAGE ART S & Literacy inHistory/Social Studies, Science, and Technical Subjects.Retrieved from http://www.corestandards.org/the-standards
Nashua School District (2012) Elm Street Middle School Library.Retrieved from http://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Home
New Hampshire Department of Education. (2006). K-12 Social
Studies N.H. Curriculum Framework. Retrieved fromhttp://www.ed.state.nh.us/frameworks
http://www.corestandards.org/the-standardshttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://www.ed.state.nh.us/frameworkshttp://robiesspace.wikispaces.com/space/contenthttp://www.ed.state.nh.us/frameworkshttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://nsd-libapp.nashua.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Homehttp://www.corestandards.org/the-standardshttp://www.corestandards.org/the-standardshttp://www.corestandards.org/the-standards7/30/2019 Government and Citizenship Unit
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Shared Action Plan
Grade Level Team Teacher
-Science Teacher
Viewed Power Point and paper
- 4/19/12
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Feedback
Contradiction from overview to lessons
- above plan shows students investigating origins of
different governments- Lessons show that students are to choose present daygovernment of choice
Solution
- standard states, Students will demonstrate anunderstanding of the nature of governments- present day governments will allow students to use whatthey have learned about origins and connect to today.
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Inquiry = Hypothesis?
Question: Should students create ahypothesis about their inquiry like
they do in Science inquiry? Answer: Not necessary. We will use
inquiry (IBL) through a historical
investigation.
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Journal
Observation: Journals made but notutilized as much as we would like.
Solution: Use journals for notetaking and also as suggested by Lee
Anna Stirling, UNE Instructor, asmore check for understandings
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Miscellaneous
Presentations may need more time
- timeline has flexibility
Peer support was thought to beaccurate
Possibly look outside of school
district for visitation
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