The following plan can be used as a guide to planning instruction.
This format allows the teacher to consider content and ELPBO objectives when
constructing lesson and unit plans.
Grade/Subject: Grade 3 Civics and Government
Length of Unit: 2-3 weeks
Social Studies Standard: Explain the necessity of a democratic government in
our society and the civic responsibility of each citizen to participate in
and maintain our democratic way of life.
ELA Standards:
2.2 Contribute knowledge to class discussion in order to develop and
generate interview questions to be used as part of a class project.
8.15 Locate facts that answer the readers questions.
8.16 Distinguish cause from effect.
8.17 Distinguish fact from opinion or fiction
8.18 Summarize main ideas and supporting details.
19.11 Write brief summaries of information gathered through research.
19.12 Write a brief explanation of text using evidence from the text as
support.
19.13 Write an account based on personal experience that has clear focus and
sufficient supporting details.
20.2 Use appropriate language for different audiences.
ELPBO Standards:
S.1 Students will comprehend and communicate orally, using English vocabulary
for personal, social, and academic purposes.
S.3 Students will comprehend and communicate orally, using spoken English to
participate in academic settings.
S.4 Students will present information orally and participate in performances
in English that demonstrate appropriate consideration of audience, purpose,
and the informatio to be conveyed.
R.1 Students will acquire English vocabulary and apply knowledge of correct
syntax to comprehend written text.
R.3 Students will read English fluently and identify facts and evidence in
order to interpret and analyze text.
W.1 Students will plan for writing in English by building on prior knowledge,
generating words, and organizing ideas for a particular audience and purpose.
W.2 Students will write in English for a variety of purposes with clear
focus, coherent organization, and sufficient detail.
STAGE 1: DESIRED RESULTS
Major Understandings
Communities need governments in order to operate in a productive manner.
Without formal government, chaos reigns.
Each citizen in a community is responsible for the government in that
community. Citizens can influence local governments by voting and
participating in town meetings.
Every individual can impact change in the community where they live.
Taxes pay for services such as schools, libraries, police and firefighters.
Essential Questions
What is government and is it necessary to have a government?
What difference can one person make?
What does the government do for its citizens?
What does it mean to serve a community?
How does a community provide services for its residents?
Content and Skills
The students will understand:
· The important role government plays in our daily life.
· The role of government in the community.
· Differing agencies within each community perform different roles in
maintaining order.
· Every individual in a community has a responsibility and obligation to
participate in the running of our government (civic responsibility).
· Government participation can take on many forms.
STAGE 2: ASSESSMENT EVIDENCE
Students will explain the roles of different government agencies.
Students will be able to explain the importance of voting.
Students will participate in mock voting situations and be able to defend
their positions and points of view.
Students will write persuasive essays in support of a tax funded service in
danger of being cut from the budget.
STAGE 3: LEARNING ACTIVITIES
Prior to beginning the unit a KWL chart should be completed to assess current
knowledge and address misconceptions children may have regarding town/local
governments and the dissemination of factual material versus the opinion of
parents/community members.
Class visit and observation of a town election.
Participate in a mock election.
Invite an elected official into class for a discussion of their role in the
community and their responsibilities to the community.
See attached lesson plans.
RESOURCES/TECHNOLOGY
Excel spread sheets for student voting and auto sum capability.
http://www.kidsvotingusa.org/
http://bensguide.gpo.gov/3-5/index.html
http://www.statelocalgov.net/ma.htm
http://www.usda.gov/news/usdakids/index.html
http://www.pbs.org/democracy/kids/mygovt/
Anticipation Guide -Lesson 1
one 45 minute period
topical questions: Who can vote? Who pays for schools, police, and town
duties?
Students will be given the anticipation guide and read the directions. They
will understand they will be marking the guide according to what they already
believe and that there is no right or wrong answer - it is a check of their
knowledge and misconceptions. (**anticipation guide at end of unit)
The teacher will read the prompts to the students and check to make sure
students are answering the prompts independently.
After the guide is completed, a short class discussion will follow on each
point.
Language skills:
reading/writing Read the anticipation guide and topical questions
listening/speaking Listen to the anticipation guide statements
as read by the teacher/classmates
Communicate answers orally within small
groups/whole class
Thinking skills Interpret the statements on the guide
Use background information to answer the
questions
Picture books/ Introduction to the unit - Lesson 2
2 sessions, one per book
30-45 minutes
De Capua, Sarah. Voting. Childrens Press, 2002.
De Capua, Sarah. Paying Taxes. Childrens Press, 2002.
Prior to reading the books, students will have completed the anticipation
guide. The book will be divided so small groups will become experts on their
section. The groups will read and discuss each section and refer to the guide
to correct/adjust their responses. The experts will then report to the class
the information they have discovered.
Language skills:
reading/writing Reread the anticipation guide and posted
topical questions
Read the text selection - silently/orally
Write short answers to support/refute the
guide statements
listening/speaking Listen to the text
Communicate answers orally within small
groups/whole class
Thinking skills: Interpret the statements on the guide as
compared to the text
Use background information to answer the
questions
Key vocabulary: taxes, services, voting, democracy, accurate,
ballot, candidate, clerk, contribute, election, polling place, register,
requirement, capital, citizen, constitution, devastating, import, impose,
income, individuals, luxury, rebel
Vocabulary/Knowledge Ratings- Lesson 3
Pre assessment for following lessons
15 minutes
Students are given the knowledge rating sheet. Students have seen this type
of work before, but the teacher will discuss the directions. Students will be
informed that this is a pre-assessment and is a check of what they may
already know. (**knowledge rating at end of unit)
The box for words I know has been enlarged for written responses instead of a
plain checklist. The teacher will use the response to correct misconceptions
and guide instruction.
Technology Based Activity - Lesson 4
The PBS Kids Democracy Project http://www.pbs.org/democracy/kids/mygovt/
and http://www.pbs.org/democracy/kids/vote/castvote.html
1-2 lessons periods to explore during computer lab time
Students will log onto the PBS website to explore. Time will be spent
searching for information in "How does government affect me?", "President for
a day!", and "Inside the voting booth". Information found will support or
negate students conceptions and lead to further discussion regarding the role
of government in our lives.
Students will enter information regarding issues they would like to see
addressed and print out a "Future Voter Card". Two copies of the card will
be made. The first copy students will bring home when the unit is completed.
The second card will be held for the future. As a writing exercise, students
will address their concerns and what they have learned into an essay. The
essay and voter card will be filed to be mailed to them in 8 years when the
are Seniors in high school.
Language skills:
reading/writing Read the graphics/information with a partner
Write questions which may arise during reading
listening/speaking Discuss reading with partner and class
Discuss questions with partner and class
Communicate orally with small group and class
Thinking skills: Interpret information read on website
Compare with information discussed in
class and background knowledge
Writing - Lesson 5
Time frame:30 minutes
Topical question: What do our elected officials do?
Objective: Students will write questions they would like to have answered by
various elected officials. This lesson will focus on writing skills as well
as questioning the roles of town leaders.
After students write the questions they would like to have answered,
they will get into groups and compile their questions. They will be asked to
rank their questions based on which they feel would get the most information
or are the most interesting. We will then compile a survey which will be
delivered to the various officials. Upon receipt of the returned surveys, a
class discussion will follow.
A follow up to this activity can be either attending a board meeting
(Are you brave enough for a town meeting!?) or inviting board members in to
visit the class.
Language skills:
reading/writing Write questions correct format
listening/speaking Discuss questions to be answered
Communicate orally within small
groups/whole class
Thinking skills: Compose questions appropriately
Rank questions in order of class-determined importance
RAFT Assessment - Lesson 6
Time frame: 5-30 minute sessions
Topical question: What difference can one person make?
Objective: Students will experience the joys of running for elected office,
the frustration of an apathetic population, and discover the importance of
each persons participation in the democratic process.
4 or 5 students will participate in a campaign to become the class
historian. They will write an essay to persuade their classmates as to why
they should be elected. The remaining students will be divided among
the candidates and they will write essays exhorting the qualities
of their candidate.
On the third day the candidates will present their essays and defend
their positions on questions posed by the constituents. Citizens will be able
to question the candidates to determine who would be best suited for the job.
(Teacher may choose to negatively question candidates to simulate real
elections and build empathy and perspective for those involved in public
life. If this is a choice, some students can be left alone to show
favoritism and how we may be influenced by biased reporting or friendships.)
A mock election will be held on day 4. As students attempt to vote,
some will be turned away because they did not register in time, some students
will be told they cant vote because their vote doesnt matter, and the
results will be skewed by write-in votes obtained from a different class.
The ballot result should show there was no winner from our class candidates.
Following the posting of election results, the students will be
grouped to discuss the outcome. They will draw conclusions based on what
they witnessed in class and during balloting. They will make a list of
recommendations to improve the system. The class will reconvene to discuss
their conclusions and ideas for improvements.
(Math connection - students will graph votes cast)
Day 5 - the class will hold an election run by the rules determined
on day 4. Students will fill out ballots, tally the ballots and determine
the elected official.
After the election, a group discussion of how it felt to be part of a
winning/losing campaign will be held. Conclusions can be drawn from the
outcome and strategies for doing better next time can be discussed.
Post Reading/Culmination Activity - Lesson 7
45 minute lesson
Topical question: How do you vote?
Students will be given sample ballots and instructed in how to fill in the
bubbles. A trip to the polls on election day will be taken. Prior to the
trip, a class list will be given to the town clerk. Students will check in as
if they were registered voters. The town clerk will give students a tour of
the polling station and they will cast the ballots. If the teacher is a town
resident, the teacher will receive an actual ballot and vote. Parent
chaperones will be encouraged to vote while we are in the polling location.
Students will exit the polls, proceed to the cafeteria and use their learning
logs to record the experience and their perceptions of voting. The next day,
vote results will be discussed in class. We will research the numbers of
registered voters and the numbers of ballots cast. Discussion will follow as
to why the numbers dont match and what could be done to improve future
election turnout.
Language skills:
reading/writing Interpret a ballot
Interpret ballot results
listening/speaking Listen to information for registrar
Form and communicate questions for the registrar
Thinking skills: Interpret information and form questions
Anticipation Guide to cut and copy
Name________________________ Date___________________
Anticipation guide for voting, taxes, and government
Read the statements below. If you agree with the statement, write an "A" on
the line. If you disagree with the statement, write a "D" on the line. If you
are unsure, leave the space blank.
______Anyone can vote.
______Voting is a difficult and time comsuming process.
______People can vote anywhere and as many times as they like.
______People in all countries can vote.
______Voting is a privilege.
______Ordinary people vote on all laws that are made.
______People pay taxes on many items and food.
______All people pay the teachers in the schools.
______People love to pay taxes.
______Taxes are fair and the money is spent where it is most needed.
Knowledge Ratings to cut and paste into rows and columns.Please expand the
checklist tems at the top to read 'I know the meaning of this word', 'I have
seen or heard this word', 'I don't know what this means'.
Name____________________________ Date __________________
Knowledge Ratings know the meaning have seen/heard this dont know
Register to vote
Democracy
Representative
Income
Taxes
Veto
State government
Local government
Federal government
Election
Citizenship
