Three Lesson Mini Unit

Part 1: Standards

Social Studies Standards
SS.05.CG.01 Identify essential ideas of our republican form of government as expressed in the Declaration of Independence and the Constitution.
SS.05.CG.03 Understand the roles and responsibilities of the three branches of government.
SS.05.CG.04 Identify the rights of U.S. citizens.

Technology Standards
ET.3. Research and Information Fluency: Plan strategies to guide inquiry, Locate, organize and use information ethically from a variety of sources and media, Evaluate and select information sources and digital tools based on the appropriateness to specific tasks, Analyze, evaluate, and summarize information or data and report results.
ET.5. Digital Citizenship: Advocate and practice safe, legal, and responsible use of information and digital technology, Model and practice a positive attitude toward using digital technology that supports collaboration, learning, and productivity, Demonstrate personal responsibility for lifelong learning.

Part 2: Lesson Plans

I planned all these lessons using the website Ben’s Guide to U.S. Government for Kids. In my classroom we study the American Revolution before government, so I’m planning these lessons with the assumption that my students have background knowledge on the Revolution and how it led to a formal government being established.

Lesson 1: Why Three Branches?
The instructor should inform students that today’s goal is to understand why the founding fathers decided our government should be made up of three branches. Working in partners have students go to the website http://bensguide.gpo.gov/3-5/government/branches.html. Have students read the short introduction on U.S. government. On a piece of paper students will complete the following: sketch the diagram of the three branches of government shown at the top of the page, find and write the definitions for “separation of powers” and “checks and balances.” Be prepared to discuss these when we return to class.
After returning to the classroom, on a large piece of butcher paper, have students assist in sketching a large version of the three branches of government. Draw it large enough so pictures, labels, and sticky notes can be attached during the unit. Also, discuss the two vocabulary phrases assigned. After discussing, have students come up with definitions the class can understand and agree on. Copy these on to pieces of construction paper and post them near the diagram for future reference.

Lesson 2: Responsibilities of the Three Branches
Students will be assigned to one of four groups (executive, judicial, House of Representatives, and Senate). Again, have students begin at http://bensguide.gpo.gov/3-5/government/branches.html. At the bottom of the page there are links to each branch. Use the diagram created yesterday to make it clear to students that the legislative branch is made up of the House and the Senate so there is no confusion. Each student will be given a graphic organizer to complete to help them answer the following questions about their assigned group: what powers or jobs does this branch have? How does someone get into this office? What are the term limits? In what building does this branch work?
When returning to the classroom, have students volunteer answers to these four questions as you write the answers on a large graphic organizer, answers any questions or making clarifications as needed.

Lesson 3: Rights and Responsibilities of U.S. Citizens
Explain to students that people who work for the government are not the only ones with responsibilities, but that we are citizens also have responsibilities and rights. Have students start at http://bensguide.gpo.gov/3-5/citizenship/index.html. Pass out instructions with the following steps: First read the page titled “Citizenship.” Write down the definitions of Aliens, Nationals, and Citizens. Then click on the link at the bottom of the page called “Becoming a U.S. Citizen.” Please read this page and write down the three steps someone who wants to become a U.S. citizen must follow. Then click on the link “Rights of U.S. Citizens.” Read this page and write down four of the six rights listed. Finally, click on the link “Responsibilities of Citizens.” Write down three important responsibilities U.S. citizens have.
After returning to the classroom, have students discuss the answers they found to all questions. Write important facts on construction paper and post them near the graphic organizer of the roles of the three branches.

Part 3: Assessment

To assess the learning of my students at the end of this unit, I would ask them in table groups to recreate the charts and diagrams we built as a class. This allows students to share their knowledge with others, and fill in gaps where they might be missing information. I would then have students rate their own and their group members participation in this task on a 1-5 scale. I use this type of participation assessment often and my students are familiar with the scale.


Part 4: Overall Reflection

Teaching this unit in past years, I have used this website as a resource for myself in order to understand what I needed to teach my students. I either used these notes as lecture materials, or printed them and had my students read them independently or orally. I like these new lesson plans much better because it is more of a Webquest format. Nothing excites my students more than going to the computer lab. It also puts some of the responsibility for gathering the information on them. They can take pride of ownership by being the ones to find the material and teach ME about U.S. government.
I also like that much of the work in these lessons is collaborative. Students have the opportunity to work in partners, or have group members to turn to if they are stuck. Many of my students are low readers that might not be able to comprehend this level of information without assistance. Bringing the whole group back together at the end of each lesson ensures that I can check in with the class and gauge now much more teaching I need to do.
The website I chose to use for these lessons is well organized and easy for my students to navigate. The font size is larger and images are used to aid understanding. One issue I may need to address in the future is the needs of special populations. The website offers no accommodations for users with disabilities. While I have naturally built in some accommodations (working in partners), more assistance may be needed for some students.
As my students will be using this site solely for note-taking purposes, there are no issues with copyright or acceptable use. I do take the time to teach my students that copying information word for word from any resource is not acceptable, as well as teaching them how to summarize and paraphrase. Thanks to my district’s reprographics department, I have made it a habit to check that it is ok to use worksheets for my students’ educational use before I send it off to print.