TEC Lesson Plan
Our National Government
Contributor Information
Name: Lynn Barnette
Email address:
School: Tarpon Fundamental Elementary
Standards
Strand(s):
Standard(s):
Benchmark(s):
Area: Social Studies
Subject: Social Studies
Strand: Government and the Citizen [Civics and Government] Standard 1:
The student understands the structure, functions, and purposes of government
and how the principles and values of American democracy are reflected in American
constitutional government. Benchmark(s):
1. identifies the structure and function of local, state, and federal governments
under the framework of the Constitutions of Florida and the United States.
GLE-understands the functions of government under the framework of the United
States Constitution.
GLE-understands the branches of federal government and their main roles.
2. understands the structure, functions, and primary responsibilities of executive,
legislative, and judicial branches of governments and understands how all three
branches of government promote the common good and protect individual rights.
3. knows the names of his or her representatives at the local, state, and national
levels (e.g., city council members, state representatives, and members of Congress)
and the names of his or her representatives in the executive branches of government
at the local, state, and national levels (e.g., mayor, governor, and
4. knows possible consequences of the absence of government, rules, and laws.
GLE-understands the benefits of the development of government (for example,
in ancient civilizations).
5. knows the basic purposes of government in the United States and knows the
basic things governments do in one's school, community, state, and nation.
Subject: Social Studies
Strand: Government and the Citizen [Civics and Government] Standard:
Standard 2: The student understands the role of the citizen in American democracy.
Benchmark(s):
1. understands the importance of participation through community service, civic
improvement, and political activities.
GLE-understands ways citizens participated in the democracies of ancient civilizations.
2. understands why personal responsibility (e.g., taking advantage of the opportunity
to be educated) and civic responsibility (e.g., obeying the law and respecting
the rights of others) are important.
GLE-understands ways personal responsibility (for example, taking advantage
of the opportunity to be educated) and civic responsibility (for example, obeying
the law and respecting the rights of others) are important.
3. knows that a citizen is a legally recognized member of the United States
who has certain rights and privileges and certain responsibilities (e.g., privileges
such as the right to vote and hold public office and responsibilities such as
respecting the law, voting, paying taxes, and serving on juries).
GLE-knows that a citizen is a legally recognized member of the United States
who has certain rights and privileges and certain responsibilities (for example,
privileges such as the right to vote and hold public office and responsibilities
such as respecting the law, voting, paying taxes, serving on juries).
4. knows examples of the extension of the privileges and responsibilities of
citizenship.
GLE-knows examples of the extension of the privileges and responsibilities of
citizenship.
5. knows what constitutes personal, political, and economic rights and why they
are important and knows examples of contemporary issues regarding rights.
GLE-knows examples of contemporary issues regarding rights (for example, freedom
from discrimination in housing, employment.
NET
Standards
T.1.2.1 1. Basic operations and concepts
1. Use keyboards and other common input and output devices (including adaptive
devices when necessary) efficiently and effectively.
T.2.2.3 2. Social, ethical, and human issues
3. Discuss basic issues related to responsible use of technology and information
and describe personal consequences of inappropriate use.
T.3.2.5. Technology Pproductivity tools
5. Use Technology tools for individule and collaborative writing, communication,
and publishing activities to create knowledge products for audiences inside
and outside the classroom.
T.5.2.7.5 Technology research tools
7. Use telecommunications and online resources to participate in collaborative
problem-solving activities for the purpose of developing solutions or products
for audiences inside and outside of the classroom.
T.5.2.9.5 technology research tools
9. Determine when technology is useful and select the appropriate tool(s) and
technology resources to address a variety of tasks and problems.
Lesson Plan
Title: Our National Government
Technology Resource Requirements (list all required hardware
and software):
Computer with internet access and printing capabilities. Word processing/database
software such as Claris Works or Microsoft Word. A computer lab
would be ideal. Link-it or another similar program to type test on computer
and have students take the test on the computer.
Subject Area(s): Social Studies
Grade Level: Third
Short Description:
This unit of practice focuses on the Our National government;
the three branches of government and how they work, Our National Symbols and
the Presidents of the United States. The students will do research on
the internet and in the library to find the required information to create
a database of all the Presidents of the United States. In addition, students
will explore internet sites detailing the three branches of government as well
as our national symbols. The Social Studies state adopted text can be
used to supplement this unit. It will be used to introduce the concepts
to help the students to gain some background information to enable them to investigate
this unit on the Internet.
Approximate Time Required: 3-4 weeks (time
frame given is just a guide, use your own professional judgement)
Describe the procedure for conducting this activity, using
the appropriate items from the list below as a guide:
Gain Attention:
If it is possible, present this unit in the beginning of the
school year when student council or government elections are taking place to
generate real-life interest in the topic of government. Generate a discussion
comparing the freedoms of our country to a communist country. Then, begin an
introduction of the way our government works to be a government for, by and
of
the people. Explain that we will be studying the three branches of government
and their responsibilities, we will investigate the national symbols of our
government and find out what they represent and finally, we will use the computer
to get information about each of our presidents to create a student generated
database. A hyperstudio
presentation on the national symbols and a power
point presentation on the three branches of
government will give studentsan overview of what they will study.
Tasks:
| Day One: |
Discuss overview of unit as stated above.
|
| Day Two: |
Introduce the unit about National Government from state adopted text..
|
Day Three: |
Lesson 2 in the text Comparing Communities can be broken up to work with
this unit. Begin reading the section about the Executive Branch,
the
|
| Day Four: |
To get an overview of the Legislative Branch read about the Congress in text pg 154-56 or in your state adopted text. Discuss responsibilities of the Senate and the House of Representatives. Then using the computer lab (if possible) pass out hard copy of the list below of web sites for the students to explore. If a computer lab is not possible, explore one or two sites with the entire class and during each child’s own computer time they can explore the rest. Students will list at least three responsibilities of the Senate and three of the House of Representatives to be recorded on chart paper. Challenge students to find the names of their Congressmen and Senators for their state on the internet.
|
| Day Five: |
Continue exploration of the Congress on the Internet. If possible, secure the lab for this day to ensure students have enough time to surf the web.
|
| Day Six: |
Show School House Rock Video on how a bill becomes a law. Look
up onthe Internet the web site for this video. It gives the words
to the song and
|
| Day Seven: |
Students will work in cooperative groups to come up with a bill that they would like to make into a law. Share with class.
|
| Day Eight: |
In state adopted text (pg. 157 in Communities) read about the Judicial
Branch, the Supreme Court and discuss as a class. Discuss how the
Justices are elected and their responsibilities. Then using the computer
lab (if possible) pass out hard copy of the list below of web sites for
the students to
|
| Day Nine: |
Begin study of U.S symbols. Look up the work “symbol” in the dictionary to ensure understanding of the term. Discuss symbols of sportsteams, stores, etc. Replay the hyperstudio presentation and discuss each symbollisted.
|
| Day Ten: |
Reading Lesson 3 about Washington D.C. in Comparing Communities (page 158-163) may help students learn more symbols of our country. If using another state adopted text, check for a section on Washington D.C. As a class, try to list other symbols not shown in the hyperstudio presentation and list on chart paper. Break class up into manageable groups (3 would be ideal) to explore on the Internet a symbol listed on the chart. Each group will present their symbol and its background to the class orally. (If possible, they can print their symbol from the computer or draw it)
|
Day Eleven: |
As a large group the class will collectively decide on what facts they would like to learn about their presidents. (example: date of birth, years in office, name of first lady, etc.) We will generate a list and choose the ten best questions we’d like answered about each president. Each student will be given a hard copy of this list. Assign each student one president (above average and gifted students may attempt two) to track down the answers of these facts using the internet and library. The teacher will set up the fields of a database using these ten questions and the students will enter the information for their president after doing the research.
|
| Day Twelve: |
Continue working on internet to find answers to questions.
|
|
Day Thirteen: |
Begin to type facts on database.
|
| Day Fourteen: |
Finish database.
|
Day Fifteen: |
Utilize Database by showing class what can be done with the information collected. Example, listing all presidents by date of birth or amount of years served.
|
| Day Sixteen: |
Review main objectives: Three Branches of Government, U.S. Symbols, and
some basic facts about 3 presidents. (teacher will determine criteria
of facts). Test will be typed on Link-it if available or typed on
computer and
|
|
Day Seventeen: |
Administer Test
|
Interactions – Reading of text
through various means, popcorn reading, paired reading, etc. Whole class
discussions on materials read. Use of computer lab working individually
or in pairs depending on lab size. Break class into small groups for exploration
of the symbols of the United States. Students will work individually to
find required information about the Presidents.
Tools - Computer with
internet access. If possible, a computer lab. State Adopted Text
or Library Materials to enhance National Government lesson. Chart paper.
Library books about the presidents. Video – School House Rock –
I’m a Bill
Internet Sites for Lessons
1. Choosing your leaders:
www.kidsvotingusa.org/
www.georgewbush.com/youth/index.html
www.jump.net/~jnhtx/ec/ec.html
www.politics.yahoo.com/politics/Features/Elections/
www.worldmedia.fr/elections/
www.newseum.org/everyfouryears/
www.klipsan.com/usp32-96.htm
2. The President and Vice President
www.genxtvland.simplenet.com/SchoolHouseRock/song.hts?hi+threering
www.2.connectnet.com/~dmp/G6_writing/Shastina.html
www.pbs.org/wnet/amerpres/index01.html
www.socialstudies.com/c/@YtdNxPNw.mkaE/Pages/article.html?article@president1
www.vcsc.k12.in.us/staff/mhutch/modpres/mainpage.htm
www.unitedstates-on-line.com/vicepres.htm
www.gi.grolier.com/presidents/ea/vpconts.html
3.The Legislative Branch
www.genxtvland.simplenet.com/SchoolHouseRock/song.hts?hi+threering
www.2.connectnet.com/~dmp/G6_writing/Rachel.html
www.bioguide.congress.gov/biosearch/biosearch.asp
www.cweb.loc.gov/global/legislative/congress.html
www.lib.umich.edu/libhome/Documents.center/legishis.html
www.vote-smart.org/congresstrack/
4. The Judicial Branch
www.genxtvland.simplenet.com/SchoolHouseRock/song.hts?hi+threering
www.courttv.com/multimedia/supremecourt/index.html
www.supremecourtus.gov/
www.washingtonpost.com/wp-srv/national/longterm/supcourt/stories/wp042898.htm
www.uscourts.gov/
www.oyez.nwu.ed/
5. U.S. Symbols
www.state.sd.us/state/executive/tourism/parks/rushmore/index.htm
www.serve.com/wizjd/pics/rush01_m.jpg
www.americanpresidents.com/whitehouse.html
www.2.whitehouse.gov/WH/kids/html/home.html
www.2.whitehouse.gov/WH/kids/inside/html/inside-index.html
www.linecamp.com/merchants/freedom_documents/us_constitution_bill_of_rights/ten_origional_amendments.htmlwww.flags.ndirect.co.uk/mainindex.htmwww.flags.ndirect.co.uk/mainindex.html
www.flags.ndirect.co.uk/mainindex.htm
6. Presidents
www.ipl.org/ref/POTUS/
www.metalab.unc.edu/lia/president/
www.americanpresidents.com/kids.html
www.americanpresidents.com/triviatid.html
www.americanpresidents.com/bios.html
7. Video – School House Rock - Internet connection for video
www.genxtvland.simplenet.com/SchoolHouseRock/song.hts?hi+bi
Assessments
A rubric designed to evaluate the individual database President assignment will be used as well as a content test put on the computer with the Link-it program. Students will take this assessment in the computer lab.
