So, You Want to be President? Program Overview (Pre-lesson plan begins on p. 5)
|
|
- Abel Ross
- 6 years ago
- Views:
Transcription
1 So, You Want to be President? Program Overview (Pre-lesson plan begins on p. 5) Grade Levels: 4-6 Summary Many children are intrigued by the idea of being president, yet know little about the duties and limitations described in Article 2 of the United States Constitution. Through this Constitution-based program, students will explore and role-play the various roles and responsibilities of the president, such as commander in chief and leader of our nation, as they pretend to be the president, members of the Cabinet, and other public officials. This program will emphasize making important decisions while recreating significant historical and current events. Common Core State Standards Standards Correlation Grade 4 Speaking & Listening (Comprehension and Collaboration) SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. o SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles. o SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. o SL.4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.3: Identify the reasons and evidence a speaker provides to support particular points. Grade 5 Speaking & Listening (Comprehension and Collaboration) SL.5.1: Engage effectively in a range of collaborative discussions (one-one-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. o SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles. o SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. o SL.5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. So, You Want to be President 1
2 Common Core Grade 5 Speaking and Listening (Comprehension and Collaboration), continued SL.5.2: Summarize a written text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally. Grade 6 Speaking & Listening (Comprehension & Collaboration) SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.6.1d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Speaking and Listening (Comprehension and Collaboration), continued SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. History/Social Studies (Key Ideas and Details) RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. History/Social Studies (Integration of Knowledge and Ideas) RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. District of Columbia Social Studies Content Standards: Grade Describe how the Constitution is designed to secure our liberty by both empowering and limiting central government. DC Historical and Social Sciences Analysis Skills, Grades Standard / Essential Skill: Chronology and Cause and Effect Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same Students distinguish cause from effect and identify and interpret the multiple causes and effects of historical events Standard/ Essential Skill: Historical Research, Evidence, and Point of View Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artwork, and architecture Students use non-text primary and secondary sources, such as maps, charts, graphs, photographs, works of art, and technical charts. 2
3 Maryland Social Studies State Curriculum Grade 4 Standard 1.0 Political Science Topic B. Individual and Group Participation in the Political System Indicator 2. Defend the importance of civic participation as a citizen of Maryland a. Identify various sources of information that are available to citizens to make political decisions b. Analyze ways people can participate in the political process including voting, petitioning elected officials, and volunteering Grade 5 Standard 1.0 Political Science Topic B. Individual and Group Participation in the Political System Indicator 2: Defend the importance of civic participation as a citizen of Maryland a. Identify various sources of information that are available to citizens to make political decisions b. Analyze ways people can participate in the political process including voting, petitioning elected officials, and volunteering Grades Standard 6.0 (Social Studies Skills and Processes) Topic F. Analyze Social Studies Information Indicator 1: Interpret information from primary and secondary sources a. Interpret information in maps, charts and graphs Indicator 2: Evaluate information from a variety of sources b. Compare information to prior knowledge Indicator 3: Synthesize information from a variety of sources a. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details Topic G. Answer Social Studies Questions Indicator 1. Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources a. Present social studies information in a variety of ways, such as mock trials, simulations, debates, and skits 3
4 Virginia History and Social Science Standards of Learning: USI.1 The student will develop skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865; b) make connections between the past and present; e) evaluate and discuss issues orally and in writing; h) interpret patriotic slogans and excerpts from notable speeches and documents. USII.1 The student will develop skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present; b) make connections between the past and present; e) evaluate and discuss issues orally and in writing; h) interpret patriotic slogans and excerpts from notable speeches and documents. VS.1 The student will develop skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; c) compare and contrast historical events; e) make connections between past and present; h) evaluate and discuss issues orally and in writing. 4
5 Rationale: Civic responsibilities such as voting and staying informed of current events are important ways for Americans to participate in government, yet many citizens are apathetic to or unaware of the functions of the executive branch of government. By allowing young students to play the role of president, it will plant a seed of understanding which will help grow their interest in civic awareness and participation. It will also give them an appreciation of the difficult and significant nature of the presidency. Main Messages: There are special requirements for becoming president. The president has specific responsibilities outlined in a document called the Constitution. (Some people who would later become presidents helped to write the Constitution!) The President has many different jobs and roles to fulfill; many people advise him. His day is full of meetings and responsibilities. Among his responsibilities are: Chief Diplomat The president meets with representatives of other countries. Proposing new laws and policies; signing bills into law. Commander in Chief The president is in charge of all armed forces and asks Congress to declare war. Nation s Leader The president is the only elected official who represents all citizens. Leader of his Political Party Program Objectives: At the conclusion of the program So, You Want to Be President (Grades 4-6), students will be better able to: Describe the qualifications for becoming president Identify the Constitution as the important document which outlines many of the president s roles and responsibilities Discuss some of the president s responsibilities Engage in civic activities, such as voting, staying informed, and petitioning the president Decide what advice they would give the president in various historical situations Explain whether or not they would want the job of being president Assessment: At the end of the lesson, students will be better able to articulate what the president s responsibilities are. [Assessment given at the beginning of the pre-lesson and at the end of post-lesson as an option to teachers to determine students gain in knowledge.] 5
6 Pre-Lesson Pre-lesson objectives: After completing the pre-lesson, students will be better able to: Explain that the president must be elected; people vote for the president to take office. Identify two means of campaigning (poster, TV, buttons, etc.). Design a poster, flag, button, or other campaign item. Brainstorm about the president s responsibilities. Pre-lesson materials: o Image Set 1: The White House: A Place to Live and Work o Image Set 2: The United States Constitution o Image Set 3: Campaign Items o Reproducible: So, You Want to be President? o Optional: Bring in empty Mac and Cheese boxes or other food boxes that have a space where students could paste a campaign image (see Image Set 3for a real example) o Optional: Bring in a suit jacket for students to wear when presenting their campaign posters to the class. Pre-lesson overview: Introduction: 2 Minutes Assessment: 3-5 Minutes Guided Practice Part One: 15 Minutes Guided Practice Part Two: 15 Minutes Required Activity/ Independent Practice: 15 minutes + presentation time Conclusion: 2 minutes Independent Practice: Time dependent on activities selected Approximately 55 minutes plus any extra activities you select (optional) Introduction to New Material: Materials: Image Set 1: The White House: A Place to Live and Work PAGE 1: THE WHITE HOUSE Show image of the White House. Does anyone know the name of this place? Who lives in this house? (The president.) Assessment activity: 3-5 minutes On a piece of paper, write What I know about the President. Make a list of things you know about the president. [After writing activity] The White House is the place where the president lives and works. When we get a new president, the old president moves out of the White House and the new president moves in. Many presidents have lived in the White House in the past 200 years. Does anyone want to share some of the 6
7 things they wrote down? [Collect students lists and save to compare with what they have learned after the post-lesson.] Guided Practice: 10 Minutes (Part One) Part One: The White House is the Place Where Presidents Live and Work Materials: Continue to use Image Set 1 SLIDE 2: WHERE DOES THE PRESIDENT SLEEP? Yes, the president really lives in the White House! He has his own bedroom, and there are bedrooms for his family and guests (16 in all!). These two photographs show two different presidents bedrooms. Can you tell which one is older? (The one on the left because it is a black and white photograph) The black and white photograph is of President Benjamin Harrison s bedroom. He was president from The color photograph shows the president s bedroom when Lyndon B. Johnson was in office. He was president from SLIDE 3: THE WEST WING The President doesn t have to go very far to go to work when he s in Washington D.C.! There is a special part of the White House called the West Wing. The Oval Office is located there. The president also has a special meeting room for his group of advisors. Known as the Cabinet Room, it is next to the Oval Office. SLIDE 4: THE OVAL OFFICE The president s office is oval-shaped, which is why it s called the Oval Office. Ask students to see if they notice any interesting details in the photo of the Oval Office. (The American flag is behind the desk; the other flag is the President s Flag and it has the Presidential Seal on it; the Presidential Seal is also woven into Oval Office carpet. The president has artwork in his office did you know that each president gets to pick which artworks they want to display in their office? There are a few eagles in the office (one on the desk, one on the Seal, and one on the flag.) SLIDE 5: THE CABINET ROOM This picture shows a full Cabinet meeting that took place on July 22, 1992 when George H.W. Bush was president (President George W. Bush s father); he is sitting in the middle of the table, which is where the president always sits in Cabinet meetings). What do you think the Cabinet is? (Allow students to guess by viewing the image and looking at context clues such as the meeting table, people taking notes, etc.) No, it s not actually like the kind of cabinet you would store things inside. The president s Cabinet is a group of people who work to advise him on various issues. An important document called the Constitution (you will view this with your students shortly) stated that the president could at times seek help from a group of advisors. The president can call the Cabinet together when he wants advice, but he does not actually have to take their 7
8 advice. The Cabinet does not vote or make decisions for the president. Cabinet members are heads of fifteen other departments, such as the Department of Education, the Department of State, the Environmental Protection Agency, and the Department of Defense. What about Barack Obama s Cabinet? Right now there are fifteen cabinet members and several other advisors who have Cabinet-rank. For a complete list of President Obama s Cabinet members see President Obama s Cabinet document or go to (Follow-up activities on the Cabinet are included in the post-lesson). Who works with the president to help him make decisions? (His Cabinet.) SLIDE 6: WHITE HOUSE AND PRESIDENTS TIMELINE Forty-three men have served as president in the more than 200 years since our country was established under the Constitution (Grover Cleveland was elected to two non-consecutive terms so he is considered to be our 22 nd and 24 th President). All of our presidents, except George Washington, have lived and worked in the White House. Let s look at this timeline to see a few of the presidents who have lived in the house and what it looked like while they lived there. #1 George Washington George Washington, our first president, never lived in the White House because it was being built while he was president. In the picture below his portrait, you can see him inspecting the construction of the house. The first president to live in the White House was our second president, John Adams. #4 James Madison James Madison was president during the War of During this war, British soldiers attacked many of the government buildings in the nation s capital. They even set fire to the White House! James Madison and his wife, Dolley Madison, had to move out of the White House after it was burnt! Interesting Fact! Did you know that thanks to Dolley Madison, the portrait of George Washington (above left) was saved from the fire? Before the British arrived, she gave special instructions for the painting to be taken off the wall and carried away to safety. SLIDE 7: #16 Abraham Lincoln He was president during a very difficult time called the Civil War. The north and south of our country were at war with each other. The picture of the White House below his portrait was taken about the time that he was president. This is a very early photograph of the White House. #26 President Theodore (Teddy) Roosevelt was president about 100 years ago. When he moved into the White House, there was no West Wing (where the president works now) so the president had to use the second floor for living and 8
9 working. The Roosevelts had six children who took up so much space that the president decided it was a good idea to move his staff to a new wing of the White House. Does anyone remember the name of this wing? It was the West Wing (Slide 3). You can see it under construction in the photo below President Roosevelt s portrait. SLIDE 8: #33 Harry Truman was president at the end of World War II and during the Korean War. While he was living in the White House, he often complained about hearing creaks and strange noises at night. He joked that they must be ghosts. As it turned out, the reason the White House was making so much noise is because it was falling apart! President Truman came home one day to find the leg of their piano falling through the floor! He decided that it was time for the 150- year-old White House to be seriously repaired. President and Mrs. Truman lived across the street at the Blair House while the White House was completely updated. (They kept the original walls) #44 President Barack Obama Does everyone know who this is? He is our president today. The color photograph of the White House shows you what the White House looks like today. Now that you ve had this historical tour of the White House, can you name two things the president does there? (The president lives inside the White House with his family. The president works inside the White House.) Guided Practice: 15 Minutes Part Two: Article Two of the Constitution Materials: Image Set 2: The United States Constitution Four color copies of the Constitution (as an optional handout for student groups) On overhead, show students the first page of the Constitution. SLIDE ONE: First Page of the Constitution Ask: How was this written? (Was it typed, on a computer, or hand-written?) Can you read the writing? (Students will probably say no.) Why is it difficult to read? (It s faded in places, it s in cursive) How old do you think this document is and why? (Very old. You can tell by the edges of the paper because they look torn. The paper is also very yellow and the ink has turned brown and is very faded in some places. It s handwritten and today most official documents are printed.) Tell students that this document is the Constitution of the United States and it was written more than 200 years ago in the year
10 SLIDE TWO: Last Page of the Constitution Although the Constitution is four pages long, we aren t going to read it all (you ll do that when you get to middle school!) This is the last page of the Constitution. What do you see at the bottom of the page? (Signatures) Explain that these signatures make the document official, much like you might see your parents sign a check or credit card receipt to make it official. Many men worked together to write the Constitution and they are often referred to as our country s Founding Fathers. Some very famous people signed the Constitution. One of them would become our first president, George Washington. Can anyone locate his signature? (Allow students time to look. Washington s signature is at the top left.) Explain that this document helped set the rules that our country follows. It also created the functions of government that help to keep our citizens safe and protect their rights. Why is it important to have rules? What might happen if we didn t have school rules, or classroom rules? (Answers may vary.) Today we re going to learn a little bit about how the president gets his job. Soon, someone will be visiting our classroom to help us learn more about things the president has to do once he gets his job. Electing the President First of all, if we had to elect someone to be president of our class, what sorts of qualities would we want that person to have? (Solicit answers from students and record on chalk board) What would the purpose of each of those qualities be? Why would we want a president who was (insert quality here i.e. honesty? Answers may vary.) Just as you think that we need certain qualities for a class president, the people who wrote the Constitution thought that there were certain basic qualifications necessary for our country s president. How old do you think you should have to be to be president? (Solicit answers, and then tell students that the Constitution states that you must be 35 years old to be elected president.) Why might an older age be important? (Students answers may vary. Overall, a person who is 35 or older is likely to have some life experience that will help them manage the great responsibilities of being president.) To be president, you also must be a natural born citizen meaning that you must not only be an American citizen, but you had to have been born in the United States, too. 10
11 So, we re going to fast forward and imagine that every one of you is 35 years old. Math connection: Does anyone know how many years in the future that will be? What year will it be? Now that you re old enough, how do you become president? What do you have to do? Required Activity: 15 Minutes + presentation time (presentations are optional) Image Set 3: Campaign Items So, You Want to be President? Reproducibles Crayons or markers If you want to be president, you have to get people to vote for you. Any American citizen who is 18 or older can vote. How do you think people who run for office try to convince people to vote for them? How will people know who you are? (Solicit answers from students.) In order to get people to know who you are, you will need to campaign. A campaign is a way of telling people who you are and what you are going to do for the country. Let s look at how some other people running for the presidency have campaigned. SLIDE ONE: I Like Ike Buttons/ Macaroni and Cheese packages Ike: Can anyone read what this says? It simply says, I like Ike. This presidential candidate s nickname was Ike. This simple sentence made it easy for people to remember Dwight Eisenhower. This short phrase is called a slogan. You are going to get to write your own slogans for your presidential campaign. Macaroni and Cheese packages: Does anyone recognize these pictures? (They are boxes of Macaroni and Cheese.) Sometimes campaign items can be funny objects like this. Does anyone see the different animals on each box? (One box has an elephant and one has a donkey). These animals are symbols for each political party. The donkey stands for Democrats. The elephant stands for Republicans. What do you think about their symbols? If you started your own political party, what animal would you pick as your symbol? [Teacher background on the donkey and the elephant: In general, democrats consider the donkey to be humble, homely, smart, and loveable. Republicans consider the elephant to be dignified, strong, and intelligent." 11
12 SLIDE TWO: Union Nominations (Abraham Lincoln) This is a poster that was used during the 1860 election year. Look at all of the symbols around the poster. What symbols do you see? (stars, the shield looks similar to the flag an eagle with olive branches). All of these symbols are symbols of our country. These symbols are often used on campaign items to remind people of their pride for the country. Now, you are each going to imagine that you are running for president! Pass out reproducible: So, You Want to be President. If completing with younger students, read and explain the directions aloud. If time permits, let some students present their campaign item and tell the class why they would make a good president. Optional material: suit jacket for students to wear when presenting (not included in packet). 12
13 Additional Activities: 1. Tour your new house! Image Set 4: Inside the White House Take students on a White House cutaway tour so that they see some of the 132 rooms of the house, and the office they ll be working in for the next four years. Instructions for each transparency page are included with this transparency set. 2. Scavenger hunt activity: Learn the President s Roles One of the major components of the classroom visit will be learning about some of the president s roles. Provide four groups of students with the following role descriptions (descriptions are with the President s Roles pictures): 1. Commander in Chief 2. Chief Diplomat 3. Leader of our Nation 4. Signing Bills into Law Display the eight photos around the classroom. Read aloud each role description to the class. Ask students to walk around the room and stop once they have found the picture that goes with the role. 3. The activity book, Learn About the White House, has many useful activities regarding the presidency. This book is in the right pocket of your Resource Packet. 4. For more information about the presidency, please visit the White House Historical Association s website at From the main page, click on the Classroom tab. From Classroom, click K-3, then Every Day is President s Day at the White House. This lesson provides more specific information about some U.S presidents. You may find it useful to also introduce students to the Picturing the President s House section in Classroom. Here, students can see portraits and other images from all presidents. 13
The Electoral Process STEP BY STEP. the worksheet activity to the class. the answers with the class. (The PowerPoint works well for this.
Teacher s Guide Time Needed: One class period Materials Needed: Student worksheets Projector Copy Instructions: Reading (2 pages; class set) Activity (3 pages; class set) The Electoral Process Learning
More informationJUDGE CHATS. Lesson Plan. Independence Mall 525 Arch Street Philadelphia, PA 19106
JUDGE CHATS Lesson Plan Independence Mall 525 Arch Street Philadelphia, PA 19106 JUDGE CHATS LESSON PLAN 2 Judge Chats Lesson Plan Grade Levels: 6th, 8th, 12th Number of class periods: 1 (approximately
More informationMiddle-Childhood Lesson Plan By Whitney Whitehair
Middle-Childhood Lesson Plan By Whitney Whitehair Lesson: The Three Branches of Government (Legislative, Executive, Judicial) Length: 2-45 minute sessions Age or Grade Level Intended: 5 th grade Academic
More informationGrade One Introduction to History and Social Science
2008 Curriculum Framework Grade One Introduction to History and Social Science Commonwealth of Virginia Board of Education Richmond, Virginia Approved July 17, 2008 STANDARD 1.1 The student will interpret
More informationSamples from Exploring History Through Primary Sources: American Presidents
Samples from Exploring History Through Primary Sources: American Presidents Table of Contents Sample Lessons Sample Primary Sources #9189 Primary Sources American Presidents Table of Contents How to Use
More informationThe Election Process
The Election Process Why should people vote? Citizens of the United States are very lucky people. They have the right to vote for who they want to be the leader of their nation. The President of the United
More informationOld Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework
Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework Old Sturbridge Village provides enrichment of curriculum standards that complement classroom instruction. Fieldtrips
More informationSectional Tensions Escalate
Michael Connor North Quincy High School Sectional Tensions Escalate 1848-1861 This lesson will cover the causes of the Civil War from 1848 to 1861. The students will read and analyze various primary source
More informationThe Electoral Process. Learning Objectives Students will be able to: STEP BY STEP. reading pages (double-sided ok) to the students.
Teacher s Guide Time Needed: One Class Period The Electoral Process Learning Objectives Students will be able to: Materials Needed: Student worksheets Copy Instructions: All student pages can be copied
More informationEarly and Absentee Voting Procedures in Illinois
CITIZEN ADVOCACY CENTER Early and Absentee Voting Procedures in Illinois LESSON PLAN AND ACTIVITIES All rights reserved. No part of this lesson plan may be reproduced in any form or by any electronic or
More informationAMERICAN CONSTITUTION SOCIETY (ACS) SIXTH AMENDMENT LESSON PLAN RIGHT TO COUNSEL ELEMENTARY SCHOOL
AMERICAN CONSTITUTION SOCIETY (ACS) SIXTH AMENDMENT LESSON PLAN RIGHT TO COUNSEL ELEMENTARY SCHOOL Description: This unit was created to introduce students to the Constitution and the Sixth Amendment.
More informationAmerican Government & Civics - Course Practices and Skills
American Government & Civics - Course Practices and Skills I. Civic Participation 1. Demonstrate respect for the rights of others in discussions and classroom; respectfully disagree with other viewpoints
More informationVoter Education 2012
Voter Education 2012 Five lessons on Elections and Voting in Minnesota For English Language, Adult Basic Education and Citizenship Classes These five lessons are based on stories, using a real-life approach
More informationCelebrating the US Constitution We the Future Lesson Plan Contest By: Kimberly Rostick Focus group: Middle School
Celebrating the US Constitution We the Future Lesson Plan Contest By: Kimberly Rostick Focus group: Middle School Objective: Students to develop an understanding and appreciation of the importance of the
More informationTable 1 Levels of Technology Skills (Teacher and Student)
Word Processor Table 1 Levels of Technology Skills (Teacher and Student) Application Entry Skill Level Intermediate Skill Level High Skill Level Expert Skill Level Creating Reports, essays, and assignments.
More informationGrade 8. NC Civic Education Consortium 1 Visit our Database of K-12 Resources at
Federalists v. Anti Federalists Overview In this lesson, students will explore the Articles of Confederation and the Articles influence in revising the Constitution of 1787. Students will experience the
More informationInstructional Activities/Strategies Common Core Standards
Topic/ Pacing Q 2 American Revolution 15 days NM Standards 8.3-C.1. describe political philosophies and concepts of government that became the foundation for the American revolution and the United States
More informationTeacher Guide: rights
Teacher Guide: rights In order of appearance in Preparing for the Oath, the Civics Test items covered in this theme are: 58. What is one reason colonists came to America? freedom political liberty religious
More informationWho's Running This Country? by John Nicholson
Teachers Notes (Primary) by Peter Legge Who's Running This Country? by John Nicholson These notes may be reproduced free of charge for use and study within schools but they may not be reproduced (either
More informationGrade One Introduction to History and Social Science
Modified by LCPS, June 2008 Curriculum Framework Grade One Introduction to History and Social Science Commonwealth of Virginia Board of Education Richmond, Virginia 2001 At-a-Glance Pacing Suggestions
More informationThird Grade, Unit 6 American Government Basics
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Third Grade Social Studies Course. Third Grade,
More informationGrade 04 Social Studies Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution
Unit: 07 Lesson: 02 Suggested Duration: 2 days Grade 04 Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution This lesson is one approach to teaching the State Standards associated with this
More informationCOURSE: Legal Education GRADE(S): Ten (10) Eleven (11) and Twelve (12) NATIONAL STANDARDS: Civics, Government, Citizenship and Communication
COURSE: Legal Education GRADE(S): Ten (10) Eleven (11) and Twelve (12) UNIT: #1 Introduction to Law and History of Law TIME FRAME: 3 Weeks 90 min periods NATIONAL STANDARDS: Civics, Government, Citizenship
More informationIs the President the Most Important Person in Government?
N E W Y O R K S T A T E S O C I A L S T U D I E S R E S O U R C E T O O L K I T 1st Grade The President Inquiry Is the President the Most Important Person in Government? 2015 ReadWorks, Inc. All rights
More informationLet the Campaign Begin!
Let the Campaign Begin! Author: Lain Whitaker, St. Mary s Episcopal School Grade Level: High School Date Created: May 2016 For additional lesson plans, visit sos.tn.gov/civics/lessonplans. Introduction:
More informationMagruder's American Government 2011
A Correlation of Magruder's American Government 2011 To the INTRODUCTION This document demonstrates how American Government 2011 meets the. Correlation page references are to the Student and Teacher s
More informationDoing Democracy. Grade 5
Doing Democracy Democracy is never finished. When we believe that it is, we have, in fact, killed it. ~ Patricia Hill Collins Overview According to Patricia Hill Collins (2009), many of us see democracy
More informationLesson: U.S. Immigration Policy Analysis
Lesson: U.S. Immigration Policy Analysis OVERVIEW In this lesson, students will explore how United States immigration policy affects families with mixed citizenship status. They will first discuss the
More informationLarge Group Lesson. Introduction Video This teaching time will introduce the children to what they are learning for the day.
Lesson 1 Large Group Lesson What Is The Purpose Of These Activities What Is The Purpose Of These Activities? Lesson 1 Main Point: I Worship God When I Am Thankful Bible Story: Song of Moses and Miriam
More informationTest-Taking Strategies and Practice
Test-Taking Strategies and Practice You can improve your test-taking skills by practicing the strategies discussed in this section. First, read the tips in the left-hand column. Then apply them to the
More informationPresidential Project
Birth/Death February 22, 1732, December 14, 1799 Place of Birth Pope s Creek, Westmoreland County, Virginia Ancestry English Marital Status Martha Dandridge Custis Children None, Adopted two children from
More informationADOPTED REGULATION OF THE STATE BOARD OF EDUCATION. LCB File No. R AUTHORITY: 1-8, NRS , , and
ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION LCB File No. R056-17 EXPLANATION Matter in italics is new; matter in brackets [omitted material] is material to be omitted. AUTHORITY: 1-8, NRS 385.080,
More informationBig Picture Matrix for Fifth Grade Social Studies
Big Picture Matrix for Fifth Grade Social Studies (1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine.
More informationThe Electoral Process
Barack Obama speaks at the Democratic National Convention in 2012. Narrowing the Field It s Election Time! Candidates for the larger political parties are chosen at party meetings called conventions. The
More informationU.S. History 11 th Grade CLASSROOM PRACTICE (DOCUMENT #1)
PROJECT TITLE: AUTHOR: Sandra McLaughlin Reporting the War During World War II SUBJECT & GRADE LEVEL U.S. History 11 th Grade CLASSROOM PRACTICE (DOCUMENT #1) 1. HI Overview & Teaching Thesis: How is war
More informationName. 1. Which continent is The White House Located? 2. In what Country is The White House located? 3.Which state is The White House located? D.C.
Name 1. Which continent is The White House Located? 2. In what Country is The White House located? 3.Which state is The White House located? D.C. 4. Circle the part of the country where the White House
More informationA Correlation of Prentice Hall World History Survey Edition 2014 To the New York State Social Studies Framework Grade 10
A Correlation of Prentice Hall World History Survey Edition 2014 To the Grade 10 , Grades 9-10 Introduction This document demonstrates how,, meets the, Grade 10. Correlation page references are Student
More informationSESSION 15: Globalization
SESSION 15: Globalization Session Description Students will learn that people engage in trade voluntarily because they expect to benefit. Talking Points 1. Generally, when a country imports a good or service,
More informationA More Perfect Union. The Three Branches of the Federal Government. Teacher s Guide. The Presidency The Congress The Supreme Court
A More Perfect Union The Three Branches of the Federal Government The Presidency The Congress The Supreme Court Teacher s Guide Teacher s Guide for A More Perfect Union : The Three Branches of the Federal
More informationSocial Studies Grade 5
(1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to: (A) explain when,
More informationNew York State K-8 Social Studies Framework
The State Education Department The University of the State of New York New York State K-8 Social Studies Framework Revised August 2014 Contents Grades K 4... 3 Social Studies Practices: Vertical Articulation
More informationCITIZENSHIP: FROM THE OLD COURTHOUSE TO THE WHITEHOUSE
CITIZENSHIP: FROM THE OLD COURTHOUSE TO THE WHITEHOUSE This is a lesson plan to examine the significance of Dred and Harriet Scott and their struggle for freedom in the changing of our nation from a slave
More informationTHE CONSTITUTION IN THE CLASSROOM
THE CONSTITUTION IN THE CLASSROOM TEACHING MODULE: Tinker and the First Amendment Description: Objectives: This unit was created to recognize the 40 th anniversary of the Supreme Court s decision in Tinker
More informationCesar Chavez: K-3 Model Curriculum and Resources From the California Department of Education Website
Cesar Chavez: K-3 Model Curriculum and Resources From the California Department of Education Website Learning and Working Now and Long Ago Kindergarten students studying the life, work, and philosophy
More informationIntroductory Text. Standards. Before Reading. During Reading. After Reading. Constitution and Government Unit
Constitution and Government Unit Standards Reading: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. Writing: Recall relevant information from experiences
More informationFrom Acceptance to Oath of Office
[ABCDE] Volume 12, Issue 2 From Acceptance to Oath of Office Activity: Election 2012 From Acceptance to Oath of Office Guidelines: Organizing the Long-Term Election Project Research: Feature the Family
More informationCarry The F.L.A.G. Elementary Student Handbook
Elementary Student Handbook Carry The Load is a registered 501(c)(3) non-profit that seeks to provide an active way to honor and celebrate our nation s heroes by connecting Americans to the sacrifices
More informationLESSON PLAN: You Be The Judge!
LESSON PLAN: You Be The Judge! Photo by Mark Thayer Purpose: Students connect their ideas and lives to the larger community and world. Students develop critical thinking skills and think independently.
More informationLesson Objectives: The student will be able to... Step by Step
Teacher Guide Time Needed: 1 Class Period Anticipate Distribute Read Project Transition to Side B. Tell Read Media Moment mini: Presidential Succession Materials: Student worksheets Student internet access
More informationVoting. Introduction: Guiding Questions: Learning Objectives: In the course of the lesson, students will. Curriculum Standards:
Voting Author: Rebecca Marino, Arnold Memorial School Grade Level: K-2 nd grade Dated Created: May 2016 For additional lesson plans, visit sos.tn.gov/civics/lessonplans. Introduction: This is the third
More informationGrade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills
Cypress-Fairbanks I. S. D. 1 5.1 History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The A Explain when,
More informationABC's of Government Traceable Cursive Copywork. Sample file
ABC's of Government Traceable Cursive Copywork Created and designed by Debbie Martin ABC's of Government Copywork Traceable Cursive The Whole Word Publishing The Word, the whole Word and nothing but the
More informationA Correlation of. Prentice Hall Magruder s American Government To the. Nevada Social Studies Standards Social Studies Skills & Civics
A Correlation of Prentice Hall American Government 2011 To the Social Studies Skills & Civics Grades 9-12 Prentice Hall,, Grades 9-12 Introduction This document demonstrates how American Government 2010
More informationRead the Directions sheets for step-by-step instructions.
Parent Guide, page 1 of 2 Read the Directions sheets for step-by-step instructions. SUMMARY In this activity, children will examine pictures of a Congressional Gold Medal, investigate the symbols on both
More informationKOREA S TRANSFORMATION
KOREA S TRANSFORMATION GRADES: 8-10 AUTHOR: Sharon Parker SUBJECT: History TIME REQUIRED: One class period OBJECTIVES & STANDARDS: 1. Understand and analyze factors and reasons for the growth and the rise
More informationTHE CONSTITUTION IN THE CLASSROOM. TEACHING MODULE: Tinker and the First Amendment [Elementary Grades]
THE CONSTITUTION IN THE CLASSROOM TEACHING MODULE: Tinker and the First Amendment [Elementary Grades] OVERVIEW OF LESSON PLAN Description: This unit was created to recognize the 40 th anniversary of the
More informationLESSON ONE: CAMPAIGN AND ELECTION 101. Level: Grades 1 3
LESSON ONE: CAMPAIGN AND ELECTION 101 Level: Grades 1 3 Purpose: Students will learn about the campaign and election process while listening to Today on Election Day by Catherine Stier. Students will participate
More information1. Title: Group and Individual Actions of Citizens that Demonstrate Civility, Cooperation, Volunteerism, and other Civic Virtues
Teacher s Name: Employee Number: School: Social Studies Lesson Plan- SS.3.C.2.1: Identify Group and Individual Actions of Citizens that Demonstrate Civility, Cooperation, Volunteerism, and other Civic
More informationSkill-Builders. Grades 4 5. Social Studies. Writer Kate O Halloran. Editorial Director Susan A. Blair. Cover Designer Roman Laszok
Daily Skill-Builders Social Studies Grades 4 5 Writer Kate O Halloran Editorial Director Susan A. Blair Cover Designer Roman Laszok Interior Designer Mark Sayer Production Editor Maggie Jones WALCH PUBLISHING
More informationReading Essentials and Study Guide
Lesson 1 Sources of Presidential Power ESSENTIAL QUESTION What are the powers and roles of the president and how have they changed over time? Reading HELPDESK Academic Vocabulary contemporary happening,
More informationFounders Month Celebrate Freedom Week Constitution Day September Resource Packet
Founders Month Celebrate Freedom Week Constitution Day September 2018 Resource Packet Compiled by Leon County Schools Academic Services August 2018 Florida Statutes Pertaining to Founders Month, Celebrate
More informationNarrative Flow of the Unit
Narrative Flow of the Unit Narrative Flow, Teachers Background Progressivism was a U.S. reform movement of the late 19 th and early 20 th centuries. Newspaper journalists, artists of various mediums, historians,
More informationKWL chart, Write the Future Senior Cycle PowerPoint presentation, sheets of flip chart or poster paper, markers
SENIOR CYCLE LESSON PLAN 1 PUSH & PULL FACTORS Objectives To develop an understanding of the current refugee crisis and why people are leaving their countries (in particular Syria) To develop an understanding
More informationCandidate Evaluation STEP BY STEP
Teacher s Guide Candidate Evaluation Time Needed: One Class Period Materials Needed: Student worksheets Copy Instructions: Reading Pages (double-sided; class set) Activity pages (one-sided; class set)
More informationThe Gr8 Election - Framework U.S. History, Grade 8 Pin Oak Middle School. Name House. History Teacher
The Gr8 Election - Framework U.S. History, Grade 8 Pin Oak Middle School Name House History Teacher Keep this framework in your Social Studies Binder/Folder and bring it to class when directed. EQ: How
More information10A. Introducing the Read-Aloud. Essential Background Information or Terms. Vocabulary Preview. 10 minutes. 5 minutes
Immigration and Citizenship Introducing the Read-Aloud 10A 10 minutes Essential Background Information or Terms Remind students that in the previous read-aloud they learned about James Madison and his
More informationVoter Education 2018 I am a citizen; now, how do I vote?
Voter Education 2018 I am a citizen; now, how do I vote? Five lessons on Elections and Voting For English Language Learners, Adult Basic Education and Citizenship Classes Five classroom lessons based on
More informationFourth Grade Social Studies
Fourth Grade Social Studies Student Name: Big Picture Graphic Overarching Question: How is the federal government structured to fulfill the purposes for which it was created? Previous Unit: This Unit:
More informationLesson 3: The Declaration s Ideas
Lesson 3: The Declaration s Ideas Overview This two day lesson (with an optional third day) examines the ideas in the Declaration of Independence and the controversy surrounding slavery. On day one, students
More informationFinal Unit 3 Web Design President Project:
Final Unit 3 Web Design President Project: Task : In honor of President s Week, we will be working on websites (in pairs) about a president of the United States of America. You and your partner will first
More information3rd Nine Weeks. Student s Name: School: Core Teacher: Block: Gifted Resource Teacher:
Suffolk Public School s Portfolio Packet 3rd Nine Weeks Student s Name: School: Accelerated Course: _7 th Civics Core Teacher: Block: Gifted Resource Teacher: This packet must be submitted at the conclusion
More informationOklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION
Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD
More information[ 3.1 ] An Overview of the Constitution
[ 3.1 ] An Overview of the Constitution [ 3.1 ] An Overview of the Constitution Learning Objectives Understand the basic outline of the Constitution. Understand the basic principles of the Constitution:
More informationGood morning, name of school. This is name of narrator with a few words of wisdom.
Key Ideas: Constitution Day/The necessity of strong character in our public servants/constitutional freedoms/active citizenship Character Traits: Responsibility/Loyalty/Respect Level: Secondary Good morning,
More informationTennessee Social Studies Standards
A Revised Correlation and Narrative Summary of To the Tennessee Magruder s American Government with Pearson Realize 2020 The Pearson Advantages: Hailed as a stellar educational resource since 1917, the
More informationVirginia and United States Government
History and Social Science Standards of Learning Virginia 2018 Standards for define the knowledge that enables citizens to participate effectively in civic and economic life. Students will apply social
More informationThe Twenty- Sixth Amendment & Youth Power
The Twenty- Sixth Amendment & Youth Power Overview Many students feel that adults don t listen and that as teens, they have little power to affect change. In this lesson, students will explore the successful
More informationNarrative Flow of the Unit
Narrative Flow of the Unit Narrative Flow, Teachers Background Progressivism was a U.S. reform movement of the late 19 th and early 20 th centuries. Newspaper journalists, artists of various mediums, historians,
More informationHistory Reporters: The Interwar Peace Movement
H AN DS -ON AR CHIVE LES S ON PLAN Year Level: Key Stage 2-3 Time: 2.5-3 Hours History Reporters: The Interwar Peace Movement This cross-curricular, three-part lesson introduces students take a hands-on
More informationGrade 08 Social Studies Unit 07 Exemplar Lesson 01: Andrew Jackson's Election
Unit: 07 Lesson: 01 Suggested Duration: 3 days Grade 08 Unit 07 Exemplar Lesson 01: Andrew Jackson's Election This lesson is one approach to teaching the State Standards associated with this unit. Districts
More informationHoboken Public Schools. PLTW Introduction to Computer Science Curriculum
Hoboken Public Schools PLTW Introduction to Computer Science Curriculum Introduction to Computer Science Curriculum HOBOKEN PUBLIC SCHOOLS Course Description Introduction to Computer Science Design (ICS)
More informationFractured Facts. By Lea Blanton Alamance Community College
Fractured Facts By Lea Blanton Alamance Community College Teaching Objective Students will use and improve their Civics knowledge by correcting the italicized words in twenty-four Civics statements. Graphic
More informationYour ED101 Lab Section Friday, 2-3 P.M. School Bowman School (1 pt.) Grade(s) Observing 4 th grade (1 pt.) Supervising Teacher Ms. Heckert (1 pt.
ED 101 Lesson Plan Nikolai Jessen-Petersen Redmond 4/5/11 Your Name Nikolai Jessen- Petersen Your ED101 Lab Section Friday, 2-3 P.M. School Bowman School (1 pt.) Grade(s) Observing 4 th grade (1 pt.) Supervising
More informationAIM: Does the election process guarantee that the most qualified person wins the presidency?
Election Process Core Curriculum Reading-Social Studies (RH) 1. Use relevant information and ideas from documents to support analysis 2. Determine the main idea of a document 3. Use information/ideas to
More informationWHY VOTE? SOCIAL STUDIES GRADES 9-12 DEBRA FRANKLIN. TIME ALLOTMENT: Introductory Activity: 45-minutes. SUBJECT MATTER: Civics, LEARNING OBJECTIVES:
WHY VOTE? TIME ALLOTMENT: Introductory Activity: 45-minutes OVERVIEW: Learning Activity: 60-minutes Culminating Activity: 60-minutes The Webster dictionary states that voting is a formal expression of
More informationINTRODUCTION EL CIVICS GOVERNMENT AND LAW UNIT Beginning Level
INTRODUCTION EL CIVICS GOVERNMENT AND LAW UNIT Beginning Level This guide will take you through the Government and Law 40.4 Objective. The objective is to: Respond to questions about the History and Government
More informationDocument Based Question: (Resource 4.13) Why and how has the right to vote (suffrage) been expanded in U.S. history?
Document Based Question: (Resource 4.13) Why and how has the right to vote (suffrage) been expanded in U.S. history? Document A.1 14 th Amendment to U.S. Constitution, 1868 Section 1: All persons born
More informationJackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Jackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Foundations of Government and Declaration of Independence
More informationFOURTH GRADE. STANDARD 14-B Understand the structures and functions of the political systems of Illinois, the United States and other nations.
FOURTH GRADE SOCIAL SCIENCE GOAL #14 UNDERSTAND POLITICAL SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES STANDARD 14-A Understand and explain basic principles of the United States government. List reasons
More informationSOCIAL STUDIES SKILLS
SOCIAL STUDIES SKILLS Anchor Standard: The student understands and applies reasoning skills to conduct research, deliberate, and form and evaluate positions through the processes of reading, writing, and
More informationLesson Title: Lesson Authors: Key Curriculum Words: Grade Level: Time Allotted: Enduring Understandings: Key Concepts/Definitions of this Lesson:
Lesson Title: Election of 1860 and Secession Lesson Authors: Kevin Bartell Key Curriculum Words: John C. Breckenridge, Stephen Douglas, John Bell, Abraham Lincoln, secession Grade Level: 6 th Grade Time
More informationAmarillo ISD Social Studies Curriculum
Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board
More informationEssential American History Teaching American History Grant Lessons from the Cold War
Essential American History Teaching American History Grant Lessons from the Cold War Barb Ryan Carrie Steele Parkway South High Was President Truman s decision, to relieve General Douglas MacArthur of
More informationEssential Question: What justifies the limitation or promotion of freedom?
Name _ Period Parent Signature (EC) LESSON PACKET - We The People 7 th Social Studies DUE DATE:_ Essential Question: What justifies the limitation or promotion of freedom? Directions: Read the following
More informationTeach Civics and Economics to ALL Students book (teacher book).
These sample pages are from the What I Need to Know to Successfully Teach Civics and Economics to ALL Students book (teacher book). This book contains the content in the student book, plus strategies and
More informationWorldView Software. Civics. West Virginia Correlation Document
WorldView Software Civics West Virginia Correlation Document 76 North Broadway, Suite 2002, Hicksville, NY 11801 516-681-1773 history@worldviewsoftware.com West Virginia Social Studies Standards Civics
More informationBILL OF RIGHTS CREST AND MOTTO By Jim Bentley. Teacher s Guide
SCHOOL VIOLENCE PREVENTION DEMONSTRATION PROGRAM BILL OF RIGHTS CREST AND MOTTO By Jim Bentley Teacher s Guide Lesson Overview The Bill of Rights is arguably one of the most important lists in our nation
More informationUSA Brain Teasers. Critical Thinking Activities. Grades 5-8. Author Carol Eichel
Editor Dona Herweck Rice Editorial Project Manager Evan D. Forbes, M.S. Ed. Editor in Chief Sharon Coan, M.S. Ed. Illustrator Sue Fullam Cover Artist Keith Vasconcelles Art Director Elayne Roberts Imaging
More informationUnit 3 Becoming the United States
Unit 3 Becoming the United States Parents/Guardians, Below is information that your child will be learning in this unit in social studies. This nine weeks there is one unit for the 4 ½ weeks that will
More informationMAKING LAW: A LEGISLATIVE SIMULATION
Introduction: MAKING LAW: A LEGISLATIVE SIMULATION This lesson is designed to give insights into the difficult decisions faced by legislators and to introduce students to one of the ways in which citizens
More information