How Do Governments Work? prepared by: Rebecca Zimmerman date: March, 2009, (revised Nov. 2008) theme: Governing in New England & the U.S.
|
|
- Lilian Fields
- 5 years ago
- Views:
Transcription
1 How Do Governments Work? prepared by: Rebecca Zimmerman date: March, 2009, (revised Nov. 2008) theme: Governing in New England & the U.S. Primary Sources used: By Laws of Gloucester (1824), Gloucester Town Warrant (c. 1800s), Gloucester Town Meeting Minutes re: Walking ratification of MA Constitution (1780), Estimate for Town Expenses (Gloucester) (1860), Petition for Name Change (S. Danvers to Peabody [c.1860s]), Beverly Boundary dispute with Wenham (1678), By Laws of Beverly (1805), List of Beverly Town Offices (1836), Salem Town Meeting Minutes (1700 & 1725), Grammar School in Bradford (1794), Haverhill Trask Commission (1805), Haverhill Town Receipt for New (fire) Engine House (1850), Bill to Town of Haverhill re: Boarding Schoolmaster (1850), Haverhill Petition to Selectmen re: Billiard Rooms (1857), Lynn School Committee Reports (1810 & 1821), Lynn School Expenses (1838) Specifically designed for grade 3 & 5 students Background for the Teacher: This lesson was designed to stimulate students interest in the basic functions and organization of government by having them examine primary sources which are representative of a number of different aspects of government. Hopefully students will begin to realize that government per se is a complex concept and by examining governmental documents from a variety of venues will realize that government is an important structure whereby citizens of a country derive identity, gain security, and are able to improve their quality of life. Students will then come to a realization that individuals and groups in history have sought to influence the structure and use of governments differently at various times in history. The main primary source documents used in this lesson were generously made available through Gloucester City Archives located in Gloucester, MA, In addition sources were provided by the Haverhill Public Library (Special Collections Room), the City Hall Archives of Salem, Mass, the Lynn Public Library (Reference section) the Peabody Public Library and the Beverly Historical Society. Instructional Objectives: Students will understand that primary sources are eyewitness accounts of history and that by looking at how ordinary people experienced events they can better understand some of the key points in American history. Students will understand that particular town offices reflect the priorities of the town functions related to a particular era Students will understand that governments provide structure in day-to-day dealings between average citizens and influence every person s life in a community Students will understand that local cities and towns are called upon to contribute to the safety of their constituents RZimmerman/EssexLINCs Page 1
2 Students will understand that the United States has a representative democracy, whereby historically not all inhabitants of a town are allowed to directly use voting as a means of change Students will understand that the role of government is varied and complex and has changed to fit the needs of the community Students will begin to see the connections between local government (both historically and today), and the goals of the national government Guiding Questions: (see Levels of Questioning handout re: details, inference, application) General Guiding Questions; What details do you notice about this image/document? How do you know it has a connection with Essex County? What does it tell you about the importance of Essex County in American history? Is this source a primary or secondary source? Why do you think so? More specific questions can be found with the attached worksheet for this particular lesson and each particular primary source document. Materials and Resources: How Does Local Government Work? worksheet this worksheet has students examine a primary source document and see what the information contained within it tells about local government and citizens roles Chart paper, markers and/or blackboard, chalk White poster paper, art supplies for creating a collage Old Sturbridge Village Document Glossary of New England Town Officers, (published 1825), based on Isaac Goodwin s book, Town Officer: or, laws of Massachusetts Relative to the Duties of Municipal Officers. It gives definitions of common 18 th & 19c government occupations. Available at: learn/document viewer.php?docid=1127 Primary Source materials from the City Archives of Gloucester, MA By Laws of Gloucester (1824) Town Warrant (c. 1800s) Town Meeting Minutes 1780 ( Walking ratification of MA Constitution) Estimate for Town Expenses 1860 Primary Source materials from Peabody Institute Library Petition for Name Change (S. Danvers to Peabody [c.1860s]) Primary Source Materials from the Beverly Historical Society Beverly Boundary Dispute with Wenham (1678) By Laws of Beverly (1805) List of Beverly Town Offices (1836) Primary Source Materials from the City of Salem, Archives Town Meeting Minutes (1700) Town Meeting Minutes (1725) RZimmerman/EssexLINCs Page 2
3 Primary Source materials from Haverhill Public Library, Special Collections Grammar School in Bradford (1794) Haverhill Trask Commission (1805) Haverhill Town Receipt for New (fire) Engine House (1850) Bill to Town of Haverhill re: Boarding Schoolmaster (1850) Haverhill Petition to Selectmen re: Billiard Rooms (1857) Primary Source materials from Lynn Public Library, Reference Section Lynn School Committee Reports (1810 & 1821), Lynn School Expenses (1838) Activities and Teaching Sequence: NOTE *****These activities will work best after students have begun to study a bit about the functions of government and can draw on previous knowledge. Depending upon time constraints, and the attention span of the class, educators may want to have students examine a number of documents over a span of several days, or condense some of the activities to be done in groups and reported back in a jigsaw fashion. Also primary sources have been selected to represent a large variety of communities in Essex County, educators should choose a few relative sources and examine them more in depth. Discretion of the educator is always paramount. 1) Teacher places signs in various parts of the room with the following words on them; Provide Order Protect People s Rights Provide Services Keep People Safe. In a previous lesson, students may be queried about the functions of government.(see also the opening activities for the Why Do We Have Governments? Lesson (LINCs, Beverly, 2008) If so, the signs may be altered to reflect students particular wording for the same basic functions. The teacher will lead a brief discussion of what these terms mean in regards to contemporary set-up of their town government. (level 1 & level 2 questions) 2) The goal of the above exercise is to begin to have students start to think about the functions of government and how it affects them. After discussing categories of ways that government is evident in their lives and the lives of those around them, they will then be ready to examine historical documents from Essex County to see how people of long ago were affected by government. Each small group should fill in the How Does Local Government Work? worksheet, and then report back to the whole group about their document. ( Questions 1-3 level 1, question 4 level 2, questions level 3) 3) Near the end of the period, students will report back to the group about their findings. A collective record of the group discussion may be created on chart paper and hung in the room to be used in referral for subsequent lessons. 4) Students are asked then to create a collage of terms and images that represent the concept of GOVERNMENT as pertains to the materials they have been discussing. They may be asked to explain their rationale either orally or in written form and the products posted on a bulletin board or hallway. (level 3 question i.e. What do the documents we ve been looking at tell you about government in general and government in Essex County in particular?) RZimmerman/EssexLINCs Page 3
4 Vocabulary: Primary source, town meeting, by-laws, constitution, minutes, selectmen, committee, warrant, repeal, commission, grammar or primary school, expenses See individual transcriptions for additional vocabulary contained in foot/endnotes Assessment: Students are assessed based on their participation in class discussions, small group activities, and their adherence to historical accuracy in their activities. Teachers may create a rubric for the final collage activity that quantifies aspects. Later in the year when students are familiar with rubric creation, students may generate their own rubric. Extensions and Modifications: Modifications may be made for students as far as visually presenting material, use of transcriptions of script, use of class word banks for writing, as well as consideration for spelling. Additional time and/or simplification of amount of source material may be needed for some students. This can be achieved through highlighting of particular points in the source and limiting students to examining that section. Extensions may include further student research into questions raised in class discussion, or alternative assignments including writing a letter to a faraway friend explaining how government works or has changed in Essex County. Correlation with Massachusetts Frameworks: Grade 3 Concepts and Skills History and Geography 3. Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. (H) Civics and Government 6. Give examples of why it is necessary for communities to have governments (e.g., governments provide order and protect rights). (C) 7. Give examples of the different ways people in a community can influence their local government (e.g., by voting, running for office, or participating in meetings). (C) Grade 3 Learning Standards New England and Massachusetts 3.5 Explain important political, economic, and military developments leading to and during the American Revolution. (H, C) a. the growth of towns and cities in Massachusetts before the Revolution Cities and Towns of Massachusetts 3.11 Identify when the students own town or city was founded, and describe the different groups of people who have settled in the community since its founding. (H, G) RZimmerman/EssexLINCs Page 4
5 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E) 3.14 Give examples of tax-supported facilities and services provided by their local government, such as public schools, parks, recreational facilities, police and fire departments, and libraries. (E) Grade 5 Concepts and Skills Civics and Government 8. Define and use correctly words related to government: citizen, suffrage, rights, representation, federal, state, county, and municipal. (C) 10. Explain the structure of the student s city or town government. (C) Grade 5 Learning Standards The Political, Intellectual, and Economic Growth of the Colonies, Explain the development of colonial governments and describe how these developments contributed to the Revolution. (H, G, E, C) A. legislative bodies B. town meetings C. charters on individual freedom and rights The Revolution and the Formation of a Federal Government under the Constitution Identify the Constitution of the Commonwealth of Massachusetts, including its date, its primary author (John Adams), and the basic rights it gives to citizens of the Commonwealth. (C) The Principles and Institutions of American Constitutional Government 5.23 Describe the responsibilities of government at the federal, state, and local levels (e.g., protection of individual rights and the provision of services such as law enforcement and the building and funding of schools). (C) 5.24 Describe the basic political principles of American democracy and explain how the Constitution and the Bill of Rights reflect and preserve these principles.(c) A individual rights and responsibilities B equality C the rule of law D limited government E representative democracy 5.27 Explain how American citizens were expected to participate in, monitor, and bring about changes in their government over time, and give examples of how they continue to do so today. (H, C) RZimmerman/EssexLINCs Page 5
6 How Does Local Government Work? Name Date 1) What type of document do you have? By laws Town meeting minutes/warrant Town committee report Report on Town expenses Petition List of Offices 2) What is the title of your document? 3) What is the date of your document? 4) Using the following chart, decide how parts of your document fit into categories of the goals of Government. Put a check mark in the column and then make notes underneath to give evidence to support your decision. To Keep People Safe To Provide Order To Provide Services To Protect People s Rights 5) How does your document show the importance of government in Essex County? 6) Based on your examination of this document and what you know about government in your town today, how is government today different from government at the time of your document? 7) Write down any questions you now have about government on the back of this page. RJZimmerman for Essex LINCs 2008
Grade 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 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 informationCivil Rights Amendments
Civil Rights Amendments Eighth Grade Unit: 10 Lesson: 04 Suggested Duration: 3 days Lesson Synopsis: In this lesson, students will learn about the Civil Rights Act of 1866 and the Amendments passed during
More informationTitle of Lesson: Jacksonian Democracy and Indian Removal (Suggested grade level: 10)
Title of Lesson: Jacksonian Democracy and Indian Removal (Suggested grade level: 10) This lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone
More informationGrade Three Massachusetts and its Cities and Towns: Geography and History
Grade Three Massachusetts and its Cities and Towns: Geography and History Using local historic sites, historical societies, and museums, third graders learn about the history of Massachusetts from the
More informationCHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8.
CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School 113.24. Social Studies, Grade 8. Correlated to HISTORY OF OUR NATION: 2005 4201 Woodland Road Circle
More informationA Correlation of. Pearson myworld History Survey Edition. To the. Oregon Social Sciences Standards. Grades 7 and 8
A Correlation of Pearson myworld History Survey Edition 2012 To the Oregon Social Sciences Standards Grades 7 and 8 Social Sciences Grade 7 World History Eastern Hemisphere Table of Contents Historical
More informationLESSON TWELVE. Procedures:
LESSON TWELVE Core Learning Goal: 2 The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence,
More informationSaints and Strangers: Push and Pull on the Way to Plymouth Colony Why did the Saints and Strangers immigrate to North America?
Activityengage Saints and Strangers: Push and Pull on e Way to Plymou Colony Why did e Saints and Strangers immigrate to Nor America? Overview Students analyze e motivations for e Saints and Strangers
More informationTexas Essential Knowledge and Skills (TEKS)
Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States
More informationOWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY. January 8, 2009 SOCIAL STUDIES 7 CURRICULUM
OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY January 8, 2009 SOCIAL STUDIES 7 CURRICULUM PROPOSAL: It is proposed that the Board of Education adopt the Social Studies 7 Curriculum for students in
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 informationGRADE 8 SOCIAL STUDIES PORTFOLIO ASSESSMENT UNIT ONE: COLONIZATION AND REVOLUTION
GRADE 8 SOCIAL STUDIES PORTFOLIO ASSESSMENT UNIT ONE: COLONIZATION AND REVOLUTION UNITED STATES SOCIAL STUDIES STUDENT NAME: TEACHER: PERIOD: UNIT 1 ASSESSMENT: COLONIZATION AND REVOLUTION LEARNING TARGET
More informationGlobe Fearon. Pacemaker United States History Third Edition, ISBN# correlated to Wisconsin History Content Standards Grades 6-12
Globe Fearon Pacemaker United States History Third Edition, ISBN# 0-130-23304-8 correlated to Wisconsin History Content Standards Grades 6-12 Table of Contents Pacemaker US HISTORY ISBN# 0-130-23304-8
More informationLesson Title: Supreme Court Decision of Dred Scott v. Sanford (1857) 60 U.S Lesson Overview:
Charles H Wright African American Museum Underground Railroad/Library of Congress Slavery in the United States: Defining United States Supreme Court Cases Dred Scott v Sanford (1857) 60 US 393 Raymond
More informationTo Pass, or not to Pass The Equal Rights Amendment Dilemma
To Pass, or not to Pass The Equal Rights Amendment Dilemma Poster used by ERA supporters between 1965-1980 for ratification http://lcweb2.loc.gov/cgibin/query/h?pp/ppall:@field(number+@1(yan+1a38048))
More informationWorld War II. WORLD WAR II High School
World War II Writer - Stephanie van Hover, Ph.D., Assistant Professor of Social Studies Education, University of Virginia Editor - Kimberly Gilmore, Ph.D., The History Channel Introduction: In the years
More informationHistory and Geography 1. Identify different ways of dating historical narratives (17 th century, seventeenth century, 1600 s, colonial period).
Grade 5 Expectations in History and Social Science 1 Grade 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement Students study the major pre-columbian civilizations
More informationA Correlation of Pearson myworld History Early Ages Edition, 2012 To the Oregon Social Science Standards Grade 7 and 8
A Correlation of Pearson myworld History To the Oregon Social Science Standards Grade 7 and 8 Table of Contents Social Sciences Grade 7 World History and Geography Eastern Hemisphere Historical Knowledge...
More informationWorld War II. WORLD WAR II High School
World War II Writer - Stephanie van Hover, Ph.D., Assistant Professor of Social Studies Education, University of Virginia Editor - Kimberly Gilmore, Ph.D., The History Channel Introduction: In the years
More informationUnit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War
8 th Grade History 1 st Nine Weeks TEKS Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War 8.1) History. The student understands
More informationAmerican Government. Teacher s Guide
American Government Teacher s Guide WALCH PUBLISHING Table of Contents To the Teacher.......................................................... vi Classroom Management.................................................
More informationWisconsin Model Academic Standards for Social Studies Grades K -6
A Correlation of 2005 to the Wisconsin Model Academic Standards Grades K -6 G/SS-25 This document demonstrates the high degree of success students will achieve when using Scott Foresman Social Studies
More informationGRADE TEN SOCIAL STUDIES CONTENT STANDARDS AND OBJECTIVES CORRELATION TO WE THE PEOPLE. Tenth Grade: United States Studies to 1900
GRADE TEN SOCIAL STUDIES CONTENT STANDARDS AND OBJECTIVES CORRELATION TO WE THE PEOPLE Tenth Grade: United States Studies to 1900 Grade 10 Social Studies Standard: 1 Citizenship SS.O.10.01.01 compare and
More informationUnit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History
8 th Grade History 4 th Nine Weeks TEKS Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History 8.1) History. The student understands traditional historical
More informationIn Md. Ed. Art 7-203(b)(4)(i)(ii)(iii) the law also requires a middle school assessment in social studies:
Karen B. Salmon, Ph.D. State Superintendent of Schools 200 West Baltimore Street Baltimore, MD 21201 410-767-0100 410-333-6442 TTY/TDD marylandpublicschools.org TO: FROM: Members of the State Board of
More informationVOTING RIGHTS. GUIDING QUESTION Why have voting rights changed?
VOTING RIGHTS GUIDING QUESTION Why have voting rights changed? SUMMARY The right to vote has been withheld from many groups throughout history based on gender, race, background and religion. Universal
More informationAre All People Protected by United Nations (UN) Human Rights?
9 th -12 th Grade Georgia Hub: Civil Rights & Human Rights Inquiry by Cathy G. Powell Are All People Protected by United Nations (UN) Human Rights? Eleanor Roosevelt and the UN Universal Declaration of
More informationPrimary Source Recommendations (Version 1)
Primary Source Recommendations (Version 1) Presenter: Robert Allison Presentation: Liberty, Equality, Democracy in the Atlantic World August 18, 2008 Recommended Digital Collections: Collection Name URL
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 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 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 informationGlobal: Spiraling essential questions, concepts and skills, and standards. Grade 5
History and Geography (H,G) Geography- Why do people move?, How does a region s geography, climate, and natural resources affect the way people live? What information and stories do maps and globes tell?
More informationPROCEDURES AND ASSESSMENT
TEACHING AMERICAN HISTORY RIMAS M. AMBRAZIEJUS FINAL PROJECT CONSTITUTIONAL CONVENTION, COMPROMISE AS A POLITICAL NECESSITY. NECESSARY IN THE CREATION AND FOUNDING OF THESE UNITED STATES, AND NECESSARY
More informationSocial Studies. Essential Questions. Standards. Content/Skills. Assessments. Timeframe, suggested
Social Studies Essential Term 1 Grade 5 What is change? Why do people move and what are some of the effects? How do people relate to each other, friends, family, community, and government? 5.1 Describe
More informationShould safety outweigh freedom?
9th Grade Civics Inquiry Should safety outweigh freedom? Supporting Questions Spencer Platt/Getty Images 1. Was the limitation of personal rights during World Wars I and II justified? 2. Was the limitation
More informationCURRICULUM CONNECTIONS
CURRICULUM CONNECTIONS With Liberty and Justice for All Student Exploration Guides (http://www.thehenryford.org/museum/liberty/resources/studentguides.asp) Student Exploration Guides for Grades 4-5, 6-8,
More informationGRADE 12 / GOVERNMENT - ECONOMICS
GRADE 12 / GOVERNMENT - ECONOMICS (1) History The student understands major political ideas and forms of government in history The student is expected to: (A) explain major political ideas in history such
More information20 th CENTURY UNITED STATES HISTORY CURRICULUM
20 th CENTURY UNITED STATES HISTORY CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. August, 2002 K-12 SOCIAL STUDIES PHILOSOPHY The primary purpose of social studies education is to prepare young people to make
More informationEighth Grade American Studies Curriculum Social Studies
Eighth Grade American Studies Curriculum Social Studies 8 th Grade American Studies Overview Course Description American Studies students in eighth grade history will study American history of the twentieth
More informationNew York State Social Studies High School Standards 1
1 STANDARD I: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points
More informationTown of Sturbridge Charter
Town of Sturbridge Charter Town Hall 308 Main Street Sturbridge, MA 01566 As Amended July 2012 CHARTER TOWN OF STURBRIDGE ARTICLE 1 DEFINITIONS Unless another meaning is clearly apparent from the manner
More informationHigh School Social Studies U.S. History Unit 03 Exemplar Lesson 01: Reforms Expand Rights
United States History Studies Since 1877 Unit: 03 Lesson: 01 Suggested Duration: 2 days High School U.S. History Unit 03 Exemplar Lesson 01: Reforms Expand Rights This lesson is one approach to teaching
More informationSummer 2010 Teaching with Primary Sources Quarterly Learning Activity Secondary Level. Should the Freedom of Speech and the Press Ever Be Limited?
Summer 2010 Teaching with Primary Sources Quarterly Learning Activity Secondary Level Should the Freedom of Speech and the Press Ever Be Limited? OVERVIEW Overview Using the Sedition Act of 1798 as a historical
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 informationA Correlation of. To the. Louisiana High School Civics Standards 2011
A Correlation of 2016 To the Civics Standards 2011 Introduction This document demonstrates how Pearson American Government, 2016 meets the Civics Standards, 2011. Hailed as a stellar educational resource
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 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 informationWhat Constitutes a Constitution?
Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 8-2011 What Constitutes a Constitution? Becky Orsini Trinity University Nick Thomason Trinity
More informationCIVICS TEACHER S GUIDE
TABLE OF CONTENTS Course Overview... 5 Unit Overviews... 8 Unit 1: Introduction to Civics and Government... 8 Unit 1 Focus Standards... 9 Unit 2: The Constitution... 10 Unit 2 Focus Standards... 11 Unit
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 informationActivity Documents and Handouts
STUDENTS INVESTIGATING PRIMARY SOURCES Immigration Inquiry A Closer Look at Chinese Immigration to the United States How did the U.S. treatment toward Chinese immigrants compare with treatment toward European
More informationImmigration and the Role of Families
Immigration and the Role of Families Overview Goals NYS Standards Addressed This will be a series of lessons to teach children the importance of immigration and the positive and negative effect it has
More informationPennsylvania Education Standards Overview Middle School: Grades 6-8
Pennsylvania Standards - Grades 6-8 Page 1 of 15 Pennsylvania Education Standards Overview Middle School: Grades 6-8 Philadelphia is best seen by foot, and of Philadelphia ( The Constitutional ) offers
More informationGrade 5 Concepts and Skills
G RADE 5 UNITED STATES HISTORY, GEOGRAPHY, ECONOMICS, AND GOVERNMENT: EARLY EXPLORATION TO WESTWARD MOVEMENT Students study the major pre-columbian civilizations in the New World; the 15th and 16th century
More informationBig Picture for Grade 12. Government
Big Picture for Grade 12 Government (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation,
More informationThe Commonwealth of Massachusetts
The Commonwealth of Massachusetts DEPARTMENT OF PUBLIC UTILITIES NOTICE OF FILING, PUBLIC HEARINGS, AND PROCEDURAL CONFERENCE D.P.U. 17-170 December 5, 2017 Petition of Boston Gas Company and Colonial
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 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 informationLesson Description. Essential Questions
Lesson Description left guidelines that he hoped would empower the young nation to grow in strength and remain independent. The students will work in groups to read a section of his address and summarize
More informationSocial Studies Enduring Issues
Social Studies Enduring Issues A Workshop by GED Testing Service 2 1 Session Objectives Explore thinking and reading skills in social studies Identify strategies and activities to build social studies
More informationCalifornia Subject Examinations for Teachers
CSET California Subject Examinations for Teachers TEST GUIDE SOCIAL SCIENCE SUBTEST III Subtest Description This document contains the Social Science subject matter requirements arranged according to the
More informationBHS Social Studies Department Curriculum Grade 11 United States History Unit 2 - Constitution and Voting
BHS Social Studies Department Curriculum Grade 11 United States History Unit 2 - Constitution and Voting Essential Understandings Essential Questions The Constitution was written in its historical form
More informationTeacher s Guide For. The First Amendment in the 21 st Century: Citizens United v Federal Election Commission - The Campaign Finance Reform Case
Teacher s Guide For The First Amendment in the 21 st Century: Citizens United v Federal Election Commission - The Campaign Finance Reform Case For grade 7 - College Program produced by Centre Communications,
More informationThis lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone Family Foundation in 2009.
Title of Lesson: What Were They Thinking? Why Some Alabamians Opposed the 19 th Amendment (Suggested grade level: 11 th Grade Advanced Placement American History) This lesson was created as a part of the
More informationWhy a Bill of Rights? What Impact Does it Have? Objectives
TEACHER S GUIDE 2L ESSON Why a Bill of Rights? What Impact Does it Have? Overview The debate over the Bill of Rights was not an argument over whether rights exist, but about how best to protect those rights.
More informationSo, You Want to be President? Program Overview (Pre-lesson plan begins on p. 5)
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
More informationFederalists versus Anti-Federalists
Federalists versus Anti-Federalists Overview In this lesson, students will explore the Articles of Confederation and the revisions that created the Constitution of 1787. Students will analyze and assume
More informationName of Unit: American Revolutionary War Unit Creators: Monica Barrette Grade Level: 5 th
Name of Unit: American Revolutionary War Unit Creators: Monica Barrette Grade Level: 5 th Social Studies Discipline: History Type of Lesson: Inquiry Lesson 1 Lesson 2 Lesson 3 Title: Causes and Effects
More informationEighth Grade Social Studies Crosswalk North Carolina and the United States: Creation and Development of the State and Nation
This document is designed to help North Carolina educators teach the Common Core and s (Standard Course of Study). NCDPI staff Eighth Grade Social Studies Crosswalk North Carolina and the United States:
More informationThinking Through Timelines: Inching Toward Independence
STUDENTS INVESTIGATING PRIMARY SOURCES Thinking Through Timelines: Inching Toward Independence Why do we celebrate Independence Day? A Short Activity for Second Grade Benchmark Correlations Constitution
More informationGRADE 9 WORLD HISTORY
GRADE 9 WORLD HISTORY (1) The student will understand traditional historical points of reference in the world The student is A identify the major eras in world history and describe their defining characteristics;
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 informationTeaching American History Grant: Learning Experience Christina Tantillo Highland Middle School
Teaching American History Grant: Learning Experience 2008-2009 Christina Tantillo Highland Middle School Topic Title: Compare/Contrast Immigrant Groups DATE: April 23, 2009 Grade Level: 8 Overview of the
More informationWhy Are Civil Liberties Important?
Why Are Civil Liberties Important? INSTRUCTIONAL OBJECTIVES Students will be able to: define civil liberties recognize the civil liberties that Americans hold evaluate the importance of civil liberties
More informationUnited States Government Unit 1 Suggested Dates
Title Introduction and Origins of United States Government Big Idea/Enduring Understanding American Constitutional Government was influenced by ideas, people and historical documents. American beliefs
More information1. Identify different ways of dating historical narrative ( 17th century, seventeenth century, 1600s, colonial period) (H, G)
Andover Public Schools Social Studies Benchmarks ~ 2004 Grade 5 United States History, Geography, Economics, and Government: Early Exploration to Westward Movement Students study major pre-columbian civilizations
More informationESSEX NORTH SHORE AGRICULTURAL & TECHNICAL SCHOOL DISTRICT 562 MAPLE STREET, HATHORNE, MA REGULAR MEETING MINUTES MARCH 12, 2015
ESSEX NORTH SHORE AGRICULTURAL & TECHNICAL SCHOOL DISTRICT 562 MAPLE STREET, HATHORNE, MA 01937-0346 REGULAR MEETING MINUTES MARCH 12, 2015 MEMBERS PRESENT: MEMBERS ABSENT: OTHERS PRESENT: G.R. Harvey,
More informationEssential Questions Critical Knowledge and Needed Skills Resources Assessments
Grade/Course: 8 th Grade Social Studies Enduring Understandings: 1. Human beings need and create government 6.1.8.A.3.b,f; 6.1.8.A.2.b;6.1.8.B.3.b 2. Citizens in a democracy have specific rights and responsibilities.
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 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 informationA Correlation of. To the. Missouri Social Studies Grade Level Expectations Grade 4
A Correlation of To the Grade Level Expectations Grade 4 1 Introduction This document demonstrates how myworld Social Studies meets the Grade Level Expectations for Grade 4. Correlation page references
More informationPrentice Hall. Magruder s American Government, with Virginia and United States Government Grade 12
Prentice Hall Magruder s American Government, with Virginia and United States Government 2011 Grade 12 C O R R E L A T E D T O Grade 12 and Curriculum Framework with Virginia and United State Government
More informationMcKinley Presidential Library & Museum American Heritage Tour Standards Third Grade
Third Grade: Communities: Past and Present, Near and Far McKinley Presidential Library & Museum American Heritage Tour Standards Third Grade Historical Thinking and Skills Heritage Events in local history
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 informationGrades 6-8 Social Studies GLE Comparison Chart
Grades 6-8 Social Studies GLE Comparison Chart Grade 6 Grade 7 Grade 8 No or Minimal 74% Change 1 20/27 GLEs Moderate 15% Change 2 4/27 GLEs New Content 11% 3/27 GLEs No or Minimal Change Moderate Change
More informationCAMPAIGN FINANCE GUIDE
CAMPAIGN FINANCE GUIDE Candidates for Municipal Office (Non-Depository) Office of Campaign and Political Finance Commonwealth of Massachusetts Revised 3/18 T his brochure is designed to introduce non-depository
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 informationLesson Plan Title: Confederation and its limitations
Introduction The United States after the American Revolution was a loosely bound set of thirteen independent sovereign states. They were bound by friendship and mutual defense, but little else. The governmental
More informationSocial Studies Standard Articulated by Grade Level
Scope and Sequence of the "Big Ideas" of the History Strands Kindergarten History Strands introduce the concept of exploration as a means of discovery and a way of exchanging ideas, goods, and culture.
More informationWe the People Level II (Middle School)
Unit 1: What is Government? We the People Level II (Middle School) List of Units and Lessons Lesson 1 Lesson 2 Lesson 3 Lesson 4 Why do we need a government? What is republican government? What is a constitutional
More informationGovernment TEKS 2 nd Nine Weeks
Government TEKS 2 nd Nine Weeks Unit of Study Political Parties, Executive, Legislative, and Judicial Branches, Domestic Policy, Comparative Government, & State and Local Government 2) History. The student
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 informationTown of Ayer Residents Guide to Town Meetings
Town of Ayer Residents Guide to Town Meetings 1 An Important Message for all Massachusetts Town Residents The purest form of democratic governing is practiced in a Town Meeting. In use for over 300 years
More informationWe the People: The Citizen and the Constitution
We the People: The Citizen and the Constitution CORRELATION GUIDE for Maine s Social Studies Framework and Standards Published by the Center for Civic Education and funded by the U.S. Department of Education
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 informationTEACHING AMERICAN HISTORY The Enduring Legacy of the American Revolution. Heroes in American History
Kyle Aaron Ruby Prof. Mike Austin, Ph. D HIS 6710 April 11, 2008 Final Project TEACHING AMERICAN HISTORY The Enduring Legacy of the American Revolution Heroes in American History Proposal Abstract My proposal
More informationStandards Correlated to Teaching through Text Sets: Citizenship and Government 20194
Standards Correlated to Teaching through Text Sets: Citizenship and Government 20194 New York Core Curriculum Grade 5 Social Studies NY.1. History of the United States and New York: Students will use a
More informationHISTORY AND SOCIAL SCIENCE
Nashoba Regional School District HISTORY AND SOCIAL SCIENCE Grade 5 Nashoba Regional School District History and Social Science, 2008. Work in this document is based upon the standards outlined in the
More informationUnit Map & Lesson Plan Sequence. Unit Objectives ( Students will be able to )
Unit Map & Lesson Plan Sequence Course Unit (Learning Segment)/days Instructor (Clinical Intern) Dates Civics & Economics Principles of American Democracy (8 days) Ms. Sarah Smith Jan 22-31 -Know- (content
More information