District 75 Alternate Assessment Curriculum Framework High School Social Studies Module 1 September - October

Our Government CONTEXT

UNIT TOPIC: Our Government According to the National Council for Social Studies, "The primary purpose of social studies is to help young people to develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world." These units address continuity and change - how we are connected to and different from those who came before us. We learn about the individuals and groups who contributed to the development of our country. With development comes change and great achievement. With development also come failure, conflict and necessary reform. The study of Social Studies provides the opportunity to engage students in learning history, geography, politics and economics (the role of resources, production, use and trade), and to be active contributors to a society that is increasingly diverse and interdependent with other countries around the world. We are interconnected on a personal level, as well as by environment, ideas, events, discovery, changes and world issues. This first module of high school social studies is connected to key ideas of citizenship and government. The students are provided opportunities to explore historical events that influenced the US government's development and its leaders. They explore how and why people participate in government. Students begin the study with a focus on the Bill of Rights and the rights guaranteed to all citizens. They then examine the themes of citizenship-honesty, compassion, respect, courage, and responsibility. They learn about activism and how they as individuals can create change. Students all engage in role-playing activities in order to understand the judicial system and how it works. As part of the culminating performance task, students create their own imaginary government.

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ASSESSMENT
FORMATIVE ASSESSMENT EVIDENCE: Pictures of students participating in various classroom lessons and activities Data collection Student work samples, as appropriate

PERFORMANCE BASED ASSESSMENT TASK

As a performance based assessment task for this unit, students will create their own imaginary government. Their imaginary government should include how they will choose their leader, a bill of rights, a court system, a government agency to assist the people, and at least one cause that its citizens will fight for. LEVEL D Engages* by demonstrating a voluntary and sustained or repeated attention to the creation of an imaginary government by selecting pictures and/or words from a group of errorless choices and placing them in a teacher created template. Imaginary government will include pictures of leaders, rights of citizens, government workers, government agencies and/or the court system. LEVEL C Students will participate in the creation of an imaginary government by choosing a leader, creating their own bill of rights, court system, government agencies, and establishing at least one cause that its citizens will fight for. They will then place pictures, words, and/or representations in a teacher created template.

LEVEL B Students will participate in the creation of an imaginary government by choosing a leader, creating their own bill of rights, court system, government agencies, and establishing at least one cause that its citizens will fight for. They will explain why they chose each right and how each right helps the citizens of their imaginary town. They will also argue why they chose the cause that its citizens will fight for.

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STANDARDS
ELA COMMON CORE ANCHOR STANDARDS:
Rl.l Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. L6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 2.1: Integrated Learning Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.

Standard 3a.6: Managing Information Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.

Standard 3a.8: Systems Systems skills include the understanding of and ability to work within natural and constructed systems.
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ESSENTIAL QUESTIONS
1. What historical events influenced the US government's development and its leaders? 2. How and why do people participate in government?

VOCABULARY
Activism Bill of Rights Citizen/Citizenship City Compassion Constitutional Democracy Country Courage Court Elect Election Government Honesty Independence Judicial Branch Leader Respect Responsibility Rights State United States Vote

LESSON STRANDS OVERVIEW

1. Rights guaranteed to all US citizens with attention to the Bill of Rights 2. Examine the themes of citizenship-honesty, compassion, respect, courage and responsibility 3. Political activism-people and events that created change 4. The judicial system: Courts and how they work 5. How our government helps its citizen's

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LEARNING PLANS AND ACTIVITIES NOTE: Preferred Mode of Communication (PMC) should be considered for all students in all activities across all levels.

LeSSOn Strand 1: The rights of all U.S. citizens; the Bill of Rights

LEARNING PLANS AND ACTIVITIES LEVEL D:

Engage in a reading of classroom rules/rights using voice output device. Engage in a reading of the bill of rights by maintaining attention to the reader
Attend tO Video "Bill Of Rights". http.7/www.brainpop.com/search/search.weml?kevword=bill+of+rights

Attend to classmates' discussion-what is it to be a citizen and what it means to have rights.

Explore a primary source Bill of Rights artifact. Activate pre-programmed device of key vocabulary words from/related to the Bill of Rights artifact.

Engages with exploring his or her rights as a citizen by looking at a list of citizen rights. Participate in a classroom voting activity (e.g., field trip, party, lunch period activity).

LEARNING PLANS AND ACTIVITIES LEVEL c:

Brainstorm and list student's rights within the classroom. Watch video "Bill of Rights" and have discussion on what is it to be a citizen and what it
means tO have rights. http://www.brainpop.com/search/search.weml?keyword=bill+of+rights

Answer questions about a reading of the "Bill of Rights". Examine a Bill of Rights artifact and make observations about its characteristics. Identify at least two rights he or she has that are guaranteed by the Bill of Rights, by selecting sentence strips or pictures that describe or illustrate the rights.

Explore his or her rights as a citizen by selecting from a list of citizen rights and/or present a list of citizen rights to the class.

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Recognize the right to vote by participating in a classroom voting activity (e.g., field trip, party, lunch period activity).

LEARNING PLANS AND ACTIVITIES LEVEL B:

Discuss what is it to be a citizen and what it means to have rights after watching video.
http://www.brainpop.com/search/search.weml?kevword=bill+of+riKhts

List student's rights within the classroom and discuss why they are important Answer questions about a reading of the "Bill of Rights". Examine a Bill of Rights artifact and make observations about its characteristics. Identify at least two rights he or she has that are guaranteed by the Bill of Rights and explain why the right(s) were given.

Explore his or her rights as a citizen by creating a list of citizen rights and/or presenting a list of citizen rights to the class.

Recognize and participate in a classroom voting activity (e.g., field trip, party, lunch period activity) and identify who is eligible to vote.

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LeSSOn Strand 2: Examine the themes of citizenship- honesty, compassion, respect, courage and responsibility

LEARNING PLANS AND ACTIVITIES LEVEL D:

Attend to video "Citizenship"
http://www.brainpop.com/socialstudies/usgovernmentandlaw/citizenship/preview.weml

Using a model, complete a graphic organizer that lists a student responsibility at school vs. in the community.

Engages with pictures of courage in action from an errorless group of pictures. Engage in a reading about compassion in story about a student who is bullied.
http://www.americanhumanist.ore/What We Do/Education Center/HELP/8 Building and Maintaining Relationshi ps/8.1 A/Four Lessons On Compassion

Engage in a reading of dilemmas about honesty by maintaining attention to the reader. Attend to classmates' discussion about honesty.
http://lf67.org/district/proerams/EWC/Honestv-lntegritv%20MA5TER.pdf

Attend to classmate's role-playing about what respect looks like in the school, community, and worksite.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Discuss what is it to be a citizen.
http://www.brainpop.com/socialstudies/usgovernmentandlaw/citizenship/preview.weml

Create a Venn diagram that lists the student's responsibilities at school vs. in the community.

Draw a picture of courage in action. Have them write a sentence about what courage is. Read short story about student who was bullied and discuss what it means to have compassion.
http://www.americanhumanist.org/What We Do/Education Center/HELP/8 Building and Maintaining Relationshi ps/8.1 A/Four Lessons On Compassion

Read dilemmas about honesty and participate in a discussion about honesty with
Classmates. http://lf67.org/district/programs/EWC/Honestv-lntegritv%20MASTER.pdf

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Role-play about respect by performing a skit that demonstrates what respect looks like in the school, community, and at the worksite.

LEARNING PLANS AND ACTIVITIES LEVEL B:

Discuss what is it to be a citizen and what it means to have rights.
http://www.brainpop.com/socialstudies/useovernmentandlaw/citizenship/preview.weml

Create a Venn Diagram that lists the students responsibilities at school vs. in the community and explain why their responsibilities are different in each setting.

Draw a picture of courage in action. Have them write an essay and/or paragraph about what courage is and why it is important to have.

Read and discuss short story on compassion. Brainstorm ideas on how they can show compassion in the school and/or community. Explain why it is important to be compassionate and/or show compassion.

Read dilemmas about honesty and participate in a discussion about honesty with classmates. Reflect on what it means to be honest in a journal entry.
http://lf67.orE/district/proerams/EWC/Honestv-lnteKrity%20MASTER.pdf

Role-play about respect by creating and performing a skit that demonstrates what respect looks like in the school, community, and at the worksite.

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Lesson Strand 3: Political Activism: People and the events that created change.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Attends to a picture of a political activist (Judy Heumann) and listens to a biography read, . http://www.ilusa.com/articles/022301-2judy-heumann.htm

Engages with pictures of an activist cause from a group of errorless pictures. Attends to classroom discussion about a political activism event in history. Attends to a reading about President Ford and public law 94-142 by maintaining
attention to the reader, http://www2.ed.eov/about/offices/list/osers/idea35/historv/lndex pgl0.html

Engages with various newspaper articles about significant political activism events in history by maintaining attention to the reader.
http://www.discoveryeducation.com/teachers/free-lesson-plans/social-activism-in-the-united-states.cfm

LEARNING PLANS AND ACTIVITIES LEVEL C:

Read biography of a political activist(s) (Judy Heumann) and have a discussion with
classmates about What an activist is. http://www.ilusa.com/articles/022301-2judy-heumann.htm

Identify an activist group/cause and explain what that group/cause stands for. Participate in a classroom discussion about a political activism event in history and brainstorm ideas about how they can be activists in their own school and/or community.

Reads about President Ford and public law 94-142 and answers questions.
http://www2.ed.gov/about/offices/list/osers/idea35/historv/index pgl0.html

Read various newspaper articles about significant political activism events in history and answers questions (who, what, where, and when)
http://www.discoverveducation.com/teachers/free-lesson-plans/social-activism-in-the-united-states.cfm

LEARNING PLANS AND ACTIVITIES LEVEL B:

Read biography of a political activist(s) (Judy Heumann) and have a discussion and answer questions about why she was a political activist.

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http://www.ilusa.com/articles/022301-2judy-heumann.htm Identify an activist group/cause that they find important and explain how they could contribute to the group/cause. Participate in a classroom discussion about a political activism event in history and create a plan on how they can be activists in their own school and/or community. Reads about President Ford and public law 94-142 and explains why the law is important and how it has affected their own lives.
http://www2.ed.gov/about/offices/list/osers/idea35/historv/index pgl0.html

Read various newspaper articles about significant political activism events in history and answer questions (who, what, where, when, and why).

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Lesson Strand 4: The judicial system: Courts and how they work.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Engages with a video and/or tarheel reader book on the branches of government.
http://tarheelreader.org/2009/03/24/governmentbranches/2/http://w ww.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/

Attends to pictures of the three branches of government and its purpose. Engages with pictures and/or symbols of the judicial branch. Insert pictures to create a book depicting the various jobs within the judicial system. Attend to a charade game in which classmates act out the duties of various jobs within the court system.

Attends to a KWL chart prior to field trip to a local courthouse. Engages with PowerPoint explaining different court systems and attend to pictures of the different types of courts (supreme, criminal, local, civil)
www.unt.edu/cjus/Course_Pages/CJUS_2100/2100chapter8.ppt

LEARNING PLANS AND ACTIVITIES LEVEL C:

Watch a video and/or read Tarheel reader book on the branches of government. Complete graphic organizer on the three branches of government.
http://tarheelreader.Org/2009/03/24/government-branches/2/ http://www.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/

Identify the executive, legislative, and judicial branches of government by completing a graphic organizer.

Matches purposes of the judicial branch using pictures/and or symbols and definition. Match pictures depicting the various jobs within the judicial system to their job descriptions.

Participates in a charade game where the child acts out the duties of various jobs within the court system.

Complete a KWL chart prior to field trip to a local courthouse. Select questions from teacher generated list to ask individuals at courthouse.

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Watch PowerPoint explaining different court systems. Complete a graphic organizer that depicts the different kinds of courts (supreme, criminal, local, civil) using pictures and a
Word bank. www.unt.edu/cjus/Course_Pages/CJUS_2100/2100chapter8.ppt

LEARNING PLANS AND ACTIVITIES LEVEL B:

Watch a video and/or read Tarheel reader book on the branches of government. Complete graphic organizer stating why each of the three branches of government are
important. http://tarheelreader.org/2009/03/24/government-branches/2/ http://www.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/

Identify the purposes of the judicial, legislative, and/or executive branches of government by indicating purposes when given a specific branch.

Identify the purposes of the judicial branch by creating a list that describes purposes of courts of law.

Select a job within the judicial system and research its purpose and job requirements. Create and participate in a charade game where the child acts out the duties of various jobs within the court system.

Complete a KWL chart prior to field trip to a local courthouse. Generate own questions to ask individuals at courthouse.

Watch PowerPoint explaining different kinds of courts. Complete a graphic organizer that depicts the different kinds of courts (supreme, criminal, local, civil).
www.unt.edu/cjus/Course_Pages/CJUS_2100/2100chapter8.ppt

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LeSSOn Strand 5: How our government helps its citizens

LEARNING PLANS AND ACTIVITIES LEVEL D:

Explores how government helps its citizens by engaging with a website that examines different government jobs.
http://kids.usa.fiov/teens-home/goverment/government-iobs/index.shtml

Attend to a list of social service agencies Engage in a reading of different scenarios that require individuals receiving assistance from the government.

Engages with a website about a government agency (FEMA). http://www.fema.gov/ Meet government workers at a school-based career day for community government workers and/or a trip to a community government organization.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Explores how government helps its citizens by researching different government jobs by
examining a Website. http://kids.usa.gov/teens-home/KOverment/government-iobs/index.shtml

Read and identify at least two social service agencies from a list Read from list of different scenarios and match to a social service agency that could provide assistance.

Reads about a government agency (FEMA) and describe how this agency helps citizens.
http://www.fema.gov/

Meet government workers at a school-based career day for community government workers and/or a trip to a community government organization. Ask government workers at least two teacher-selected questions and record answers in a personal journal.

LEARNING PLANS AND ACTIVITIES LEVEL B:

Explores how government helps its citizens by researching different government jobs and explaining how each job helps its citizens.
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http://kids.usa.gov/teens-home/KOverment/government-iobs/index.shtml

Identify at least two social service agencies and explain how they help citizens in the community. Read from a list of different scenarios and match to a social service agency that could provide assistance and explain why. Read about a government agency (FEMA) and explain why citizens would need assistance from this agency, http://www.fema.gov/

Prepare questions for workers at a community government organization and conduct interviews about jobs on a field trip to a community government organization and/or school-based career day.

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MATERIALS/ RESOURCES
http://www. brain pop, com/search/search. weml?keyword=bill+of+rights http://www.brainpop.com/socialstudies/usRovernmentandlaw/citizenship/preview. weml http://www.americanhumanist.orR/What We Do/Education Center/HELP/8 Buildi

ng and Maintaining Relationships/8.1 A/Four Lessons On Compassion http://lf67.org/district/programs/EWC/Honestv-lntegrity%20MASTER.pdf http://www.ilusa.com/articles/022301-2judy-heumann.htm http://www2.ed.gov/about/offices/list/osers/idea35/history/index pgl0.html http://tarheelreader.Org/2009/03/24/government-branches/2/

http://www.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernm ent/ http://kids.usa.gov/teens-home/goverment/government-jobs/index.shtml http://bensguide.gpo.gov/ http://www.icivics.org/ http://www.redcross.org/about-U5/history http://www.discoveryeducation.com/teachers/free-lesson-plans/social-activism-inthe-united-states.cfm

Smartboard Notebook Activities

Citizenship http://exchange.smarttech. com/details. html?id=bl324ad4-9e4d-4720-bQ8bOd40eelbbcc3 Citizens Rights and Responsibilities in your Community http://exchange.smarttech. com/details. html?id=0e60af4b-cla4-4ccd-bd8b5e9fc6b75794 Fight 4 Ur Rights!

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http://exchange.smarttech.com/details.html?id=2b5ef899-1617-40e9-al9acc80159492e2 Bill of Rights http://exchange.smarttech.com/details.html?id=648d0671-d59d-486a-a87432d9299d47ed The Three Branches of Government http://exchange.smarttech.com/details.html?id=837689ed-5711-410b-940de7e8c523d7ba Citizens http://www.teq.com/erc-categories/viewdownload/155-ss-middle/2574-citizens

Books
The Everything American Government Book, Nick Ragone Right to Vote. Deanne Durrett

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