Government and Citizenship Unit

Deneen Robie
No one is born a good citizen; no nation is born a democracy. Rather, both are processes that continue to evolve over a lifetime. Young people must be included from birth. A society that cuts off from its youth severs its lifeline." -- Kofi Annan

Essential Questions/Goals
What types of governments are there in different places? How are governments different from ours? How does government play a role in my life? What is it like to be a citizen under different types of government? How can I get involved as a citizen of my community? What multi media format would be best to present this information?

Standards

Students will demonstrate an understanding of the nature of governments, and the fundamental ideals of government of the United States. (New Hampshire Department of Education, 2006) Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state and national government through the political process and citizen involvement.
(New Hampshire Department of Education, 2006)

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (Common Core
State Standards Initiative, 2011)

Description

An Inquiry Based Learning Approach to different types of governments and citizenship under those governments A historical investigation on one countries government A comparison of chosen government to United States government
FOR MORE INFO...

Visit the unit plan at http://robiesspace.wikispaces.com/space/content

Timeline
Unit 2: Greece and Rome Survey beginning first of November 2012 New Unit to begin approximately December 3rd 2012 Government and Citizenship will last around 3 weeks

Learning Plan
Prior Knowledge/Hook DAY 1: Video/Article on government and citizenship Think pair share creating inquiry questions
DAY 2: Mini-Lesson on different governments Complete a government overview Choose government to investigate

Learning Goals
Day 1: Cooperative Learning Groups Teacher gives generalized goals Students create personal learning goals Set-up learning journal (whole class) Exit slip: write down one inquiry question *additional materials may be needed dependent upon student interest

Student Contracts
Day 1: Choose government type Choose a country with chosen type of government Teacher explains guidelines of rubric Students add specific goals to rubric

Historical Investigation
Day 1 and 2: Students.. Create group questions Choose materials Take notes and summarize research
Teacher to give mini lessons on note taking as needed Teacher to give templates for note taking Teacher will give immediate and direct feedback on students research daily

Write journal entry about found information

T Teacher to use journals to monitor progress

Historical Investigation continued

Day 3 5: Mini Lesson on communities reading and discussion Graphic organizers for notes made available Create questions for community leaders panel discussion Day 6: Community leaders panel discussion workings of city government citizenship of different communities

Presentation Preparation
Day 1: Present technology possibilities Class discussion and examples Day 2: Outline plan: students write down proposal Day 3: Mini Lesson: oral presentation skit Presentation work continues Day 4-5: Government day presentation scheduled Students are finishing work Scaffolding with technology templates (PowerPoint template, oral presentation outcome sentences, and other ideas if needed)

Challenge material availability

Sign out mobile computer lab at beginning of year Create folders with websites on 7th grade website Create suggested page list for classroom textbooks and Desk Reference books Contact community leaders (Mayor, Aldermen, School Board) to speak or have a panel discussion for class/team

Challenge Establishing Classroom Protocols

Work on cooperative group job descriptions from beginning of year Initiate IBL approach on a smaller scale earlier in the year Establish an atmosphere that promotes respectful learning

Challenge Visitation/Peer Support

Search out and schedule visitation(s) to classrooms using IBL or other student centered approaches Attend workshop on May 4, 2012 for ideas on motivating learners. Continue to search for appropriate workshops Student centered classrooms IBL approach Presented unit to S.S. & Grade Level Team PLC. Suggestions given and recorded

Challenge Curriculum work

May 17th, August 20,21,22 working on curriculum with district team to create more clear concise curriculum Bring unit to team and make adjustments as needed

Resources

School Library:
What is government? [video recording] http://www.usconsulate.org.hk/pas/kids/government.htm
(U.S. Government)

http://www.mapleleafweb.com/features/parliamentarygovernment-canada-basic-organization-andpractices#intro
governments) (parliamentary government) (basics of different

http://www.neok12.com/Government.htm

https://www.cia.gov/library/publications/the-worldfactbook/fields/2128.html (countries of the world and their governments)

Resources

School Library continued:

- library has many country books including information about their governments

Websites for citizenship:

http://www.thedailybeast.com/newsweek/2011/03/20 /take-the-quiz-what-we-don-t-know.all.html

http://www.history.com/interactives/citizenship-quiz

Citizens rights and responsibility video:

http://www.kids.gov/6_8/6_8_government_rights.shtml

Resources

Classroom: - Mobile Lab with websites bookmarked - Textbook: Journey Across Time and Human Heritage to help with background information - National Geographic Desk Reference with all countries and government types listed - Book cart from library

Power Point Resources

Common Core State Standards Initiative. (2011).

Common Core State Standards for ENGLISH LANGUAGE ART S & Literacy in History/Social Studies, Science, and Technical Subjects.
Retrieved from http://www.corestandards.org/the-standards

Nashua School District (2012) Elm Street Middle School Library. Retrieved from http://nsd-libapp.nashua.edu/common/servlet/presenthomef
orm.do?l2m=Home&tm=Home

New Hampshire Department of Education. (2006). K-12 Social Studies N.H. Curriculum Framework. Retrieved from http://www.ed.state.nh.us/frameworks Robie, D. (2012.). Robiesspace. Retrieved from http://robiesspace.wikispaces.com/space/content

Shared Action Plan

Grade Level Team Teacher -Science Teacher Viewed Power Point and paper - 4/19/12

Feedback

Contradiction from overview to lessons - above plan shows students investigating origins of
different governments - Lessons show that students are to choose present day government of choice

Solution - standard states, Students will demonstrate an

understanding of the nature of governments - present day governments will allow students to use what they have learned about origins and connect to today.

Inquiry = Hypothesis?
Question: Should students create a hypothesis about their inquiry like they do in Science inquiry? Answer: Not necessary. We will use inquiry (IBL) through a historical investigation.

Journal

Observation: Journals made but not utilized as much as we would like.

Solution: Use journals for note taking and also as suggested by Lee Anna Stirling, UNE Instructor, as more check for understandings

Miscellaneous
Presentations may need more time - timeline has flexibility Peer support was thought to be accurate Possibly look outside of school district for visitation