Course Syllabus

 

 

Module 1- SS4CG3 The student will describe the functions of government

                           Time Frame 2 days

Essential Question: What is government?

• How do major types of government in the world differ?
• Why are certain types of government more stable?

Students will:

1. Identify monarchy, oligarchy, representative democracy, dictatorship and autocracy governments
2. Compare and contrast the major features of different forms of government
3. Analyze examples of real world governments

 

Lessons/Activities

1. Anticipation activity- Discussion board question: What kinds of governments exist? What kinds of leaders can be in charge of a country?
2. Students will read ‘Who Rules’ (2 pages)
3. Students will use the knowledge they have acquired to identify the government using a link to an online game
4. Students will watch 2 videos- 1. https://www.youtube.com/watch?v=vdh9xo47OWM
5. https://app.discoveryeducation.com/learn/videos/af4ec168-a8bc-4a1a-88e7-115b24d87340?hasLocalHost=false- (screencasting)

 

1. Review of material using Powerpoint

Assessments:

1. Quiz- Google For
2. Blog about How a school board, city council, HOA, township board of supervisors    

             can be a government in your own community

Module 2- SS4CG1 The student will describe the meaning of a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness). b. “We the people” from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.

 

Time Frame 3 days

Essential Questions:

• How does the United States Constitution and the Bill of Rights reflect the beliefs of citizens in a popular sovereignty?
• How does the phrase "We, the People..." in the Preamble of the Constitution reflect the consent of the governed people?
• Who did the phrase "We, the People" include?
• Why did the framers of the Constitution reduce the power of the state governments?
• Why was the Bill of Rights created?
• Why is the Bill of Rights important?
• Why is James Madison called "The Father of the Constitution"?

 

Students will:

1. Watch We the People – The Story of the Constitution – https://www.youtube.com/watch?v=CNTNueTl904
2. Watch We the People Part 2 - https://www.youtube.com/watch?v=1ZoCuXJZcsg
3. Listen to School House Rock-Constitution --http://bit.ly/18fupAB
4. Listen to the School House Rock –The Preamble - http://bit.ly/RjE1PC
5. Compose a cinquain poem about James Madison
6. Research information about James Madison
7. Research who was included in the “we” in the part of the preamble that states We the People
8. Research why the framers chose to limit power of state governments
9. Discuss the importance of the Bill of Rights
10. Analyze the Constitution
11. Interpret the Preamble
12. Recite the Preamble with new synonyms, making it relative to today (Voice Recorder app and submit via Google Drive and post to discussion board)

 

Lessons/Activities

1. Student will watch Brainpop “Our Constitution” on Brainpop.com- sign up for Free Trial or use eaglet for username and password
2. Student will watch http://www.wethepeoplemovie.com/education/lessonplans/preamble-elementary/
3. Students will read their PDF of the Constitution and the Preamble
4. Listen to School House Rock- The Constitution http://bit.ly/18fupAB
5. Using the internet research who was included in the “we” in the part of the preamble that states We the People and why the framers chose to limit power of state governments
6. Choose 2 amendments from the Constitution to explain to classmates after carefully analyzing using Interactive Constitution APP)- http://constitutioncenter.org/interactive-constitution/amendments/amendment-ii
7. Using the copy of the Preamble, Recreate it in a format that can be understood by 4^th Students must connect with a classmate and create ONE google doc to turn in to the instructor after they have rewritten it in their own words)
8. Use the Discussion board to discuss the importance of the Bill of Rights.
9. Use discussion board to find out What comes to mind when you think of a Father? How does that relate to James Madison's role at the Constitutional Convention?
10. Compose a cinquain poem about James Madison after careful research using tradebooks and websites

Students must write a cinquain on James Madison.

Cinquain format: Line 1 - one word (noun) name of the subject

                             Line 2 - two words (adjectives) describing the subject

           Line 3 - three words (verbs) describing an action related to the subject

   Line 4 - four words describing a feeling about the subject or a complete sentence

Line 5 - one word referring back to the subject of the poem

Students will use a cinquain graphic organizer provided by teacher

 

 

Assessments:

1. Rubric for Discussion of the importance of the Bill of Rights)
2. Write a 3 paragraph or more response on the blog regarding your findings in the    

         research of who was included in the “we” of WE the people and the reasons state  

         power was reduced in the writing of the constitution

3. Create your own poem about James Madison

Module 3- SS4CG1 The student will describe the meaning of a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness). b. “We the people” from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.

 

                           Time Frame 2 days

Essential Questions:

• Who were our Founding Fathers?
• What made them qualified for the job of a writing the US Constitution in 1787?

 

 

Students will:

1. List Founding Fathers and give descriptions of them
2. Further research information about the 3 Founding Fathers the student choses to create a story about
3. Student will create a story about these Founding Fathers using a teacher created rubric

 

Lessons/Activities

1. Student will read the short bios of each of the Founding Fathers
2. Student will choose 3 of the founding fathers to report on
3. Student will create a digital story about 3 of the Founding Fathers of their choice using Digitales, Powerpoint or any other source that can be accessed by the teacher and classmates.

 

Assessments:

         Digital Story creation will be graded according to the teacher created rubric

 

 

 

 

 

 

 

 

 

Module 4-   SS4CG3 The student will describe the functions of government a. Explain the process for making and enforcing laws b. Explain managing conflicts and protecting rights. c. Describe providing for the defense of the nation. d. Explain limiting the power of people in authority. e. Explain the fiscal responsibility of government.

                      

     Time Frame 5 days

Essential Questions:

• How does the Constitution prevent the government from abusing its power?
• What are the duties and responsibilities of the legislative, executive, and judicial branches of government?
• How does the system of checks and balances work to make the three branches of government responsible to each other and to the people?

 

Students will:

1. Describe how the duties and responsibilities of government are to be divided up between the executive, legislative, and judicial branches.
2. Identify the system of checks and balances between the three branches, each of which limits the powers of the others.
3. List names of the officials in their cities and states
4. Define vocabulary words: separation of powers, checks and balances, veto power, Executive Branch, Legislative Branch and Judicial Branch
5. List the name of the persons in government: President, Vice President, House of Representatives, Senate, Supreme Court Justice, mayor, city councilman, governnor

 

 

Lessons/Activities

1. Student will listen to 3 Branches rap- https://www.youtube.com/watch?v=oOS7RGpvNVs
2. Play 3 Branches of Government game- http://www.sheppardsoftware.com/usa_game/government/branches_government.htm
3. Brainpop on 3 Branches of Government- https://www.brainpop.com/socialstudies/usgovernment/branchesofgovernment/- use eaglet for username and password
4. Student will write a letter to the editor of a newspaper published around 1787 indicating your concerns that the newly formed federal government might have too much power and why you agree with the writers of the Constitution that separation of powers and a system of checks and balances is needed.
5. Create an acrostic explaining the duties of the three branches of government with the words E-X-E-C-U-T-I-V-E, L-E-G-I-S-L-A-T-I-V-E, and J-U-D-I-C-I-A-L.- share with student on discussion board
6. Students will create a graphic organizer flow chart using Inspiration identifying the three branches of government, the duty of each branch, and indicate how each branch checks on and balances the other.
7. Play Branch-O-Mania https://bensguide.gpo.gov/games-9-13 as a way to learn what each branch does

 

Assessments:

1. Draw, label and color a tree diagram showing the three branches of government.
2. Write a letter to the editor of a newspaper published around 1787 indicating your concerns that the newly formed federal government might have too much power and why you agree with the writers of the Constitution that separation of powers and a system of checks and balances is needed.
3. Write a song explaining the three branches of government and their duties.- Voice Recorder app and submit through Google Drive
4. Respond to a blog telling your governor about a problem in your state that needs to be address and give him suggestions to remedy the problem (Rubric)
5. Students will participate in a debate during which they will take on the role the Constitution writers and discuss the reasons that the government should/should not be separated into three branches (Blog)

 

 

 

 

Interactivity and Collaboration: Students will interact with one another to complete one of their task as well as on the discussion boards, blogs, google drive and peer reviews. Students will also have interaction via games they will have access to and videos for viewing. (All are listed in the ID plan)

 

Use of Technology: Online videos will be used to teach concepts as well as online games, powerpoint presentations, blogs and creation of digital story (student choice).

 

Learner Support: Students will be able to contact the instructor via email, post questions on a discussion board, the instructor will use announcements to address the group, students will all have access to one another’s email address. Instructor will allow second chances if she feels a student is not clear on the material being taught.