Introduction to Our Government

6th Grade Social Studies Unit

Adaline Ostler

Unit Purpose: To provide students with introductory

knowledge about the structure and their involvement within
our government. I hope to help my students gain an
appreciation for their government and understand their role
in being a citizen of the United States of America.
Day 1: Purpose of Our Day 2: Why Do We Participate?
Government
-Writing
-Social Studies
-Social Studies
-Technology

Introduction to Our Government

Day 4: How A Bill

Day 3: How We Participate Becomes A Law

-Social Studies -Social Studies

-Writing -Research

*Expect Days 2 and 3 to be longer. May need more time than initially
anticipated. *
Day 1: Purpose of Our Government
Integration: Social Studies and Technology
Concepts: Government, Politics
Materials: Index cards (20), video link: https://study.com/academy/lesson/what-
is-government-definition-role-functions.html

Evaluation:
Students will be evaluated based on their competition and effort to answering
the question, “What is government?” To receive full credit the student must have
two responses to the questions. One from their first attempt and another
response from their second attempt.

The teacher will begin the class with the question, “What is government?”
Students will be given 30 seconds to brainstorm their answer, write it down, and
share it with a buddy. The teacher will then show the video listed above. As a
small group, students will discuss the four questions listed below.
 What are some purposes of a government?
 Can societies exist without governments? Explain.
 Why are laws especially important to governments? Give an
example.
 What are some ways to define governments?
Students will be given the exit ticket question, “What is government?”

Day 2: Why We Participate- (See attached LP1)

Integration: Writing and Social Studies
Concepts: Involvement, Government, and Advocacy
Materials: Computers (5 per class), printed out “Why We Participate” notes,
pencil, links to Resource Pages (listed in procedure), travel brochure paper,
markers/colored pencils/crayons, and glue.

Day 3: How We Participate

Integration: Social Studies and Writing
Concepts: Voting and Advocacy
Materials: Persuasive writing outline, Duck for President by Doreen Cronin, video:
https://www.youtube.com/watch?v=ucTLKmvCyUI
Link: http://www.fairvote.org/voter_turnout#voter_turnout_101

Evaluation:
Students will be evaluated based on the rubric provided relating to their
persuasive writing piece. This writing piece will be attached to their end-of-the-
unit portfolio.
The teacher will begin the lesson with the video linked above. As a whole-group
the teacher will lead a discussion observing the past and present voting habits.
The list of discussion questions are addressed below. The teacher will then read
the book, Duck for President by Doreen Cronin. Afterwards students will identify
something they would like to change. They will begin drafting a persuasive
writing piece based on their opinions and facts to defend their statements.

Discussion Questions:
 In 1920 did more people participate in the midterm or presidential
election?
 Is there a patterns or trend line between the midterm and presidential
election?
 Which states had the highest and lowest number of participates in 2016?
 Which states had the highest and lowest number of participates in 2014?
 Which states had the highest and lowest number of participates in 2012?

Day 4: How A Bill Becomes A Law- (See attached LP2)

Integration: Social Studies and Research
Concepts: Creating a law, Government, and Voting
Materials: Infographic: “How A Bill Becomes A Law”, 16 iPads, Content
Questions, Google Form (pre-made)

Goals, Concepts, Standards:

Goal 1: As a result of this unit, students will understand foundational elements of

our government and their importance.

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively,
causally)

CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.

CCSS.ELA-Literacy.SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and pronunciation.

CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.

CCSS.ELA-LITERACY.W.6.2.A
Introduce a topic; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.

Goal 2: As a result of this unit, students will understand that there is a systematic
process within our government and that the involvement of the people matters.

CCSS.ELA-Literacy.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.
CCSS.ELA-LITERACY.W.6.8
Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and providing basic bibliographic
information for sources.

CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate

CCSS.ELA-LITERACY.RH.6-8.1
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) with other information in print and digital texts.

LP1
Social Studies: Why Do We Participate?

PART A: PLANNING

Grade Level: 6th grade Date: Date Lesson is Taught (if Applicable):

Targeted Content: Social Studies Integrated Content: Writing

For Lessons Taught: # of Students: 16 # of Boys: 7 # of Girls: 9

# of IEP Students: 2 # of ELL Students: n/a # of High Ability Students: n/a

State Content Standard and/or Common Core Standard(s):

Target Standard(s):
CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of
primary and secondary sources.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
Supporting Standard(s):

Instructional Setting: Check all that apply:

Whole Group X Centers Other (list)

Small Group X Workshop
Individual Student X Lab

Lesson Focus:
The focus of this lesson is understanding the branches of the United States
government, democracy, and the importance of participation within our
government.

Learning Outcome(s):
As a result of this lesson, in groups students will analyze videos based on
democracy, voting, branches of government and civil rights and be able to
explain various components of each concept. By creating a brochure, accuracy
of this assignment will be based off a rubric that encompasses a final unit grade.

Assessment Measures:
Formative Assessment(s): Each student will complete their own “Why Do We
Participate” note sheet. Students will also be assessed on an exit slip given at the
end of the class time with the questions: “What branch of government do you
directly impact?” and “How might the government impact your life now?”
Summative Assessment(s): none

Differentiation:
For the students who move at a slower pace, I will modify their rubric to include
less information needed. For the students that move through the work at a faster
pace and understand the material; I will provide them with more resources on
political parties to research and include in their brochure.

Materials:
Computers (5 per class)
Printed out Why We Participate notes
Pencil
Links to Resource Pages (listed in procedure)
Travel Brochure Paper
Markers/Colored Pencils/Crayons
Glue

PART B: DELIVERY OF INSTRUCTION

Introduction: Open up the lesson with the video from DOGO news: American
Students Stage a National Walkout to Plea for Stricter Gun Laws
(https://www.dogonews.com/2018/3/15/american-students-stage-a-national-
walkout-to-plea-for-stricter-gun-laws). “I’m sure you all have thoughts and
opinions of what we just watched. That’s good. Before you can support a “side”
or stance of a topic, issues, or political party you need to know what you are
standing up for. Whether you believe in stricter gun laws or not the world is
changing every day. Your choices and the choices of people around you
impact the way YOU live.”

Procedures for Teaching and Learning:

1. The teacher will explain the process of today’s lesson. Explain/practice
attention getter for the lesson (happy hand clappers).
a. Students will be exploring different components of our United States
government system.
b. Tell students, “As you explore I want you to reflect on how what you
are researching impacts your daily life.”
 2. Students will be split up into groups of 3-4 students. Each group will be
assigned a concept (democracy, civil rights, voting, or branches of
government). As a group, students will watch a video based off their
concept and take notes based on that area of study.
3. Students within each group will rotate to different groups and share the
information they gathered from their study.
4. Students will finish completing their notes as they listen and discuss concepts
or facts they learned from their study.
a. Remind students about how to ask good questions/ have good
discussion.
i. Listen until the speaker is completely done talking.
ii. All questions should be respected.
5. Students will create a brochure based on the information learning from
groups. **Example is attached**
a. Demonstrate example and go over the rubric.

Closure: “Ask citizens of the United States it is our duty to care and protect our
country. One way to do that is by advocating for what we stand up, being
involved in our government, and voting.”

Assignment: Note completion and travel brochure.

LP2
Social Studies: How A Bill Becomes A Law

PART A: PLANNING

Grade Level: 6th grade Date: Date Lesson is Taught:

Targeted Content: Social Studies Integrated Content: Research

For Lessons Taught: # of Students: 16 # of Boys: 7 # of Girls: 9

# of IEP Students: 2 # of ELL Students: n/a # of High Ability Students: n/a

State Content Standard and/or Common Core Standard(s):

 Target Standard(s):

CCSS.ELA-Literacy.SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and pronunciation.
CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively,
causally)
Supporting Standard(s):
Research: CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.

Instructional Setting: Check all that apply:

Whole Group X Centers Other (list)

Small Group X Workshop
Individual Student Lab

Lesson Focus:
The focus of this lesson is for students to understand the systematic process of how
a bill becomes a law. The students will be focusing on the process of which a bill
becomes a law. To complete this lesson, students will need prior knowledge of
what the government is and their responsibility to the American people is.

Learning Outcome(s):
As a result of this lesson, in groups students will research the systematic process of
how a bill becomes a law. In groups, take notes and discuss questions based on
the content they’ve learned

Assessment Measures:
Formative Assessment(s): Each student will be researching and writing out the
content questions and responses they’ve discovered.
Summative Assessment(s): The score of the Google Forms will be a part of the
summative assessment of the unit. Although all assessments will be considered
when discovering what the student learned during the unit.

Differentiation:
Students on IEPs will be given the specific support that is noted in their IEP. One-
on-one help will be provided for individual students. For students that find the
pace of the lesson challenging, I will have them take less notes. An extra teacher
will be in the classroom during the Social Studies lesson. I will encourage them to
monitor the student(s) struggling and to help them research through how a bill
becomes a law.

Materials.:
“How A Bill Becomes A Law” infographic (printed)
16 iPads
Content question cards
Google Forms (pre-made)

PART B: DELIVERY OF INSTRUCTION

Introduction:
To start off this lesson, the students will be sitting at their individual desks with their
iPad; ready to take a Google Forms quiz. The students will be given 5 minutes to
complete the Google Form. Students on an IEP or struggling will receive one-on-
one assistance to complete the Form. The Form content and tasks asked of the
students in the Google Forms will be more of a review.

Procedures for Teaching and Learning:

1. Once the whole class has completed the Google Form, the teacher will
then transition students to how they should research how a bill becomes a
law.
a. Independently students will explore the website:
http://kids.clerk/house.gov. The teacher will encourage students to
take notes and write down any unanswered questions based on the
content addressed within the reading.
2. Once students have completed their independent reading they will start
their small group discussions.
a. Before sending students off to begin their discussions the teacher will
review with the students what a proper discussion looks like. The focus
of the discussion is not for students to just answer the questions, but to
think through the questions. Practice looking at how creating a law
can impact the American people and individual families.
i. While students are completing their researching the teacher
will be reviewing the results from the Google Forms quiz.
b. Students will then begin discussing the content questions listed below.
Students will be encouraged to track their thinking and record any
new ideas or topics discussed or learned.
i. Where do ideas for laws come from?
ii. What must happen before a bill can be introduced to the U.S.
House of Representatives?
iii. How is a bill introduced in the U.S. House of Representative?
iv. What can happen to a bill if changes are made to its content
while it is in committee?
v. Who must agree to a bill before it can become a law?
vi. Why is it important that both the U.S. House of Representatives
and U.S. Senate agree to a bill before it is sent to the President?
Why should the President have a say in which bills become
laws?
c. With 10 minutes left to spare in class, the small groups will wrap-up
their discussions.
 d. The teacher will then review the Google Forms notes and provide any
clarification or reteach any topics that the students assessed poorly
on.

Closure: You have a voice. Our government is focused on the people. Therefore,
what you say, think, and how you get involved in our government matters. In your
schools, when you believe something needs to change research the topic/issue,
get involved, and strive to make changes for the better of the school. As you
move onto the middle school, it’s important to take ownership in your education
and become a leader.

Assignment: Note completion and Google Forms completion.

Assessments, Rubrics, and Questions:

Student Brochure Rubric

4-Satisfactory 3-Proficient 2-Basic 1-Unsatisfactor

Name:

Brochure  Clear layout  Semi-clear  Scattered  Difficult

Organization  Easy to read layout, layout read
 Includes a slightly  Easy to read  Missing t
title scattered  Missing a
 Easy to read title
 Includes a
title
Graphics,  No  Few  3 or more  Over 5
Color, and grammatical grammatical grammatical gramma
Details errors errors errors errors
 Visually  Visually  No visually  Has no
appealing appealing appealing graphics
 Has at least  Has at least  Has less than
3 graphics 2 graphics 2 graphics
Information  Has 4  Has 3  Has 2 or less  Has 0
and Ideas sections sections sections sections
 With 3-4  With 2-3  With less  With 0
bulletins bulletins than 2 bulletins
within each within each bulletins within ea
section section within each section
section
Name: Adaline Ostler
Google Forms Creation Rubric
3 points 2 points 1 point
Quiz Content All questions Some questions Questions do
contain accurate contain relevant not pertain to
information information about information
pertaining to the the U.S. about the U.S.
U.S. government. government. government at
Critical thinking is Confusion may be all.
required to present.
answer the
questions.
Question Format Proper grammar Contain more than Grammar and
and punctuation 3 grammar or punctuation
is present. The punctuation errors. errors are a
reader can Confusion may distraction to
clearly identify occur among the the reader.
what the question reader while Questions are
is asking. completing the confusing.
quiz.

Google Forms Student Rubric

3 points 2 points 1 point
Questions 6 to 8 correctly 5 to 4 correctly 3 to 0 correctly
Answered answered answered answered
questions questions questions
Participation Answered all Answered 5 or Answered no
questions less questions questions
 Content Question Cards

i. Where do ideas for laws come from?

ii. What must happen before a bill can be introduced to the U.S.

House of Representatives?

iii. How is a bill introduced in the U.S. House of

Representative?

iv. What can happen to a bill if changes are made to its content

while it is in committee?

v. Who must agree to a bill before it can become a law?

vi. Why is it important that both the U.S. House of

Representatives and U.S. Senate agree to a bill before it is

sent to the President? Why should the President have a say

in which bills become laws?

Google Form Questions:

Questions:

Essential Question: Why should I participate in our government?

Questions asked throughout the unit:

 What is government?
 What is democracy?
 Why is it important that we get involved in our government (both local
and federal)?
  What is a right that is important to you?
 What is the legislative branch and its roles?
 How might our governmental choices impact younger or future
generations?
 Where do ideas for laws come from?
 What must happen before a bill can be introduced to the U.S. House of
Representatives?
 How is a bill introduced in the U.S. House of Representative?
 What can happen to a bill if changes are made to its content while it is in
committee?
 Who must agree to a bill before it can become a law?
 Why is it important that both the U.S. House of Representatives and U.S.
Senate agree to a bill before it is sent to the President? Why should the
President have a say in which bills become laws?

*Materials are listed in the day-by-day lesson plans*

Smart Exchange Templates:

1. How A Bill Becomes A Law- This template would be used during the 4th
lesson, How A Bill Becomes A Law. The teacher would use this after the
students had researched their content and completed their notes. This
provides and explicit teaching opportunity to help modify the instructional
practices. This would be another resource when teaching students with
special needs. The content can be taught explicitly and at a slower pace.
http://exchange.smarttech.com/details.html?id=a6412350-bb01-4760-ba73-
d398b7d386a4
2. Branches of Government LAB Fill In The Blanks- This template would be used
as an activity for students how have completed their unit work. This tool
allows students to explore the different branches of the government and
further their thinking. In middle school, the students will be gain more
knowledge about our U.S. government. Therefore, this is a fun and easy way
for students to begin thinking about the different branches within our
government.
http://exchange.smarttech.com/details.html?id=284d6dd8-5462-4a2e-95be-
ea668b549c38