Lesson 1 1 Purposes of Government Introduction Lesson Monday and Tuesday Subject: Purposes of Government -­‐ Introduction Understanding(s): 1. That governments are structured in their purpose to serve the people (Perspective, Application, & Explanation) 2. That citizens play an essential role within civic life and the different ways in which citizens engage with their government (Explanation, Interpretation, Application, Empathy, & Self-­‐Knowledge) Essential Question(s): 1. What is the purpose of government and what services should they provide? (Recurring) Standards: • C1.1 • 7-­‐C1.1.1 • C3 Lesson Content In this lesson I will be introducing students to the 3 week government unit. This lesson is intended to demonstrate to students why it is essential for citizens to participate and what purposes the government serves in their lives. We will look at the purposes of government as well as why citizens participate in political life. I chose the format of an election in order to introduce the unit because democracy and voting is a concept that students know, but don’t really understand. So this lesson I will give students the chance to participate in the voting process and relate it to something they know as young students who will not be voting for some time. This will be a two-­‐day introductory lesson with the election on the first day and then discussion of the lesson and introduction to citizen’s roles in government on the next day. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Diagnostic Assessments At the beginning of the lesson I plan to ask whole class questions about what an election is, what we vote for, who votes, and why we vote? These basic questions should pull at student’s prior knowledge and get them thinking about government and the voting process, or at least when they have voted in student council elections. Formative Assessments While I am tallying the election, I plan on giving students a journal assignment asking them questions about what we did in class and why we did it? Also they will have to write about how they think this relates to our federal government or their school government. Then, once I announce the winner of the election, I want students to explain their feelings after their chosen candy either won or lost. I want to know if this would influence their future participation in an Lesson 1 2 election and why they think this is important when discussing national government elections? They will bring these journals to class the next day. Summative Assessments Students will turn in their purposes of government worksheet and picture. Students will have to complete a worksheet about the purposes of government and citizen involvement that they began on the first day. Included with this worksheet will be a drawing assignment where the students will have to draw, label and briefly describe a picture of citizen involvement in government or depict what we discussed as a class over the last 2 days. STAGE 3: PLAN LEARNING EXPERIENCES Instructional Strategies Simulation, discussion, and lecture I chose simulation because within this lesson students will have to take on specific roles within their “parties” in order to win their election. Students will need to work together within groups and take on roles in order to complete all tasks within the voting process. I chose simulation because I want the voting process to be as close to reality as possible and I want students to participate as if it were a real world activity. Within the activity I will act as the coach and I will give students the roles of campaign managers, debate leader, research analyst, publicist, and various types of informed citizens. On the second day of this lesson I plan on discussing the reflections the students wrote in their journals about the voting process and having students discuss amongst peers how they felt. As a class we will discuss what they wish was different about the process, how they would be affected if their product won or lost, and how they think it compares to the real government elections. Lastly I plan on giving a short lecture on the purposes of government and how our activity relates to the purposes. Students will refer to their worksheet from the day before. Activities (also known as Procedures) I would start class by asking students to first split into 2 main groups based on a preferred candy, with some students opting to vote for neither. • Opening: I would explain to the students that at the end of the class today, all students would have the opportunity to vote for their favorite “Candidate” or candy. Which ever candy won at the end of the day, all students would get a piece of. I would then give directions for how the simulation is going to work, split students into groups and allow them to pick roles within their groups (10 minutes) • Main Activity: The day would run similarly to a US general election. I would show nutritional information to make them educated voters. I would show them video and photographic propaganda that encourages them to chose one specific candy. I would show them celebrities who also eat that candy. And finally I would show them how much the candy costs and the practices of the company that creates that candy. Then following the students becoming educated voters I would put student groups against Lesson 1 3 •
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each other to debate (15 minutes). Lastly, I would give the students 2 minutes to campaign for their candy before voting at the voting booth. Closing: While tallying up the votes, students would fill out a worksheet that to see what they already know about government and what this activity helped them understand better. They would use their skills that they learned within the lesson as well as prior knowledge. Once I finished tallying votes and announce the winner, I would put up a prompt on the board that would ask the students to express their feelings towards democracy and voting and if they would participate again? I also want to know if winning or loosing influenced their decision to vote again and have them explain why or why not? Questions to ask: o Do you thinking voting is a good way to choose leaders? Why does it work? Why might it not work? o Why is it important for citizens to participate in government? o (Plan ahead questions to ask students in checking for understanding and extending their thinking. Additionally, plan questions that students might bring up. Finally, identify potential misunderstandings.) OTHER IMPORTANT INFORMATION MATERIALS Candy “I Voted Stickers” System for voting Dividers or voting stations Commercials to show students “Campaign Schedule” Worksheet Journal prompt MODIFICATIONS: Preparing for the international student, or even domestic student, who may not understand how democratic voting styles work or have never seen it in action before. Depending on the class, I would want to have some kind of schedule for how the class is going to run to make sure that we stay on schedule. Create a “Campaign Schedule.” EXTENSION IDEAS: For students that felt challenged by the lesson or are interested in further understanding, will be encouraged to write about it in their journals so that I can read about it and hopefully see what they felt, what they had difficulties in or how they would change the lesson. Lesson 1 4