Strand 1- Government and Democracy
 
Learning Goals

1. Show an understanding of democracy

2. Participate in role-play situations, discussion, and orally show pre-unit understandings of structure of U.S. government

3. Use technology provided efficiently

4. Formulate questions on a KW chart

5. Develop note-taking skills and organization of information

6. Make connections between North Carolina state government and federal government

 

Social Studies Standards
5.C&G.1.2
Summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government).
5.C&G.2.1
Understand the values and principles of a democratic republic.
5.C&G.2.2
Analyze the rights and responsibilities of United States citizens in relation to the concept of the "common good" according to the United States Constitution (Bill of Rights).
5.C&G.2.3
Exemplify ways in which the rights, responsibilities and privileges of citizens are protected under the United States Constitution.
5.C&G.2.4
Explain why civic participation is important in the United States.
4.C&G.1
Understand the development, structure and function of North Carolina's government.
4.C&G.1.2
Compare the roles and responsibilities of state elected leaders.
 
English-Language Arts Standards
Speaking and Listening:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4/5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Reading:
-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
-Determine the main idea of a text and explain how it is supported by key details; summarize the text.
-Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
-Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
-Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
 
Activities and Corresponding Lessons
Lesson 1- Hook activity- Voting
Lesson 2: Pre-Assessment on Google Form
KW Chart
Lesson 3- Four corners activity- Rights
Lesson 3- Examining the Constitution and The Bill of Rights
Lesson 4- Chalk Talk with questions to consider and discuss
Lesson 5- Web-quest
Lesson 6- Field Trip to State Capital

Strand 2- Student Government
 (Under Construction)

Learning Goals

1. Apply understanding of democracy to participating in student government (running for office, campaigning, giving a speech, voting, joining a committee, activism for change)

2. Apply understanding of leadership, organized activism, and democracy by presenting student government participation information to 2nd and 3rd grades

Social Studies Standards
 
English-Language Arts Standards

Activities and Corresponding Lessons
 
Strand 3- Opinion/Argumentative Writing
 (Under Construction)

Learning Goals
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Social Studies Standards
 
English-Language Arts Standards

Activities and Corresponding Lessons

Strand 4- The Great Debate

(Under Construction)
 
Learning Goals

1. Examine Jewish texts to determine ethical perspectives on the debate topic

2. Understand role in debate

3. Prepare for specific role in debate including pro/con, argument and counter-argument for topic

    4.   Participate fully in debate

Social Studies Standards
 
English-Language Arts Standards

Activities and Corresponding Lessons