top of page
This site was designed with the
.com
website builder. Create your website today.Start Now

Strand 1: Democracy and Government

​

Lesson plans

Lesson 1: Government and Democracy Role-Play (Hook activity)

1-2 Class periods


Objectives

Students will: 

1. Role-play voting and participating in a democracy

2. Hold a discussion about beliefs and begin to debate a topic. 

3. Learn how to decide on a representative and listen to others' viewpoints.

4. Begin to understand their role in leading the school.

​

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.


Materials and Resources

Class Ballot

Chart paper for recording ideas expressed. 


Implementation

1. Students come into class and receive a ballot. On the top of the ballot it reads: (School Name)  learning hours amendment 2.3 and two boxes FOR and AGAINST. Students are placed in mixed-age groups at tables. 

2. When they are confused and talking to each other about the ballot, call their attention.   Collect their ballots before they write on them. Explain amendment. Ask them to predict what the amendment is. 

3. GRASPS Task to students:

"Class, there is a problem that has come to our attention.  The school board has decided we need 30 more minutes of instruction every day.  Now, I have a feeling I know how you are going to react to this, but I need to tell you that they are strongly considering taking away morning recess.  Because you all are the leaders of the school, and some of you may decide to participate in student council, Beth (our head of school) has asked us to weigh in on this.  But you are not going to just vote on this topic, you are going to become true members of a democracy.  You will learn how the United States government is set up and how balance is kept. You will create a project to show what you have learned. You will learn how to write a well-developed argument, backed by research, and you will learn how to engage in a real debate where your ideas will be heard by a committee of adults."

4. Allow students to discuss their feelings with a small group.  

5. Lead the discussion.  At first have students think about what their vote would be at this moment. Then have them take turns 

speaking at their group.  

6.  Have students decide on a representative from their group to speak for the group.

7. Call students back to the whole class.  Each representative will speak for their group. 

8. Debrief the discussion and give out the ballots.

9. Students vote on the amendment after listening to the representatives. 

10. Closure- Tell the students that the votes will be counted and results will be given to the students the next day.


Differentiation

Students will be in mixed age groupings.
Pre-teaching

It is helpful if students have had practice with voting and the consequence of majority votes. Students also may need a reminder how to work successfully in a group.  They may be given a "talking stick" or some other tool to indicate the speaker. 
ELL

My ELL student has a strong vocabulary in English already, but some of the concepts may be difficult.  The videos in the later lessons should help explain. 
Reading and Writing Scaffolding

Word Wall:

amendment

committee

democracy

debate

representative
Extensions and Enrichment​

Students can have the opportunity to write a pre-proposal to the school board or a letter to the editor stating their opinion on this topic. 

​

Assessment

This assessment is formative and completed by observation. Look for students who struggle with expressing their thoughts or students who have strong negotiating skills.  

​

Lesson 2: Pre-assessment 

1-2 class periods


Objectives

Students will:

1. Show what they already know about the United States government. 

2. Brainstorm ideas for learning with a K/W Chart

3. Begin to understand how a democracy works.

4. Discuss the amendment from the previous lesson. 

5. Debate a new aspect of the same decision. 

​

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.


Materials and Resources

1. Google Classroom 

2. Google form for pre-assessment https://goo.gl/forms/y3Re38DZSrFQG1sg1

3. K/W document 

4. New ballots

5. Chrome books 


Implementation

1. Instruct students to get their Chrome Books 

2. Tell them they will be taking a short quiz to see what they already know about the U.S. Government.  They are not expected to already know this information.  Assure them that this is only a pre-assessment, and not for a report card. 

3.  They will find the link to the Google Form within the Google Classroom, as well as the follow up activity.

4. The follow up activity is a K/W chart.  Each student will have their own digital copy of this chart. 

5. Students who finish early will be called to create a communication about an amendment to the earlier amendment. This amendment is (School Name)  learning hours amendment 2.3.1 and two boxes FOR and AGAINST. This amendment states that students will have limited homework time in exchange for the recess they will lose. 

6.  When the pre-assessment is complete, students will hear the news of the new amendment.  They will return to their groups from the day before and discuss and repeat the discussion process from lesson 1. They may elect new representatives or keep the same one. 

7. Exit ticket- new ballot votes


Differentiation

Students play different roles in the discussion and in the communication of the new amendment. 

Mix-aged groupings. 
Pre-teaching

Students should previously be taught how to use a K/W chart and how to access their Google Classroom and then Google Form.
ELL

Access to Google Translate if needed
Reading and Writing Scaffolding

Students who need reading support can have a teacher or student read the questions to them. 
 

​

Lesson 3- Questions and Discussion

*This lesson is the introduction of the “Chalk Talk” discussion and reflection.

Daily lessons include 1-2 questions on chart paper.

​

Objectives

Students will:

  1. Learn how to participate effectively in the “Chalk Talk” discussion format.

  2. Examine their beliefs and express themselves.

  3. Reflect on the beliefs and ideas of their classmates.

  4. Discuss their ideas and reflections in a variety of groups.

​

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.

 

Materials and Resources

  1. Chart Paper, I suggest extra-large Post-it notes.

  2. Markers

  3. Chalk Talk Rubrics and Self-assessments- copies for each student

  4. List of questions (See below)​

  5. Vocabulary Word Wall:

            Democracy

            Government

            Rights

            Representative

            Debate

           

List of Questions:

  1. -What does it mean to “represent the people”? -How do we know we are being represented by our elected officials?

  2. -How do people affect change in their communities?

  3. -What are qualities of leadership?

  4. -What issues are worthy of debate and what makes some debates unresolved?

  5. -Why do people want power?

  6. -What would our country be like without the three branches of government?

  7. -What would happen if there wasn’t a government?

  8. -What is your idea of an ideal government or community system?

  9. -Why is it important to learn about our government?  

​

Implementation* 

  1. Before the lesson, teach students the expectations for a “Chalk Talk” discussion (see pre-teaching notes, below).  Class will start with 1 or 2 Chalk Talk questions written on chart paper.  This will be the frame work of the class. Students may visit the chalk talk question throughout the day. The following class period will start with the previous day’s question, and a reflection discussion begins the class. The previous Chalk Talks will be displayed around the classroom in a way that students can revisit their thoughts and continue to respond to their classmates. Show students the Chalk Talk rubric. (See Materials, Tools, Resources page in drop down menu.)

  2. Each day, put one or two discussion questions on separate chart papers.

  3. As students come to class, the expectation is that they begin writing their answers to the discussion questions.  They may write their answers to the questions or respond in writing on the chart paper whenever there is independent work time.

  4. The following day, begin a reflection discussion:

            -Read the written discussion out loud to the students (in whatever order that  makes sense).

            -Ask for clarification if needed.

            -Stop and talk about what students notice about the answers or other thoughts that

            come to mind.  This can be done the first day as a whole group discussion, and then on

            following days, they may share in partners or small groups.

            -If there are follow up questions written in the folder (see enrichment), pose relevant

            questions to the class.

​

*For this first class- after the expectations are established, put up the question number 2. How do people affect change in their communities? Students can begin to answer the question and respond to each other throughout the day.  

​

​

Differentiation

Flexible grouping

Students who have writing disabilities will need a scribe.

Pre-teaching: Be sure to set expectations for Chalk Talk behavior. Unless it is during a reflection discussion, students are not to speak to each other about the questions of the Chalk Talk, unless it is a written discussion on the chart paper.  Students are expected to stay on task and only write relevant comments on the chart paper.

​

ELL: Allow English language learners to use Google Translate during the Chalk Talk to access any unknown vocabulary. They also may use a buddy scribe.

 

Reading and Writing Scaffolding: Students who struggle to think of something to write can use smaller sticky notes to plan out what they want to write before adding it to the chart paper. Allow students to only comment on their classmates’ thoughts if they struggle to come up with their own ideas.

 

Create word walls with content vocabulary and definitions to help students understand the questions on the chart paper.

 

Extensions and Enrichment:

  1. If a student takes a particular interest in a certain discussion or question, he or she can explore their thoughts in a longer written product.

  2. Students can come up with a list of follow up questions to each Chalk Talk.  Keep a folder for students’ follow up questions.

​

Assessment

Use the Chalk Talk rubric to observe students' participation and understandings during the discussions. Students will also self-assess using the self-assessment rubric. See the materials, tools, and resources page on the drop down menu.

​

Lesson 4: The Constitution and The Bill of Rights

8 Class Periods- divided into 4 lessons. (Lessons 4.2, 4.3, 4.4 under construction)
​Objectives

The students will:

1. Participate in discussions

2. Build upon previous knowledge of The Constitution and The Bill of Rights

3. Understand a democracy

4. Compare democracy with other forms of government

5. Practice public speaking

6. Practice debate skills

​

Social Studies Standards:

5.C&G.2.1Understand 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. 

​

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.


Materials and Resources

Chart paper and markers

4 Corners Labels

Graphic Organizers and Concept Maps

Websites and videos listed in the Materials, Tools, and Resources page.


Implementation

Lesson 4.1- Four Corners 

1. Begin with a reflection discussion on the first Chalk Talk.  (See instructions from lesson 3.) 

2.  Put up next Chalk Talk question: 

What does it mean to “represent the people”? How do we know we are being represented by our elected officials?

3. Students will answer this as they can throughout the class period and day. 

4. Four Corners activity: Students will notice there are 4 rights around the room.  Freedom of Speech, Freedom of Religion, The Right to Privacy, and the Right to a Fair Trial.  Explain each one briefly. Have each student stand by the right that is the MOST important to them personally.  Students at each corner explain to each other their feelings and reasons. Students choose a representative to speak for the group.  Students will sit back at the tables while the representatives take turns speaking.  Then students get up and move to the corner they align with most after hearing the speeches. 

5. Close by watching What is a Democracy? video (link in Materials, Tools, and Resources page)

Lesson 4.2-Introduction to The Constitution and The Bill of Rights

Lesson 4.3-Introduction to other forms of government

Lesson 4.4- Reflection and introduction to Lesson 5- Web-quest Research and product of learning choices

​


Differentiation

Lesson 4. 1 Student choice, Learning Styles

Lesson 4. 2 Leveled reading selections

Lesson 4.3 Flexible Grouping

Lesson 4.4 Learning menu, student choice

​


Pre-teaching

Be sure students have reviewed the rubrics and self-assessments for the Chalk Talk
ELL

Google Translate

Word Wall

Graphic Organizer


Reading and Writing Scaffolding

Word Wall​:

Represent

Rights

Constitution

Trial

Democracy

​

Give students concept maps to help them visualize

other graphic organizers
Extensions and Enrichment​

Students will have access to digital primary source documents

​

​

Assessment

Lesson 4.1- Students are observed for debate, public speaking, discussion, and participation.  Formative assessment to help students  find success. 

​

​

Lesson 5: Government Web-quest (Under Construction)
Objectives

​

Materials and Resources

​

Implementation


Differentiation

Project Menu


Pre-teaching
ELL
Reading and Writing Scaffolding
Extensions and Enrichment​

-3 Branches puzzle piece writing activity (In Materials, Tools, and Resources page)

Assessment

​

Lesson 6: Our Local Government and Field Trip to State Capital (Under Construction)
Objectives

Materials and Resources

Implementation
Differentiation
Pre-teaching
ELL
Reading and Writing Scaffolding
Extensions and Enrichment​

Assessment

bottom of page