BenchmarkAssignmentUnitPlan

TLS327
TitleofUnit:
U.S.BranchesofGovernment
SocialJusticeThemeandTopicsCovered: Democracy
SocialStudiesContentAreas: History
GradeLevel: 2nd
IntegratedSubjectAreas:LanguageArts
Name :FernandaSandovalandJenniferThornton

Rational/Explanation

AccordingtotheArizonaSocialStudiesStandards,2ndgradestudentsarerequiredto
identifythethreebranchesofgovernmentbytheendoftheyear.Ourunitisnotonlydesigned
toteachstudentsaboutthethreebranchesofgovernment,butalsothefunctionsofeachbranch
andhowtoadvocateforchange.Whileourunitisloadedwithnewinformation,wehavemade
surethatitisgradeappropriate,fun,engaging,andhandson.
Itisimportantforstudentstolearnaboutthethreebranchesofgovernmentbecausethis
canleadtocitizenswhounderstandwhatittrulymeanstobeinformedandinvolvedin
democracy.Whenstudentsareawareofhowtheirgovernmentworks,theyaremorelikely
thanotherstudentstobeabletointerpretpoliticalinformationcorrectly,todiscusspolitical
issueswithpeersandadults,tomonitorthenewsandtofeelconfidentabouttheirabilityto
speakinpublic.Additionally,studentswhohaveexperiencedinteractiveciviceducationshow
abetterabilitytoclearlyexpresstheiropinions,havebettercollaborativegroupskillsandhave
abetterabilitytoworkinculturallydiverseteams(Reiss,2012).Ourunitfocuseson
educatingourstudentsabouttheircountrysgovernment,whichwillallowthemtobuildthe
necessaryskillsneededtofosterteamworkandappreciatedifferingviewpoints.
Asociallyjustcommunitywillbebuiltthroughthisunitbyensuringthateveryonehasa
roleandasayinthediscussionsthatwilldevelopthroughouteachlesson.Oneofthegoalsfor
thisunitistocreateasenseofcommunityintheclassroomwherestudentsfeelcomfortableto
sharetheiropinionsandideaswiththerestoftheclass,andalsohavestudents
respectfully
engageinconversationregardingothersopinionsandideas.
 LearningActivities
Readalouds:http://www.congressforkids.net/books/bks_Constitution_threebranches.htm

Day1:InspiringWonder|KWLChartandVideo
Video:https://www.youtube.com/watch?v=p8BwWBc571k
Standards:
SocialStudiesStandards.Strand1.Concept4.PO.2.
Recognize
dissatisfactionwithEnglandsRulewasakeyissuethatledtothe
RevolutionaryWar.
SocialStudiesStandards.Strand1.Concept4.PO5
.Knowthatthe
UnitedStatesbecameanindependentcountryasaresultofthe
RevolutionaryWar.
LearningActivities:
Thelessonwillbeginwithstudentswatchingthevideo
AmericanRevolution
AnimatedKidsLessonNoMoreKingsSchoolhouseRock.
Afterthevideo,
teacherwillleadadiscussiononthevideo(Whatwasthevideoabout?What
happenedatthebeginningofthevideo?Whathappenedattheend?).Teacher
willalsofurtherexplaintheAmericanRevolutionandhowthatleadtoanew
formofgovernmentinordertoaddressanymisconceptionsorconfusion
studentsmightstillhaveevenafterthevideo.Afterthevideo,theteacherwill
WhatisGovernment?
read byA.M.Kisheltohelpthestudentsdefine
governmentandgivethemanoverviewofwhattheunitwillfocuson.Lastly,
asaclass,wewillcreateaKWLQchart.Studentswillstatewhattheyknow
aboutaboutwhytheAmericanRevolutionhappenedandwhatcameoutofit.
TheKWLQchartwillbedoneonabigchartpaper,andteacherwillwriteout
studentresponses.TheKWLQchartwillbepostedsomewhereintheclassroom
whereitiseasilyaccessibleforstudentstoreferbacktothroughouttheunit.
TimeAllotted:
30Minutes

 Day2:PaintingthePicture|ExecutiveFunctions
Standards:
SocialStudiesStandards.Stand3.Concept2.PO1.
Identifythethree
branchesofnationalgovernmentasrepresentedbythePresident,
Congress,andtheSupremeCourt.
SocialStudiesStandards.Strand3.Concept2.PO2.
Identifycurrent
politicalleadersofthestateandnation.
a.)PresidentoftheUnitedStates
LearningActivities:
Beforethereadaloud,teacherwillaskstudentswhattheyknowaboutthe
president/executivebranch.Asstudentsarediscussingthis,teacherwillwrite
downresponsesontheKandWsectionsofthechartthatwascreatedthe
previousday.Onthisday,studentswillfocusontheexecutivebranch.This
DuckForPresident
lessonwouldstartoffwithareadaloudofthebook by
DorenCornin.Thisbookisaboutahumbleduckwhoworkedhiswayupand
willhopefullybeelectedforthehighestofficeofthelandPresidentofthe
UnitedStates.Thisbookoutlinestheprocessofbecomingpresidentin
kidfriendlyterms.
Afterthereadaloud,theLpartofthechartwillbefilledoutbasedonwhatthe
studentslearnedduringthereadaloud.Studentswillalsosharequestionsthey
stillhaveabouttheUnitedStatesPresident.Forclosure,theteacherwillshowa
motionthatwillhelpstudentsrememberthefunctionoftheexecutivebranch.
*Executivebranchcarriesoutthelaw*
TimeAllotted
:20Minutes
Day3:PaintingthePicture|LegislativeFunctions
Standards:
SocialStudiesStandards.Stand3.Concept2.PO1.
Identifythethree
branchesofnationalgovernmentasrepresentedbythePresident,
Congress,andtheSupremeCourt.
 SocialStudiesStandards.Strand3.Concept2.PO2.
Identifycurrent
politicalleadersofthestateandnation.
b.)GovernorofArizona
LearningActivities:
Likethepreviousday,daythreewillbeginwithareadaloudofthebook
House
Mouse,SenateMouse
byCherylShawBarnes.Beforethereadaloud,teacher
willaskstudentswhattheyknowaboutthelegislativebranch.Asstudentsare
discussingthis,teacherwillwritedownresponsesontheKWLQ(theKandW
sections)chart.Afterthereadaloud,studentswillfillouttheLsectionofthe
chartbasedonwhattheylearned.Studentswillalsogetachancetofilloutthe
Qsectionforanyremainingquestionstheymaystillhave.
Forclosure,teacherwillshowamotionthatwillhelpstudentsrememberthe
functionofthelegislativebranch.
*Legislativebranchwritesthelaw*
TimeAllotted:
25minutes
Day4:PaintingthePicture|JudicialFunctions
Standards:
SocialStudiesStandards.Stand3.Concept2.PO1.
Identifythethree
branchesofnationalgovernmentasrepresentedbythePresident,
Congress,andtheSupremeCourt.
LearningActivity:
StudentswillfillouttheKandWsectionofthechartcreatedatthebeginning
oftheunit.Studentswillfocusonwhattheyknowandwanttolearnaboutthe
judicialbranch.Liketheprevioustwodays,therewillbeareadaloudofthe
MarshalltheCourthouseMouse
book byCherylShawBarnes.Beforetheread
aloud,teacherwillaskstudentswhattheyknowaboutthejudicialbranch.As
studentsarediscussingthis,teacherwillwritedownresponsesontheKWLQ
(theKandWsections)chart.Afterthereadaloud,studentswillfillouttheL
sectionofthechartbasedonwhattheylearned.Forclosure,teacherwillshowa
 motionthatwillhelpstudentsrememberthefunctionofthejudicialbranch.
*Judicialbranchjudgesthelaw*
TimeAllotted:
25minutes
Day5:Application|Simulation
Standards:
SocialStudiesStandards.Stand3.Concept2.PO1.
Identifythethree
branchesofnationalgovernmentasrepresentedbythePresident,
Congress,andtheSupremeCourt.
SocialStudiesStandards.Strand3.Concept4:PO2.
Describetherights
andresponsibilitiesofcitizenship.
LearningActivity
Teacherwillleadadiscussionaboutthethreebranchesofgovernment(Doyou
thinkonebranchismorepowerfulthananotherone?,Howdoyouthinkthe
branchesworktogethertoformthegovernment?,Whydoyouthinkitis
importantforthethreebranchestoworktogether?,Whatbranchwouldyou
liketobeapartof?).Studentswilleachbeassignedaroletoplayduring
simulationsuchaspresident,vicepresident,supremecourtjustice,senator,
congressman/woman.Studentsintheexecutivebranchwillbeginbycreatinga
lawfortheclassroomwhichwillbepassedontothelegislativebranchtolook
at.Studentsinthelegislativebranchwillvoteonwhethertheywanttopassthe
lawornot.Studentsneedtohaveamajoritytopassthelaw,whichishalfofthe
legislativebranch,plusone.Lastly,teacherwillaskstudentsinthejudicial
branchtothinkaboutwhattheconsequencesshouldbeifthelawinthe
classroomisbroken.Duringthispartofthesimulation,studentsinthejudicial
branchalsohavetohaveamajorityvoteontheirconsequence.Afterthe
simulation,studentswillworkonanartprojectworksheettoreviewthethree
branchesofgovernment.
TimeAllotted:
45minutes

 Day6:ConnectingthePasttothePresent|FieldTrip
Standards:
SocialStudiesStandards:Stand1.Concept1:PO5.
Retellstoriesto
describepastevents,people,andplaces.
LearningActivity:
StudentswillgoonafieldtriptotheoneroomschoolhouseinTubac,AZ.With
parentpermission,studentswillgothroughasimulationthatwillallowthemto
experiencewhatgoingtoschoolinthe1800swaslike,suchashavingboysand
girlsseparatedandhavingaduncecap.Studentswillalsogettodressin
clothingsimilartotheclothingpeopleworeinthe1800s.Duringthisfieldtrip,
studentswillbethinkingaboutthedifferencesandinjusticesinschoolsback
thenandnow.
TimeAllotted:
5hours
Day7:ConnectingthePasttothePresent|Discussion
Standards:
SocialStudiesStandards:Stand1.Concept1:PO5.
Retellstories
todescribepastevents,people,andplaces.
LearningActivity:
Studentswillreflectontheoneroomschoolhousefieldtrip.Teacher
willaskstudentstodescribethedifferencesofschoolnowandthen.As
studentsaresharinganswers,teacherwillorganizestudentanswersina
PastandPresentchart.Thiswillbetheintroductiontofacilitating
change.Afterthechartisfilledout,teacherwillaskstudentshowthey
thinkthingshavechangedthroughouttime.Teacherwillleada
discussionabouthowcertainaspectsbackinhistoryhavechanged
becausepeoplewantedtomakeachange.Teacherwillaskstudentsto
thinkaboutwhattheywanttochangeintheirschooltomakeitabetter
placeforeveryone.Studentswillbrainstormideas,andvoteononeof
thosetopicstowriteaboutinaletter.Thetopicwiththemajorityvotes
willbethetopicselected.
 TimeAllotted:
25Minutes.
Day8:FacilitatingChange|WritingaLettertoPrincipal,BrainstormIndividual
andSmallGroup
Standards:
SocialStudiesStandards.Strand3.Concept4.PO1.
Describetherights
andresponsibilitiesofcitizenship.
SocialStudiesStandards.Strand3.Concept4.PO3.
Describethe
importanceofstudentscontributingtoacommunity.(e.g.,helping
others,workingtogether,serviceprojects).
EnglishLanguageArtsStandards:
Participateincollaborative
conversationswithdiversepartnersaboutgrade2topicsandtextswith
peersandadultsinsmallandlargergroups.a.Followagreeduponrules
fordiscussions(e.g.,gainingthefloorinrespectfulways,listeningto
otherswithcare,speakingoneatatimeaboutthetopicsandtextsunder
discussion).b.Buildonotherstalkinconversationsbylinkingtheir
commentstotheremarksofothers.c.Askforclarificationandfurther
explanationasneededaboutthetopicsandtextsunderdiscussion.
(2.SL.1)
EnglishLanguageArtsStandards:
Writeopinionpiecesinwhichthey
introducethetopicorbooktheyarewritingabout,stateanopinion,
supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,
because,and,also)toconnectopinionandreasons,andprovidea
concludingstatementorsection.(2.W.1)
LearningActivity:
Teacherwillleaddiscussionaboutadvocatingforchange(Backinthe
1800s,girlsandboyswereseparatedatschoolasyousawonourfield
trip.Now,allofyouareinaclassroomtogether.Howdoyouthinkthis
happened?,Whataresomewaysyoucanmakeachange?,Didyou
knowyoucanalwayswritetoapersonofauthoritytotryandmakea
 change?,So,ifwewanttochangesomethinginourschool,who
shouldwewriteto?)Afterdiscussion,studentswillbeginwritingtheir
lettertotheschoolprincipalaboutthechangetheywouldliketoseein
theirschool.
TimeAllotted:
30minutes.
Day9:FacilitatingChange|WritingaLettertoPrincipalFinalDraftasaClass
Standards:
SocialStudiesStandards.Strand3.Concept4.PO1.
Describetherights
andresponsibilitiesofcitizenship.
SocialStudiesStandards.Strand3.Concept4.PO3.
Describethe
importanceofstudentscontributingtoacommunity.(e.g.,helping
others,workingtogether,serviceprojects).
EnglishLanguageArtsStandards:
Participateincollaborative
conversationswithdiversepartnersaboutgrade2topicsandtextswith
peersandadultsinsmallandlargergroups.a.Followagreeduponrules
fordiscussions(e.g.,gainingthefloorinrespectfulways,listeningto
otherswithcare,speakingoneatatimeaboutthetopicsandtextsunder
discussion).b.Buildonotherstalkinconversationsbylinkingtheir
commentstotheremarksofothers.c.Askforclarificationandfurther
explanationasneededaboutthetopicsandtextsunderdiscussion.
(2.SL.1)
EnglishLanguageArtsStandards:
Writeopinionpiecesinwhichthey
introducethetopicorbooktheyarewritingabout,stateanopinion,
supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,
because,and,also)toconnectopinionandreasons,andprovidea
concludingstatementorsection.(2.W.1)
LearningActivity:
Studentswillbefinishinguptheirletterstotheschoolprincipal.When
theirlettersarefinished,studentswillpairupandreadtheirlettersto
 theirpartners.Letterswillbeputinenvelopes,anddeliveredtothe
principal.Towrapuptheunit,studentswillparticipateina3branches
ofgovernmentversionofsimonsaysusingthemotionstaught
throughouttheunit.
TimeAllotted:
25minutes.

LessonPlan

ActiveInstructionalPlan(Day5Simulation)
AnticipatorySet:
Askstudents:Whorememberswhatbranchthepresidentisin?,Does
anyoneknowwhatCongressdoes?Judges?,Howdoyouthinklawsaremade?Write
studentsanswersontheboardfortheKsectionoftheKWLQchart.

Questions:
Doyouthinkonebranchismorepowerfulthananotherone?
Howdoyouthinkthebranchesworktogethertoformthegovernment?
Whydoyouthinkitisimportantforthethreebranchestoworktogether?
Whatbranchwouldyouliketobeapartof?

Modeling: ImJustaBill
PlaySchoolhouseRock video.

GuidedPractice:
Simulationofthethreebranchesofgovernmentworkingtogether.
Classroomdividedintothethreebranches:ExecutiveconsistsofPresidentandVP,
LegislativeconsistsofaHouseandSenate(makesuretheHousehasmorestudents
thantheSenate),JudiciaryconsistsofSupremeCourtJustices(makesuretherearean
oddnumberofjustices)
Executivebranchcreatesaclass/schoolrule
Legislativebranchdecidesonwhatchangesneedtobemadetothelawandvoteonthe
law.Makesurethereisamajority.Oncethereisamajority,thelawgetspassedonto
theJudicialbranch.
 Judicialbranchcomesupwithaconsequenceforiftheruleisnotfollowed.
Aftersimulationask:
Basedonouractivity,doyouthinkonebranchofgovernmentismore
importantthantheothers?Howdothebranchesworktogethertoformthe
government?Whyisitimportantforthethreebranchestoworktogether?
IndependentPractice:
Worksheet

*FillouttheLpartoftheKWLQchartwhileworkingthroughtheworksheettogetherasa
class.
Closure:
SimonSays(ThreeBranchesofGovernmentedition)

Modifications/Differentiation:
Makesuretoaskstudentsabouttheirthoughts.Walkaround
andmakesurestudentsareunderstanding.Readthedirectionsontheworksheetoutloudto
studentswithIEPaccommodations.Putstudentsinleadershiprolessotheyfeelincludedin
theclassroomandacceptedbyclassmates.

Assessment/Evaluation:
Informalevaluationwillbeconductedthroughoutthesimulationas
weensurestudentunderstandingofthethreebranchesandwhattheydo.Workingwith
studentsasaclassontheworksheetandfillingouttheLsectionoftheKWLQchartwill
alsohelpustounderstandwhatthestudentslearned.AccuracythroughouttheSimonSays
activitywillalsodetermineifthestudentsunderstandthethreebranchesandwhattheydo.

AnnotatedBibliography
Thebookslistedinthisbibliographywillbeavailableforstudentstoreadatanytimethroughoutourunit.

Scholasticreaderlevel3:WhenIgrowup:SoniaSotomayor.
Anderson,A.(2014). NewYork
City,NY:ScholasticInc.
Thisisanintroductorybiographyforyoungreadersthatexploresthejourneyofthefirst
Hispanicwoman,SupremeCourtJusticeinherjourneyfromchildhoodtoadulthood.
ThisbookwaswritteninaccordancewiththeCommonCoreStandardsandprovidesa
greatresourceforstudents,whichincludesaglossaryofgovernmentalterms.
Housemouse,senatemouse.
Barnes,P.W.,&Barnes,C.S.(1996). Lorton,VA:VSPBooks.
AbookthatusesmiceasarepresentationofhowtheHouseandSenateworktogether
topassabill.Inthisfunandexcitingchildrensbook,theSqueakeroftheHouseandthe
SenateMousejorityleadermustworktogethertopassabillthatestablishesanational
cheese.
Barnes,P.W.,&Barnes,C.S.(2012).
Marshall,thecourthousemouse:AtailoftheU.S.
SupremeCourt.
Washington,DC:LittlePatriotBooks.
TheSupremeCourtispresentedwiththequestionShouldmicebeabletoeatany
cheesetheyplease?Marshallisabouttofindoutashefollowsthe
UnitedMiceof
AmericasSupremeCourtasChiefJusticeMarshallandworkswithhismousejustices
todeterminetheconstitutionalityofthesacredlaw.Thisbookteachesstudents
everythingthereistoknowabouttheSupremeCourtfrompetitioningthecourtto
handingdowndecisionstothelawsoftheland.
Buller,J.,CoccaLeffler,M.,Regan,D.,Saunders,S.,&Weber,J.(2004).
Smartaboutthe
presidents.
NewYorkCity,NY:Grosset&Dunlap.
StudentswilllearnaboutthefloorplanoftheWhiteHouse,presidentialperks,and
informationabouteverypresidentfromGeorgeWashingtontoGeorgeBush.Eachpage
ispackedwithtrivia,funfacts,andhistoricaleventsofeachpresidency.Thisbookalso
comeswithapictorialmapofwhereallofthepresidentswereborn.
Cooper,I.&Baddeley,E.(2014).
AwomanintheHouse(andSenate):Howwomencameto
theUnitedStatesCongress,brokedownbarriers,andchangedthecountry.
NewYork,
NY:HarryN.Abrams.
For128years,ourCongresswassolelymadeupofmen.In1916,JeannetteRankinof
MontanabecamethefirstwomanelectedtoCongress.Thisoccurredbeforethe19th
Amendmentthatgavewomentherighttovote.Thisbookexploresthepowerfuland
iconicwomenofthecountrywhoopeneddoorsforwomeningovernment.Vivid
illustrations,aglossary,andadetailedindexofallwomenwhohaveservedinCongress
areincludedinthisbook.
 Whydowehavelaws?
Gorman,J.L.(2008). NewYorkCity,NY:GarethStevensInc.
WhyDoWeHaveLaws?
givesstudentsinprimarygradesanintroductiontothe
importanceofhavinglawsandwhyweshouldfollowthelawsthatareputinplace.This
informationaltextisgreatforyoungreaders,asitusespicturesandpopoutsfromthe
texttodiscusswhywehavelaws.
BarackObama:Sonofpromise,childofhope.
Grimes,N.&Collier,B.(2012). NewYork
City,NY:Simon&SchusterBooksforYoungReaders.

EversinceBarackObamawaslittle,hehasalwaysheldontohope.Heoftenfeltlikehe
wasverydifferentfromeveryoneelsearoundhim,buthecontinuallylistenedtohope,
anditgothimtowhereheistoday.ThisbookexploresPresidentObamasjourneyto
becomingpresidentandteachesstudentsthateverysingleoneofthemhasthepowerto
changetheworld.
Branchesofgovernment:Governmentinaction!
Hamilton,J.(2005). Edina,MN:
CheckerboardBooks.
Thisisayoungreadernonfictionbookthatdiscussesthethreebranchesofgovernment,
howthegovernmenttakesactiontohelptheUnitedStatesbecomeabetterplace,and
BranchesofGovernment
howthegovernmentandpeopleworktogether. includes
sectionsontheaspectsofgovernment,howitworks,civicduties,andthepeoplesrole
ingovernment.
Whatsthestatejudicialbranch?Firstguidetogovernment.
Harris,N.(2007). Portsmouth,
NH:Heinemann.
Thisbookteachesyoungstudentsaboutthestatecourtsystem.Informationisincluded
thattellsstudentshowjudgesareselected,thedifferentlevelsofthecourtsystem,and
theprocessforbringingacasetocourt.
Whatsthestatelegislativebranch?Firstguidetogovernment.
Harris,N.(2007). Portsmouth,
NH:Heinemann.
Studentswillexplorehowlawmakersworktoimplementlaws.Informationregarding
statelegislatorsandtheirrolewithinthestateispresented.Readerswillfindouthow
lawsaremade,whocanrunforlegislator,andhowcitizenshaveasayinwhoourstate
legislatorsare.
Whatisgovernment?
Kishel,A.M.(2007). Minneapolis,MN:LernerPublications.
WhatisGovernment?
isanonfiction,pictorialchildrensbookthatgivesstudentsan
introductiontotheUnitedStatesGovernment.Thisbookdiscussesthedifferentduties
ofthegovernmentbasedonthebranchexecutive,legislative,orjudicial.
Anewnationisborn.
Moehl&Mitchell.(1971). Dayton,OH:LorenzEducationalPress.
StudentswilllearnabouttheaftermathoftheRevolutionaryWar,especiallyfocusingon
thedisunitybetweenthestates.Studentswillexplorehowournationtransitionedfrom
theRevolutionaryWar,tothedisunity,tothesigningoftheConstitution,tothecreation
ofpoliticalpartiesandthethreebranchesofgovernment.Thisinformationaltextcomes
with12fullcolorpagestoprojectforstudentsonthescreenthatshowsthedisunity
betweenthestates.
TheSupremeCourt.
Quiri,P.R.(1999). Chicago,IL:ChildrensPress.
Thisbookgivesstudentsanindepthlookatthehighestcourtofthejudicialbranchof
government.Youngreadersgettolearnaboutimportantcourtcasesthatgreatly
impactedthehistoryoftheUnitedStatessuchasMarburyvs.MadisonandBrownvs.
BoardofEducation.Althoughthisbookisessentiallyatextbook,itprovides
informationinakidfriendlywaywithmanyillustrationsandinterestingfactsinthe
sidebar.
TheU.S.Constitutionandyou.
Sobel,S.(2001). Hauppauge,NY:BarronsEducational
Series.
ThisbookusesclearandsimplevocabularytotalkabouttheConstitutionbyexplaining
whatitdoes,howitaffectsandprotectsthecitizensoftheUnitedStates,andhowthe
Constitutionrelatestothethreedifferentbranchesofgovernment.Theexamplesinthe
bookarerelatedtorealworldscenariosyoungstudentsexperienceonadailybasis.
Stabler,D.&Horner,D.(2014).
Kidpresidents:TruetalesofchildhoodfromAmericas
Presidents.
Philadelphia,PA:QuirkBooks.
Studentsaregiventheopportunitytorealizethatpresidentswereoncekidstooasthe
presidentsrecallstoriesfromtheirchildhood.Eachpageisfullofcolorfulillustrations
thatstudentswillloveastheyconnecttoeachofthepresidentsinawaythatis
relevant
tothem.
IfIwerepresident.
Stier,C.&DiSalvoRyan,D.(1999). ParkRidge,IL:
AlbertWhitman&
Company.
Studentswilllearnaboutthemanyresponsibilitiesofbeingthepresidentthrougha
diversegroupofstudentsstatinginshortsentenceswhattheywoulddoiftheywere
president:"IfIwerepresident,thepeoplewouldbemyboss,andI'dhavetofindout
whattheywanted."Thisbookcoverseverythingfromthelightdutiesofthepresident
(throwingthefirstpitchofthebaseballseason)tosomeoftheheaviestduties
(CommanderinChief).
TheCongressoftheUnitedStates.
TaylorButler,C.(2008). Chicago,IL:ChildrensPress.
ThisbooktalksabouttheUnitedStatesasademocracy.Itliststhethreebranchesof
government,butfocusesonthelegislativebranchasitexaminesCongressand
discusseshowitismadeupoftheHouseandSenate.StudentslearnthatitisCongress
whomakesthelaws.Thisisanincrediblyinformativebookwithfactsandinformative
sidebarsandpicturesthatwillteachyoungstudentsaboutthelawmakingbranchof
government.
TeachersPayTeachers.(N.d.).
Threebranchesofgovernmenttreecraftactivityandflipbook.
Retrievedfromhttps://www.teacherspayteachers.com/Product/ThreeBranchesof
GovernmentTreeCraftActivityFlipbook909353
Thisactivityallowsstudentstocreateatreewiththreeseparatebranchestorepresentthe
executivebranch,legislativebranch,andjudicialbranch.Oneachbranch,thereisa
clusterofleaves,thatstudentscanflipupandwriteabouteachbranchunderneath.This
createsavisualrepresentationforstudents,aswellasincorporatesLanguageArts
standardsandallowsforassessmentofstudentknowledge,astheyarerequiredtowrite
abouttheseparatebranchesandwhateachbranchentails.
Winter,J.&Rodriguez,E.(2009).
SoniaSotomayor:
AjudgegrowsintheBronx/Lajuezque
crecioenelBronx.
NewYorkCity,NY:AtheneumBooksforYoungReaders.
Thisbilingualbook(presentedinbothEnglishandSpanish)allowsstudentstolearn
aboutthefirstLatinoSupremeCourtJustice.JusticeSotomayorgrewupintheBronx
anddidnothavealothowever,shedidhavebraveryandworkedhardtoachieveher
goals.ThisbookdiscussestheprocessofbecomingaSupremeCourtJusticeby
exploringSoniaSotomayorsjourney.
Myteacherforpresident.
Winters,K.&Brunkus,D.(2008). NewYork,NY:PuffinBooks.
StudentsexplorewhatcharacteristicsmakeagoodpresidentasOliverknowsthatsome
ofthesamecharacteristicsthatmakeagoodpresidentarealsosomeofthesame
characteristicsthatmakeagoodteacherpeoplearesupposedtopayattentionwhen
boththeteacherandpresidentspeak,andtheybothhavetoactquicklyinacrisis.
Oliversteachertakesondualrolesinthispicturebookandsheisshownasateacher
initialingabathroompassandasapresidentsigningabillintolaw.Thisisagreatbook
tousewhenconnectingtoyourstudentslives.Theyarearoundtheirteachereveryday,
andthisbookusesthatknowledgetoteachthemaboutthePresidentoftheUnited
States.

PhysicalMaterials/Resources

RationaleResource
Reiss,D.(2012).Whyteachingcivicengagementisessential.In
DistrictAdministration.

Retrievedfromhttp://www.districtadministration.com/article/whyteachingcivic
engagementessential
Thissourceprovidessupportforourrationale.Studentsarelearninglessandlessabout
thegovernmentastheyearsgoon.ThisarticlediscussesthelackofgovernmentinK12
educationandexplainswhycivicengagementissoimportant.
DayOne:InspiringWonder
SchoolhouseRockAmericanRevolutionVideo:
https://www.youtube.com/watch?v=p8BwWBc571k
KWLQChart
(postedonchartpaperthatwillbedisplayedintheclassroomthroughouttheunit)

WhatisGovernment?
byA.M.Kishel
 DayTwo:PaintingthePicture(Executive)
DuckForPresident
byDorenCornin
KWLQChart
DayThree:PaintingthePicture(Legislative)
HouseMouse,SenateMouse
byCherylandPeterBarnes
KWLQChart
DayFour:PaintingthePicture(Judicial)
MarshalltheCourthouseMouse
byCherylandPeterBarnes
KWLQChart
DayFive:Application
Namecardswithstudentroles(President,VicePresident,Congress(Houseand
Senate),SupremeCourtJustices
ImJustaBill
SchoolhouseRock Video:
https://www.youtube.com/watch?v=tyeJ55o3El0
ThreeBranchesofGovernmentTreeDiagram
DaySix:ConnectingthePasttothePresent
Pioneerclothing
Lunchpails
Oneroomschoolhouse
DaySeven:ConnectingthePasttothePresent
PastandPresentChart
DayEight:FacilitatingChange
Paperandpenciltostartdraftinglettertotheprincipal
DayNine:FacilitatingChange
Paperandpenciltofinalizelettertoprincipal
Envelopestoformallysealstudentletters