EDLC 632
Page 1 of 6
P : T U TPATTERNS OF
RACTICE HEMATIC NIT EMPLATE
Steps
Step 1:
Standards
TEACHER
CANDIDATE
JESSE
DYKXHOORN
LANGUAGE
ART(S)
Writing 6
GRADE
TEACHER GUIDE – UNIT PLAN
INSTRUCTIONS AND INFORMATION
CE.6
The student will apply social science skills to
understand the American Standards constitutional
government at the national level by
a)describing the structure and powers of the
national government;
b)explaining the principle of separation of powers
and the operation of checks and balances;
c)explaining and/or simulating the lawmaking
process; and
d)describing the roles and powers of the executive
branch.
GOVT.5The student will apply social science
skills to understand the federal system of
government described in the Constitution of the
United States by
a)evaluating the relationship between the state
government and the national government;
b)examining the extent to which power is
shared;
c)identifying the powers denied state and
national governments; and
d)analyzing the ongoing debate that focuses on
the balance of power between state and national
governments.
THEME OF UNIT
Government
GOVT.7The student will apply social science skills
to understand the organization and powers of the
national government by
a)examining the legislative, executive, and
judicial branches;
b)analyzing the relationships among the three
branches in a system of checks and balances and
separation of powers; and
c)investigating and explaining the ways
individuals and groups exert influence on the
national government.
GOVT.9The student will apply social science
skills to understand the process by which public
policy is made by
a)defining public policy and determining how
to differentiate public and private action;
b)examining different perspectives on the role
of government;
c)describing how the national government
influences the public agenda and shapes public
policy by examining examples such as the Equal
Rights Amendment, the Americans with
Disabilities Act (ADA), and Section 9524 of the
Elementary and Secondary Education Act (ESEA)
of 1965;
d)describing how the state and local
governments influence the public agenda and
shape
public policy;
e)investigating and evaluating the process by
which policy is implemented by the bureaucracy at
each level;
f)analyzing how the incentives of individuals,
interest groups, and the media influence public
policy; and
g)devising a course of action to address local
and/or state issues.
Step 4:
Digital
Resources
Step 3:
Textbooks
Step 5:
Vocabulary
Step 2:
Text Set (3-5
books)
Bill of Rights
Legislative Branch
Executive Branch
Judicial Branch
Articles of Confederation
"If I Were President" by Catherine Stier
“We the People: The Constitution of the United
States”
by Peter Spier
“The Everything U.S. Constitution Book”
by Ellen M. Kozak
“National Government (Kids’ Guide to
Government)”
by Ernestine Giesecke
https://jr.brainpop.com/socialstudies/government
/br anchesofgovernment/
https://www.youtube.com/watch?v=JDXqSEi9oVo
https://www.youtube.com/watch?
v=X7uovPuH07Q
We the People: The Citizen & the Constitution
Understanding Your Role in Elections: Kids'
Guide to Government
Harcourt Social Studies: Making a New Nation
Step 7:
Differentiation
Step 6:
Learning Logs
Constitution
Democracy
Republic
Federal
Congress
Amendment
Prior to the lesson students will be given a 3
column sheet which asks What they know on the
topic, what they want to know and What they
learned. The first two columns will be completed
before the lesson, with the third being finished
upon completion.
Students add vocabulary words to their Learning
Logs throughout the unit.
Students draw a diagram showing the 3 branches of
government, and potential jurisdictions of the
branches.
Students write a reflection based on the contents of
their Learning Logs after the unit.
Students who struggle writing will be paired up
with other students who are more gifted in this
area. Both students will be expected to share their
thoughts, but only 1 will have to write them out.
Gifted students will be asked to prepare a
presentation on one new topic for the class, and
will assist in delivering information to the class.
English Language Learners will be given a
wordbank with definitions for new or potentially
confusing vocabulary. Reading material will be
presented with audiobook options in the students
native language as well.
The lesson will include material for all learning
styles.
Step 8: Students will work In groups of 3 and complete a 3
branches of government series of Social Media
Projects posts. Each student will be expected to explain one
branch of government in a simple fashion that
could be shared on Social Media.
Step 9: Assessment will take place after and during each
Assessment lesson, and there will be a formative assessment at
the end of the unit. It will consist of multiple choice
and an essay question showing that students can
differentiate between the 3 levels of government.
NOTES
[Any additional information you important for this unit plan.]
References
Standards of Learning for History & Social Science | Virginia Department of Education. (n.d.-b).
https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/history-
and-social-science/standards-of-learning
Government Terms - Vocabulary List | Vocabulary.com. (n.d.).
https://www.vocabulary.com/lists/244694
Exploring Our Democracy: Books & Resources for Kids & Teens | The New York Public Library.
(2021, January 20). The New York Public Library.
https://www.nypl.org/blog/2021/01/20/civics-democracy-book-list-resource-guide
Tompkins, G. E. (2018). Language Arts: Patterns of Practice. Pearson.
