Kucheruck

- Identify the role of state government of NJ. - Identify the roles of the Executive, Legislative, and Judicial Branch. - Identify the process of how a bill becomes a law. - Identify the Constitution of both the United States and New Jersey as a group of laws by which we live - Identify the Federal Government of the United States of America
 * New Jersey****’s Government**
 * __ Stage 1 – Desired Results: __**
 * __ Established Goals: __**

> 5. Do you think it is beneficial to have three branches of government? Why or why not?  6. What are the similarities and differences between the federal and state government? || - The key documents and essential idea that express American Democratic principles and beliefs - The respective roles of the three branches of state and federal government. - The role of U.S. Constitution and NJ constitution in limiting and defining the powers of government - The importance of voting as citizen in the USA || **__ Students will be able to: __** - Interpret these documents and explain how and why they are important **(6.2.4B.1 and 8.1.4B.7)** - Compare and Contrast the three branches of government **(6.2.4C.4)** - Perform these roles during an in class government setting **(6.2.4C.4)** - Interpret parts of the U.S. and NJ constitution and create one for their classroom. **(6.2.4C.1)** || **__ Stage 2 – Assessment Evidence __** -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Students will create a power point presentation on the 3 branches of NJ’s Government **<span style="color: rgb(0, 255, 0);">is this a group Powerpoint or independent work? ** -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Students will vote on a class governor and chief justice <span style="color: rgb(213, 16, 16);">How do you assess this? -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Students will apply for a place in the Judicial and Legislative Branch -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Students will participate in a mock government setting -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Students will create a classroom constitution || **__ Other Evidence: __** -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Homework assignments will be given to re-inforce daily lessons. -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> A Unit Test to show mastery of specific terms and concepts -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Students will write a descriptive essay describing the 3 branches of state government and how a bill becomes a law. || **__ Stage 3 – Learning Plan __** -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Day 1 - Students will view a video on the role of our state government and its three branches. Students and teacher will engage in a discussion on these branches and how they function. -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Day 2 – Teacher will then present notes on the following topics: State Government, Local Government, Executive Branch, Legislative Branch, Judicial Branch, Bill, Veto, Justice, How a bill becomes a law, the process by which a governor is elected and also chief justice, and finally the criteria and process to become president of the United States of America -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Day 3 – 5 – In conjunction with our Technology teacher students will create a power point using their gained knowledge on government and its three branches. <span style="color: rgb(222, 13, 13);">What will a PowerPoint that shows understand look like beyond a "spitting back" of the facts? -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Day 6 – Students will elect a class governor and chief justice by having an election and anonymous voting process. Students will then be broken up into legislative and judicial branch positions. -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Day 7 – 8 – Students in the Legislative Branch will each create a real – life school rule to be voted on by their colleagues and will be passed to the governor for approval or veto. Simultaneously the Judicial Branch will be given 5 scenarios of real – life school situations of students breaking the rules. They will then work together and vote on how these students will be punished. <span style="color: rgb(226, 8, 8);">(I like this. How do you check for individual understanding?) -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Day 9 – Students will then present and explain in detail their process and role from each branch of state government. **<span style="color: rgb(0, 255, 0);">Have students take important notes to stay involved with the presentations and show you three important facts that they learned from the lessons. ** -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Day 10 – Each student will present one rule to the teacher to be voted on and interpreted to be a part of the “4K class constitution.”
 * **__ Understanding: __**
 * 1) The process of a democratic government.
 * 2) The process by which a bill becomes a law.
 * 3) By learning the process of state and federal government it will make everyone a better citizen
 * 4) The roles of the Constitution and how it affects our lives on a daily basis.
 * 5) The process of a government work session.
 * 6) The importance of our voting rights. || **__ Essential Questions: __**
 * 7) What is a democratic government, and why is it important for citizens to know its functions?
 * 8) What are the specific roles of our Governor, State Senators, General Assembly members, and chief justice?
 * 9) Why is it important to vote in all elections, not only Federal but local and state as well? <span style="color: rgb(191, 18, 18);">Maybe ask instead "Is it important to vote in elections...."
 * 1) Why is the constitution such an important “working” document? **<span style="color: rgb(0, 255, 0);">LOVE this **
 * **__ Students will know: __**
 * **__ Performance Tasks: __**

Self Reflection: The timing and planning of this format was very difficult initially however once I got started on the planning it seemed to flow quite nicely. I am not certain if this unit plan is correct in its format, procedures, activities etc.... but it is my first attempt at this model. I have taught this unit for 6 years now, but have never thought about starting the unit from the end and moving towards the beginning, it is a great concept in my opinion to plan this way. It is essential to know where you want your students to be at the end of the the unit so why not plan it accordingly. I included some new activities in my unit that I have not yet tried; the power point, and the constitution. I feel these activities will help me to assess understanding as well as enhance students understanding of the concent. I also feel it necessary in 4th Grade to do whole class instruction for this topic which would include giving notes and having discussions of the content from the chapter. I hope the plan I presented shows the necessary compenents of what you are looking for. Ron Kucheruck

Now I see what you mean about a different format! The other ones didn't work for me! I really like your unit. I think it focuses on simple content that can be elaborated on to make such a huge impact on the kids. I also love how you have them voting in class and creating a constitution. What I added just above is something I added for Fiona. What I told her was that my superintendent, after observing me, told me to keep the rest of the class involved while some students are in the front presenting or doing any other activity. That will keep everyone involved and can help you check for understanding. Overall I loved it and I like how you had it organized! Tracey Murray :)
 * <span style="color: rgb(0, 255, 0);">Ron,

<span style="color: rgb(226, 8, 8);">Ron, for your first try, you made a nice attempt. As I indicated above, you need to clarify what understanding looks like. for example, when students make a PP, does simply writing how a bill becomes a law show understanding? Perhaps instead, have you kids make a PowerPoint that would teach a class of kindergarteers how a bill makes a law. This way, they have to demonstrate a transfer of knowledge to a different format. BB

<span style="color: rgb(0, 0, 255);">Ron, I loved how you apply the student learning to their own environment of the classroom. Will you be running full elections for the chief of justice and governor? You should have them run for these offices and make speeches and campaigns if possible. Their speeches could include specific information to prove their understanding of the positions. I added a couple of possible essential questions to your plan. I thought that it might be beneficial to have the students internalize WHY we have the three branches and how levels of government are different but work towards similar goals. I think your powerpoint idea was great and with specific guidelines would really reflect the students' learning from this unit. I agree that sometimes you just have to teach with whole class instruction when there is so much specific knowledge to share. It is how that information is used that can be more creative such as your powerpoint and class government activities. Great work! - FG **