By: Amy Ernst John W Snow Jr. Nick Chiappone

1. American Government By: Amy Ernst John W Snow Jr. Nick Chiappone

2. Introduction Content Objectives Day 1 Activities Day 2 Activities Day 3 Activities Day 4 Activities Day 5 Activities Evaluation Multiple Choice Objective Essay Instructional Resources Teacher References Student References Media References Table of Contents *Just click on the picture on the page and you will return back to the table of contents.

3. Introduction: General Theme The general theme for this resource unit is the American Government. • The American Government is an important topic for all students to know about. • This unit is meant for 4th and 5th grade students. • The main purpose of this unit is to get the students more familiar with our National Government.

4. Introduction: General Theme • The following is a 5 day resource unit on the different parts to our National government including: • Branches of Government • Legislators • Compromises in our government • Our part in the government

5. Content: Summary • Day One: Branches of Government • During the first day of learning about our National Government the students will develop an understanding about the different branches of the government. The will also learn the importance of separation of powers, checks and balances, and judicial review. Also how national and state governments are linked. • Day Two: Who are Legislators? • On this day the students will find out who legislators are. This lesson will show students that legislators are regular people who decide to be involved in their communities by becoming elected officials. This lesson will also show students the process by which people are elected to office.

6. Content: Summary • Day Three: How People Become Legislators? • Students often do not have an understanding of how people became legislators. This lesson will show students that legislators are regular people who decide to be involved in their communities by becoming elected officials. This lesson will also show students the process by which people are elected to office. • Day Four: Legislative Compromise • Students need to understand that one of the most important concepts to understand is that conflict is part of the legislative process. When people disagree, they must work together to find a solution that works best for everyone.

7. Content: Summary • Day Five: Our Voice in Government • Students need to know what is going on in the government. In order to do this they also need to know that what they think is important and does make a difference. Legislators represent the people in their districts. So, legislators are actually very interested in what their constituents have to say. A legislator's job is to listen. A citizen's responsibility is to communicate with the legislators to share his or her ideas. This lesson will help students learn about the importance of communicating with their elected representatives.

8. The students will learn important facts about the American Government. The students will be able to recall the three branches of the government. The students will also be able to give in detail what each branch of the government does, and the major powers of each branch. The students will know the steps for a successful campaign. The students will know what their part in our government is, and how their opinions are heard. The students will learn the importance of compromise, and be able to demonstrate it. The students will be able to tell what the different positions of the government are and what they do. Objectives

9. Compromise Negotiation Majority Party Veto Campaign Candidate Election Legislator Platform Political Party Run for office Constituent Lobbyist Communication Legislation Issue Executive Branch Legislative Branch Judiciary Branch Checks and Balances Content: Vocabulary

10. Day One: Branches of Government • Introduction: The constitution is the plan for government in the United States. It can be divided into three main parts. Students need to understand the importance of separation of powers, checks and balances, and judicial review. Also how national and state governments are linked.

11. Day One: Branches of Government • Development: Explain to the students what the three main parts of government are. Have them discuss amongst each other why they think there is more than one branch of government. After discussing it as a class and copying some of their ideas on the board, explain to them the importance of separation of powers, checks and balances and judicial review and what effect they have on us in the United States. Ask the students what they think each of their roles mean. Does the judicial branch act as a referee? Are they all dependent on each other to do their work?

12. Day One: Branches of Government • Culminating Activities: Have the students research the three branches of government in their text book and write a couple sentences on each of them about their individual purpose. Students should use current news to show examples of the listed powers being used by the different branches of governments (i.e., newspapers, journals, TV, etc…).

13. Day Two: Who are Legislators? • Introduction: Students often do not have an understanding of who legislators are. This lesson will show students that legislators are regular people who decide to be involved in their communities by becoming elected officials. This lesson will also show students the process by which people are elected to office.

14. Day Two: Who are Legislators? • Development: Ask the students if they know what a legislator is. (This might be a good time to briefly discuss the three branches of government if students have not already studied it.) Explain that legislators in the U.S. Congress make laws that apply to the whole country and legislators in your state capitol make laws that apply to just your state. Ask students if they know how a legislator becomes a legislator. What kind of person can be elected to office? It is important to tell students that legislators are average people. They may own a restaurant, be a dentist, or they may have been homemakers. Mechanics, police officers, grocery store clerks, and engineers can all decide to run for office.

15. Day Two: Who are Legislators? • Culminating Activities: Divide the class into small groups. Have the class imagine that each one of them will be running for office. What do they want people to know about them? What will make people want to vote for them? Tell students they will be using a worksheet to help them create a campaign poster. Tell students that they will be discussing qualities that they think are important for a legislator to have. Give the class 3-5 minutes to discuss and fill out the top section of their worksheet, "A Legislator Must Be..." Tell the students to think of issues they find important and will want to tell people about in their own platform. These could focus on school issues. Give the class 3-5 minutes to discuss and fill out the second section of their worksheet, "My Platform." Pass out materials for the campaign poster. Explain that students will use the qualities for a legislator and the platform to come up with a slogan for the poster. Students should fill out the last section of the worksheet, "My Slogan," and then complete the poster.

16. Day Three: How People Become Legislators? • Introduction: Students often do not have an understanding of how people became legislators. This lesson will show students that legislators are regular people who decide to be involved in their communities by becoming elected officials. This lesson will also show students the process by which people are elected to office.

17. Day Three: How People Become Legislators? • Development: Explain that once people decide they want to be a legislator, they have to be elected by the people. They must run for office. The person must choose a political party affiliation (Democratic, Republican, etc.). They become a candidate and will run against other candidates from different political parties. In the campaign the candidate will put up posters, talk to the public and participate in activities to show the people what he or she believes is important. The candidate will tell the people what he or she wants to accomplish in office. This is called a platform. For example, someone might run on a platform of reducing taxes and improving the environment.

18. Day Three: How People Become Legislators? • Culminating Activity: Investigate local legislators' websites. What are their party affiliations? What is important to them? What issues have they worked to improve? What are their accomplishments? Divide the class into small groups. Have the students develop questions about an issue or two in their local area that a legislator might address. Have the students talk about what a legislator from their area might focus on in their campaign.

19. Day Four: Legislative Compromise • Introduction: One of the most important concepts for students to understand is that conflict in the legislative process can be very productive. When people disagree, they must work together to find a solution that works best for everyone. Often through this debate, many details that may have been overlooked by one party will be noticed by another and brought to the attention of the whole group. Debate and compromise are useful ways of crafting the best solution to a problem.

20. Day Four: Legislative Compromise • Development: Explain to the students that one of the most important skills for legislators to have is the ability to negotiate and compromise. Legislators must listen to and try to please many different types of people. They must all agree as a group about the laws they create. Legislators must negotiate with others to insure that the ideas that are most important to them are included in the laws. They must also compromise with the other legislators in by giving up or changing certain things they may have wanted in the laws. By compromising, legislators can at least get some of what they wanted to achieve in creating a law.

21. Day Four: Legislative Comprimise • Culminating Activities: Tell the students that they will be planning a party for the class, but they must find a plan that works for a majority of the class members. Tell them that any plan must have final approval from you, that you can veto any plan that you find inappropriate. Don't give any other rules for their planning. Divide the class into two groups. Hand each group the planning worksheet for the party. Explain that each group will have ten minutes to come up with a plan. At the end of ten minutes, the two groups will swap papers. Explain that once the groups have swapped, they must come up with one plan for the whole class based on what they know the other groups want. Give them a new worksheet. Tell students to focus on the points they have in common. Give them ten minutes to revise their plan. At the end of ten minutes, call both groups together and discuss both plans. Allow each group to revise the plan based on the discussion. Put the plans to a vote, or create one plan based on the class discussion and then vote on it. Continue revising and voting until one plan emerges as the clear winner of the majority of students. Remind students during this process that they have a common goal, and that if they can't agree, the goal will not be met and no party will get planned.

22. Day Five: Our Voice in Government • Introduction: Legislators represent the people in their districts, and they must work hard to support legislation that serves their districts, or they will not be re-elected. Therefore, legislators are actually very interested in what their constituents have to say. A legislator's job is to listen. A legislator's responsibility is to find out what the people want. A citizen's responsibility is to communicate with the legislators to share his or her ideas. This lesson will help students learn about the importance of communicating with their elected representatives.

23. Day Five: Our Voice in Government • Development: Ask the students how legislators know what their constituents want. Brainstorm ways this might happen. Put ideas on the board. Discuss with them that legislators hear from their constituents in many ways. They hear from individuals through email, phone calls to their offices and letters. Legislators also hear from their constituents through organizations that their parents might belong to. Discuss with students that citizens have a responsibility to communicate their ideas and wishes to their elected officials.

24. Day Five: Our Voice in Government • Culminating Activities: Explain to the class that today each student will identify an issue important to him or her and write a letter to a legislator. Help the students identify issues by brainstorming possibilities on the board. Once some ideas have been identified, model for the students some possible ways of addressing an issue. Students should include two or three possible solutions to the problem in the letter. Students should be clear about what the problem is and how they think it should be solved. Use the sample letter provided to show students what the letter should look like and how it could be structured. Provide writing time. Provide names and addresses of various officials and show students how to address and stamp the envelope.

25. Evaluation: Multiple Choice • Once people decide they want to be a legislator, they have to be __________ by the people. • picked • elected • told • rejected • Candidates will run on a __________, which means to tell the people what he or she wants to accomplish in office. • platform • treadmill • committee • ticket • __________ and __________ are useful ways of crafting the best solution to a problem. (debate and compromise • trial and error • crash and burn • debate and compromise • hate and love

26. Evaluation: Multiple Choice • The __________ is the plan for government in the United States. • bill of rights • articles of confederation • platform • constitution • The powers awarded to each of the three branches of government that restricts the others from using too much power? • judicial review • presidential veto • checks and balances • congressional override

27. Evaluation: True/False • True or False (if False, explain why) • 6. To become president, you have to be at least 25 years old and a natural born citizen. • 7. The president has the authority to create constitutional amendments.

28. Evaluation: Short Essay • Who can be a legislator and what does one have to do to become one? • List the different branches of government and explain the powers they have on each other, and name those powers.

29. Instructional Resources: Teacher References • http://www.ncsl.org/public/trust/lessonplans.htm#eschool • This website includes multiple lesson plans for high, middle, and elementary school students. Lessons range from how elected officials operate in our government to some of the political and ethical questions voters must ask themselves. • http://www.col-ed.org/cur/sst/sst172.txt • This is a link to an 8th-9th grade lesson plan titled, “The Constitution: Our Plan for Government”. The overview of this lesson is for students to understand how powers, checks and balances, and judicial review set rules and standards for our government. Finally the relationship between national and state governments and these rules and standards are covered in this lesson. • http://www.civiced.org/wtp_ms01_tg.php • This lesson introduces the concept of natural rights. Then the students are asked to think about living in a “state of nature”, or a world with no law or government. Next students with analyze the thoughts of John Lock and his concepts of social compact and consent and the purpose of government protection of natural rights. • http://www.civiced.org/wtp_ms28_tg.php • This lesson introduces the idea of citizen participation in government. Students study the term “citizen” and take part in a problem solving activity. The activity involves learning about various forms of political participation and identifying their advantages and disadvantages. • http://smithsonianeducation.org/educators/lesson_plans/elections/cover.html • This is a lesson plan titled, “Learning about the Presidency”. Objects in this lesson include identifying the powers of the President as defined by the Constitution, interpreting an electoral map of a presidential contest, and examining the function of the Electoral College.

30. Instructional Resources: Student References • http://www.civiced.org/fod_ms_auth02_sb.php • This is an overview and introduction for students on the lesson, “Why Do We Need Authority?” It includes a definition of the lesson and important terms to know. This reference also list several critical think questions for students to think about. • http://www.civiced.org/fod_ms_priv06_sb.php • This student reference is setup the same as the previous one. The lesson introduced is called “What are the Possible Consequences for Privacy?” Again, this reference gives and overview of the lesson and key terms including benefits and costs. • http://www.archives.gov/index.html • This website includes links to online databases and tools, America’s Historical Documents, and interactive exploration sites. Another feature of this website is a link to Congressional Members’ district and state offices. • http://www.youthcitizenship.org/middle/habits.htm • This website is aimed at educating and inspiring young people to become more involved in active and positive citizenship. The Center for Youth Citizenship attempt to build habits in young people “that build a consistent foundation from which they can begin to acquire new abilities”. The two habits this page focuses on are “Reaching Resolution” and “Everyday Citizenship”. • http://www.tjcenter.org/about.html • This is a link to the Thomas Jefferson Center for the Protection of Free Expression. Located in Charlottesville, Virginia, the center is devoted to free expression in all its forms. Students can research free expression and the Constitutional rights that protect it. “Jefferson Muzzles” are awarded to individuals and organization who affront free expression.

31. Instructional Resources: Student References • http://users.erols.com/mwhite28/20c-govt.htm • This site is charts, graphic organizers, and definitions the different types of government. The governments included on this site are democracy, communist, totalitarian, and monarchies. • http://regentsprep.org/Regents/ushisgov/themes/government/index.htm • This site gives a thorough introduction to the government of the United States. Includes practice questions to check for students’ understanding of the material. Links from this site include Amendments and Laws. • http://bensguide.gpo.gov/6-8/government/branches.html • The site is titled, “Ben’s (Franklin) Guide to U.S. Government for Kids. The Middle School section of this focuses on the branches of government and why our government is set up this way. There are links for all grade levels K-12. • http://news.aol.com/elections/ • This site has a list of new and information on 2006 Senate, House and Governor races. Upper level middle school students can research candidates and incumbents polls and issues for the up coming elections. • http://www.geocities.com/EnchantedForest/Tower/1217/ref.html • This website includes several sources for the 4th and 5th grade social studies student. These sources include dictionaries, encyclopedias, social studies sources, and computer tutorials. Each source includes twenty to thirty links under each source.

32. Instructional Resources: Media References • This is America Charlie Brown: The Smithsonian and the Presidency • This VHS cartoon stars the cast of Peanuts, as they cover and discuss the presidents of the United States, including Abraham Lincoln, Theodore Roosevelt, and Franklin Delanor Roosevelt. • This is America Charlie Brown: The Birth of the Constitution • This is another VHS cartoon starring the gang from Peanuts. This time they provide an instructional manual for the United State Constitution. Both are great for kids. • American Presidents: Life Portraits • This VHS covers presidents from George Washington to George W. Bush. This collection of biographies on the American Presidents is appropriate for middle school. • School House Rock: America Rock • This classic VHS series cover three very important fascists of American government. The three segments on this timeless video include “The Preamble”, “I’m Just a Bill”, and “Three Ring Government”. • The Standard Deviants Present: American Government • The first part in this two part VHS series includes a computer tutorial of core course concepts and valuable study techniques.

33. Instructional Resources: Media References • The Standard Deviants Present: American Government • The second part of this series includes even more student resources. Included in this VHS are quick reference charts, definitions, and outlines. Both parts are formatted to build student understanding, confidence, and retention. • American History for Children Video Series: The United States Constitution • This part of the series focuses on the Constitution. All parts of this series are narrated by Irene Bedard, Disney’s voice of Pocahontas, and are created with young children in mind. • American History for Children Video Series: National Observances • This part of the AHFCVS focuses on National Observances. Irene Bedard explains why we observe certain days and discusses the significance of these days in American history. • The President and the Constitution • A four part VHS series includes four of the most recently significant Presidents. Beginning with President Nixon, to Presidents Ford and Carter, and ending with President Reagan this series discusses these men and their most notable issues in office. • Our Ohio- Profiles in Government: Exploring How State Government Works • This VHS is one part of a four part series. This part focuses on the inner workings of Ohio Governor, Supreme Court, and Secretary of State.

34. Instructional Resources: Media References • Our Ohio- Profiles in Government: Exploring How State Government Works • This VHS is another of the four part series exploring Ohio government. The focus of this VHS is Ohio’s Attorney General, Ohio’s Senate, and Ohio House of Representatives. • Landmark Documents in American History • This CD-ROM is a great source for documents that defined America. This reference includes famously historical and groundbreaking speeches, Supreme Court decisions, legislation, and biographies of the key people involved. • Oval Office: The Challenge of the Presidency • In this CD-ROM the students take the role of the president. Students must deal with issues of the president including the federal budget, nominating candidates for positions, and rerunning for office. • PBS Video- Why Bother Voting? • This VHS is focused on encouraging young people to vote. By using humor, celebrities, music, and state of the art graphics PBS attempts to speak to young people on their level and hopefully persuade them to attend the polls. • Shh! We’re Writing the Constitution • This CD-ROM is a parent resource to the Jean Fritz book by the same name. Included in the CD-ROM are an interactive student section and a teacher’s guide to the resource. • The Constitution: That Delicate Balance • This 13 part VHS series focuses on the balance between government and the people. Some of the issues discussed in the series include crime vs. punishment, war vs. covert action, campaign spending, and national security.

35. Instructional Resources: Media References • The Bill of Rights: What No Just Government Should Refuse • This VHS reference gives an thorough explanation of the Bill of Rights and what makes this bill so influential to American Government. • Congress: What it is, How it Works, and How it Affects You • This VHS is divided into four parts. The first part discusses powers and duties of Congress. The second part explains laws and bills. The third part discusses the relationship between Congress and the President. Finally, the four part of the series talks about life in Congress for today’s Senators and Representatives. • This Honorable Court • This VHS gives a comprehensive look at the history of the American Court system. Also included is a teacher’s guide. • PBS Kids Adventures from the Book of Virtues: Citizenship • This VHS is aimed at teaching school children citizenship through character education and learning about what makes a productive citizen.