The Branches of the Government The Branches of the Government

Unit AuthorFirst and Last Name Tiffany Jenkins

Author's E-mail Address Unthottie2008@yahoo.com

Course Name(s) Computers in the Classroom

Course Number(s) CECS 4100

Course Section(s) 008

School City, State, Zip Denton, TX

Instructor Name(s): Rhonda Christensen

Unit Overview

Unit Plan Title Branches of the Government

Curriculum-Framing QuestionsEssential Question How are we a part of a larger system?

Unit Questions What is the role of the executive branch?

What is the role of the legislative branch?

What is the role of the judicial branch?

Unit SummaryThis unit is designed to help teach students about the three branches of the United States government. They will achieve this by completing the activities in this unit plan. They will be learning about an important topic and having fun while doing it.

Subject Area(s): (List all subjects that apply)

Social Studies and Technology Applications

Grade Level (Click boxes of all grade levels that apply) K-2 6-8 ESL Gifted and Talented

3-5 9-12 Resource Other:      

I N T E L ® T E A C H T O T H E F U T U R E 1© 2001 Intel. All rights reserved.

UQ #

Student Objective/Learn

ing Outcome

Targeted State Standard/Benchmark

Procedures/Activities

2 The student will be able to describe to list the two bodies that make up the legislative branch in an essay.

(17)  Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to:

(A)  identify and explain the basic functions of the three branches of government;

(B)  identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and

(C)  Distinguish between national and state governments and compare their responsibilities in the U.S. federal system.

(6) Technology Education. The student uses the appropriate tools, equipment, machines, materials and technical processes to complete a project. The student is expected to:

(A)  identify the chemical, mechanical, and physical properties and standard units of measure of manufacturing, construction, communication, energy, power, transportation, and bio-related technology materials;

The student will write letters to their federal representatives.

The teacher will divide the class into the two bodies that make up Congress, and have them act out how each body works.

The students will participate in the Monument on the Mall web quest.

(B)  identify the processes used in manufacturing, construction, communication, energy, power, transportation, and bio-related technology;

(C)  use a variety of tools, equipment, machines, materials, and technical processes; and

(D)  Produce an item using the appropriate tools, equipment, machines, materials and technical processes.

3 The student will be able to describe the main function of the judicial branch.

(17)  Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to:

(A)  identify and explain the basic functions of the three branches of government;

(B)  identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and

(C)  Distinguish between national and state governments and compare their responsibilities in the U.S. federal system.

The class will participate in a mock trial on the whether or not a particular member of the class stole something.

Have the children visit http://bensguide.gpo.gov/6-8/government/national/judicial.html to read about the judicial branch on the judicial branch webpage.

The students will create a power point presentation about one of the supreme court justices.

(27)  Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A)  use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B)  use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

(6) Technology Education. The student uses the appropriate tools, equipment, machines, materials and technical processes to complete a project. The student is expected to:

(A)  identify the chemical, mechanical, and physical properties and standard units of measure of manufacturing, construction, communication, energy, power, transportation, and bio-related technology

materials;

(B)  identify the processes used in manufacturing, construction, communication, energy, power, transportation, and bio-related technology;

(C)  use a variety of tools, equipment, machines, materials, and technical processes; and

(D)  Produce an item using the appropriate tools, equipment, machines, materials and technical processes.

1 The student will be able to name the president and describe his role his role in the government     

(17)  Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to:

(A)  identify and explain the basic functions of the three branches of government;

(B)  identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and

(C)  Distinguish between national and state governments and compare their responsibilities in the

Have the students write a one paragraph paper about the current president. They will include such facts as where he was born, and how long he served for.

The students will visit http://pbskids.org/democracy/presforaday/index.htmland play the “President For A Day” game.

The student will complete a brochure about one of the United States Presidents using Microsoft Publisher.

U.S. federal system.

(6) Technology Education. The student uses the appropriate tools, equipment, machines, materials and technical processes to complete a project. The student is expected to:

(A)  identify the chemical, mechanical, and physical properties and standard units of measure of manufacturing, construction, communication, energy, power, transportation, and bio-related technology materials;

(B)  identify the processes used in manufacturing, construction, communication, energy, power, transportation, and bio-related technology;

(C)  use a variety of tools, equipment, machines, materials, and technical processes; and

(D)  Produce an item using the appropriate tools, equipment, machines, materials and technical processes.

     

                

                 

                 

                

          

Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)

Two Weeks

Prerequisite SkillsThe student should already know how to a computer. They should already know how to research for the brochure and the essay that they will have to write on a president. They would need to know how to use Microsoft PowerPoint and Word.

Materials and Resources Required For UnitTechnology – Hardware (Click boxes of all equipment needed.)

Camera Computer(s) Digital Camera DVD Player Internet Connection

Laser Disk Printer Projection System Scanner Television

VCR Video Camera Video Conferencing Equip. Other:      

Technology – Software (Click boxes of all software needed.)

Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM

Image Processing Internet Web Browser Multimedia

Web Page Development Word Processing Other: Microsoft

PowerPoint

Printed Materials

Worksheets that instruct students on the mock trial, examples of the letters that the students will write to there federal representatives.

Supplies The computer, internet, Microsoft Publisher, pen, paper, Microsoft Word, Microsoft PowerPoint, envelopes, stamps

Internet Resources

http://pbskids.org/democracy/presforaday/index.html , http://bensguide.gpo.gov/6-8/government/national/judicial.html, www.whitehouse.gov/government, http://schoolweb.missouri.edu/nixa.k12.mo.us/sullivan/GovernmentQuest/index.html

Accommodations for Differentiated InstructionResource Student

For the resource students, I will give them extra help. I would print out the web sites that I want them to read and give it to them.

Gifted Student

For the gifted students, I would let the student get a little more creative with the activities that they do in class.

Student AssessmentThe student will be assessed through rubrics, test, and by the assignments that they actually turned in.