Our+Government

Objectives:
The students will classify the roles in the three branches of government The students will dramatize the concept of checks and balances in a democracy The students will understand in a democratic government people work together to make decisions

Standards:

 * 5.1.4.B:** Explain rules and laws for the classroom, school, community, and state
 * 5.1.4.C:** Explain the principles and ideals shaping local and **state government**
 * 5.1.4.D:** Identify key ideas about **government** found in significant documents
 * 5.2.4.A:** Identify individual rights and needs and the rights and needs of others in the classroom, school, and community.
 * 5.3.4.A:** Identify the roles of the three branches of **government.**
 * 5.3.4.B:** Describe how the elected representative bodies function in making local and **state** laws.
 * 6.1.4.D:** Explain what influences the choices people make
 * 8.1.4.B:** Distinguish between fact and **opinion** from multiple points of view, and **primary sources** as related to historical events
 * 8.1.4.C:** Identify a specific research topic and develop questions relating to the research topic
 * 8.3.4.B:** Locate historical **documents, artifacts**, and places critical to United States history


 * 1. Creativity and Innovation:** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * 2. Communication and Collaboration**: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
 * 3. Research and Information Fluency:** Students apply digital tools to gather, evaluate, and use information
 * 4. Critical Thinking, Problem Solving, and Decision Making:** Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Procedure:
1. Students research and read information about the three branches of government, adding helpful sites to Diigo 2. Divide the class into three groups, one for each branch of government. Students add notes about their branch of government to class graphic organizer. 3. Discuss with students graphic organizer and the "checks and balances" or power each branch has over the other 4. Small groups then role play how a bill gets passed into a law going through the three branches of government.

Project Example:
media type="custom" key="10120207"

Differentiated Instruction Options:
1. Below level learners may be directed to a specific site to research information. 2. Students may write their own script for role play

Assessment:
1. Students can classify jobs of the government as executive, judicial, or legislative 2. Studnets can accurately role play the concept of checks and balances in a democratic government 3. Students can understand how people in the government must work together to make decisions

Resources:
Switala, W. (1996). //Pennsylvania USA//. Parsippany, New Jersey: Silver Burdett Ginn. Ben's Guide: Branches of Government. Retrieved on July 23 2011 from [] Congress for Kids: The Three Branches of Government. Retrieved on July 23 2011 from [] Interactive Constitution. Retrieved on July 22 2011 from [] Our Government -The White House. Retrieved on July 22 2011 from [] School House Rock: Three Ring Government. Retrieved on July 22 2011 from [] School House Rock: I'm Just a Bill. Retrieved on July 22 2011 from [] Checks and Balances Flow Chard. Retrieved on July 22 2011 from [] U.S.A. Government: Checks and Balances Game. Retrieved on July 22 2011 from [] U.S.A. Government: Branches of Government Game. Retrieved on July 22 2011 from [] Diigo. Retrieved on July 20 2011 from [|http://www.diigo.com] Popplet. Retrieved on July 20 2011 from [|http://www.popplet.com]