A-2 Lesson for Learning Democracy (Civics)

University of the Cumberlands Education Department

Kentucky Civics 1

Candidate Name: Johnathan Masters Date: August 3, 2014

# of Students: 20 # of IEP Students: # of GSSP Students: # of LEP Students:

Age/Grade Level: 6^th grade Subject: Civics

Lesson Title: Learning Democracy Length of Lesson: A Week

Context (Be concise – get some information from Task A-1)

Identify the unit topic, unit goal(s), essential question addressed by this lesson HERE:

The civic dispositions mini-unit consists of 5 days of instruction and is organized around the question "How can I assist in promoting a vibrant American representative democracy and the common good by practicing and promoting civic dispositions?" (Civic Education, 2014).

The primary purpose of social studies is to help students develop the ability to make informed

decisions as citizens of a culturally diverse, democratic society in an interdependent world. (Kentucky Core, 2013).

The five Big Ideas in social studies are: Government and Civics, Cultures and Societies, Economics, Geography and Historical Perspective. (Kentucky Core, 2013).

2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations. (Kentucky Core, 2013).

2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy. (Kentucky Core, 2013).

Describe the students’ prior knowledge (or pre-requisite knowledge) or the focus of the previous lesson HERE:

Very little prior knowledge of active consensus-based democracy.

Describe generally any critical student characteristics or attributes that will affect student learning HERE:

Work is needed in this area too.

Lesson Objective

State what students will demonstrate as a result of this lesson. Objective must be student-centered, observable and measurable – in one sentence. Be certain to include the standard or criteria that students must achieve.

Lesson Objective: Students will know, and be able to demostrate many democratic practices.

Connections

Academic Expectations (Copy & Paste from Combined Curriculum Document)

Big Idea: Government and Civics. The study of government and civics equips students to understand the nature of government and the unique characteristics of American representative democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Combined Curriculum).

Core Content & DOK# (Copy & Paste from Combined Curriculum Document)

Civics. DOK 3.

Program of Studies (Copy & Paste from Combined Curriculum Document)

SS-H-GC-U-1. Students will understand that people form governments to establish order, provide security and accomplish common goals. Governments in the world vary in terms of their sources of power, purposes and effectiveness.

SS-H-GC-S-1. Students will demonstrate an understanding (e.g., illustrate, write, model, present, debate) of the nature of government:

• compare purposes and sources of power of various forms of government in the world, and analyze their effectiveness in establishing order, providing security and accomplishing goals
• examine conflicts within and among different governments and analyze their impacts on historical or current events

SS-H-GC-S-5. Students will analyze and synthesize a variety of information from print and non-print sources (e.g., books, documents, articles, interviews, Internet, film, media) to research issues, perspectives and solutions to problems.

Common Core State Standard:

2.14. Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

2.15. Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

Resources, media and technology

Bibliography of specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the students. List technology resources for the lesson including hardware, software and Internet URLs, and be sure to cite the sources APA used to develop this lesson. Trade books are recommended.

Software for polling will be needed. Mouse Mischief is suggested, but any would work. http://www.microsoft.com/multipoint/mouse-mischief/en-us/default.aspx This technology would be extremely helpful, although it's not absolutely necessary.

Quiz is attached below.

Procedures: Use the following order, indicating the time allocated for each lesson segment

4. Ending Review (10min): (engage students to help them recall content for this lesson)

Vocabulary

Circuit Court. District Court. Supreme Court. Court of Appeals.

Procedures: Use the following order, indicating the time allocated for each lesson segment

2. Preview: (Anticipatory Set) (2min):

I'll begin my lecture by mentioned the high price Kentuckians pay for 8 year term Judges (over $1 million dollars!).

3. Development of Lesson (?? min. for each segment):

• We will start off with a review of vocabulary, or have them listen to me lecture for 10 minutes.
• Read off the standards the students will need to know by the end of the class (overhead projector).
• Explain Robert's Rules of Order, and the 3 Branches of Government.
• Set up the democracy. Have the students vote for a President, or Top 4. Mention the power of Recall.
• I will ask many open ended questions, to see what they know. From this formative assessment, I'll adapt to the level of understanding from the students. A good question: What is democracy? This is also a good final essay question.
• Quizes, homework, and exams.
• Computer time for early finishers. Or help with others.

• Modifications for Special Needs/Diversities:
• One person, one vote. For IED children, accommodations will be made.
• High Expectations Statements
• We will learn democracy. We will be able to understand and utilize democracy, effectively.
• Higher Order Thinking Questions
• 1- What is Democracy?
• 2- Is Democracy the best governmental system? What is?
• Real-World, Real-Life connections
• 1- Point out major democratic countries in the world, and compare and contrast them.

• Guided practice.

4. Ending Review (10min):

1- Vote for President. See if democratic practices are observed. Also, point out nuances as I see them.

Enrichment:

For extra credit, students can do an Independent Research Project for extra credit.

Remediation:

There are good youtube videos for them to watch. I would direct them there, after finding out how they learn the best. There's also many websites, if they're good at learning whilst reading. Maybe have them do a learning inventory, so they can find out how they learn the best. And then proceed from there.

Attachments:

1. Checklist for Unit Lesson Plans

Instructions: Complete this checklist for EACH lesson plan (A-2) that you send to your University Coordinator.

Lesson Number	1	2	3	4	5
1. Top of Lesson Includes:
Date Lesson is to be taught
Number of student in class	x
Number of IEP (Individualized Education Plan) students	x
Number of GSSP (gifted) students	x
Number of LEP (Limited English Proficient) students	x
Age or Grade Level	x
Subject of lesson	x
Length of Lesson	x
Title of Lesson (at top of the Page)	x
2. Context Includes:
Topic of unit OR Goal of unit, or ESSENTIAL Question	x
Description of students’ prior knowledge (OR pre-requisite knowledge needed)	x
Description of student characteristics that affect learning (from Task A-1)
No more than one paragraph	x
3. Lesson Objective Includes:
Core Content language	x
Activity (with active verb)	x
Criteria for assessment (how well student will perform)	x
Assessment instrument (perform according to what? Checklist, etc.)	x
One concise sentence	x
4. Connections Includes:
Explanation of how the objective is related to the Core Content and/or program of Studies IF Core Content language is not included in the Objective	x
5. Standards Includes at least one each of:
Academic Expectations	x
Common Core Standard	x
Core Content & DOK#	x
Program of Studies	x
6. Assessment Plan Includes:
Either Summative or Formative is selected	x
Assessment instrument is listed (checklist, etc.)	x
DOK level of assessment is indicated	x
Adaptations and/or Modifications for assessment described	x
Copies of assessment instrument or scoring criteria are attached or pasted at end of lesson	x
7. Resources, media and technology Includes:
Bibliography of materials are listed, APA form	x
Copies of printed materials are attached or pasted to end of lesson	x
Technology resources are listed (hardware, software, Internet URLS cited)	x
8. Vocabulary Includes:
Vocabulary is listed	x
Definitions are written next to each term	x
9. Procedures Include:
Number of minutes are given at the beginning of each component.	x
Beginning review with student engagement	x
Preview with student engagement	x
Development of lesson with student engagement	x
Activities for students	x
Directions that teacher will say	x
What teacher will do in the order needed	x
What Modifications are needed for Diversity (ANY Diversity)	x
Homework assignment OR provision for students to practice	x
Provision for early finishers	x
High Expectations Statement	x
HOTQ (Higher Order Thinking Questions) where they will be asked in the lesson	x
Real-life connections (where they will be used in the lesson)	x
Ending Review with student engagement	x
Enrichment activity that can be completed at home	x
Remediation activity that can be completed at home	x
Bullets and/or numbers and white space are used to make the lesson plan easy to read and follow	x
Copies of teacher notes or PowerPoint files that are separate from the lesson are attached or pasted at the end of the lesson	x
10. Mechanics
Writing in plan follows Communicative Knowledge strand of Conceptual Framework (showing no errors in spelling, grammar, sentence structure, etc.)	x

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Kentucky Civics Quiz

1- Who is Kentucky's current Supreme Court Chief Justice (Aug 2014)?

2- How long is Kentuckian Supreme Court Justice term?

3- How much will a Supreme Court Chief Justice make over 8 years?

4- How long is the term for the Court of Appeals?

5- How much will a Chief Court of Appeals Justice make over 8 years?

6- How long is the tenure of a newly elected Circuit Judge?

7- How much will a Chief Circuit Judge make over 8 years?

8- How long is the term for a District Court Judge?

9- How much will a Chief District Court Judge make over 4 years?

10- Does Meade County have Family Court?

11- What are the 5 types of Kentucky courts?

12- What's the difference between them? [which court does this? Which court does that?]

13- What's the 3 Trial Courts?

14- The 2 Appelates Courts?

15- How many Supreme Court Justices does Kentucky have?

16- How many Court of Appeals Justices are there?

Answers:

1A- John D. Minton Jr.

2A- 8 years.

3A- $1,124,016.

4A- 8 years.

5A- $1,064,352.

6A- 8 years.

7A- $1,004,960.

8A- 4 years.

9A- $454,672.

10A- No.

11A- Family, Supreme, Court of Appeals, Circuit, and District Court

12A- Over $4,000 is Circuit Court. Under $4,000 is District Court. Domestic Violence cases are Family Court, or District. Divorce is Family or District. Murder is Circuit Court.

13A- Family, Circuit, and District.

14A- Supreme Court and Court of Appeals.

15A- 7

16A- 14

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Kentucky Core Academic Standards. June 2013. http://education.ky.gov/curriculum/docs/Documents/KCAS%20-%20June%202013.pdf

Civic Education. Standards Based Units of Study and Lesson Plans. 2014. http://education.ky.gov/curriculum/SS/Pages/Civic-Education-SBUS-and-Lesson-Plans.aspx

Combined Curriculum Document.

http://beta.calloway.kyschools.us/District/curriculum/High%20School%20Curriculum%20Maps/CCD_SS_HS.doc