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TITLE: Purposes of Government
TASK DEVELOPER: Susan Clark
GRADE AND CONTENT AREA: Grade 10, American Government
TARGET TEACHING DATE: 9/8/06
SCHOOL: Mergenthaler Vocational Technical Senior High School
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STANDARDS:
Social Studies Core Learning Goals, Expectations, and Indicators
Government: Grades 9-12
Goal 1 Political Systems: The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems.
Expectation 1.1: The student will demonstrate understanding of the structure and functions of government and politics in the United States.
Indicator 1.1.2: The student will evaluate how the principles of government assist or impede the functioning of government.
Assessment Limits:
- Concepts: federalism, separation of powers, checks and balances, judicial review, representative democracy, limited government, rule of law, individual rights and responsibilities, consent of the governed, majority rule, popular sovereignty, equal protection, and eminent domain.
- Federal and Maryland state government: Legislative, Executive and Judicial - powers, structure and organization.
- Local government will be assessed in terms of powers and responsibilities.
- Selection of National and Maryland state leaders: Electoral College and election/appointment processes.
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PERFORMANCES:
The students will in groups of 3 or 4 create a map of their own made up "state" by including all of the four features of a state and the four purposes of government. Students will then present their "states" to the class for evaluation.
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SMARTSKILLS:
Level I: Acquiring Data - Data students will acquire in this standards-based task:
Vocabulary: State, Sovereignty
Concepts: 4 features of a state and the 4 purposes of government
Level II: Visualizing Information - Data from Level I that are visualized as information in this standards-based task:
Arranging: Students will arrange the features of a state and purposes of government into their own work
Organizing: Students will organize their state so that all of the purposes and features are clear
Level III: Applying Knowledge - Visualized information from Level II that is applied knowledge in this standards-based task:
Making Decisions: Students will decide which of the services their state will provide for their people, show their laws, determine their economic system and national security, and determine their population.
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PREFERENCES:
Task Approach - The students will complete the task in groups of three or four and then share their work with the rest of the class.
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ACTIVITIES:
20-60-20 Teaching Model
Segment One: Mini-Lesson - Estimated Time: 20% of allocated time
- As a whole group present the following:
What is a state? Students will attempt to describe the difference between a state and a country. Students should be told that the word state can be used for an entire nation or a part of a nation. Give examples: USA or Maryland can both be considered a state.
- As a whole group assess what students already know about states by asking:
What does every state have? (Population, Territory, Government, Sovereignty)
Define above terms as needed, while writing them on the board or overhead.
Ask what are the purposes of government? (Provide National Security, Provide Public Services, Provide for an Economic System, and Provide Social Order) Define each as necessary and write them on board or overhead.
- As a whole group provide to students:
The example of the United States and how the United States provides for each of the 4 purposes of government and has the four features of a state.
Segment Two: Practice - Estimated Time: 60% of allocated time
Students in groups of 3 or 4 will now be directed to make up their own state. Students should give their state a name and include all of the four features and the four purposes (above). Students should show, by drawing, or by using a map key the 8 required items. For example: If students wanted to show that the state provides public services they can draw a road.
Materials for this segment: colored paper, markers, rulers
Student product or performance for this segment: Their State
Scoring tool for this segment: Students must show all 8 listed items on their state
Segment Three: Feedback - Estimated Time 20% of allocated time
Students, in groups will present their state to the class. Students should point out their 8 required items.
Scoring tool for this segment: Check off list of the 8 items
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RESULTS:
Evaluation:
The number of students who performed at the proficient level on my scoring tool was very high. Nearly all of the groups achieved all 8 requirements that were on the scoring tool. All groups were able to clearly show the four purposes of government, however, some had trouble showing that their state had sovereignty. During the oral presentations all groups were able to display their understanding of the term state. In addition, all groups clearly understood and were able to articulate the purposes of government.
Analyze:
Showing, in a drawing, the concept of sovereignty seemed to be a challenge for some students. However, many groups indicated that their sovereignty existed because they were not a part of any other nation. This clearly showed a high level of understanding and use of knowledge.
Reflect:
As I look at my activities and instructional practices, I noticed that students enjoyed working together in groups, especially as I allowed them to choose their own group. Students worked well together and were able to work through the 8 concepts fairly well. Some students ran out of time and felt rushed, this was due to them focusing too heavily on artistic aspects and not content.
Summarize: All of the students reached the proficient level on the scoring tool. All of the students were on the right track when it came to the important material. The creative, artistic project was able to allow the students to use their knowledge in a creative fashion. If I teach this lesson in the future students may be asked to work in groups of two in order to keep their focus more directly, however, this may not allow time for all of the groups to present their work on the same day.
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