Title of Unit: The Basics of Civics Title of Lesson: Democracy Submitted By: LaQuisha Johnson

A. Summary of the Lesson Plan: This is the second lesson in this unit. Today, students will continue to learn about a democracy and learn what makes up a democracy. B. Target Population: Grade Level: 3rd grade Skill Level: All skill levels Grouping: -Individual: Journals, filling out packets -Whole Group: Discussions, video, PowerPoint -Small group: Discussion C. Materials: Journal Computer 40 Roots of Democracy Handouts PowerPoint Pencils D. Objectives: o NV State Social Studies Standards o C13.3.2 Discuss that democracy involves voting, majority rule, and setting rules.

Student-Friendly Standards C13.3.2 I can discuss that democracy includes voting, majority rule, and rules.

E. Procedure: 1. Warm Up: What does it mean to vote? - What is Majority Rule? What are Rules? 2. Students will receive their Roots of Democracy handouts-students will complete them as we go through the PowerPoint 3. As a class, we will watch a video on voting: http://www.youtube.com/watch?v=ar7r5aG_B0Y in small groups, students discuss what it means to vote, what are things we vote for, how does a person/idea pass (majority rule), why do we have majority rule, what are rules-give examples, why do we have rules? one person from each group is to share the groups thoughts on each question

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: The Basics of Civics Title of Lesson: Democracy Submitted By: LaQuisha Johnson

4. CLOSURE: In your journal, give examples (2 examples each) of voting, majority rule, and rules. F. Assessment: What will you use to measure student understanding? C13.3.2 Discuss that democracy involves voting, majority rule, and setting rules.

I will use students discussion, packets, and journal question to measure their understanding. Explain how you will know students understand the concepts from the lesson. C13.3.2 Discuss that democracy involves voting, majority rule, and setting rules.

If students are able to have on topic discussions as well as give legitimate examples and reasoning in their journal response, I will be able to tell id students grasp the concept of what was taught to them. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Since this is a continuation lesson, I think the entire lesson will be fairly simple to teach. Students already understand voting (they take class votes, family votes, etc.) I am taking something they are already familiar with and attaching a political name and subject to it, so they understand how it is used in a political sense. 2. Which part will be most challenging for you to teach? I do not think this lesson is challenging at all. 3. How will you follow up or extend this lesson? Students could group up and make different rules or laws, as a class we could vote on which ones we could implement or try to implement in our classroom. 4. What will you do for students who dont grasp the concepts? I will reteach the material to them and give them more examples. 5. Which part of the lesson, if any, do you think might need to change? I think this lesson is well planned, no need to change it.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: The Basics of Civics Title of Lesson: Democracy Submitted By: LaQuisha Johnson

6. When you were writing this lesson plan, what was the most difficult part? Finding material for students in 3rd grade to help explain democracy was the most difficult part. -For the handout, I will attach a PDF file, it was too much of a hassle trying to copy and paste it to this lesson plan.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3