Unit Plan Civics

Davis Piper
Area of Study: Political Parties and Candidates Dates of Unit October 3rd- estimated 10/14

Number of Lesson (based on Map): 4 days of full

instruction.

1 day: Follow up/Reinforcement

Unit Objectives (Students willstatements):

Day 1: Students will be able to identify the requirements for a person to become and serve as the
President.

Day 2: Students will be able to identify different political parties in the United States. Ex: Democratic,
Republican, independent parties.

Day 3: Students will be able to understand and describe the role of political parties in the government.

Day 4: Students will be able to describe the nomination process within a political party in selecting a
presidential candidate.

Day 5: Reinforcement of topics if need be

Standards:
USG.5.4 Research the platforms of political parties and candidates for state or local government
and explain how citizens in the United States participate in public elections as voters and
supporters of candidates for public office.
USG.5.6 Identify specific ways for individuals to serve their communities and participate
responsibly in civil society and the political process at local, state, and national levels of
government.

Assessment Measures:

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Day 1
Date: 10/3/16

Topic: Presidential Qualifications

Daily Student Objective (Students will statement): Students will be able to identify the requirements
for a person to become and serve as the President.

Introduction to Topic:

Direct Instruction: Start on the starboard: Will read the presidential eligibility: No
Person except a natural born Citizen, or a Citizen of the United States, at the time of
the Adoption of this Constitution, shall be eligible to the Office of President; neither
shall any Person be eligible to that Office who shall not have attained to the Age of
thirty-five Years, and been fourteen Years a Resident within the United States.

Next Students will make a brain frame with the teacher on qualities they think a
president shall have.

On the next slide will read two descriptions of people:

Mr. Piper is 21 years old and was born in the United States. He lived in Italy for a
year, but has lived here since. Can he be president?

Michael is 50 years old and was born in the United States. He moved to Japan when
he was 10, but moved back for the last 16 years. Can he be president?

Activity: Worksheet: description of people

Worksheet: qualities of a president why?

Wrap Up:

Materials needed: Worksheet smart board.

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Day 2
Date:10/6/16
Topic: Political Parties

Daily Student Objective (Students will statement): Students will be able to identify different
political parties in the United States and why we have them.

Introduction to Topic: Haddad had students read an article discussing the basics of political parties.
Haddad also had students brainstorm different types of parties to open up the idea.

Direct Instruction:
Define Political Parties:

Play Brainpop Political party origins

https://www.brainpop.com/socialstudies/ushistory/politicalpartyorigins/

Watch the first time to watch.

(Stop for difficult vocabulary/ask for any questions)

Second time focusing in on why we may have political parties and why we have them in the United
States.

Brainstorm with class reasons we have the parties.

Activity: Have students create their own political parties using Its Party Time Worksheet. Share out
Worksheet: Its Party Time
-list words/phrases why your party is best
-draw picture of your party
-What animal will represent your party.
-Parties Issues

Wrap Up: Have students present out their parties see if similarities, draw on the idea of why we have
parties.

Assessment: Did student verbalize why we have political parties? Understand that we have them to
connect similar ideas.

Materials needed: General Information: Andrew Jackson was called a jackass and he decided to
use it on his campaign posters. Thomas Nast did cartoons with it.

Nast invented the elephant in a cartoon that appeared in Harper's Weekly in 1874, Nast drew a
donkey clothed in lion's skin, scaring away all the animals at the zoo. One of those animals, the
elephant, was labeled The Republican Vote. That's all it took for the elephant to become
associated with the Republican Party.

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Day 3 (Julie)
Date: 10/11

Topic: Students will be able to identify similarities in their created political parties.

Daily Student Objective (Students will statement): Students will be able to use their background on
political parties to create their own party with a set of core beliefs of the party.

Introduction to Topic: The students have already engaged in a brief lesson regarding political parties of
the United States.

Activity: Give students more time on their creation of political parties. (15 minutes)

Have students report out and share what they came up with.

Connect parties together in discussion and find similarities.

(Have students share big ideas of their parties. If there is a lot of varying big ideas then use this to support
the idea that parties do well when they have a bunch of common goals. If there are similarities this can
help to explain why it is good to combine and make a party to follow the same/similar ideals)

Draw conclusions of why we have political parties in the US.

Wrap Up: Come together to discuss that political parties help a group with similar goals and interests to
find a common leader. This also helps them to get laws/ideas heard in our government.

Assessment:

Materials needed: Political party worksheet (in their blue social studies folder)

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Day 4
Date: 10/13

Topic: From Political Party to Nomination.

Daily Student Objective (Students will statement): Students will be able to identify the different
political parties. Students will also be able to explain the sequence from party to election.

Introduction to Topic: Have a discussion and recall of political parties in the united states. What do you
remember?

Big Beliefs of the main parties?

Democratic: Healthcare, equality, environment must be protected
Republican: Defense, taxes must be low, Free market responsibilities

Direct Instruction: Use the reading in Election 2016 Skills Book: Political Parties (Also acts as a
introduction)

Have a discussion on prior/new information

Turn and talk to questions on worksheet:

1) Which of the following statements is true. Correct Answer: D. There have been more
republican presidents.
2) What is one reason someone may join a political party?
3) Explain what a third party is and give an example?
Ie. Libertarian

Present sequencing brainframe as follows in the Road to the white house.

1) An Early Start
2) Hitting the Road
3) Meeting the competition: Debates within party
4) Primaries and Caucuses: How parties narrow down the candidates
5) Taking the Lead: with results of primaires
6) Making it official: National Convention

Questions to Consider:
1) When do candidates start campaigning for this election?
2) What is the purpose of primaries and caucuses?
3) Why do you think people drop out of the race?

Introduce Hilary and Donald using pictures.

Activity: Reading, turn and talk

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Wrap Up: Children will come together to explain how political parties get candidates to the nomination
point.

Assessment: How the students interact in discussion

Materials needed: Scholastic Election work book (Also on google classroom)

Smart notebook with sequencing brainframe

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Day 5
Date: 10/17/16

Daily Student Objective (Students will statement): Students will understand what a political
platform is and with support from the teacher be able to compare the platforms of current presidential
nominees. Students will also be able to describe why certain issues are important.

Introduction to Topic:Vocabulary 4 square of political platforms (misconception different types of

platforms)

Definition: a document stating the aims and principles of a political party/person.

Direct Instruction: Use images to show the major issues that are in political platforms.
Equal Rights: making sure that everyone has the same rights, no matter their skin color, religion, gender.
Education: making sure that children receive a high quality education that prepares them for the future.
National Security: keeping our country and its people safe from danger.
Economy and Taxes: managing our government's money and making decisions about money (taxes) that
people pay to the government.
Environment: keeping our land, air, water, wildlife, and natural resources safe and healthy.
Health Care: providing medical care to those who need it.

Show Trump vs Clinton in some issues:

Immigration:
Clinton: People should be allowed to come here
Trump: Says no.

Activity: Students will complete a worksheet: What is Important to You?

-Students will be able to choose three issues discussed and say why they are important to them as a
person.

Extension Another Worksheet: Where Do They Stand?

Students will write on the issue of immigration (which they have read about in another subject)
Which candidate do you agree with?

Wrap Up: Come together to discuss the issues are most important for a political platform.

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Day 2 (Julie)
Date: 10/18

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Topic: Political Campaign/Media

Daily Student Objective (Students will statement): Students will be able to describe a political
campaign and why it is important to get elected.

Introduction to Topic: Discuss as a class the issues

Direct Instruction: Explain that Political campaign are how you get people to vote for you.

Show Video of Obama The Choice https://www.youtube.com/watch?v=FBorRZnqtMo

Propaganda posters

Activity: Each student will get a piece of paper to create a political poster showing their views and why
people should support them.

Wrap Up: Have students share out presenting their posters.

Assessment:

Materials needed: Pieces of paper (Unsure on the size)

Color Pencils
Google Slides (I will do for Julie)

Area of Study: Elections and Voting Dates of Unit: 10/31-11/11

Number of Lesson (based on Map): 4 days (May be more due to

Guest speaker)

Unit Objectives (Students willstatements): Students will be able to describe the process of
voting and how one is officially elected as president.

Standards: 5.27 Explain how American citizens were expected to participate in, monitor, and
bring about changes in their government over time, and give examples of how they continue to do
so today.

5.28 Identify the changes in voting qualifications between 1787 and 1820 (e.g. the abolition of
property requirements) and compare who could vote in local, state, and national elections in the
U.S. with who could vote elsewhere.

Assessment Measures:
Students will be able to describe the voting process in discussion.
Students will be able to complete activities by using their knowledge gained throughout the
semester.

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Resources/Materials: Scholastic Skills Book Grade 4-6
Worksheets from Middle 1 Book

Day 1
Date: Topic: 10/31
Daily Student Objective (Students will statement): Students will be able to identify a brief
history of voting.

Introduction to Topic: Vocabulary 4 square on Voting

Word Central to elect, decide, pass, defeat, grant, or make legal by a vote or to declare by general
agreement

Direct Instruction: Read the text Granddaddys Gift (Presenting the idea that not everyone had
the right to vote)

On slide: Also have that women were not allowed to vote either to represent that it was only
males.

Questions to consider:
Why do you think women were not allowed to vote?
Why only people owning property?
Do you think that is fair?

Activity:
Print out for every student:

In the early days of the United States, only about 120,000 people in a total population of
more than 4 million could vote. Voting was usually limited to free white men who owned
property and met certain religious qualifications. Eventually the right to vote became
more widespread. By 1860 almost every state allowed all white men over 21 to vote.
After the Civil War (186165) the 15th Amendment to the Constitution gave the vote to
men of all races. In practice, however, most black people in the South did not gain the
right to vote until the civil rights movement of the 1960s and the Voting Rights Act of
1965. Women, after a long political struggle, won the right to vote in 1920 with the 19th

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Amendment to the Constitution.
The right to vote has been further extended in recent decades. In 1971 the 26th
Amendment to the Constitution gave 18-year-olds the right to vote. More recently,
federal law has guaranteed the vote to people with disabilities and to those whose first
language is not English.

Students will complete worksheet A history of voting rights (Timeline)

Google Classroom: Should the voting age be 18?

Wrap Up: Have students think about questions to ask guest speaker.

(Make sure this is previewed!)

Materials needed: PowerPoint with timeline and pictures

Worksheet for cutting and pasting (A History of Voting Rights)
Quote on Powerpoint
Book Granddaddys Gift
Work Sheet for extension: Should the voting age be 18? (persuasive writing)

Day 2 (Julie)
Date: Nov. 1

Topic: Why do we Vote and Who Can Vote

Daily Student Objective (Students will statement): Students will be able to identify who can
vote in the United States and why it is important to do so.

Introduction to Topic: Ask students why they think voting is important?

Direct Instruction: Students and teacher will read Why Do We Vote from scholastic.

Activity: Students will complete worksheet: Why is it important to vote? (On Google Classroom)

Students will share out their responses.

Wrap Up: Students can fill out a voter registration form.

Questions for guest speaker

Assessment: Students will be able to voice why voting is important.

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Materials needed: Article (on google classroom and will be printed out.
Voter registration forms.

Day 3: Guest Speaker!!

Day 4
Date: Nov. 7

Topic: The Electoral College

Daily Student Objective (Students will statement): Students will be identify what the
Electoral college is and what the purpose of it is.

Introduction to Topic: Have students discuss election day and what they like about hearing from
someone in office.

Direct Instruction: Students will read article on The Electoral College.

(Put in google classroom/have to hand out to students and make sure it is readable.)

Make sure students see that there are (two senators + # of representatives)

Students will then see this image on board representing the # of electoral votes.

Questions to consider: What state are you surprised about?

Any states that have similar #? Is that surprising?

Activity: Students will fill out detective form in regards to how many electoral votes each state
has.

After, There is a worksheet that corresponds to this. (Will be on google classroom or printed for
students.

Wrap Up: Students will show teacher their worksheet, and then complete the regular Monday

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Routine i.e. Typing lesson, fix it file

Assessment: Did students use the picture to answer the questions

Materials needed: Worksheet on google classroom and printed

Image above on smart notebook
Reading about Electoral College on google classroom

Day 5 (Julie)
Date: Nov. 8

Topic: Election Day! Other Big Elections of the Years!

Daily Student Objective (Students will statement): Students will be able to see some other
of the races that are happening this year.

Introduction to Topic: Preview with students election results at the moment (Not sure where or
how will look into this) (website on slide)

Direct Instruction: Printed out will be This Years Other Big Races in Election 2016 Skills
Books

Have students read and complete questions with a partner. (Turn and Talk to a partner)

Activity: Reading and Questions

Wrap Up: What do you think the election results are going to be?

Assessment: Students will be able to discuss what other elections are occurring this year.

Materials needed: Election Skills book reading printed and or in google classroom.

Slides ( Act as a guide to provide visuals as other big races are discussed)

Day 6
Date: Nov. 10

Topic: Election Results

Daily Student Objective (Students will statement): Students will discuss the results of this year's
election and discuss the positives and negatives of this elected nominee.

Introduction to Topic: Who was the winner?

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Direct Instruction: Once results are finalized teacher will find a map of the results to display on
smartboard.

Activity: Election Night Results. Students will color in a map Red for Republican Blue of democratic of
the results of each state.

Displayed on screen will be map of electoral votes.

Students will determine how many electoral votes each candidate received.

Wrap Up: Discussion on Positives and Negatives

If more time, Have students brainstorm on their own then share out, if not much time have discussion
together.

Assessment: Students discussed the election results and understood why whomever was elected.

Materials needed: Powerpoint with: Map of results, Electoral college map

Worksheet: Election Night Results

Area of Study: The Presidency/Reflection Dates of Unit: 11/14 -

11/23

Number of Lesson (based on Map): 4 Days and reflection days

Unit Objectives (Students willstatements): Students will be able to describe the role of the
president and life of the president.

Standards:
5.25 Identify the three branches of the United States government as outlined by the Constitution,
describe their functions and relationships, and identify what features of the Constitution were
unique at the time (e.g., the presidency and the independent judiciary).

Assessment Measures:
-Independently completing worksheets to go with class discussion
-Using Prior Knowledge

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-Class participation
-Creating and Critical thinking about reflection prompts

Resources/Materials:
-Google Classroom
-Scholastic Skills Book
-DynaMath Presidency Poster
-U.S. Presidential Inaugurations By Andrew Santella
-1600 Pennsylvania Avenue By Crystal Wirth

Day 1
Date: 11/14 (May Be Pushed back due to reward day)

Topic: Role of the President

Daily Student Objective (Students will statement): Students will be able to identify the
different responsibilities that a President has.

Introduction to Topic: Show students map with graphs and such of fun facts of different
presidents.

Direct Instruction: To Remind Students: Qualifications of President

In Power Point Slides:

- Term Lengths
-List Duties with Images
1. Chief of State
2. Chief Executive
3. Chief Diplomat
4. Commander in Chief
5. Chief Legislator
6. Chief of Party
7. Chief Guardian of the Economy

Note: Students will be getting slides with images and descriptions to aid in worksheet.

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-Who Takes over if President is unable to perform Duties

Activity: President Roles and Responsibilities Worksheet

Writing Prompt: If you were president what duty would be your favorite and why? What would
you do?

Students can use TREE.

Once Complete Regular Monday Routine: Typing, finish file etc

Wrap Up: Students explain to teacher their favorite duty and why?

Assessment: Completion of Worksheets

Materials needed: Worksheet President Roles and Responsibilities (Google Classroom and
Printed)
Writing Prompt (Google Classroom and Printed)
Google Slides with Images
Packet: Of duties and explanations.
Dyna Math Poster

Day 2
Date: 11/15

Topic: The Presidential Inauguration

Daily Student Objective (Students will statement): Students will be able to identify what an
inauguration is.

Introduction to Topic: Vocabulary Four Square of Inauguration

Word Central Definition: to introduce into office with suitable ceremonies

Direct Instruction:
Vocab Preview:
Oath: (n.) a solemn promise, usually invoking a divine witness, regarding your future acts
or behavior

Address: (n.) a formal communication or prepared speech to a special audience

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Swearing-in : (v.) to induct into office by taking an oath

Read Inauguration Day in Scholastic Skills Book.

On Slides: will be The Presidential Oath of Office

Fun Facts taken from U.S Presidential Inaugurations book

Pictures from past inaugurations

Video: Obama Inaugural Address https://www.youtube.com/watch?v=VjnygQ02aW4 Start at

19:00

Video: Obama Swearing In: https://www.youtube.com/watch?v=f4RzFiF3z78

Activity: Turn and Talk with these prompts:

Why do you believe an inauguration is important?

Do you think the Oath is long enough?

Wrap Up: Discuss as a class why you believe these are important

Extension: Trace the inaugural parade!

Assessment: Students are able to use schema to discuss the importance of inaugurations.

Materials needed: Google Slides with oath and photos of past inaugurations (Done by Mr. Piper)
-Scholastic
-Worksheet for students to Trace Inaugural Parade Route.

Day 3:
Date: 11/21

Topic: Life in the Whitehouse

Daily Student Objective (Students will statement): Students will listen and follow along
with text to gain a brief history of the white house, and different rooms and functions.

Introduction to Topic: Question to think about: Why is there a white house?

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Direct Instruction: Read Text: At 1600 Pennsylvania Avenue By Crystal Wirth
*Dont put reading on board have students visualize*

Students will create telling brain frame

Activity: Students will create a telling brainframe of If I lived in the White House

4-5 Details from the text

Infer 3 things from the reading about what life must be like.

Wrap Up: What must life be like living there? Could you Imagine living there?

Assessment: Students are able to discuss what life must be like.

Students will be taken out to do CAP Survey!

Materials needed: -Telling Frame Outline in Google Classroom

-Google Slides: With Pictures
-Book 1600 Pennsylvania Avenue By Crystal Wirth (Text Printed for Students)

Day 4
Date: 11/22

Topic: Role of the First Lady (Both in the White House and Presidency)

Daily Student Objective (Students will statement): Students will be able to identify some of
the First Ladies, and some of what they were able to accomplish.

Introduction to Topic: What is a first lady?

Direct Instruction: Slides with select first ladies on the smartboard

Activity: Discussions of the selected First Ladies.

Wrap Up: Discuss what the role the students believe the first lady plays in the presidency.

Assessment: Use evidence discussed in slides of first ladies.

Materials needed: Slides (Mr. Piper)

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Day 5 (Julie)
Date: 11/22

Topic: President Challenges

Daily Student Objective (Students will statement): Students will be able to describe what
they think will be the president's largest challenge.

Introduction to Topic: Use Julies Comparing the Issues chart, but only the Trump side. Have
students recap what his goals are.

Direct Instruction: Engage students in discussion about the issues and what Trump Plans to do.
Questions to consider: Will he be able to complete these things? What will he need?
Which are going to be hard for him to do.

Activity: Students will describe what they think will be President Trumps largest Challenge and
why?

Wrap Up: Students will discuss as a class

Assessment: Students use details to describe biggest challenge.

Materials needed: Google Classroom Writing Prompt

Day 6
Date: 11/28

Topic: Reflection on what you think the president needs to do in the coming years

Daily Student Objective (Students will statement): Students will be able to reflect and discuss what
they believe the president elect needs to do this year.

Introduction to Topic: Brief overview of what President Elect would like to accomplish.

Direct Instruction: Discussion about what is important for President to do.

Activity: Students will write 5 things they would like the president to do and why they are the most
important.

Wrap Up: Students share out their ideas

Assessment: Were students able to reflect on the election and make sense of their ideas of what is to be

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done?

Materials needed: Worksheet in Google Classroom

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