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“ ?” LESSON

Content SS:CV:12:2.3 Describe roles and responsibilities of the United States and NH
Standards judicial systems
COMPELLIN
G How does our government play a role in our rights?
QUESTION

1. (remembering) Will students be able to remember different roles in our

government involving rights
SUPPORTIN
2. (understanding)students will be able to understand different ways the
G
government is involved in rights and civic actions/ideas
QUESTIONS
3. (analyzing/applying) will students be able to see the differences our
government makes on civic ideas and rights

1. Students know the basic fundamentals of rights and civic

responsibility the government created

2. Students are able to know how the government impacts rights and
OBJECTIVES
civil duties

3. Students do realize the differences in rights and civic duties and hoe
they also go hand in hand with one another

BLOOMs
Taxonomy
D2.Civ.1.9-12. Distinguish the powers and responsibilities of local, state, tribal,
national, and international civic and political institutions.
C3 Standards

MULTIPLE INTELLIGENCES: Given the building blocks from Bloom’s Taxonomy and the
standards outlined above, how could you connect teach these ideas with Multiple Intelligences in mind.
What could you do in the lesson to target each of these areas?
BLOOMs Taxonomy:
Create: students will develop ideas on how the government plays an active role.
Evaluate:students will justify their opinions on wether the government should have control
Analyze:students will analyze documents to gather information on the governments role
Apply: students will be able to apply this information into their everyday lives
Understand:students will understand the role the government in our rights
Remember: students will be able to define the different branches of government
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Verbal Logical Spatial Musical

Students will be able Students will read Students will Old historical music will be
to speak on their and write during make signs of played during the activity
own ideas of what the lesson to what government
the government does improve branch they are
remembering
Bodily Interpersonal Intrapersonal Naturalist
Students will move Students will read Students will If available we will go
around the room and write voice their outside to do activity
during activity individually opinions and
facts on the
government
DIVERSITY & INCLUSION: Thinking about your topic, how can you bring diversity to the lesson.
Which groups below are obviously present? Which could you look for and either incorporate now or in a
later lesson?
Genders Races & Ethnicities Ages & Abilities
Can incorporate how Include who is in Generations Students will have the ability to
genders in the government of As a student voice their own opinions on the
government are color and the should you be matter of if the government
affecting some impacts they’ve had able to have a should play a role in our rights
peoples rights say?

Cultures & Religions Regions of the World Political Ideologies Wealth

If different religions Include different Does allowing the Does having money impact the
could impact how countries government to governments decision on our
the governments are governments and maintain rights rights.
involved in rights how that effects allow them to be far
(such as different their rights and equal to all
countries) (Such as abortions)

STUDENT PREPARATION: What do students need to do or know before this lesson?

Students will need pen and paper, and a slight knowledge of what rights are and an idea on
branches of government.

TEACHER STUDENT TIME

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Opening Remember 10 mins.

Plan
Teacher begins by explaining the different
branches in government and which ones are
involved in our rights. Then explain why they are
allowed to have a role in our rights and ask the
class either they agree that they should be
involved.
Students will pay attention to
teacher talking and be able to
answer questions teacher may
have. Then students will
explain whether they agree or
disagree.

Plan Understand 17 mins.

Teacher will then show how different
countries governments are impacting on the
rights of their people such as middle eastern
countries and other countries who don’t
have the same government as us. Then tie in
how religion also had an impact on the
government and its rights created for their
people
Students will listen to teacher
as she is lecturing about
different types of governments
and how different things can
effect them

Plan Analyze/Apply 20 mins

Teacher will hand out an article of the
different branches of government and will
allow students to read about the 3 branches,
then as a class they will go over each branch
and what the students think the role of each
government plays in rights.
Students will read article and
form ideas of what each
branch is responsible for with
rights.

Students will be given an assigned spot in a Evaluate/Create 10 mins

branch of government and they will have to
know what its used for and what it had to do
with our rights
Students will be split up into
groups and will be given a
different branch of
government, in each group
students will come up with
ways each branch help creates
and maintains our rights as
citizens.
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MATERIALS: What materials will you need to carry out the lesson?
• https://www.usa.gov/branches-of-government
• White board (optional)

HOMEWORK:
None

REFLECTION: After you’ve taught the lesson, reflect on the plan. What worked? What didn’t? How
will it be modified for next time?