2.+5-Day+Unit+Plan

Teacher(s) Name: _ __ Antoinette Stewart __ __ Thematic Unit Theme/Title/Grade Level: __What is Democracy? /Sixth Grade __ Wikispace address: __http://whatisdemocracy.wikispaces.com/__

· Students will be able to determine which democratic concepts from ancient Greek and Roman civilizations are used in American government. · Students will understand how the government is divided. · Students will be able to use their knowledge of governments to create their own democratic society. ||
 * **Learning Objectives**
 * //What will students accomplish / be able to do at the end of this lesson?//** || · Students will understand and be able to explain democracy.
 * **NCSS Themes/Sunshine State Standards**
 * //List the overall theme and then each standard. Cutting and pasting from the website is allowed.//** || * //Culture and cultural diversity//
 * //Time, continuity, and change//
 * //Individuals, groups, and institutions//
 * //Power, authority, and governance//
 * //Civic ideals and practices//
 * //SS.6.C.1.1 Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy.//
 * SS.6.C.2.1 //Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process.//
 * //SS.6.C.1.2 Identify how the government of the Roman Republic contributed to the development of democratic principles (separation of powers, rule of law, representative government, and civic duty).//
 * //SS.6.W.3.2 Explain the democratic concepts (polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law) developed in ancient Greece.//
 * //SS.6.W.3.10 Describe the government of the Roman Republic and its contribution to the development of democratic principles (separation of powers, rule of law, representative government, civic duty).//
 * //SS.6.W.1.3 Interpret primary and secondary sources.//
 * //LA.6.6.1.3 The student will create a technical manual or solve a problem.//
 * //LA.6.6.4.1 The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, online)// ||
 * **Student Activities & Procedures**
 * //Teacher Activities/ Student Activities//**


 * //What best practice strategies will be implemented?//**


 * //How will you communicate student expectation?//**

Step1. Ask students what they think about when they hear the word democracy. Step2. Explain that we will be creating a graffiti wall (collage of images pasted together on poster board) based on their images of democracy. Step3. Students will then be given his/her "brick" and be instructed to draw what comes to mind when they think of democracy. Step4. We will have a five to ten minute discussion on why they drew some of their pictures. I will give some feedback but not too much because this activity will be used to determine the student's prior knowledge of the subject. Collect "bricks". * Groups will be pre-determined by instructor (still homogeneous, but not random). Step5. Explain to students that we will be looking at democracy and government for the next week and at the end of the week they will, in groups, create their own democracy. Step6. Introduce groups (3 groups of 10) and give students 5 minutes to get to know each other. Step7. Pass out student job cards to groups and discuss the different roles of members. (2 word processors, 4 web designers) Give students 15 minutes to discuss jobs and delegate roles within groups. Step8. Pass out Literature List and Internet Search and inform students that this list will be used in the centers throughout the week. Step9. Discuss centers with students. The first center will be used for group discussion, the second center for research with books, the third center for research on the internet, and fourth is whole group instruction. Each group will have 15 minutes at each center. Step10. Show class YouTube video on types of government. http://www.youtube.com/watch?v=Arn8Fp1jyok Step 11. Show class YouTube video time stamp 4:59. http://www.youtube.com/watch?v=N4r0VUybeXY Step 12. Introduce wikispaces to students using smartboard/projector. Step 13. Pass out agenda for the week, presentation guidelines form, and group member evaluation forms. (There is no post assessment for this day; the post assessment that correlates with the pre-assessment will be completed on Thursday.) Step 1. Remind students to look at their agendas and go to their group’s respective centers for the day. Step 2. After 10 minutes in center two, instructor will meet with group 1 about progress/plans. Step 3. Regroup for whole class instruction. Discuss direct, presidential, and parliamentary democracies. http://www.youtube.com/watch?v=N4r0VUybeXY Step 1. Remind students to look at their agendas and go to their group’s respective centers for the day. Step 2. After 10 minutes in center two, instructor will meet with group 2 about progress/plans. Step 3. Regroup for whole class instruction. Show students YouTube video on American government. Step 1. Remind students to look at their agendas and go to their group’s respective centers for the day. Step 2. After 10 minutes in center two, instructor will meet with group 3 about progress/plans. Step 3. Regroup for whole class instruction. Discuss separation of powers. Remind students of presentation guidelines for tomorrow and the essential questions. Step 4. Give students another "brick" and ask them what they think of when they hear the word democracy. Collect "bricks". Step 1. Pass out peer assessment forms for presentations to students Step 2. Groups will have 15 minutes to present their democracies. Step 3. Students will turn in peer assessment forms and group member evaluation forms. ||
 * //What products will be developed and created by students?//** || **//Day 1: Introducing Democracy//**
 * Steps 1-4 will be completed during Language Arts block.
 * //Day 2: Different Types of the Same Thing//**
 * //Day 3: Our American Government//**
 * //Day 4: Don’t Put All of Your Eggs in the Same Basket//**
 * //Day 5: The Perfect Democracy//**
 * **Resources/ Materials** || http://www.democracy-building.info/systems-democracy.html

http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf

http://www.america.gov/st/democracy-english/2008/June/20080603101250ebyessedo0.2348749.html

http://www.youtube.com/watch?v=N4r0VUybeXY

http://www.youtube.com/watch?v=X5I2KFENjS8&feature=PlayList&p=ABD152EAC9CEC872&playnext=1&playnext_from=PL&index=1

http://www.youtube.com/watch?v=Arn8Fp1jyok

http://www.pbs.org/now/classroom/peer2.pdf

//The Book of Rule: How the World is Governed// written by DK Publishing

//D is for Democracy: A Citizen's Alphabet Edition 1// by Elissa Grodin and Victor Jahasz ||
 * **Assessment**

For the post-assessment students will illustrate their views/ideas on/about democracy. They will be placed on opposite sides of a poster board to show the difference between ideas before and after learning about democracy.
 * //How will student learning be assessed? Authentic/Alternative assessments?//**
 * //Are you using a rubric?//**
 * //Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes//** || For this pre-assessment students will illustrate their views/ideas on/about democracy. The final product, which will be completed on day 4, will be a graffiti board of the class' work.

The discussion during class can count as an assessment for comprehension of the content. The final assessment will be the group’s creation of “The Perfect Democracy.” Students will be asked to create and present to the class their idea of what a perfect democracy is/would be. || · Gifted/talented students are able to use free time to continue research on democracy/government using the computer and pre-approved websites. · Daily agenda for students with learning disabilities. · Students with fine motor skills will be allowed to answer the question "what do you think of when you hear democracy?" orally. ||
 * **Exceptionalities**
 * //What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc.//** || · Use of wikispace/smartboard to help ESE students, ELL students, and visual learners.
 * **Discussion Notes** || Essential Questions:
 * 1) What is democracy?
 * 2) How would you create a better democracy?
 * 3) How would life be different if our government was like of ancient Greece? Ancient Rome?
 * 4) What is the best type of government? Defend your position.
 * Instructor can choose to assemble graffiti board to show on Friday/Monday, or have students assemble board next week.
 * //Remember//** to pass out the presentation guidelines form for group governments, essential questions page, and group member evaluation forms. ||