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HSA Practice Writing on Purposes of Government 

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HSA Practice Writing on Purposes of Government 

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For this assignment students had been learning about the purposes of government. They were then given a news paper headline from the recent hurricanes that hit Florida. Students had to answer the prompt *Identify two government actions (what does the government need to do) that would be needed to address this headline.  Be sure to include which purposes of government (ESPN) that these actions relate to.

* Explain why the government actions that you have chosen would be the most appropriate (best) government responses.

* Could there be any unintended/negative consequences of these governmental actions?  Explain why or why not.

After students wrote their first draft I read their writings and then split them up into appropriate small groups where students looked at student samples both a lower and a higher score. Students then graded each others writings giving each other feedback. Then students were given the opportunity to rewrite their Constructed Response

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US Government Unit 1 Day 4- Constructed Response.pptx

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US Government Unit 1 Day 4- Student Sample Grading.docx

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US Government Unit 1 Day 4-Constructed Reponse Practice.docx

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US Government Unit 1 Day 4-Constructed Response Pre Write and Sentence Starters Spanish.docx

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US Government Unit 1 Day 4-Constructed Response Pre Write and Sentence Starters.docx

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US Government Unit 1 Day 4-Purposes of Government CR.docx

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HSA Practice Writing on Types of Democracy 

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HSA Practice Writing on Types of Democracy 

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Students had spent a few days learning about the different types of government that are present around the world. We spent a day on authoritarian government, and another day on the types of democracies around the world. Students were then asked to write a constructed response on the following prompt.

Based on the information in the diagram, what is the type of government in Mexico?

What are the advantages and disadvantages of this type of government?

Use examples and details to support your answer.

Students did a prewrite and constructed their first draft and then I read their responses. I then the next class period I split the students into the appropriate groups allowed them to peer edit their partners response and then self edit their own response. Then the students rewrote their answers and turned it in for a final grade.

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US Government Unit 1 Day 7-Types of Democracies.pptx

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US Government Unit 1 Day 7-Types of Democracies.docx

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US Government Unit 1 Day 7- Types of Democracies.doc

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Unit 1 Learning Check-Types of Government, Purposes of Government and Systems of Government 

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Unit 1 Learning Check-Types of Government, Purposes of Government and Systems of Government 

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After a series of about two weeks and three topics covered. We stopped as a class to take a quiz on the topics about. The quiz was given on BCPSONE and it consisted of matching, fill in the blanks and a few multiple choice questions that they could see on the HSA and Unit exam. After students took the test I looked at the results and then I split the students up into their appropriate groups based on the questions that they missed. Students each completed a redo of the topic that they struggled with and turned that in for a grade. When students were finished with their assignment they were instructed to pick up a reading on the next topic which was economic systems.

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US Government Unit 1- TSGI Purposes Redo.doc

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US Government Unit 1-TSGI Types Redo.docx

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US Government Unit 1-TSGI Economic Systems reading.docx

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Unit 2 Learning check-Preamble/Constitution, Principles of Democracy, Bill of Rights 

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Unit 2 Learning check-Preamble/Constitution, Principles of Democracy, Bill of Rights 

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After a series of lessons on the Preamble/constitution, principles of democracy, and the bill of rights students took a quiz that was on BCSPONE. The quiz was a series of matching of the definition to the principle of democracy, quotes from various documents that contributed to the writing of the constitution and multiple choice for the bill of rights topic. After students took the quiz I analyzed the results and the next class I placed them into groups on the topics that they needed more assistance with. Students completed the redo for the assignments. When students finished they were to read an article about the NFL protesters discussing people's first amendment rights

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Federalism is a very important vocabulary term that the students must know. It is also a very difficult topic for students to understand so this was a perfect spot to stop and test students understanding of federalism. Students got a day of instruction on federalism where they were given the definition and multiple opportunities to practice. Once students got the chance to work with the material they then completed an exit ticket which gave students scenarios about federalism. They had to decide who has the power (state, local or federal) and then identify which type of power they had (expressed, reserved, implied, denied, or concurrent). After students completed the exit ticket I looked over the information and split them up into three groups. One group of the students who got it completed a reading on gay marriage and whose power should it be? The next group completed a Venn Diagram activity where they had to sort the powers into the correct category, and the final group will spend time with me working on the same worksheet from before just correcting our mistakes

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US Government Unit 2 Day 6-Federalism.docx

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After several days of learning about the executive branch and covering the qualifications of the president, expressed powers of the president and implied powers of the president. Students then took a quizziz with all of those topics on the quizziz. Once students completed the quizziz they were instructed to pick the topic that they felt like they needed the most help with. Students then self placed themselves into the appropriate group and completed an enrichment assignment. If students finished early then they would read about the next topic which was the Presidents Cabinet.

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This lesson was a co planned lesson over a week span. The government team worked together to design instruction that would help the students answer the following prompt,

· What does a candidate have to do and go through in order to win a primary election or caucus?

·  What does a candidate have to do and go through to win a general election?

·   Be sure to include examples and details to support your answer.

For the students who needed additional help they will complete a board game of the election process. For the students who needed help with the electoral college they will be given an electoral college map and for the students who got the information they will be completing an election webquest.

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US Government Unit 2-Learning Check # 1.docx

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US Government Unit 2 TSGI # 1-Important Documents Quotation Practice with Principles of Democracy.docx

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US Government Unit 2 -TSGI # 2Bill of Rights Situations Chart.doc

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US Government Unit 2 TSGI # 1-Extension Activity.docx

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US Government Unit 2-TSGI Federalism.docx

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Supreme Court's Decision on Gay Marriage.docx

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US Government Unit 3-TSGI Implied Powers.docx

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US Government Unit 3-TSGI Qualifications of the Presidency.doc

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US Government Unit 3-TSGI Presidential Powers.doc

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US Government Unit 3- TSGI What does the president.docx

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US Government Unit 3-Nomination Process Learning check.docx

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US Governemnt Unit 3 Day 7-Election Process Game Board.docx

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US Governent Unti 3-TSGI Electoral College Worksheet_Directions.docx

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US Governmernt Unti 30Election 2016 updated.docx

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Throughout the year I feel as though I have both struggled and improved with targeted small group instruction. In the beginning I struggled with giving up control of my classroom to the students. But I feel as if once I set the expectations and I put the directions up on how to get help from others in the class while I am working with students, the lessons seemed to go much smoother. I tried a variety of different ways to implement targeted small group instruction using, writing samples, BCSPONE test and quizzes and quizziz. For the most part I grouped the students myself but next year I would like to give the students the power to group themselves so that they truly feel accountable for their learning. While I have all the documents that I used for the targeted small group instruction I do not have the data or writing samples of my students. Next year I would really like to collect data so that I can show the students the amount of growth that they have done over the course of a year. Overall, I have found that targeted small group instruction really can be useful. My only criticism is that in tested areas like government it takes 1-2 class periods, each time you do it, away from staying on track to finish the entire curriculum by the test day in May.