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1. “What would be a real world example of ‘democracy’?“ “What does a democracy do?”
2. Have students discuss meanings with a peer about their vocabulary words.
3. What do you think are some of the important jobs are of each branch after learning about their definitions?

Our main method to promote critical thinking is by asking questions and incorporate cooperative learning strategies, by doing so this will allow students to relate content to their real life and allow students to apply to real-world experiences.

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Our main method to promote critical thinking is to ask questions. By doing this, this will allow students to relate the content to their real life and allow students to apply what they're learning to real world experiences.

1.  How can you relate the branches of government to the people you see at school?
2.  Who would you consider the head of the executive branch in your school? How could you defend your answer?
3.  Who do you think  would be the most important branch in the government?

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Our main method to promote critical thinking is to ask questions. By doing this, this will allow students to relate the content to their real life and allow students to apply what they're learning to real world experiences.
Students will answer the following questions to promote critical thinking during group discussion as well as filling out the worksheet:
1. Define the amendments in your own words.
2. Are these amendments still relevant today? Why or why not?
3. Do you think these amendments are fair?
4. How are amendments similar to school rules and expectations?

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Explore patterns and meanings of the vocabulary words. Allow time to look up definitions on Chromebooks and fill out worksheet with definitions.

Turn and Talk to partners about definitions of given vocabulary words to determine misspellings and different interpretations of word meanings.

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The students will complete the fold-able in groups and become masters over one branch and then split into three groups and becoming the branches of government. They will work together to create a law and pass it.

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Students will be grouped into groups of four. As a group students will be creating two classroom amendments for their own classroom Bill of Rights. Each group of students will present to their class about their amendments and why they are important.

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Objectives: The fourth grade student will recognize what the U.S. Constitution is and the Bill of Rights by creating their own classroom Bill of Rights based on the original document with 100% participation. (DOK 1 & 4)

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Objectives: The fourth grade student will describe the powers and functions of government branches completing a fold-able about the branches and taking a quiz over the information with 85% participation and 75% accuracy. (DOK 2)
*9/12 questions correct

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Objectives: the fourth grade student will identify and define grade level appropriate vocabulary by participating in a Spelling test with an 80% accuracy. (DOK 1) * 8/10 on vocabulary pre/post test.

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B. Pre-Assessment Analysis (need of students)

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B. Pre-Assessment Analysis (need of students)

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In order for students to be successful on this pre-assessment, some students needed to be read aloud to for each question and the answer choices. A lot of the students seemed to struggle with understanding what the questions were asking, and they did not grasp the fill-in-the-blank questions. Without an understanding of what the question was asking some students answered with a joke or leaving them blank.

Some students did not elaborate on the constructed response questions. They only answered part of the question and did not go in depth to fully answer the question to receive full points. Most students received partial credit on most answers because of this.

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B. Pre-assessment (baseline) List actual data for objectives

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B. Pre-assessment (baseline) List actual data for objectives

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- Mrs. Jahn's class: scores range from 65%-0%
1 student was absent and did not take pre-assessment.
Every student missed question 1 (Our government has a system in place that guarantees that no one branch will become too powerful. This is known as ____ & ____.) . The most correct question was #5 (What are the three branches of the U.S. Government?) .
The students received a class accuracy average of 53.5%.
- Mrs. Weber's class: Score range from 65%-5%
Two students were not in the classroom to take the pre-assessment. All of the students missed questions 1 (Our government has a system in place that guarantees that no one branch will become too powerful. This is known as ____ & ____.) and 2 (What is the definition of democracy?). Number 5 (What are the three branches of the U.S. Government?) was the question that was answered correctly the most. The whole class average of accuracy was 61%
-Mrs. Gendron's class:

Score range from 60%-5%

The class received an average accuracy of 55%

Number 5 was the most correctly answered question

The most missed questions for my class was question number 3

- Mrs. Dunham's Class
* Score Range from 65% - 5%
* Number 5 was answered correctly the most
* Number 1 was answered incorrectly the most
* Four students did not take the pre assessment

Ms. Akers:
-Score range from 60%-10%
-Three students were absent when given this assessment.
-Number 5 was answered correctly the most.
-Number 2 was answered incorrectly the most.
-One student was in the Special Education classroom and did not take the assessment.

Mrs. Greenlee:
-Scores range from 60%-5%.
-Number 5 was the question that was answered correctly the most.
-Number 1 was the question that was missed the most often.
-1 student was absent the day the assessment was given.
-4 Students were out of the classroom for the ALERT program.
-1 student was in a special education classroom.

Mrs. McGinty:
- Scores range from 60%-10%.
- Number 5 was the question that was answered correctly the most.
- Number 1 was answered incorrectly the most.
- 2 students were in a special education classroom at the time the pre-assessment was given.

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I. Contextual Factors impacting each lesson

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I. Contextual Factors impacting each lesson

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(Connections between contextual factors and pedagogical choices are explained clearly.)
-Lesson 1: During the Social Studies time of day, 1 or 2 students leave class to see a reading specialist. The one gifted student stays within class during this time, so her work will not be affected during this unit within the general classroom.
-Lesson 2: During the Social Studies time of the day, 2 students leave the classroom to go work with the Special Education teachers. All of the target students will be in the classroom so their work will not be affected during this time.
-Lesson 3: During their social studies time, 5 or 6 students are out of the room for the ALERT program so they will not be able to participate. Another IEP student takes his work to his special education classroom so he may struggle to work in the general education classroom.

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H. Potential biases affecting instruction or assessment and plans for countering biases

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H. Potential biases affecting instruction or assessment and plans for countering biases

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Ethnicity Bias-
Socioeconomic Bias
Self-serving Bias
Grading Bias
Political Bias

Leah Bell(Blanchard)- Within my classroom some potential biases that I have assumed with my 4th grade students is that the poverty level of these students may impact their willingness to want to participate or learn. I’ve assumed they have not received services that would benefit learning compared to a school with higher socioeconomic backgrounds. Another bias would be my personal grading biases. It is easy to fall attached to a “favorite” student or a child you want to have the best outcome and be a little easier or even harder on grading their scores. I have to really put myself in check to make sure I am fair grading across the entire class. I plan to overcome these biases as I continue use to work in this field with them. I have quickly learned these students are incredibly motivated to learn and are receiving a great education through Blanchard in Cape.

Alyse Bollman(Jackson South)-  Within my classroom, some potential biases are ethnicity biases since my classroom consists of all white students. It it important for me to make sure that I include real-world examples that include diversity. Also, there are students in my class who have lower poverty levels regarding socioeconomic bias and these needs involving food and sanitation. These students are not worried about doing well in school, but rather on getting their next meal.

Kaitlyn Lukefahr (West Lane) - Within my classroom, some potential biases that may be assumed are poverty levels, ethnicity bias, or political bias. The reason I think these biases may be potential is because there are a few students in my class who fall below the poverty level. There are also only two students in my class who aren't Caucasian so there may be a bias on ethnicity. Another bias could be a political bias because the majority of the students probably have the same political views or they base theirs off of their parents.

Dana Storm (West Lane) - In my classroom, there is only one student in my class who is not Caucasian so there could be potential bias on ethnicity. Political bias is another major one because in younger grades students are more likely to base their views of what they hear at home and their parents view rather than their own. A few of my students get food sent home during the weekend so poverty bias could be a potential one.

Lexy Easter (Jackson East) - In my classroom, there is one student who is an ELL. Her family is from Vietnam and Vietnamese in the only language that is spoken in her home. Lesson 3 and the activities that go along with it require a lot of reading and writing, so this may be a bias toward this ELL student. I will have to remind myself that she may need extra help during these activities and that maybe the ELL teacher should be present to do them with her. I also have many students that have been through a lot of trauma and often struggle in the classroom so this is also a bias I need to be aware of.

Tori Roussin (Alma Schrader)- In my classroom, some potential biases that may be assumed are the socio economic status of my students, ethnicity, and grading biases. My students come from very different backgrounds and some range below the poverty level, others are not. While my classroom is more diverse than many of the other fourth grade classes, there could still be an ethnicity bias to those students who fall into the minority category. I believe that it could become easy to fall to grading bias, as we want all of our students to excel. It could become difficult to grade everyone equally if one student is falling far behind, but is still working hard and deserves a higher grade than earned.

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G. Probable obstacles for students' for objectives and why?

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G. Probable obstacles for students' for objectives and why?

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Students may not be used to being in a collaborative environment due to economic reasons or home life as being an only child.

Students may have political bias such as believing in a different political party than others nor having comments to say that their family is open to sharing when it comes to the President.

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5.GS.2.A  Explain how the purpose and roles of government have been debated across historical time periods to current times.

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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Students will need to be familiar with the vocabulary associated with the standard. (Taught in first lesson)

Student may become confused on which powers are associated with each branch.

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E. Previous Learning Goal (Where were the students?) Past

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E. Previous Learning Goal (Where were the students?) Past

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Social Studies: 4.H.3.D.a.b Explains the American Revolution and Declaration of Independence.

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A. Needs of Students based off of the contextual factors

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A. Needs of Students based off of the contextual factors

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- Gifted students need more challenging assignments to keep them engaged.
- ELL students may need extra help with vocabulary and content connection.
- Multiple IEP Students: Follow their plans.
- Some students learn best by being read aloud to instead of learning through visuals.

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A. Contextual Factors of district, school, and classroom

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A. Contextual Factors of district, school, and classroom

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SS/Sc:1.4.B.ab - Describe the powers and functions of government branches and principles of U.S. documents.

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(What are they learning now?) present

Goal 1: Describe the powers and functions of government branches.
Goal 2: Describe principles of U.S. documents.

Objective 1: Describe the powers of the government branches.
Objective 2: Describe the functions of the government branches.
Objective 3: Describe the principles of U.S. government documents.