5.InstructionalDesign:IntegratedUnit(LO1.1,1.4,&2.

2)(APS2,5,&6)
LearningObjective:Studentswillbeabletoidentifythe3branchesofStategovernmentand
definetheresponsibilitiesforeach.
AlignmentwithSCStandards:
Standard33:ThestudentswilldemonstrateanunderstandingoftheAmerican
RevolutionandSouthCarolinasroleinthedevelopmentofthenewAmerican
nation.
SCAcademicIndicator(s):
Indicator33.4:SummarizetheeffectsoftheAmericanRevolution,includingthe
establishmentofstateandnationalgovernments.
Indicator33.5:Outlinethestructureofstategovernment,includingthebranchesof
government(legislative,executive,andjudicial),therepresentativebodiesofeach
branch(generalassembly,governor,andSupremeCourt),andthebasicpowerof
eachbranch.
DevelopmentalAppropriatenessorCrosscurricularconnections:
SocialHowtointeractandlistentootherstudents
CognitiveBeabletoidentifyanddefinethe3branchesofstategovernment
EmotionalBeabletocommunicateandinteractwithotherclassmatesandteacher
PhysicalPaper,pencils,printerpaper,stickynotes,HarcourtHorizonsSouthCarolinatextbook,
ANewState:LifeAfterWararticle,portfolios,glue,scissors,journals,andpicturesofeach
branchofstategovernment.
Assessment(s)oftheObjectives:
LessonObjective(s)

Assessment(s)ofthe
Objective(s)

UseofFormative
Assessment

Studentswillbeableto
identifythe3branchesof
Stategovernmentand
definetheresponsibilities
foreach.

PreStudentswillbeasked
thefollowingquestionsand
willbegivenascorecorrect
outof4:
Whatarethe3
branchesof
government?
Whichbranchmakes

Afterday2,students
willbeaskedtotellme
thebranchesof
governmentthey
remember,andatleast
oneresponsibility.

thelaws?
Whichbranchmakes
surepeopleobeythe
laws?
Whichbranch
reviewsandexplains
thelaw?

DuringStudentswillbe
askedseveralquestions
regardingwhich
responsibilitybelongswith
eachbranchofgovernment.
Studentsareaskedto
respondbyraisingtheir
handsandIwillmarkthe
oneswhorespondcorrectly
onmychecklist.
PostStudentswillanswer
thesamequestionsthatwere
givenonthepreassessment.

Accommodations:
Accommodationswillbemadeforstudentswithaudioandvisualimpairmentsbyhavingthe
textprojectedontothePrometheanboardbytheELMOprojector.Studentswithvisual
impairmentswillalsobeallowedtositonthecarpetclosertotheboard.Groupworkand
discussionswillbeusedratherthanjustindividualwork.

Procedures:
Day1
1. Studentsandteacherwillreadaloudanddiscussthearticle,ANewState:LifeAfter
WarworksheetfromWeek9ofSouthCarolinaStudiesWeekly.Studentsshouldkeep
thissheetintheirportfolios.
2. BeginlessonSouthCarolinaStatehood.Teacherandstudentswillreadanddiscuss
pages177178.
a. BuildingaNewNation
b. TheBillofRights
3. Readanddiscusspages176and179
a. BuildingaNewState
b. Columbia

4. StudentswillcompletethePassaBillActivity.
Day2
1. DiscussSouthCarolinastategovernmentusingpages5055
a. Branchesofgovernment
b. Legislative
c. Judicial
d. Executive
2. StudentswillwatchaSchoolhouserockvideoregardingthe3branchesofgovernment.
3. Studentswillcreateaflipbookofthebranchesofgovernment.Thiswillbeplacedinthe
portfolio.
4. DiscussanddistributetheStateHouseessayassignment.ThiswillbedueFebruary27
andcountontheportfoliorubric.
Day3
FieldtriptoStateHouseCancelled
1. StudentsandteacherwillvisittheStateHousewebsiteandtakethevirtualtour.
http://scstatehouse.gov/studentpage/index.html
2. StudentswillvisitStateSymbolsandEmblemspageandwillhaveaclassdiscussion.
Day4
1. Teacherandstudentswillreviewanddiscussbranchesofstategovernmentandtheir
responsibilities.
2. StudentswillrevisitStateHousewebsiteandexploretheinformationaboutState
symbolsandemblemstohelpthemcompleteaworksheetwithpartners.
Day5
1. Studentswillworkwithelbowpartnertoreviewthe3branchesofgovernmentandtheir
responsibilities.
2. Studentswillwriteashortparagraphintheirwritingjournalsinresponsetothequestion:
Ifyoucouldbeinanybranchofgovernment,whichwouldyoubein,andwhy?
3. Studentswillcompletethepostassessment.

ActivityAnalysis:
GraphicorganizerStudentswillcreatea3pageflipbookoneachbranch.Studentswill
begiven3pictures,onetorepresenteachbranch.Theywillworkwithapartnertofillin
theirflipbookswiththejobofeachbranchandimportantmemberswithineachbefore
presentingtheinformationtotheclass(Day2).

 PassaBillActivityStudentswillbebrokeninto5groups.Everystudentwillhavea
jobwithinthegroup,suchasthewriter,speaker,noisemonitor,materialsmanager,orthe
police(makesureeveryoneisstayingontask).Intheirgroups,studentswillcreatea
billthattheywanttobepassedforourclassandpresentittotheHouseandtheSenate.
Afterallthegroupworkiscompleted,studentswillbebrokenintotheHouseandSenate.
TheHousewillvoteonthebillsthatarepresentedfromeachgroupfirst,thentheSenate.
AfterthebillispassedthroughboththeSenateandtheHouse,itwillpasstothe
governor,theteacher(Day1).
References:HarcourtHorizonsSouthCarolinatextbook