1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Kellie Evanish Government Government 5-6th grade United States Government

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: SWBAT understand the all the different forms of Government SWBAT carry out their own City council meeting Objectives: Content/Knowledge: SWBAT Identify the steps in which a person is appointed or elected. SWBAT identify the process of the Government. Process/Skills: SWBAT determine the information from a source and provide a summary of the source. Values/Dispositions: SWBAT use their opinion to provide ideas or information about a topic

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: Through the unit the students will be able to study the Bill of Rights and understand where our freedom comes from. Also they will learn about the branches of government and the local government. Standards: State – Illinois Common Core or Learning Standards CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered) CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources National – NCSS Themes Power, Distribution, and Consumption.

5. Logical/Mathematical

6. Logical/Mathematical Students will be going over the Bill of Rights. They will learn the reasons why the Bill of Rights were created and understand the use of the amendments. They will have a recording sheet that will allow them to copy down important information about the Bill of Rights. http://www.congressforkids.net/Constitution_index.htm Students will use this website for extra information on the Bill of Rights This Website may also be used later in the lesson for it has tons of information about the U.S. Government

7. Verbal/Linguistic

8. Verbal/Linguistic Students will be introduced to the structure of the local government and positions that the government and the community utilize Student will research these positions and create a poster on what they learned about that position. This poster will then be presented in front of the class. Topics to pick from: Mayor, City Council Members, Police Chief, Fire Department Chief, Health & Social Services Requirements for poster Student should also make a web of all the topics that will be on their poster Students should document what the position is. What the position does. How the person was put in that position. How long is a person in that position. Who is currently in that position. Terms that may need to be known. A fun fact or facts. Students will also fill out a KWL chart about their topic and the local government. http://www.gov.com/statelocal/ Students will be given this website to help start their search on the position they are researching.

9. Musical/Rhythmic

10. Musical/Rhythmic Students will learn all of the 50 states have capitals and understand the word Capital Students will watch this video on youtube that has all of the 50 states and their capitals http://www.youtube.com/watch?v=_E2CNZIlVIg After watching the video, students will pick a state out of a hat. With the state they have picked out of the hat, they will research that state. Finding the structure of the state government, naming the governor, two senators, district representatives, and any important facts

11. Visual/Spatial

12. Visual/Spatial The students will learn about the different types of taxes: Income tax, sales tax, and property tax. Students will then take part in an activity where they will have to find their net pay from "pay check". Once they have found their net pay they will take their pay check to the "grocery store" Before students go to the "grocery store" the class will have looked at old receipts and compared the Original price to the price after taxes. After the students went "shopping" they will take their receipt and create a representation, illustration, or diagram of where the money that was taxed from them goes. http://www.whitehouse.gov/2012- taxreceipt This is a website that shows the percentage of what is taken out for income tax. Students could use this to help them understand what taxes are used for.

13. Body/Kinesthetic

14. Body/Kinesthetic The class will take place in an activity where they have a classroom election and are to handle a community problem. The election will be for city council members and government official, and after the election city council and government official will be present with a problem. A meeting will be held where students who are not on the city council will participate in the meeting. By voicing their opinions, these students will have different roles to play such as: city clerks, Concerned citizens, Social director, Zookeeper, Vet, Police Chief, TV reporters, Newspapers reporter, Civic league members. The problem presented to the students: A shipment of exodic animals was to be taken to the zoo. However, that shipment was stopped by a car accident and one of the Lions is now running around loose in the town. The animal is lost and hungry. It is up to you as city council to come up with the appropriate solution. This activity will take the course over two day. The students will be assigned their positions and presented the problem on the first day. They will also have time to converse with their council members or fellow citizens about what they should do in the meeting on the next day. Day 2: The meeting will happen in the first half of the class, or until a proper solution is presented. After the end of the meeting the students will journal about the experience and what they had learned from it, and how it might be the same to an actual city council meeting.

15. Interpersonal

16. Interpersonal Students will be able to take an online tour of where the President lives, by visiting the White House website. http://www.whitehouse.gov/ Here they will be able to see all of the duty's and routines that the President has to do daily. Through a journal they will have to explain the role that the President plays in our government and how he uses all of the sections of the government to help him.

17. Intrapersonal

18. Intrapersonal Students will reflect what they have learned throughout the unit. What they liked and what they did not like. If they were do do something different what would it be. They could represent all of their information by writing, writing and illustrations, or even representations. The reflection should be longer than two paragraphs and clearly written with the proper grammar.

19. Naturalistic

20. Naturalistic Student will learn about the Branches in the Government: Executive, Legislative, and Judicial. They will discuss how each positon is elected or appointed. Students will also discuss how these three branches of government relate to the forms of government they have learned previously. Do they connect? If so how are they the same? How do the three branches affect the real world? Students will also participate in the game Branches of Power from http://www.icivics.org/curriculum/three-branches During the game they will be able to control all three branches of the government.

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: Visual Learning, Assessment, and Online Resources: Assessment: 1. The students will be assessed through all of their journaling. In their journals they will state what they have learned and what they liked most and least about the activities done. Their journals should be written clearly and with proper grammar. Online Resources: 1. https://delicious.com/kevanish