1. Task Introduction ProcessEvaluation Conclusion Imagine you and your team are a group of government officials from a far away country. Your country is developing a new government and has sent you all to research the United Stated Government. Your job is to explore and investigate the U.S. Government and learn about the three branches of the government. When you return to your home country, you must be able to: Explain and differentiate the different branches and their role within the U.S. government. and Be able to demonstrate knowledge of the various functions of each branch and identify important national/federal offices/leaders. To contact Ms. Bolton, email her at cbolton02@bellarmine.educbolton02@bellarmine.edu

2. Task Introduction ProcessEvaluationConclusion Tasks you must complete: When you return to your home country, you must have completed two tasks for the heads of your government. See the description below for a better idea of what you must do. home Individual Task You must work individually to complete one of the two tasks provided. 1)Newspaper Article 2)Visual Model Group Work You will work in a group of 3-4 students to research an assigned branch of the government. Once all groups have had time to research, we will regroup you into teams of 3. There will be one person that represents each branch per group. You must share the information and create a skit to share with the class.

3. Task (Individual) Introduction ProcessEvaluationConclusion home Individual (chose one): On your first assignment, you should work individually. You will chose one of the two listed tasks: (Task 1) Write an article to be published in a newspaper back in your home country telling them about the U.S. Government. You must include the three branches, basic duties of each branch, and important national/federal offices/leaders associated with each branch. Think about what a real newsletter and remember to include your 5W's and H (who, what, when, where and why). (Task 2) Make a visual model (3D) of the U.S. Government and its three branches (mobile, detailed poster, model, etc.) that you can take back to your home country. It must include the three branches, basic duties of each branch, and important national/federal offices/leaders associated with each branch. Having trouble? Think about a tree with branches, include leaves, roots, branches, and anything else that can help show what you know. Task

4. Task (Group) Introduction ProcessEvaluationConclusion home Group: As a class we will divided into (1) Red, (2) White and (3) Blue teams. Each color represents a branch of the U. S. Government. In groups of three or four, you will research your color/branch of government and complete the note taking sheet that Ms. Bolton will hand out in class. After your team has researched and understands your assigned branch, you will break off into new groups of 3. One person from each branch of the government will be in each group. You will share your branch of government info with the other branches. As a group, you create a skit that gives the class a brief explanation of the three branches. Remember to include basic duties of each branch, and important national/federal offices/leaders associated with each branch. We will come together as a class and each group will perform their skit. Task

5. 2) Executive3) Judicial 1) Legislative Once you finish watching the videos above, click on the picture below to research each branch. Task Introduction Process EvaluationConclusion The United States Government is made up of three branches. The Constitution of the United States makes sure that no one branch has more power than the others. You can start your research clicking below: The Duties of the 3 Branches of the Government How to Understand the 3 Branches of the Government Branches of Government movie. home

6. Task Introduction Process (Legislative) EvaluationConclusion home Legislative The Legislative Branch is made up of Congress, who makes the laws. Congress has two parts, the House of Representatives and the Senate. Explore these websites and don’t forget to take notes. Congress for Kids iCivics Process LegislativeExecutive Judicial

7. Task Introduction Process (Executive) EvaluationConclusion home Executive The Executive Branch of Government makes sure that the laws are obeyed. The President of the United States is in charge of this branch. Explore these websites and don’t forget to take notes. Congress for Kids iCivics Click here Click here for a list of things that a President can and cannot do. Pretty interesting stuff! Process LegislativeExecutive Judicial

8. Task Introduction Process (Judicial) EvaluationConclusion home Judicial The judicial branch of government is made up of the court system. Courts decide arguments about the meaning of laws, how they are applied, and whether they break the rules of the Constitution. Explore these websites and don’t forget to take notes. Congress for Kids iCivics Process LegislativeExecutive Judicial

9. TaskIntroduction Process Evaluation Conclusion home Rubric: Click on the rubric below associated with the task that you must complete Task 1 Task 2 Group Task

10. Introduction Process Evaluation (Task 1) Conclusion home Individual Task 1 Outstanding (4)Good Work (3)Caution (2)Needs Work (1/0) Information My information is 100% accurate. My information is mostly accurate, with few mistakes. Some of my information is accurate, with several mistakes. My information not accurate. Format/ Grammar My newspaper article had no grammatical errors and 2 or more pictures. My newspaper article had 1 picture with few grammatical errors. My newspaper article had 1 picture with some mistakes grammatical errors. My newspaper article had 0 pictures with several grammatical errors. Creativity I thought of many/several original and unique ideas for my newspaper article I thought of a some original and unique ideas for my newspaper article. I thought of a couple original and unique ideas for my newspaper article. I did not think of any original or unique ideas. On Task/ Completion I worked on task 100% and completed my newspaper article I worked on task most of the time, and completed my newspaper article. I worked on task some of the time and my newspaper article is almost complete. I did not work on task, and my newspaper article most if not complete. Total Points: /16 Evaluation

11. TaskIntroduction Process Evaluation (Task 2) Conclusion home Individual Task 2 Outstanding (4)Good Work (3)Caution (2)Needs Work (1/0) Information My information is 100% accurate. My information is mostly accurate, with few mistakes. Some of my information is accurate, with several mistakes. My information not accurate. Format/ Visual My visual model is 3D and contains all the required information. My visual model is 3D and contains most of the required information. My visual model is not 3D and contains some of the required information. My visual model is not 3D and does not contain any of the required information. Creativity I thought of many/several original and unique ideas for my visual model. I thought of some original and unique ideas my visual model. I thought of a couple original and unique ideas my visual model. I did not think of any original or unique ideas. On Task/ Completion I worked on task 100% and completed my visual model. I worked on task most of the time, and completed my visual model. I worked on task some of the time and my visual model is almost complete. I did not work on task, and my visual most if not complete. Total Points: Evaluation / 16

12. TaskIntroduction Process Evaluation (Group) Conclusion home Group Task Outstanding (4)Good Work (3)Caution (2)Needs Work (1/0) Information My information is 100% accurate. My information is mostly accurate, with few mistakes. Some of my info is accurate, with several mistakes. My information not accurate. Participation I actively participated in research, discussion and skit. I participated most of the time, but did get off task a couple of the times. I participated some of the time, but did get off task a some of the time. I did not contribute much, and was off task often. Creativity I thought of many/several original and unique ideas that I shared with my group. I thought of a some original and unique ideas that I shared with my group. I thought of a couple original and unique ideas that I shared with my group. I did not think of any original or unique ideas. Skit/ Presentation I was very actively involved in the production of my group’s skit. I was actively involved in the production of my group’s skit. I was kind of involved in the production of my group’s skit. I was not involved in the production of my group’s skit. Total Points /20 Evaluation

13. Conclusion home TaskIntroduction ProcessEvaluation If you complete the web quest early, or just want to know more about the U.S. Government, please check out these web sites: Spend some time checking out the White HouseWhite House Become a secret agent and play Branches of PowerBranches of Power When your trip to the United States is over and you return home, you should be able to inform your country of the 3 branches of the U.S. Government. This includes: The basic duties of each branch (executive- enforce the laws, legislative-make the laws, judicial- interpret the laws). Identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges).

14. Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz Welcome to 5 th grade Social Studies Welcome to 5 th grade Social Studies home Ms. Bolton SS-05-1.2.1 Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice- President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch. DOK 2 Objective Students will collect research on the 3 Branches of Government and be able to distinguish the roles of each branch. Accommodations/ Modifications: Research groups will be in levelized groups based on technology skill ESL students will have extra time Note Taking sheets will be available