th

4 grade Social Studies

Civic Life in Utah
Jordyn Middleton
EDU 5310
20 November 2016
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Table of Contents

Content Page Number

Content Outline 3

Unit Rationale .. 4

Unit Objectives . 5

Lesson Plan 1 7

Lesson Plan 2 9

Lesson Plan 3 12

Lesson Plan 4 15

Lesson Plan 5 17

Unit Closure .. 20

Assessment 21

Bibliography . 22
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Content Outline

Unit Vocabulary:

1. Civics
2. Right
3. Responsibility
4. Government
5. Politics
6. Local
7. Community (different types)
8. County Sherriff/ County Commissioner/ Mayor/ Governor/ Judge

What the teacher must know before teaching:

Knowledge of the voting process in local, state, and national elections. Teachers need to

understand the importance of the rights and responsibilities for citizens to vote. Teachers need to

know the different types of positions that can be help in Utah. Teachers also need to know

current issues happening in the community, that students could learn about and create their

personal platform for.

Unit Rationale
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It is important for my students to know this information because it teaches them how to be an

active citizen in our society. These lessons teach students how to vote, what the government is,

and jobs associated with it. For this reason, students learn skills that they will need to know for

the rest of their life. They will also learn about different career opportunities in the government

that they might connect with. By teaching this unit students will understand that they have a

voice in our society, and what they have to say is important. They will also learn that they have

rights given to them at birth, and they have the right to always defend their rights. Learning

about local government specifically, gives students a chance to see how their voice can be heard

in their community.

Unit Objectives
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Benchmark: Representative government has developed in Utah. People who live in Utah have

rights and responsibilities associated with representative government. People have created

systems of power and authority within this government.

Standard 3

Students will understand the roles of civic life, politics, and government in the lives of Utah

citizens.

Objective 1

Describe the responsibilities and rights of individuals in a representative government as well as

in the school and community.

a. Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of religion).

b. Identify responsibilities of a citizen (e.g. jury duty, obeying the law, paying taxes).

c. how the influence and power of individuals is affected when they organize into

groups.

d. Describe and model ways that citizens can participate in civic responsibilities (e.g.

current issue analysis, recycling, volunteering with civic organizations, letter writing).

e. Contribute to and practice classroom goals, rules and responsibilities.

Objectives:

Students will be able to analyze and understand roles of government in Utah.

Students will know their rights and responsibilities as a citizen of the U.S.A.
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Students will be able to define their civic responsibilities and show that they

understand these responsibilities by creating a speech explaining how they will

participate in these.

Student will understand the rights and responsibilities of citizens to vote in school,

community, state, and national elections.

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Lesson Plan 1

Length of Lesson:50 Minutes

Grade Level:4th Grade

Core Curriculum Objectives: Students will be able to evaluate what their right
and their responsibilities are as Utah and American citizens.

Common Core Objectives: Standard 3: Students will understand the roles of civic
life, politics, and government in the lives of Utah citizens.
Objective 1: Describe the responsibilities and rights of individuals in a
representative government as well as in the school and community.
A. Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of
religion).
B. Identify responsibilities of a citizen (e.g. jury duty, obeying the law,
paying taxes).

ELL Considerations: Many of my students are English Language learners,

making it imperative to accommodate them.
We will use our notes as a guide and post it on the wall, so students can always see
it for help.
Students will also be allowed to draw pictures to explain their ideas instead of
using writing.

Vocabulary Development:
Rights
Responsibilities
Citizen
Civic Duties

Preparation:
Mind map paper
Rights vs. Responsibilities Video

TIME: LESSON: MANAGEMENT:

0:00-0:15 Introduction: I will go over what is

I will begin the class by
showing a video about
rights vs. responsibilities.
We will then create a
KWL chart and discuss
what we think rights and
responsibilities are.
Time Content/Activity
0:15-0:30 We will discuss and take
notes on the definition of
a right and a
responsibility. We will
also discuss how our rules
are our responsibilities
and what our rights are
within the classroom.
Time Conclusion
0:30-0:35 Students will discuss with
their partners ideas in the
classroom that represent
rights vs. responsibilities
Time Assessment
0:35-0:50 Back in a whole group we
will create a Rights vs.
Responsibilities T-Chart,
and share our ideas that
the partner groups came
up with. We will then
touch on the definition of
civic duty, and how that
affects us as citizens in
Utah!
8
expected from the
students watch a video.
(SLANT)
Management
Class DOJO will be used
to reward students who
are on task and doing
what they were instructed
to do.
Management
I will go over what is
expected in groups.
Monitor to make sure
everyone is participating,
and being respectful to
their peers.
Management
Students will go to recess
after they have finished
their notes and are quietly
sitting in their seats.
DOJO points will be
rewarded for active
participation.
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Adaptations: I will group students in pairs based on their level of academic

proficiency, and behaviors. Slow finishers will be given extra time to finish their
notes during our centers at the end of the day.
Lesson Plan 2

Length of Lesson:50 Minutes

Grade Level:4th Grade

Core Curriculum Objectives: Students will be able to discuss different

government officials jobs and duties.

Common Core Objectives: Standard 3: Students will understand the roles of civic
life, politics, and government in the lives of Utah citizens.
Objective 1: Describe the responsibilities and rights of individuals in a
representative government as well as in the school and community.
A. Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of
religion).
B. Identify responsibilities of a citizen (e.g. jury duty, obeying the law,
paying taxes).
C. Describe and model ways that citizens can participate in civic
responsibilities (e.g. current issue analysis, recycling, volunteering with civic
organizations, letter writing).
D. Contribute to and practice classroom goals, rules and responsibilities.

ELL Considerations: Many of my students are English Language learners,

making it imperative to accommodate them.
We will use our notes as a guide and post it on the wall, so students can always see
it for help.
Students will also be allowed to draw pictures to explain their ideas instead of
using writing.

Vocabulary Development:
Rights
Responsibilities
Citizen
Civic Duties

Preparation:
Poster Paper
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Markers
History notebook

TIME: LESSON: MANAGEMENT:

0:00-0:10 Introduction:
Review of what we had
gone over the previous
lesson (Rights vs.
Responsibilities). Review
definitions.
It will be expected for
students to have
transitioned quickly and to
be sitting down with their
Social Studies notebook
out.

Time Content/Activity Management

0:10-0:30 Students will get into their I will go over what is
groups and create a poster expected in groups.
with the three most Monitor to make sure
important classroom rules everyone is participating,
and responsibilities and being respectful to
their peers.
Time Content Management
0:30-0:40 We will have a classroom Class DOJO will be used
discussion and choose to reward students who
what rules and are on task and doing
responsibilities we think what they were instructed
are the most important out to do.
of all of the posters, and
then create one classroom
poster with our new and
improved class rules.
Time Content Management
0:40-0:45 We will then have a whole DOJO points will be
class discussion on how rewarded for active
its our civic duty to participation.
follow these rules and use
our responsibilities. I will
use this opportunity to
track how students are
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understanding the content

based off of their
participation in their
groups.
0:45-0:50 Quick Assessment. Define After they are finished
Rights (give example), with their test they may go
responsibilities (give to recess.
example) and your civic
duties as a member of this
classroom.

Adaptations: I will group students in pairs based on their level of academic

proficiency, and behaviors. I can read the quiz questions out loud to my students.
 12

Lesson Plan 3

Length of Lesson:50 Minutes

Grade Level:4th Grade

Core Curriculum Objectives: Students will be able to evaluate what their right
and their responsibilities are as Utah and American citizens.

Common Core Objectives: Standard 3: Students will understand the roles of civic
life, politics, and government in the lives of Utah citizens.
Objective 1: Describe the responsibilities and rights of individuals in a
representative government as well as in the school and community.
A. Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of
religion).
B. Identify responsibilities of a citizen (e.g. jury duty, obeying the law,
paying taxes).
C. Describe and model ways that citizens can participate in civic
responsibilities (e.g. current issue analysis, recycling, volunteering with civic
organizations, letter writing).
D. Contribute to and practice classroom goals, rules and responsibilities.

ELL Considerations: Many of my students are English Language learners,

making it imperative to accommodate them.
We will use our notes as a guide and post it on the wall, so students can always see
it for help.
Students will also be allowed to draw pictures to explain their ideas instead of
using writing.

Vocabulary Development:
Rights
Responsibilities
Citizen
Civic Duties
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County Commissioner
Governor
Mayor
County Sherriff
Judge
Politics

Preparation:
Laptops
History Notebook
Graphic Organizer

TIME: LESSON: MANAGEMENT:

0:00-0:02 Introduction: I will go over what is
Review definition of expected from the
rights, responsibilities, students watch a video.
and civic duty, (SLANT)

Time Content/Activity Management

0:02-0:15 Students will write notes
on different elected
officials in our state.
County Commissioner,
Governor, Mayor,
County Sherriff Judge.
(Basic overview of what
each one does).
Time Content
0:15-0:45 Students will be given a
graphic organizer with
each elected official
position on it. They will
then use their laptops to
research these officials in
Utah. (Name, age, history,
platform, political party)
Class DOJO will be used
to reward students who
are on task and doing
what they were instructed
to do.
Management
Monitor students use of
the laptops. Tracking
students to make sure they
are on task and doing the
assignment.
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They will fill out their

graphic organizer and then
brainstorm things that
each position can change
or aid in Utah.
Time Assessment Management
0:35-0:50 We will then reflect and Students will go to recess
share interesting after they have finished
information we found on their notes and are quietly
each position. sitting in their seats.
DOJO points will be
rewarded for active
participation.

Adaptations: Slow finishers will be given extra time to finish their notes during
our centers at the end of the day.
 15

Lesson Plan 4

Length of Lesson:50 Minutes

Grade Level:4th Grade

Core Curriculum Objectives: Students will learn about current events that they
will then evaluate to find the solutions to.

Common Core Objectives: Standard 3: Students will understand the roles of civic
life, politics, and government in the lives of Utah citizens.
Objective 1: Describe the responsibilities and rights of individuals in a
representative government as well as in the school and community.
A. Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of
religion).
B. Identify responsibilities of a citizen (e.g. jury duty, obeying the law,
paying taxes).
C. Describe and model ways that citizens can participate in civic
responsibilities (e.g. current issue analysis, recycling, volunteering with
civic organizations, letter writing).
D. Contribute to and practice classroom goals, rules and responsibilities.
ELL Considerations: Many of my students are English Language learners,
making it imperative to accommodate them.
We will use our notes as a guide and post it on the wall, so students can always see
it for help.
Students will also be allowed to draw pictures to explain their ideas instead of
using writing.

Preparation:
History Notebook
Current events Video

TIME: LESSON:
0:00-0:20 Introduction:
I will begin the class by
showing a video about
current events happening
in the world. We will then
read the Salt Lake
Tribune to learn about
current events in our city
and state.
Time Content/Activity
0:20-0:45 Students will write down
3 current issues that they
care about in their
notebook. With
newspapers, news
articles, and their laptops
provided, students will
research these issues.
Time Conclusion
0:45-0:50 Students will quickly
share their current issues
with their table groups.
16
MANAGEMENT:
I will go over what is
expected from the
students when they watch
a video. (SLANT)
Management
Class DOJO will be used
to reward students who
are on task and doing
what they were instructed
to do.
Management
I will go over what is
expected in groups.
Monitor to make sure
everyone is participating,
and being respectful to
their peers.
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Lesson Plan 5

Length of Lesson:50 Minutes

Grade Level:4th Grade

Core Curriculum Objectives: Students will be able to discuss how the current
issues that they chose, and the elected officials position can be correlated in order
to solve the issues. Students will be able to show their knowledge of elected
officials, the political process and current events in Utah by creating a platform as
a pretend political candidate in Utah.

Common Core Objectives: Standard 3: Students will understand the roles of civic
life, politics, and government in the lives of Utah citizens.
Objective 1: Describe the responsibilities and rights of individuals in a
representative government as well as in the school and community.
A. Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of
religion).
B. Identify responsibilities of a citizen (e.g. jury duty, obeying the law,
paying taxes).
C. Describe and model ways that citizens can participate in civic
responsibilities (e.g. current issue analysis, recycling, volunteering with civic
organizations, letter writing).
D. Contribute to and practice classroom goals, rules and responsibilities.

Preparation:
Computer Lab time (45 minutes)
Laptops
History notebook

TIME: LESSON:
0:00-0:15 Introduction:
We will first talk about
the current events and
issues we had talked
about in the previous
lesson. We will then
review the five different
elected officials we
learned about. After
doing this I will introduce
the project I want to
students to accomplish.
Students will pick an
elected official position
to run for and create a
campaign based off of the
3 current events that they
thought were important.
Time Content/Activity
0:15-0:30 Students will be given a
graphic organizer where
they can organize their
thoughts. They will also
be given examples of
different flyers that
political parties have
made.
Time Content
0:30-0:45 Students will be given
time to work on their
flyers and choose what
position they want to run
for and what three things
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MANAGEMENT:
It will be expected for
students to have
transitioned quickly and
to be sitting down with
their Social Studies
notebook out.
Management
I will go over what is
expected in silent work.
Monitor to make sure
everyone is participating,
and being respectful to
their peers.
Management
Class DOJO will be used
to reward students who
are on task and doing
what they were instructed
to do.
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they want to fix as an

elected official.
Time Content Management
0:45-0:50 Students will write down DOJO points will be
the elected official and rewarded for active
their three issues they participation.
want to fix, and turn it
into the teacher.

Adaptations: We will do small groups in the back with Miss Winslow to make
sure that students are working hard and understand what is being asked of them.
We will also do interviews with the students to see how their project is going.

Day 2 of this lesson: Students should have flyers done, and begin writing their
speech. Their speech will need to address the three issues they want to fix, and how
they will go about fixing that.

Day 3: Students continue to work on speeches.

Day 4: Students finish up their speeches. Writing process: Edit and review.
Students can share their work with a classmate, and make the finishing touches on
their speech.

Day 5: Unit Closure. Students will present their speeches and vote for their favorite
candidate!
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Unit Closure

I will wrap up this unit by having a classroom election. Students will be required to run for one

of five government positions (Governor, Judge, Mayor, County Commissioner, County Sheriff).

Students will each read their speeches to the class, hand out their flyers, and then students will

think about who they want to vote for, for each position. There will be 2 voting booths set up in

the back of the classroom. Students will one by one go into the voting booth, complete the ballot,

and then put their ballot into an envelope and hand it to the teacher. We will then have an election

party where students can eat snack, talk about their speeches, their predictions on who will win,

and wait for the votes to be counted. After the votes are counted, I will announce the winners for

each government position.

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Assessment

Summative Assessment: Pretend you are wanting to run for a public office in Utah. Pick what

type of position you would run for, and why you would run for that position. Students can pick to

run for either Governor, Judge, Mayor, County Commissioner, or County Sherriff. Then create a

campaign based off of three major platforms that you believe could bring a positive change to

Utahs community. You will need to create flyers, an outline of what you would do for Utah, and

then write a speech, speaking to the Utah community specifically.

We will then have students debate (read their speeches with the other students running for the

same position). After the flyers and debates are over, we will have an anonymous election where

students will vote for the student they think will do the best things for Utah based on the position

they ran for. Students will then write why they chose their candidate.
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Bibliography

Social Studies 4th Grade. UEN. Retrieved November 18, 2016, from

http://www.uen.org/core/socialstudies/fourth/.

Latest News. Time for Kids. Retrieved November 18, 2016, from

http://www.timeforkids.com/news-archive/news%20brief.

Winters, Kay, and Denise Brunkus. My Teacher for President. New York: Dutton

Children's, 2004. Print.