Unit Title: People Have the Power Name: Katie Barnes

Unit Overview
DAY #1 (Read Aloud) DAY #2 (Social Studies 1) DAY #3 (Social Studies 2) DAY #4 (Lesson)
Objective After reading Henry’s Freedom Given a specific service provided Objective: Given multiple sources After completing various activities,
Box, students will be able to by the government, students will about the different levels of the students will be able to state ways
state how the characters be able to explain the importance government, students will be able to citizens have the power to change
affected the plot of the story. of it. state the level, leader, and at least their community.
one service provided in that specific
level.
Standards [Link].2.2: 4/9/19escribe 3.2.1: Discuss the reasons 3.2.4: Explain that the United States Standards: 3.2.5: Explain the
characters in a story (e.g., their governments are needed and has three levels of government importance of being a responsible
traits, motivations, or feelings) identify specific goods and (local, state, and national) and that citizen of your community, the state
and explain how their actions services that governments provide each level has special duties and and the nation. Identify people in
contribute to the plot. (examples: governments provide responsibilities. your community and the state who
community services such as fire exhibit the characteristics of good
and police protection, trash and NCSS: Power, authority, and citizenship. (ex. being respectful,
snow removal, and safe drinking governance truth worthy, practicing tolerance and
water). working with others to solve
problems.)
NCSS: Power, authority, and
governance NCSS: Power, authority, and
governance
Materials • Henry’s Freedom Box by • Boxes (police/fire cars, trash • Article • Matching activity
Ellen Levine Illustrated by bag, bottle of water) • Article questions • Good citizen packet
Kadir Nelson • Functions of government • Matching activity • Pencil
• Paper handout (examples) • Campaign activity • Sticky note
• Pencil • Paper for flap book
• White egg • Crayons pencils
• Brown egg
Management Students listen quietly as they Students will be expected to sit Students will be expected to sit Students will be expected to listen
sit on the floor for a read aloud. quietly and pay attention to the quietly and pay attention to the and follow instructions. They should
After reading, the students sit at lesson. They will also be expected lesson. They will also be expected to be able to complete activities
their desks for a response to participate in group / partner participate in group / partner independently and with others.
activity and work quietly. activities. activities.

Anticipatory Show students two eggs (white Have three bags in front of the Ask the students for help to come up Act out scenarios in front of the class
Set and brown). Ask if they are class, one at a time, show students with a list of people who work at a (throwing books, taking extra pencils,
similar or different. Ask what each item. Ask them what they are school. Explain the idea that without saying please and thank you, etc.).
they think the insides will look and how they think all three are everyone working together, a school After each skit, ask the class if I was
like. Crack open eggs. connected. Then, ask how they wouldn’t be able to function showing positive or negative
are all connected to the correctly. Then go into just like a behavior. If it was negative, ask them
government. school, the government has to come up with a way I could change
different people and levels that all it to a positive action.
work together to function.
Purpose “I am going to read Henry’s “Today, we are going to discuss “Today we are going to talk about “Over the past few weeks, we have
Freedom Box by Ellen Levine. how the government provides the three levels of government. Just been discussing how people have the
While I read, I want you to pay different services for us, including how there are different jobs within a power in our government. Today, we
attention to the characters and police and fire protection, trash school that allow it to function are going to talk about how we
how each of them affects the removal, and safe drinking water. correctly, there are also different ourselves have the power to influence
plot of the story. We are also going to discuss as areas of the government that all the community around us by being a
we, as citizens, play a role in this work together.” good citizen.”
process”
Lesson Input: Read aloud Input: Define government, explain Input: Introduce three levels, read Input: Define citizen, complete
Presentation functions of government, watch article, complete fill in the blank matching activity.
Output: Grand conversation: video, talk about out impact as worksheet.
prompt students with questions, citizens. Output: Good citizen packer
allow for natural response – if Output: matching activity, campaign
needed, guide conversation to Output: Flap book activity – activity.
objective. students explain the importance
of three functions of government
and draw a picture to represent it
Closure or Grand conversation about Time to share flap books Allow time for students to share Allow time for students to work in
Conclusion treating people fairly Sticky note activity their campaigns within their table groups, prepare skits over a positive
Compliment activity groups. Allow time for three and negative citizen, and then
students to share their campaigns present.
with the class.

Formative Group discussion Group discussion Student work time Student work time
Assessment Closure activity Student work time Muddiest/clearest point activity: Sticky note: are they able to define a
Student work time Sticky note: where they able to tell what do they still not understand? good citizen and state the power they
about the importance of a specific What do they fully understand? have within their community?
function provided by the
government
Adaptations See lesson plan: See lesson plan: See lesson plan: See lesson plan:
Help Jonathan focus Provide support for students who Provide support for students who Provide support for students by
may struggle with coming up with may struggle with coming up with supplying images and also examples
functions on their own. services on their own. they can use later in the lesson.
Summative
Assessment
(as needed)