Grace Donovan

I.

II.

State Government: Introduction and Taxes

a. Expected Duration: 25-35 minutes
b. Social Sciences: Civics
c. Concept: Each state in the United States has its own government, which is
made up of three branches.
d. Vocabulary: governor; capitol; veto
e. Skills: Listening, taking notes, asking/answering questions, researching,
writing
f. Broad Goals of Lesson: This lesson gives a general overview of what the
students will learn within this part of the chapter. The focus of this lesson
is on the state government. Specifically, the goal is to properly introduce
the state government to the students and show them who makes up this
government (without going into too much detail).
Content Outline
a. State GovernmentWhat Is State Government?
i. Citizens elect state leaders who work in the state capitol- the
building where leaders meet to make the laws.
ii. Each state has its own constitution (the plan for the states
government)
1. Each state government is different, but they all have three
branches.
2. The branches hold different responsibilities, but they all work
together to run the state.
iii. Three branches of state government
1. The lawmakers- write new state laws, rewrite old laws, and
vote on laws
2. The governor- signs laws, carries out laws, and selects state
workers to head departments
3. The court, or judges- make sure the laws follow state and
national constitutions, and they decide punishment when laws
are broken.
iv. States Offer Services
1. Similar to local governmentstate government provides
services to citizens
2. Government uses taxes (fees paid by citizens) to provide
these services
a. Each state has departments that are in charge of the
different services
v. Vocabulary
1. Capitol
2. Constitution
3. Taxes

Grace Donovan

III.

PA Academic Standards for Civics and Government: Elementary Standards

Grades Pre-K - 3
5.2. Rights and Responsibilities of Citizens hip
o 5.2.3.D. Describe how citizens participate in school and community
activities.
5.3. How Government Works
o Branches of Government
5.3.3.A. Identify the roles of the three branches of government.
o Structure, Organization, and Operation of Governments
5.3.3.B. Identify how laws are made in the local community.
o Government Services
5.3.3.C. Identify services performed by the local government.
NCSS Themes and Subthemes
X.A assist learners in understanding the origins and continuing influence of
key ideals of the democratic republican form of government
X.B provide opportunities for learners to practice forms of civic discussion and
participation consistent with the ideals of citizens in a democratic republic

IV.

V.

Lesson Objectives
a. The students will be able to identify the three branches of state government.
b. Given a computer and a grade-appropriate website on taxes, the students
will be able to read four short lessons on taxes.
c. Working in pairs and using the given website, the students will be able to
complete a worksheet and answer questions about taxes.
Teaching Procedures
a. Introduction/Anticipatory Set
a. Introduce the lesson with the name of your state (Pennsylvania)
displayed on the SmartBoard. Say to the class, Last week, we talked
about local government and its role in our country. This week, who
thinks they can tell me what we might be learning about? We learned
about the local government last week, which is the government in our
community. So lets think a little bigger. Looking at the board, what
could we be talking about this week? Wait for responses.
b. If they dont get it, let them know what the weeks unit is. This week,
were going to take a look at the state government! How do you think
this could be different than the local government? Wait for responses.
c. Explain to the students that the biggest difference between the local and
state government is that the state government looks to serve the entire

Grace Donovan

state, whereas the local government serves one part of a state. Each
state has one state government and multiple local governments.\
d. Display the lessons objectives on the board to give the students an idea
of what they will be learning throughout the lesson.
b. Lesson Input
a. The majority of this lesson will be a short PowerPoint presentation with
some time for full-class discussion.
b. With the whole class, go through the PowerPoint presentation, quickly
covering the three branches of state government (what they are and what
they do, the information in the content outline, taxes, etc.). Throughout
the discussion, have students take notes to reinforce their understanding
of the material.
c. Lastly, spend time answering questions that any students might have
regarding the lesson.
c. Guided Practice
a. End the PowerPoint presentation on the discussion on taxes. On this
slide, briefly discuss the basics of what taxes are and what they are used
for.
b. Now that we have a little bit of background knowledge on taxes, I have
an activity for you to do. We are going to do a little more research on
taxes and their purpose.
c. Pass out iPads and a short taxes worksheet (based off the website
lessons). When you get your iPad, I want you to pull up this link on
your device [post link on the SmartBoard]. Once you have it pulled up,
give me a thumbs up so I know youre ready. Pass out iPads and wait
until everyone is ready.
d. Read aloud the first lesson on the website to the class. After reading
this, look at your worksheet. Read the first question to yourself. Can
anyone tell me the answer? Give students the chance to read and
respond. Very good! Now have them answer number 2 together as a
class.
e. I have posted a link on the SmartBoard for you and your partner to
use. I want you and your partner to read through the first four lessons
on your own, using the iPads. While youre reading, you are going to
complete the worksheet by answering the questions on the lines below.
You will be reading independently, but you can work with your partner
to answer the questions on the worksheet. If you finish early, you can
start reading more of the lessons on the website!
i. http://apps.irs.gov/app/understandingTaxes/student/whys.jsp
f. Show the link on the SmartBoard to show the students where to go on
their iPads. Give them time to pull up the link on their iPads.

Grace Donovan

d. Independent Practice
a. Now that we did the first few questions together, I want you to explore
the next three lessons and complete the worksheet on your own. First, I
want you to get in partners with the student sitting across from you.
Give students a chance to sit with their partners.
b. In your pairs, Im going to give you time to read through the next three
lessons and answer the questions on the worksheet. You can read the
lessons independently, but talk with your partner when answering the
questions. You can also discuss the other parts of the lessons with your
partner!
c. If you finish early, you can start reading onto the different lessons on
the website about taxes. Remind the students that they can only look at
the information on this website.
e. Differentiation
a. I will differentiate this lesson based on the specific learning and
behavioral needs of my students.
i. If there are students that are above-level, I will ask them to write
a short reflection on their opinion on taxes. Do you think taxes
are a good or bad thing? Why?
ii. For the students who are below-level, they will be paired with
students who are on-level or above-level for guidance when
discussing the website/completing the activity. I will also be
walking around to give extra support.
f. Closure
a. To conclude the lesson, I will post three questions on the SmartBoard
and have the students complete an exit slip by answering the questions:
i. What is the difference between the state government and the
local government?
ii. What are taxes?
iii. Name one thing that you learned from the tax website activity.
VI. Teacher and Student Resources and Evaluation of Resources
Resource Title/ Influence
3+ Characteristics
Accessibility
Website Address
HoughtonMI
Accurately talks about the Easy
Mifflin Social
accessibility
three branches of state
Studies
through hard
government
Textbook; 2005
copy
Gives grade-appropriate
Edition
definitions for vocabulary

Overall
Rating
3/5
Used as a
solid basis
resource for
the lesson

Grace Donovan

http://apps.irs.g
ov/app/underst
andingTaxes/stu
dent/whys.jsp

SI

http://www.gove SI
rnor.pa.gov/Page
s/default.aspx#.
VPZEGvzF8kc

VII.

VIII.

terms
Contains pictures related
to the chapter topic
Offers a variety of
information on taxes
Gives lots of details about
taxes (including history of
taxes, taxpayers and their
role, etc.).
Website is set up in a way
that breaks down taxes into
different sections and
themes (i.e. Why Pay
Taxes?, How Taxes Evolve,
Taxpayer Rights, etc.).
Offers accurate
information and up-to-date
news regarding the
Pennsylvania state governor,
Tom Wolf
Displays videos of Tom
Wolf and his speeches
Provides contact
information for those who
wish to reach Tom Wolf

Easy
accessibility
through the
Internet

5/5
Used as a
necessary
tool to
complete the
lesson
activity; full
of
appropriate
information
on the topic

Easy
accessibility
through the
Internet

5/5
Used as an
important
guide to
finish the
lessons
exercise;
contains
information
on the topic

Formative/Summative Assessment(s)
a. Formative assessing will take place throughout the full-class discussion. As
I teach through the PowerPoint, I will be observing who asks questions,
answers questions, and makes comments/observations.
b. I will also formally assess through the students tax worksheets and exit
cards.
Technology/Materials/Equipment
a. Materials
i. SmartBoard
ii. Classroom iPads/computers for research
iii. Tax worksheet (created by the teacher and based off the website)
iv. PowerPoint Presentation should be prepared ahead of time
v. Exit slip papers

Grace Donovan

b. Technology
i. This lesson requires a SmartBoard in order to present the
PowerPoint. Also, in order to complete the taxes worksheet, this
lesson needs classroom computers or iPads to do research.
IX.

Reflection on Planning
a. Because this lesson is at the very beginning of the state government
chapter, I think that the activity needed to be engaging for the students.
Allowing them to use computers or iPads is a great way to get them hooked
on the weeks social studies unit! Although the teacher is speaking more in
the beginning and giving a lot of information about what the chapter is on,
the students are actively listening, taking notes, and asking/answering
questions. After the guided practice, the students are on their own, working
in pairs. The activity is more geared toward the students, and it allows
them to practice being researchers. They also have the teacher around for
support and guidance, but they are working with partners to complete their
worksheet in the activity. Hopefully, the students are engaged in the lesson
from the start. This will make the lesson much more meaningful for them!
I also hope that this lesson is a good start for the students as they venture
into learning about the state government