Running Head: C3 Framework Unit 1

Running head: C3 Framework Unit 1
C3 Framework Unit
Ellyn Culotta
How do government officials and local citizens work together to provide for their communities?
2nd grade
C3 Framework Unit 2
State Standards that could be addressed in this inquiry: 2nd grade. Civics.
2.3.1 Describe ways a responsible government meets the basic needs of the local community.
Social Studies Disciplinary Concept and NCSS content standard: Civics pg. 32
D2.Civ.1.K-2. Describe roles and responsibilities of people in authority.
D2.Civ.2.K-2. Explain how all people, not just official leaders, play important roles in a community.
Compelling Question: How do government officials and local citizens work together to provide for their
communities?
Research Evidence: Find 2 publications (journal article, text book, scholarly web-site) which provide
evidence-based teaching practices which support part of your lesson plans. Provide a copy of each
publication and highlight specific parts of the publication which you used to support teaching plans.
Supporting Question 1: Supporting Question 2: Supporting Question 3:
Who makes up the U.S. government, What similarities and How would you generate a plan
local government, and local differences can you spot to increase government and local
community? between the government and community’s efforts to work
local community? together?
Formative Performance Task 1: Formative Performance Formative Performance Task
Task 2: 3:
Students will use pictures to identify The students will fill in a flow Students will work together with
the current president, governor, and chart of the three branches of partners and use posters to map
mayor. Each student will list the government as well as come out a plan of how to increase
political leaders’ name, position, and up with two ways in which the government and citizens
whether they were elected or U.S. government system partnerships that work towards
appointed. The students will also works together like a making the community a better
identify some of the jobs that each of community would. place.
these offices.
Featured Source(s) Featured Source(s) Featured Source(s)
What’s a Governor? (First Guide to The U.S. Constitution Teamwork Isn't My Thing, and I
Government) by Nancy Harris What Are the Three Branches Don't Like to Share! (Best Me I
of the Government? : And Can Be!) by Julia Cook
Other Questions About the
U.S. Constitution (Good
Question!) by Ben Richmond
Summative Performance Task:

The students will prepare to present their poster to their classmates as a means for their summative
assessment. The students will be graded on their knowledge of the content that they are presenting from
their poster and from their brain. Before presenting their work, the students will be encouraged to research
more about civics and public officials helping local communities and notice how other people help the
community. For example, firefighters help contributes to society by fighting fires, and teachers help by
teaching students. The checklist at the end of the unit will help the students to know exactly what the
teacher will be looking for during their oral presentation.
C3 Framework Unit 3
Taking Informed Action/Publishing Results:

As a civic service learning opportunity, this class could write letters to their local officials thanking them
for all that they do. They could also help make the community a better place by volunteering as a class at
the local soup kitchen or homeless shelter. Becoming active citizens is a huge part of this unit and these
types of activities will help the students to do just that.
References:
Libresco, L. A. (2015). What adds up to citizenship? Social Studies and the Young Learner, 27
(3). Retrieved from https://www.socialstudies.org/publications/ssyl/january-
february2015/what_adds_up_to_citizenship_a_book_review
Nielsen, L. E., Finkelstein, J. M., Schmidt, A., & Duncan, A. (2008). Citizenship education:
Engaging children in building community. Social Studies and the Young Learner, 21 (1).
Retrieved from https://www.socialstudies.org/publications/ssyl/september-
october2008/citizenship_educationengaging_childrin_building_community_
C3 Framework Unit 4
Summative Performance Task:

The students will prepare to present their poster (made during lesson plan #3) to their classmates as a
means for their summative assessment. The students will be graded on their knowledge of the content that
they are presenting from their poster and from their brain. Before presenting their work, the students will
be encouraged to research more about civics and public officials helping local communities and notice how
other people help the community. For example, firefighters help contributes to society by fighting fires,
and teachers help by teaching students. The checklist below will help the students to know exactly what the
teacher will be looking for during their oral presentation.
Checklist for Oral Presentation: Maximum Points: Students Score:

Uses proper vocabulary when specking: president, governor, 20
mayor, elected, citizen, community
Makes eye contact while speaking to the class 10
Discusses main idea of how government officials and citizens 35
can better the local community
Provides at least one example of a citizen doing good in their 15
own community.
Student uses poster that he/she created as a means of visual aid 10
for the class and includes at least two pictures
The student does not mumble but rather can be clearly 10
understood
Total: ___/100
C3 Framework Unit 5
COMPREHENSIVE LESSON PLAN #1

Student Name: Ellyn Culotta Date Submitted:
3/2018
Grade Level: 2nd grade
LESSON BASICS
Meaningful Topic/Big Idea: Length of Lesson:
Current Political Leaders 40 minutes
Standards (at least 1 LA and 1 Common Core): Depth of Knowledge (Revised
2.3.3 Recognize current political leaders of the community, state, and Bloom’s Taxonomy):
nation and describe how they are elected ☐1. Remember and/or Understand
☐2. Apply and/or Analyze
☐3. Evaluate and/or Create
Essential Question (turn your objective into a question and add a little detail):
Who are the current political leaders at the local, state, and national levels and what are their positions?
How do we elect or appoint a president, governor, and mayor?
Objective(s)- (What will the student be able to do at the end of the lesson?) “T.S.W.”
The student will correctly identify 3 political leaders by identifying their names, current public office, and
whether they were elected or appointed.
The student will then identify at least 6 of the job descriptions correctly from the three offices discussed.
Assessment plan (must connect directly to essential question and objective- How will you know
students learned the objective?)
Please refer to the “Current Political Leaders Post-Assessment” attached to the bottom of this Lesson
Plan.
Required Materials/Equipment/Technology/Community Resources:
Book (What’s a Governor?)
Copies of the assessment (one for each student)
Pictures of the three current officials – shown using a smart board or ELMO projector
Prior Knowledge/ Connections: Required Vocabulary:
Government Mayor Appointed
Community Governor Elected
Nation President Vote
State Public Official Leader
C3 Framework Unit 6
Literature Connection (Book Information, Cover, brief detail about book):
What’s a Governor? (First Guide to Government) by Nancy Harris

In this book about governors the students will hear a story and see real
pictures of governors. The students will learn how governors help our state
and the role that they play when holding their position. The author if this
book also talked about who can run for governor and how citizens play a role
in deciding who our governor will be.
Scripted questions- Pre-planned questions that will stimulate higher-order thinking:

a. Tell me what you learned about governors.
b. What would happen if we did not have a governor? How would this affect our communities?
c. How would you determine who should become the next governor?
ACTIVITY PLAN
1. Warm-up/Review/Connections – This must include a visual.:
“I am going to show you a picture of someone, if you know who it is and what position they hold I
would like you to quietly stand up.” (Teacher shows a picture of the current president of the United
States) “Will the students who are standing please move to this corner of the room. I’m going to
show the second picture now.” (Teacher shows a picture of the current governor of Louisiana)
“Will those students that stood for the second picture move to the back of the room. Now it is time
for that third picture.” (Teacher shows a picture of the current mayor of New Orleans) “Will those
students please move to the middle of the room. Now, that you were in your groups, when I say
go, I would like you to discuss who the people are in the pictures that you have chosen. (Instruct
students to start discussing) “1, 2, 3 eyes on me.” (To gain the attention of the students.) “Now,
we one person from each group raise their hand and tell me who the person in the picture is in
what their role is in our government.” (Elicit student’s responses) “Great job everybody! You can
move back to your seats now quickly and quietly. Who can tell me what these three people have in
common?” (student’s response: they are all leaders)
2. Introduction to Content/Explanation:
Discuss with the children what it means to be a leader. Then, tell the students about how we are going to
learn about 3 leaders: the president of United States of America, the governor of Louisiana, and the major
of New Orleans. We are also going to talk about what they do and how they came to hold those positions
in our government.
3. Presentation/Model the Learning Process (Teacher models):
Discuss with students what it means to elect and appoint members of our government. Explain how the
election process works.
4. Scaffolded/Guided Concrete Practice (Teacher and students work together):
Hold a mock election in the classroom. The teacher may facilitate, while the students work together to
elect their class mayor for the day.
C3 Framework Unit 7
5. Communicative/Collaborative Concrete Practice and Grouping Strategies (Students

work together):
Students will each be assigned a role in the election process. Their participation is key as they collaborate
to elect a new classroom mayor for the day.
6. Independent Concrete Practice/Application (Student works individually):
Once the students have collaborated on what it means to participate in a mock election, have them write
their ideas about what they learned into their journals. Make sure that they use vocabulary from this
lesson. (Refer to the required vocabulary section in the beginning of the lesson.)
7. Differentiation: Provide modifications for higher and lower performing students:

The teacher will provide one on one attention as she walks around the classroom and reads
through some of the student’s journal entries.
If the students finish early, they should begin drawing pictures of the people discussed and use
captions to explain their illustrations.
8. Assessment (Restate and elaborate on previous assessment explanation):
Please refer to the “Current Political Leaders Post-Assessment” attached to the bottom of this Lesson Plan
9. Wrap-up/Concluding Activity:
Bring the students back to the carpet for whole group discussion of how the mock election went and what
they learned from it.
10. Idea for service learning (How could this topic be brought outside of the classroom and positively
affect the world?) Students could be asked how they would help improve communication between the 3
government officials discussed in today’s lesson. They could then brainstorm ideas about how to make
their community a better place. Then, the class could come to a consensus and write a letter to mayor
Mitch Landrieu to see if he would be willing to implement their idea on how to make their community and
schools better.
11. Ideas for class speaker/guest or field trip:
Students could take a field trip to the State Capitol in Baton Rouge during a school day to meet with
Governor John Bel Edwards. He could tell them what it is like to be the governor and what they can do
from home in order to make the community a better place.
12. Instructor Reflection (For EDCI 3127, this will only be completed after teaching lesson in field
experience classroom):
What went well? Click here to enter text.
What did not go as planned? Click here to enter text.
What should change? Click here to enter text.
What should be addressed in future lessons? Click here to enter text.
References
C3 Framework Unit 8
About the organization of the u.s. government. Retrieved from
https://www.usa.gov/organization-of-the-us-government
Allman, K. (2017). New york times mentions mitch landrieu as a possible democratic contender
for president in 2020. Retrieved from https://www.bestofneworleans.com/thelatest/
archives/2017/04/30/new-york-times-mentions-mitch-landrieu-as-a-possible-
democratic-contender-for-president-in-2020
Craighead, S. (2017). President Donald trump poses for his official portrait at the white house.
Retrieved from https://www.whitehouse.gov/briefings-statements/white-house-
releases-official-portraits-president-donald-j-trump-vice-president-mike-pence/
Edwards, J. B. (2010). John bel edwards: Louisiana governor. Retrieved from
https://twitter.com/louisianagov
Harris, N. (2007). What’s a governor? (first guide to government). Portsmouth, NH: Heinemann.
TESCC. (2012). Grade 02 social studies unit 9 exemplar lesson 01: Government leaders.
Retrieved from
https://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/3308/Grade_0
2_ Social_ Studies_Unit_09_Exemplar_Lesson_01__Government_Leaders.pdf
C3 Framework Unit 9
Name ___________________________ Date _______________
Current Political Leaders Post-Assessment

Directions: Write below each political leader, their name, position, and if they were appointed
or elected.
Directions: Write one sentence about what the president, governor, and mayor do in office.
C3 Framework Unit 10
Name __________________________ Date _______________
Current Political Leaders Grading Rubric

0 1 2 3
The student identifies The student The student identifies The student identifies
0/3 politicians by identifies 1/3 2/3 politicians by 3/3 politicians by
name politicians by name name name
0/3 politicians identifies 1/3 2/3 politicians 3/3 politicians
position in office politicians position position in office position in office
in office
0/3 politicians as identifies 1/3 2/3 politicians as 3/3 politicians as
being elected politicians as being being elected being elected
elected
3/3 politicians as identifies 2/3 1/3 politicians as 0/3 politicians as
being appointed politicians as being being appointed being appointed
appointed
0 job characteristics attempts to identify at least 1 job at least 2
of the mayor at least 1 job characteristic of the characteristics of the
characteristics of mayor mayor
the mayor
of the governor at least 1 job characteristic of the characteristics of the
characteristics of governor governor
the governor
of the president at least 1 job characteristic of the characteristics of the
characteristics of president president
the mayor
president
Total: _____/21
COMPREHENSIVE LESSON #2
3/2018
LESSON BASICS
The Three Branches Government 40 minutes
2.3.2 Identify the three branches of national government as represented Bloom’s Taxonomy):
by the President, Congress, and the Supreme Court ☐1. Remember and/or Understand
How do the three branches of government work together to mirror a communal atmosphere?
The student will be able to correctly identify the three branches of the government from memory.
The student will work with a partner to list two ways that the three branches of government mirror the
likeness of their local community.
Assessment plan (must connect directly to essential question and objective- How will you know students
learned the objective?)
Refer to the attached post assessment

Book (What Are the Three Branches of the Government?)
Chart of the three branches of government
Candy to complete the activity
Copy of the constitution from the website
Government Legislative
Community Judicial
President Congress
Mayor Supreme Court
Governor Senate
Public Official House of Representative
What Are the Three Branches of the Government? : And Other Questions
About the U.S. Constitution (Good Question!) by Ben Richmond
This book discusses our countries founders and how the constitution came to
be written. This author of this book also discusses the three branches of
government, how they came to be, and how each one of them operates.

a. Discuss the pros and cons of having the three branches?
b. What was in the preamble of the Constitution?
c. Determine the value of our Constitution and how it breaks down the three branches of government?
ACTIVITY PLAN
Show the students pictures of the three branches of government and see if they can identify them by their
building. (pictures: https://www.usa.gov/organization-of-the-us-government)
Begin the discussion by naming the branches.
Also show the students a copy of the constitution and discuss what it says about the three branches of
government. Constitution can be found at this site: https://www.archives.gov/founding-
docs/constitution-transcript
Discuss the jobs of the three executive branches. Make sure to mention all the vocabulary words and
define them while also noting their relationships. Talk about how the three branches of government work
together to create the checks and balancing system.
Display the graphic of the three branches of government and the roles that they play in the United States.
The teacher splits the class into three groups, one to represent each one of the three branches. One
student is elected president. Then, during the student lead activity the teacher will facilitate and assist
when necessary.
work together):
While the teacher facilitates, the students begin the activity of trying to pass the candy, which represents
the laws. Students will pass the candy and find that their branch plays a specific role in passing the candy
or not.
The students will then return to their desks and write a couple of sentences about how their branch of
government played a role in passing the candy.
The teacher will provide pictures of the buildings that represent each of the branches for the
ESL students.
If anyone finishes early they will be encouraged to illustrate what they wrote about or add more
details to their story.
Refer to the attached post assessment
Bring the students back together and have a class discussion about the three branches of government and
their roles in our national government.
10. Idea for service learning (How could this topic be brought outside of the classroom and
positively affect the world?)
The students could trade goods within their communities. For example, if they go to the store with
their mother then they can trade money for goods.
Students can attend the children’s museum to practice bartering while having fun with their families.
Resources
Infographic: 3 branches of the u.s. government. Retrieved from
Madison, J. (1787). U.S. Constitution. Washington, DC: U.S. Government Printing Office.
Richmond, B. (2015). What Are the Three Branches of the Government?: And Other Questions
About the U.S. Constitution (Good Question!). New York City, New York: Sterling
Children’s Books.
Name _____________________________________ Date ___________________

The Three Branches of Government Grading Rubric
0 2 4
The student identifies zero The student identifies 1-2 The student identifies 3
branches of government branches of government branches of government
correctly correctly correctly
The student does not use The student uses 1-2 The student uses 3 or more
complete sentences complete sentences complete sentences
The student does not use The student uses some The student uses correct
correct capitalization correct capitalization capitalization or punctuation
The student does not use The student uses some The student uses correct
correct punctuation correct punctuation punctuation
Total: ___/16
Name _____________________________________ Date ___________________

The Three Branches of Government Post-Assessment
Directions: Fill in the blanks with the different branches of government.
Directions: list two ways the three branches of government work together like a community
does.
COMPREHENSIVE LESSON PLAN #3

3/2018
LESSON BASICS
Working Together to Better Society 40 minutes
2.3.1 Describe ways a responsible government meets the basic needs of Bloom’s Taxonomy):
the local community ☐1. Remember and/or Understand
How would you generate a plan to increase government and local community’s efforts to work together?
The students will work with partners and use a poster to create a plan that increases government and
local communities’ efforts to work together.
Assessment plan (must connect directly to essential question and objective- How will you know
students learned the objective?)
There is a checklist for things that will be included on the poster.

Poster board, markers, pencils, book
Three Branches of Government Community
President, Governor, Mayor
Teamwork Isn't My Thing, and I Don't Like to Share! (Best Me I Can
Be!) by Julia Cook
In this book, the author tells a story of how students are having a
rough time working together. The class was split into groups and
expected to work together on their report about mummies.
However, RJ was having trouble. This book reveals the aspect of
community to students and can be related to how the government
works together and how they should work together with their
partners.

a. How would it make you feel if someone was not working will with your group?
b. How can this relate to the government working together?
c. How can we relate this book to the government and the local communities working together?
ACTIVITY PLAN
After reading the book, show the kid president video “How to Change the World” by Kid President.
https://www.youtube.com/watch?v=4z7gDsSKUmU
Ask the students what they have done in their community thus far to help make it a difference?
Review the roles of president, governor, and mayor. Review the role of community members. Discuss and
brainstorm how these two units work together to better society.
Teacher models the activity of creating the poster, using the children’s ideas. She writes a list of the
vocabulary words that need to be included. The teacher also presents the checklist that will be used to
grade each poster.
The teacher will ask the students how the government and the community can work together to create a
positive atmosphere and better society. The teacher writes one of the examples on the board in order to
scaffold for her students.
work together):
The students will work in groups of 3 or 4 to create a poster with their ideas and new vocabulary that was
learned throughout the week.
The students will present their posters to the class and each student must speak. Thus, showing
knowledge of the concepts and vocabulary from the unit.
Explain the directions one on one to the students who may not comprehend and include
pictures for the ESL students.
There is a checklist for things that will be included on the poster.
The students will share what they learned from their peers’ presentation in a whole group discussion.
10. Idea for service learning (How could this topic be brought outside of the classroom and
positively affect the world?)
The students could implement some of their ideas in their community. For example, donating to a food
bank or planting a garden.
Take a field trip to a retirement home where the kids can interact with elders in their own community.
References
Julia Cook, J. (2012). Teamwork isn't my thing, and i don't like to share! (best me i can be!). Boys
Town, NE: Boys Town Press.
SoulPancake. (2013). How to change the world (a work in progress): Kid president. Retrieved
from https://www.youtube.com/watch?v=4z7gDsSKUmU
Post-Assessment:
Checklist for poster: Maximum Points: Student Score:
Includes vocabulary words such as: President, 15
Governor, Mayor, Community
Includes at least two helpful pictures 15
One main idea of how the government and the 20

local community work together to better society.

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Summative Performance Task:

Taking Informed Action/Publishing Results:

(3). Retrieved from https://www.socialstudies.org/publications/ssyl/january-

Retrieved from https://www.socialstudies.org/publications/ssyl/september-

Summative Performance Task:

Checklist for Oral Presentation: Maximum Points: Students Score:

COMPREHENSIVE LESSON PLAN #1

Literature Connection (Book Information, Cover, brief detail about book):

What’s a Governor? (First Guide to Government) by Nancy Harris

Scripted questions- Pre-planned questions that will stimulate higher-order thinking:

5. Communicative/Collaborative Concrete Practice and Grouping Strategies (Students

7. Differentiation: Provide modifications for higher and lower performing students:

About the organization of the u.s. government. Retrieved from

for president in 2020. Retrieved from https://www.bestofneworleans.com/thelatest/

Retrieved from https://www.whitehouse.gov/briefings-statements/white-house-

Edwards, J. B. (2010). John bel edwards: Louisiana governor. Retrieved from

Name ___________________________ Date _______________

Current Political Leaders Post-Assessment

Name __________________________ Date _______________

Current Political Leaders Grading Rubric

Required Materials/Equipment/Technology/Community Resources:

Scripted questions- Pre-planned questions that will stimulate higher-order thinking:

Infographic: 3 branches of the u.s. government. Retrieved from

Name _____________________________________ Date ___________________

Name _____________________________________ Date ___________________

COMPREHENSIVE LESSON PLAN #3

Required Materials/Equipment/Technology/Community Resources:

Scripted questions- Pre-planned questions that will stimulate higher-order thinking:

Town, NE: Boys Town Press.

One main idea of how the government and the 20

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