S1+Brennick+Christopher

=Stage 1 Identify Desired Results= B. Civics and government B2. Students will understand the constitutional and legal rights, the civic duties and responsibilities and roles of citizens in a constitution democracy and the role of citizens living under other forms of government in the world. Grade 9 – diploma “ Citizens role in government” e. Evaluate how people influence government and work for the common good including voting, writing to legislators, performing community service, engaging in civil disobedience. ||
 * **Establish Goals:** **(G)** ||
 *  **Maine Learning Result**: Social Studies

//What understandings are desired?//
• the American citizens role in their government differs from citizens from other country • all citizens can influence their government which can produce positive results ||
 * //Students will understand that:// **(U)** ||
 * • citizens have rights, duties, and responsibilities when participating in government.

//What essential questions will be considered?//
• How does the role of an American citizen in their government differ from a citizen from another country? • In what ways can American citizen influence their government and create positive change? ||
 * **Essential Questions:** **(Q)** ||
 * • How do the rights, duties, and responsibilities allow citizens to influence their government?

//What key knowledge and skills will students acquire as a result of this unit?//
• Critical details: Founders intent and fears • Sequence and time lines: How a bill becomes a law, election time line, initiative time line and process  || •  show how they have influenced their government • e. evaluate how people influence government and work for the common good including voting, writing to legislators, performing community service, engaging in civil disobedience. • use knowledge to influence the government • analyze the constitutional principle and how the guide citizens role in government • relate the role of Americans citizens in their government to citizens of another country in the world • self assess their level of involvement in government ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • Vocabulary: Representative democracy, direct democracy, levels of government, initiative, referendum, interest groups, lobbyist, constitution, elections, branches of government

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**//