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Lesson Design Template: MAT/Certification Elementary

Candidate Name: Anastasia Anisimova Host Teacher Name: David Childs

School: Teeland Middle School Grade Level: 8 # of Students: 23
Date & Time of Lesson: 10/13/16 Length of Lesson: 75 mins
Topic of Lesson: Content Area:
Democracy/Voting/Town Meetings Social Studies
Materials: Include all materials including types of technology used: Projector, Whiteboard, Lesson guide plan,
Town meeting worksheet



A. A student should know and understand how societies define authority, rights, and responsibilities through a
governmental process.
A.1 understand the necessity and purpose of government
A.4 compare and contrast how different societies have governed themselves over time and in different places

B. A student should understand the constitutional foundations of the American political system and the democratic
ideals of this nation.
B.1 recognize American heritage and culture, including the republican form of government, capitalism, free enterprise
system, patriotism, strong family units, and freedom of religion
B.5 understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming
and carrying out public policy;
B.6 recognize the significance of diversity in the American political system

C. A student should understand the character of government of the state

C.1 understand the various forms of the states local governments and the agencies and commissions that influence
students lives and property;

E. A student should have the knowledge and skills necessary to participate effectively as an informed and
responsible citizen
E.3 exercise political participation by discussing public issues, building consensus, becoming involved in political parties
and political campaigns, and voting;

D. A student should be able to integrate historical knowledge with historical skill to effectively participate as a
citizen and as a lifelong learner.
D.3 define a personal position on issues while understanding the historical aspects of the positions and roles assumed by
D.4 recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal
roles depending on place, time, and context;
D.5 base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others

TRANSFER GOAL(S) (transferability)

experience the importance of voter participation
explore the diversity of public opinions
examine the foundations of a democratic government

STAGE ONE Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?
Students will understand that.
Voting is the foundation of democracy and our What is direct versus representative democracy?
government What does the voting process entail?
There are different ways to vote How can a local opinion differ from that of the
A democratic government can be direct or national

STAGE ONE: Objectives STAGE TWO: Assessments

Evidence of Learning/Accountability -
Students will: Formative/Summative/Performance
Examine responsibilities of citizenship Class participation
Learn the function of town meetings Written paper supporting town meeting
Discuss the different democratic forms of Student voting
government Evaluative discussion
Become familiar with different ways to vote

Knowledge - What students should know. Assessment(s)/Other Evidence:

Students will select and rationalize voting style
The basics of a democracy Students will participate in a mock voting process
The ways we vote

Skills - What students should be able to do. Assessment(s)/Other Evidence:

Know how to participate as a citizen in our government Class participation

by voting and researching political agenda Town meeting worksheet
Be aware of the voting process Discussion with group
Understand the structure of a local versus a national
Know where the budget comes from, what its used for

STAGE THREE: Opportunities to Learn (Acquisition)


What can we change at Teeland Middle School if we were a town?

Processes and products for Learning Opportunities Strategies for Differentiation/ Multimodal
Instruction/Universal Design for Learning

Discussion of history of town meetings, different the students will work in groups and support one
ways to vote, and issues people vote on anothers learning
Town meeting as a class teacher as moderator, print-out explaining town roles/offices
class will select students by vote as committee worksheet guided activity
members teacher will assist with questions
Class sets an agenda for meeting
The class is divided into 3 groups /towns with
committee members, a town clerk, a treasurer and a
self-selected moderator.
Towns committee members pick 3 issues for
ALL members of the town must discuss the impact
of the issues with one another and come up with 3
pros and cons
During the town meeting students should take notes
about what issues generated discussion and what
issues passed with little or no debate
Each town meeting will decide their voting style
(voice, written, or private)
Town clerks will count votes
town members contribute to discussion
draw random members to be sick/absent from the
hold town votes
town clerks count votes
when the whole class comes back together we vote
again, by hand, on ALL the issues
compare results
ask absentees how it felt to be left out

discussion compare the different ways of voting,

the issues selected and the results
discuss the implications on a national versus local