Teacher's Guide for COBBLESTONE ^® Branches of Government

• complete a reading guide that will direct their note taking.
• discuss the information they've gathered on reading guides.
• make connections with the facts encountered and issues/events in daily and/or political news.
• write a personal reflection on the intentions of the Founding Fathers and foresight they demonstrated in crafting our country's governmental system.
• define and compare methods of government and modern day examples of different structures.

1. Show students pictures of the White House, the Capitol Building, and the Supreme Court.
2. Ask students if they recognize and can name these structures, their location, their significance, and who works in each.
3. Tell students that today we'll be examining then and now with regards to our system of government - how it was created and how it works today. We'll also find out about other governmental systems and the countries that use each. This may help us understand why leaders in other countries act as they do.

1. Introduce the January 2003 COBBLESTONE ^® issue. Have students examine the political cartoon on the cover. The teacher will share his/her interpretation of the image and give rationale for each part of the interpretation. Reinforce the importance of grounding one's interpretation - On what grounds (e.g. based on text or experience) do you make that assumption? Briefly describe how political cartoonists use techniques (e.g. exaggeration or symbols) to make their point.
2. Model how to survey the Table of Contents, "A Republic, If You Can Keep It," "A Product of Argument and Compromise," and "A Republic or Democracy?". (Will be read in this order.) Examine and comment on titles of articles, other political cartoons included on these pages, picture, and captions. Review importance of viewing as a source of knowledge. (Viewing is included as a national ELA standard.)
3. Explain to students that these historic political cartoons are another type of primary document. Within their images, cartoons communicate information and opinions. "Reading" the cartoon causes us to use our viewing skills while creating the cartoon causes the artist to use his/her skills in visual representing just as anyone does when drawing to communicate.
4. Model making predictions with informational text, setting expectations for the information that will be revealed. This sets a purpose for reading - to find answers to new questions and to reaffirm background knowledge.

1. Do a read-aloud of the editor's page. Stop to "chew and discuss" the information contained in each paragraph. Reinforce the importance or strategic reading with informational text. Readers must monitor their own understanding as they go and sometimes need to reread for good comprehension.
2. Collaboratively complete the part of the study guide for this page.
3. Students are directed to independently read the articles as noted on the reading guide, section-by-section. They complete the guide as they read each part. The teacher circulates to help individuals.
4. Students will share the information on their reading guide in a class discussion after each article is read and notes have been taken. As students share, others can write down new information they've learned from listening to a classmate.

At a later time and over several days, students will complete an essay. Using their reading guide, the articles read, and/or other sources, students will write a response to the following questions:

Our governmental system was established over two hundred years ago by the Founding Fathers. Why has it lasted? How has it been flexible while still being strong?

1. Do a Think-Pair-Share. Students think of something they've learned today that connects to an issue or problem they recently heard about on the news with regards to a branch of government or people that work in that branch.
2. Students will partner up (pair) and discuss their ideas. (2-3 minutes)
3. Students will be called on to share ideas the've been discussing with the whole group.

• write a quality essay following an order that includes an opening statement, evidence from the reading to support ideas, and an effective closing.
• read with understanding as displayed in recall of main ideas and significant details and logical interpretations.
• accurately complete the reading guide.
• effectively share their work in a way that makes the information and ideas clear to their audience.

Home

Back

Print

Updated: 8/30/08 01:02 am
Log In