School District: Bremen School District 228
Course:
Grade Level:
Time Frame: Date Created: 2006
Department: Social Studies
Unit 6: Local & State Government
Topic Area:
Date Modified: 2010-11
Unit Designers: Brad Johnson, John Pfeffer, Brian McDonough, Chris Hennessy
Stage 1 – Desired Results: Begin with the end in mind by identifying what students should know and be able to do.
Content Standard(s): 14.A.2
Explain the importance of fundamental concepts expressed and implied in major documents including the Declaration of Independence, the United States Constitution and the Illinois
Constitution.
14.a.4
Analyze how local, state and national governments serve the purpose for which they were created.
14.B.1
Identify the different levels of government as local, state and national.
14.B.2
Explain what government does at local, state and national levels.
14.B.3
Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitution.
14.B.4
Compare the political systems of the United States to other nations
Summary of the Unit: Students will be able to explain the role of local government. They will learn which options are available to them to participate in local government.

Enduring Understanding(s) / goal(s)
Students will understand: local Governments have more impact on their daily lives than the Federal Government. The various levels of government overlap.
Essential Questions:
1.
Explanation: Describe which services are provided by local government.
2.
Interpretation: Provide an apt analogy comparing and contrasting the federal government to the local government structures.
3.
Application: Show how someone can participate in local government.
4.
Empathy: Experience a village board meeting.
5.
Perspective : Critique a homeowner property tax bill.
6.
Self-knowledge: Explain how you came to understand the importance of local government.
Key Words: Federalism, Alderman, Ward, Precinct, Mayor, Trustee, Home rule, General
Assembly, Comptroller, Secretary of State.
Student objectives (outcomes):
Students will be able to:
Interact with local government.
Students will know:
1. The structure of local government.
2. General Assembly
3. Services provided by Cook County
4. Offices of the State
5. School Board/ Library/ Police/ Fire/ Water Reclamation/ Park District/ Community College
Stage 2 – Assessment Evidence: Establish evidence of student understanding through
Performance Tasks and other assessments.
Performance Task (GRASP): Create a 25 Other Evidence:

year economic development plan for the community in which you live.
Stage 3 – Learning Plan: Create learning experiences and instruction that promote student understanding through the WHERETO process.
Learning Activities:
What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?
W = How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated?? Lesson plan objectives provided.
Rubrics will be used as an assessment tool.
UbD Stage 1 “Identifying Desired Results” provided for students.
UbD Stage 1 “Identifying Desired Results” will be assessed as short answer, essay, unit test, etc
H = How will you hook students at the beginning of the unit? (Unit Specific) Project a property tax bill and show them how much local government effects their lives.
E = What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with the needed skills and knowledge? (Unit Specific)Ask a mayor or alderman to come in and speak to the class.
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
Students will be exposed to quizzes and self correct assessments with provided rubrics.
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? (Unit Specific) Ask students to bring in newspaper or internet articles that focus on local government involvement in citizens’ lives.
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
Multiple intelligence research will be utilized in creating assessments.

EPAS reading scores will assist teachers in tailoring instruction and assessment.
Students will be given a variety of assessment choices
O = How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? (Unit Specific) Students will learn the steps necessary to get a local ordinance passed or repealed.