4th Grade Social Studies: Week of March 25-29, 2019
Standard 4.C&G.1.2
Compare the roles and responsibilities of state elected leaders
Unpacked Standards
o The organizational structure of the state government of North Carolina (e.g., legislative,
executive and judicial branches).
o The Legislative Branch makes laws and is called the General Assembly. (e.g., It is divided into
two parts, the Senate and the House of Representatives.)
o The Executive Branch includes the governor, departments, and agencies that enforce state laws,
or see that they are carried out.
o The Judicial Branch—State Supreme Courts decide whether laws have been broken or whether
they go against the North Carolina Constitution.
o Examples of elected leaders in each of the three branches of state government.
o Specific civic terminology such as Bill of Rights, checks and balances, General Assembly, and
the three branches of government.
I Can Statement/Question of the Day
o What are the roles and responsibilities of NC government leaders?
o I can compare the roles and responsibilities of NC government leaders.
Explore, Model, Demonstrate
VOCABULARY
1. Legislative branch - the lawmaking section of government.
2. Executive Branch - a section of government whose main job is to see that laws passed by the
legislative branch are carried out.
3. Judicial Branch - the section of government whose main job is to see that laws are carried out
fairly.
4. government - a system for making decisions for a group of people.
5. county seat - North Carolina has 100 counties. One town or city is the center of government for a
county.
6. capital - the city in which a government meets
7. Capitol - the building where lawmakers meet
8. Raleigh - the state capital of North Carolina
9. Governor - the leader of a colony or state, or the head of the executive branch of state
government.
10. lieutenant governor - the second highest elected official in the state of North Carolina and leader
of the North Carolina Senate.
11. General Assembly - the Legislative branch is the General Assembly and includes the Senate and
House of Representatives.
12. vote - a formal choice in an election or other group decision - can vote at school simply by raising
your hand
13. citizen - a member of a community, city, state, or country.
14. rights - a freedom that is protected, such as the right to free speech and religion.
15. constitution - a plan of government.
16. Preamble - introduction of a constitution
17. Bill of Rights - a lists of the freedoms and rights that people should have. Representatives agreed
to add such a bill.
18. bill - a plan or new idea
19. responsibility - is a duty or something you should do, such as recycling or doing your homework.
20. veto - to reject
21. tax - money that a government collects from people to pay for services
22. public office - an elected or appointed job in local, state, or national government.
Voting is both a right and a responsibility!
Day 1
Students along with the teacher will complete state government notetaking in their brochure.
Refer to Social Studies book on line.
https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/3723/NCG4-NCGeographyHistoryandCulture.pdf
Read section on the Branches of Government on pages 169-176.
Complete notes on the Executive Branch of Government (page 173.)
Day 2
https://app.discoveryeducation.com/learn/videos/03375e41-de1b-45c8-b47f-0d37c52176fc/
The Origins of State Government (students will watch video and discuss)
Describes how state government was set up and defined in the United States Constitution. In Article
Four, state rights and responsibilities are described as republican forms of government with checks
and balances to ensure individuals or parts do not have too much power. In 1791, the Tenth
Amendment of the Bill of Rights declared that any power not given specifically to the national
government belongs to the state and people.
Students will write in their (What I Learned Today notebooks)
1.
What do I already know about the state government? Anything!
2.
What is one thing I learned from watching this video?
3.
What did I learn from video that I would like to learn more about?
Day 3
https://app.discoveryeducation.com/learn/videos/23d3b461-ce7a-4598-88f9-22d435c1b126
How are State Governments Structured
Explains the features state governments have in common with the federal government. Each state has
its own constitution and is modeled after the federal three-branch system. States have an executive
branch headed by the governor, a legislative branch composed of elected representatives, and a
judicial branch composed of the state Supreme Court and court system.
Day 4
https://app.discoveryeducation.com/learn/videos/f44d9774-05af-45ec-85b4-ca86c67b2868
Legislative Branch
Discusses the state legislative branch and the process that occurs when a bill is being considered to
become a law. The legislature in most states is made up of two chambers and laws go through a
process similar to that of federal legislature. A member of state legislature proposes a bill, which goes
to a smaller committee group and is then voted on.
https://app.discoveryeducation.com/learn/videos/54d0d695-b27c-4136-80c7-efbee514863e
Executive Branch
Describes the powers and features of the executive branch of state government. An elected governor is
head of this branch. They enforce state laws, command the National Guard, and can approve or veto a
bill. The executive branch also includes a staff to assist with running the state. These roles include
State Comptroller, Secretary of State, Attorney General, and others.
Day 5
https://app.discoveryeducation.com/learn/videos/166f65d4-4c06-459a-9606-b042f7be8db6
Judicial Branch
Explores the functions of the judicial branch, which is to clarify and interpret state laws to determine
if they are in line with the constitution. The state Supreme Court makes decisions about laws and legal
cases that come from the appellate court.
Students will summarize (in their own words) each branch of government on the Three Branches of
Government graphic organizer after each video. Students may use their state government brochure and
social studies book as references.
Guided Practice: March 26, 2019 - Day 2
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Students will review their state government brochure with their study buddy.
Set timer for 5 minutes for review.
Teacher will distribute dry erase paddles and markers.
Teacher will call out random questions about the state government from brochure.
The students will have a Table Team battle.
Team with most points gets a two Den Dollars.
Students will create an opinion writing supporting a classmate as a political candidate. Student writer
will be the campaign manager. Their task is to explain why their classmate should be chosen for a
public office of the writer’s choice. Student writer will then present their candidate to the class. See
organizer for details. (Student may use organizer or write their own opinion piece. See characteristic
traits.)
W.4.1 Writing
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a.
Organize information and ideas around a topic to plan and prepare to write.
b.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which related ideas are grouped to support the writer’s purpose.
c.
Provide reasons that are supported by facts and details.
d.
Link opinion and reasons using words and phrases.
e.
Provide a concluding statement or section related to the opinion presented.
f.
With guidance and support from peers and adults, develop and strengthen writing as needed by
revising and editing, with consideration to task, purpose, and audience.
SL.4.4 Speaking and Listening
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; adjust speech as
appropriate to formal and informal discourse.
Check for Understanding
Students will complete CHECKS AND BALANCES: Why Are There Three Levels of
Government? section of the Three Branches of Government graphic organizer.
\
Fourth Grade Opinion Writing Rubric
DOES NOT MEET
(1)
OPINION

Does not state an opinion
and/or demonstrates little
to no understanding of
topic/text
 Uses few to no credible
sources
 Does not support opinion
with facts, details, and/or
reasons
 Provides no or inaccurate
explanation/analysis of
how evidence supports
opinion
 Fails to provide a list of
sources
ORGANIZATION AND FOCUS

Does not organize ideas
and information
coherently due to lack of
paragraph structure
and/or missing
introduction, body, or
conclusion
Does not use linking words
or phrases

LANGUAGE AND CONVENTIONS

Does not use relative
pronouns and adverbs
correctly most of the time
 Orders adjectives within
sentences incorrectly most
of the time
 Does not demonstrate
sentence mastery
 Does not recognize and
correct inappropriate
fragments and run-on
sentences with assistance
 Does not use correct
capitalization and
punctuation consistently
 Demonstrates limited
understanding of grade
level appropriate
conventions, and errors
interfere with the meaning
PARTIALLY MEETS (2)
MEETS
(3)

States an opinion that
demonstrates limited
understanding of
topic/text
 Uses mostly relevant
support but may lack
sufficient evidence and/or
accurate use
 Supports opinion with
minimal an/or irrelevant
facts, details and/or
reasons
 Provides some
explanation/analysis of
how evidence supports
opinion
 Attempts to provide a list
of sources
 Organizes ideas and
information in an
attempted paragraph
structure that includes a
sense of an introduction,
body and conclusion
 Related ideas may be
inconsistently grouped
 Uses some linking words
and/or phrases to connect
reasons to opinion

Uses relative pronouns
and adverbs correctly
some of the time
 Orders adjectives within
sentences according to
conventional patterns
with few errors
 Uses some correct and
varied sentence structures
though may be repetitive
 With assistance recognizes
and corrects inappropriate
fragments and run-on
sentences
 Capitalization and
punctuation errors
interfere with meaning
 Demonstrates some grade
level appropriate
conventions, but errors
obscure meaning
EXCEEDS
(4)

States an opinion that
demonstrates an
understanding of
topic/text
 Uses credible sources
 Supports opinion with
relevant facts, details,
and/or reasons
 Provides clear
explanation/analysis of
how evidence supports
opinion
 Provides a list of sources









Organizes ideas and
information into logical
introductory, body, and
concluding paragraphs
Creates an organizational
structure in which related
ideas are grouped to
support the writer’s
purpose
Uses linking words and
phrases appropriately to
connect reasons to opinion
Uses relative pronouns and
adverbs correctly
Orders adjectives within
sentences according to
conventional patterns
Uses correct and varied
sentence structures
Recognizes and corrects
inappropriate fragments
and run-on sentences
Uses correct capitalization
and punctuation including:
commas and quotation
marks. Errors are minor
Demonstrates grade level
appropriate conventions;
errors are minor and do
not obscure meaning



 Meets all
expectations set
forth in Level 3
States an opinion
that demonstrates
an insightful
understanding of
topic/text
Uses credible and
varied sources
Skillfully supports
opinion
 Meets all
expectations set
forth in Level 3
 Includes an
elaborated
introduction with
clear thesis, a
logically structured
body, and clever
conclusion
 Meets all
expectations set
forth in Level 3
 Demonstrates
creativity and
flexibility when
using conventions
which enhance
meaning
Vote for
__________________________________________________________________________________
(classmate’s full name)
Hey, everybody! Please vote for __________________________________________________.
(classmate’s full name)
_____________________________________ should be elected as ____________________________
(classmate’s first name)
(public office)
because one, ________________________________________________, two
(characteristic 1)
__________________________________ and third _______________________________________.
(characteristic 2)
(characteristic 3)
Now, let me tell you more about why ____________________________________ should be our next
(classmate’s first name)
_____________________________________________________________________.
(public office)
_________________________________________ is so _______________________________
(classmate’s first name)
(characteristic 1)
that is why ________________ would make a great _______________________________________.
(he or she)
(public office)
A person who works in this government position should be __________________________________
(any characteristic)
and _______________________________________ is the best person for the job!
(classmate’s first name)
Secondly, ________________________________ is _________________________________.
(classmate’s first name)
(characteristic 2)
__________________ is always ___________________________________. So as their campaign
(he or she)
(any characteristic)
manager I fully support this candidate for the office of _________________________________.
(public office)
Lastly, my candidate and classmate is ___________________________________. Please go to
(characteristic 3)
the polls and vote _____________________________ for __________________________________.
(classmate’s first name)
(public office)
In conclusion, I have given you my best opinion why you need to vote for my classmate.
________________________________________ is _________________________________,
(classmate’s first name)
(characteristic 1)
_________________________________________, and ___________________________________.
(characteristic 2)
(characteristic 3)
You will not find a better person for this huge responsibility. Now, go out and vote because it is your
right and your responsibility as a citizen of the State of North Carolina!
The Three Branches of
Government
(State Level)
Executive
__________________________
__________________________
__________________________
__________________________
__________________________
______________________
Judicial
___________________
__________________________
Legislative
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
_____________________
__________________________
_________________
_______________________
___________________
CHECKS AND BALANCES: Why Are
There Three Levels of Government?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________