Teacher: Katie Hetlage
Room #:
Lesson # in unit:
Period (s): 7
Topic: Taxes
Social Studies Lesson Objective and Assessment:
By the end of class the student will be able to: identify what goods and services the government provides using tax dollars.
NCSS Thematic Standards
Culture and Cultural Diversity
Power, Authority, and Governance
Time, Continuity, and Change
Production, Distribution, and Consumption
People, Places, and Environments
Science, Technology, and Society
Individual Development and Identity
Global Connections
Individuals, Groups, and Institutions
Civic Ideals and Practices
Supporting Diverse Learners
Using the think-pair-share strategy as an anticipatory set for Chapter 9 will benefit students of multiple learning styles. The activity lends
itself to students who work best independently, in partners or small groups, or in a whole class setting. The video shown ahead of time
will aid visual and audio learners.
Strategies/Activities Selected:
Methods for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Lecture or Direct
Instruction
Bookwork (Reading)
Question/Answer
Learning Stations
Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other: Think-Pair-Share
Use of Materials
Use of Technology
Teacher Manual pg #
Student Text pg #
Picture Books
More Activities That Teach
Handouts:
Manipulative
Maps
Artifacts
Related Equipment:
Other:
Adapted materials
Cell Phone
PollEverywhere.com
CPS Clickers
Elmo Document Camera
Software
Student Computers
Teacher Computer w/LCD
Video Clips/DVD
http://www.blinkx.com/ce/oaQTYDwhS
A2OsHh0w5IijOgb2FRVFlEd2hTQTJPLXNI
aDB3NUlpak9nb2FRVFlEd2hTQTJPLX
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Website
Other
Agenda:
Anticipatory Set: I will begin by asking the students as a whole class what they know about taxes and what their feelings
towards paying taxes are (why we do it, if they see taxes as good or bad, etc.). Then I will show a video to introduce them to
the main concepts of taxes.
During: I will ask the students to think independently about how they got to school this morning. Then they will create a list
of all of the goods/services they used, encountered, or saw on their way to school that were provided by the government
using tax dollars. Once their lists are created, students will pair up and discuss/build their lists with a partner. Once they have
had a few minutes to discuss, I will have the students share their lists with the class. If there are any obvious goods or
services that the students missed, we will address those as a class.
Wrap up/Closing: After the students have shared their lists, I will ask them if their views on taxes have changed at all. If
time allows, we can discuss how paying taxes for these government-provided services is different from these services being
provided by private companies.
Daily Assessment How do you know your
Formative:
Summative:
students met your lesson objective(s) and to
what degree?
Bloom’s Taxonomy
knowledge
comprehension
application
analysis
synthesis
evaluation
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Listened to conversations
Quiz
Thumbs up, neutral, or down
Homework check
Video quiz
Voting
Whiteboard Check
Other
Test
Project
Report
Presentation
Final Exam
Other
Additional Teacher Preparation:
Copy:
Locate:
Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What are next the
steps for students and how will you get them there? What worked well?
This lesson went pretty well. Students were engaged in the video, so that is something I would keep. I might have something for the
students to complete while they watch the video from now on though. Students struggled with thinking of things that are paid for by
taxes, so if I were to do this lesson again I would spend more time going over this information before the activity. Many students wrote
down private businesses on their lists, so I would make sure to note ahead of time that private businesses are not paid for by taxes and
explain why this is. Aside from that, the activity went well. I think that the students gained a basic understanding of what taxes are and
why we pay them, so for the next class I would move on to the different types of taxes and what each of them pays for.