Key NJ CCCS

1. Interacting with the three branches of government through mock trials and simulationsby Dr. Elizabeth Brownbrowne28@wpunj.edu

2. Key NJ CCCS • (K-4)6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government. • (5-8)6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature). 6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.

3. House Mouse/Senate Mouse by Peter and Cheryl Barnes • National Common Core Reading Skill: • How are the National reading standards different from the old state standards? • Why are most children confused by the “3 Branches of Government”?

4. Recall and Summarize Facts: • “House Mouse/Senate Mouse” • Document the four major events of the story either through modeling, students taking notes/ illustrations, jig-sawing the book, or as a Shared Read Aloud. • Practice using examples from the text.

5. Government Vocabulary: Use it or lose it Directions: - When the teacher says “Go” walk around the room with your vocabulary word on your back. Ask your friends for “clues” to help you figure out what word is on your back. Do not check your back UNTIL the teacher gives you permission to check it. Clues: - Include “It is something that…..” - An example is….. - DO NOT SAY “IT RHYMES WITH OR BEGINS WITH THE LETTER” - DO NOT INCLUDE THE “WORD” in your clue

6. Writing • The Common Core Writing standards emphasize three main types of writings: Narrative, Persuasive & Informational. • Persuasive: logical reasoning; analysis of claims; reliance on evidence; & evaluation of sources. • Use linking words to link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

7. Apply new knowledge: How a bill becomes a law • Divide your class into thirds: Senate, House, & Lobbyists. • Discuss that prior to becoming a bill, a lobbyist chooses a problem to solve (i.e. No National Cheese). • Help the students by providing them with a problem (i.e. Littering; Teasing during recess; Parents always on their cell phones). • Work with the lobbyists while the Senate & House students work on their posters of the Mouse book or independently read. • Lobbyists present their proposed bills to Senate & House. • Then, the Senate and House will choose which bills should become laws, by writing opinions/ arguments.

8. Introducing the Supreme Court: Judicial Branch

9. Reading Informational Texts: Finding Evidence • Tinker v. Des Moines (1966) • http://www.streetlaw.org/en/landmark/cases/tinker_v_des_moines#Tab=Background • Debating Sides: All Supreme Court cases are debatable. Find a case that is appropriate for your students and use Street Law’s website as a resource. • Differentiate: Students can listen to the actual case; read arguments based on reading ability; and read excerpts of the decisions- majority & dissenting. • Discuss key terms, and provide structure for the debate. Students should write opinion/arguments prior to the debate.

10. Kids’ Court is in Session • Context: Bill of Rights • Review Short Scenarios first: What Amendment aligns to this situation? Does the amendment support it? • Occupy Wall Street • Writing a Comment on someone’s facebook wall • Spreading a rumor about someone • Refusing to do homework • Going to Sunday School • Dying my head pink