Edtpa2lessonplans Jmcbee

ELA/Social Studies Education
Introduction
ELA/Social Studies Education Lesson Plan Template v. 11

Teacher Candidate Name: Jake McBee
Lesson Title: Taxes and the People (Lesson 1)
Grade Level: 11-12
Essential Question: How are different groups of people effected differently by taxation in America?
Lesson Foundations
Content Standards
Learning Objective(s)
Students will be able to
Prior Academic
Knowledge and Skills
What knowledge, skills, and

concepts must students already
know to be successful with this
lesson? (What have you taught
previously that will inform what
they are learning today?)
Materials & Resources
Ohios New Learning Standards: K-12 Social Studies American Government Standard 23. The federal government
uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry
economic costs and benefits
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, as well as in words) in order to address a question or solve a problem
LO1: Students will analyze how different people are effected differently by taxes in their daily lives
LO2: Students will be able to evaluate solutions to conflict over taxes between different perspectives
-Students will have been introduced to taxes including key definitions and concepts. This includes the
difference between a sales tax, business/corporate tax and income tax. Students will understand how taxes are
currently collected by both federal and state taxes
-Completed web quest to discover current federal tax rates, the State tax in Ohio, as well as local city taxes
based on where they live
-Students have also just completed a mini unit Tax payer Dollars on government programs that are paid for
by tax revenue (primarily the entitlement programs such as Medicaid, Medicare, and welfare programs) and
what is provided by them. This familiarized students with many of the terms and programs that they will be
working with for the lesson today as the content moves into the social and human effect of taxes.
Students will understand how taxes are currently collected by both federal and state taxes
Cards with student assigned roles
Worksheet/Guiding Questions for Wed research
Writing utensils
Chrome Books
1 The lesson plan template offers an opportunity for candidates to practice documenting their thinking when planning initial lessons. It is intended to prepare candidates to articulate their thinking and justification for
plans and we recognize the level of detail required here is not what you will be doing in student teaching. Please note this is still part of our scaffolded process to build habits for good planning.
Introduction
Provided Wed Resources for student inquiry:

https://www.irs.com/articles/projected-us-tax-rates-2016 (federal income tax rates)
http://taxfoundation.org/article/state-and-local-sales-tax-rates-2016
http://taxfoundation.org/article/state-individual-income-tax-rates-and-brackets-2016
http://taxfoundation.org/blog/how-high-are-property-taxes-your-state
Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.
Name of Assessment
(Formative or
Summative)
Formative
Assessment 1 (LO1)
Description of assessment
Evaluation Criteria - What is the evidence (the answers) of student learning?

Specifically list evidence of learning and learning objectives.
Assigned role web

research (worksheet
questions)
5 roles will be: #1. parent low income (below poverty line), #2. parent high income
family, #3. young 18-year-old college student, #4. elderly retired, and #5. middle class
small business owner. Questions will ask students, based on their assigned role
including questions such as:
Q:Based on your role, how much income tax do you pay? (DOK1)
A: Answers will vary based off the given income of assigned role
Q:Most government aid programs are funded by the money collected from tax revenue.
Are there any government programs can you use or qualify for? (DOK2)
A: Role#1.Meidcaid/Welfare
Role#2.No
Role#3.Federal Student Loans. Healthcare Subsidies
Role#4.Medicare
Role#5. Tax incentives
Q:How dependent on those programs do you think you are? Why? (DOK2)
A:Role#1. Very dependent. Needed to survive/make ends meet
Role#2. N/A not on government assistance
Role#3. Very dependent. Needed to complete education. Needed for health insurance
Role#4. Very dependent. Needed because retired and no longer has working income
Role#5. Dependent. Tax credits help businesses grow. Higher business tax, less profit
Q:In what ways does the system benefit you? How? Does it harm you in any way?
(DOK2)
A:Role#1. Helps because it provides assistance to make ends meet. Tax based off
Introduction
income provides relief

Role#2. Hurt because the higher your income, the more money you pay in taxes
Role#3. Helped because it makes education and healthcare affordable
Role#4.Helps because it provides financial stability in retirement
Role#5.Helps because there can be tax credits. Hurts because if taxes are too high,
business suffers, less profit, cant grow, cant create jobs
Formative
Assessment 2 (LO1)
Check for Understanding:

Most important issue
Formative
Assessment 3 (LO2)
Meeting of the Minds

Activity (check for
understanding)
Formative
Assessment 4 (LO2)
Reflective response after

Meeting of the minds
After the worksheet questions have been completed, each group will discuss and send
a representative up to the board to write down the 1 most important way they are
effected by taxes on the board (next to where their role is written). This will allow the
teacher to know if students are ready to move on to the meeting of the minds.
Answers can be ways taxes help or hurt the individual. Evidence will include:
Role #1. Taxes pay for needed government programs (Medicaid, Welfare, Food
stamps/SNAP, Etc). Taxes based off income provide needed tax burden relief.
Role #2. Paying too much in taxes. Tax brackets based off income provide a
punishment for making more money. Should not have to pay for other peoples things.
Role#3. Taxes based off low income provide tax relief. Federal student loans to afford
college. Government subsidies for health insurance (the assigned role does not have
parental insurance as an option).
Role #4. Medicare! Guaranteed healthcare over 65/safety net
Role #5. Concerned with high tax rates on businesses. Higher taxes make it difficult to
grow the business and hire people (create jobs)
Students must get in groups with one person of each different role. Students will
discuss their perspectives with the group and must try and come up with a solution to
the conflict that they can agree on. Teacher will visit each group and ask about the
progress they are making to assess that the students understand the task at hand.
Evidence of understanding will include: Struggling to reach a meeting because
someone is hurt by each scenario (some roles insisting they need their entitlement
programs, other roles arguing that its not fair that their taxes are so high), discussing
alternate options (flat tax rates, lowering taxes but cutting government spending
elsewhere to make up the difference, one or two roles agreeing to make sacrifices to
help the whole)
After students, have had a chance to talk with other students who were assigned
different roles, they will write a reflection on the group discussion. Students will right
what solution/middle ground they came up with or if they did not reach a meeting of
the minds, why not? Evidence of learning in essays would include: Students
Introduction
couldnt reach a conclusion because: they couldnt reach conclusion that served
everyone equally, some group members were not willing to give up benefits/make
sacrifices, they decided cant pay for government programs and lower taxes. Or
students did propose a solution which could include: adjusting tax rates to make it
more equal, flat tax rate for all incomes, coming up with other ways to pay for
programs to lower taxes (such as cutting government spending in other departments),
or to keep it the way it is because it is the best option although it may not be perfect.
Answers for solutions may vary based on student ideas.
Instructional Procedures/Steps
Description of what the teacher (you) will be doing and/or what the students will be doing.
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.
Teacher will
Student will
1). In the basket at the front door (as is the routine)

the worksheets students will need for the day will be
available to be picked up. Each sheet will have an
assigned role attached. Each different role is a
different color (5 colors) and has a different number
on the back (1-5). The desks are in five groups.
Instructions on board as well as teacher will inform
students to sit at the table that corresponds to their
color (i.e. students with yellow half sheet will sit at
the yellow table). Tables will be marked with a
matching colored card (which will also have a
number on the back for later in class).
1). On their way into class, students will pick up the

worksheet packet from the door that will serve as the guide
throughout the lessons activities. Students will sit at the
table with the color that corresponds to their role paper that
they picked up on the way in.
2). Overview of todays agenda: This includes the

LOs, reflecting back to the EQ for the unit and
reviewing lessons/knowledge from prior days.
Teach will ask students for the major kinds of taxes
introduced as well as name some of the major
programs to recap the previous lessons and check for
understanding (and write the lists on the board as
2). Students from memory or reviewing the notes will

answer the teachers questions about the programs
discussed the previous class. Answers will be displayed
visually on the board
Include instructional practices, questions you will ask, checks for

understanding, differentiation, evidence of culturally responsive
teaching practices.
Opening
10 Minutes
How will you begin the lesson
to engage students, activate
prior knowledge, and
communicate what students
will be learning?
What will students be doing?

What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and application.
students answer)
-What were some of the primary ways that taxes are
collected by the state and federal government?
(DOK1)
-What are some of the major programs we talked
about yesterday that are funded by tax revenue?
(DOK1)
-What services do they provide? (DOK1)
Instruction
25 Minutes
Procedures and steps to the
lesson.
Strategies?
Assessments?
Q & A?
DOK or Blooms levels?
Evidence of learning?
CRP?
Planned supports?
Transitions: Identify when
you are transitioning and
how you will make that a
smooth transition?
Introduction
-Income taxes (taxes withheld from personal wages), sales

taxes (taxes on goods/purchases), business/corporate taxes
-Medicare (primarily provides medical insurance to people
over the age of 65 who have paid into social security
through their lives), Medicaid (provides health insurance to
low income people who cannot afford and do not have
healthcare through other means), SNAP/formally Food
Stamps (aid program providing food-purchasing assistance
for low income families/individuals), Welfare (Minimal
financial support for people who have no means of meeting
social needs)
1). Transition 1 (LO1, FA1). Teacher will introduce

the assigned role activity. Students are already
sitting in the groups with their roles based on which
one they picked up as they came into class. Teacher
will instruct students to work through the questions
in their packet according to their assigned roles. A
chrome book (from the cart in the room) will already
be placed on each desk for students to use to aid in
answering the questions. Questions students will
answer include:
1). (LO1,FA1). Students in the groups will work together

they will work through the worksheet questions using the
information provided on their assigned roles and the web
resources provided. The role cards will provide information
about life situation, family, income, etc. Web resources will
provide information about tax rates, government aid
programs, and financial implications. Students will have to
put themselves in the shoes of their role and think about the
ways that they benefit from or are potentially harmed by
the current tax systems. The goal is from them to look at the
issue from a different perspective.
-Based on your role, how much income tax do you

pay? (DOK!)
-Most government aid programs are funded by the
money collected from tax revenue. Are there any
government programs can you use or qualify for?
(DOK2)
-Answers will vary based off the given income of assigned

role
-Role#1.Meidcaid/Welfare
Role#2.No
Role#3.Federal Student Loans. Healthcare Subsidies
Role#4.Medicare
Role#5. Tax incentives
-Role#1. Very dependent. Needed to survive/make ends
meet
Role#2. N/A not on government assistance
-How dependent on those programs do you think

you are? Why? (DOK2)
-In what ways does the system benefit you? How?

Does it harm you in any way? (DOK3)
Teacher visit each group in turn to make sure each

group is on task and understands what is expect. If
students need assistance, the teacher can ask
students questions to support, re-direct, or extend
the learning. Questions can include:
-Given your role, what might be some concerns you
would have about your life? (DOK1)
-How could aid help you? (DOK1)
-How could that connect to back to the idea of
taxes?(DOK2)
-Start thinking about what other perspectives could
say. How might other people be harmed or benefit
even when you do not? (DOK3)
2). Transition 2 (LO1, FA2). Once students are
wrapping up their group questions, teacher direct a
quick check for understanding. Each group number
Introduction
Role#3. Very dependent. Needed to complete education.

Needed for health insurance
Role#4. Very dependent. Needed because retired and no
longer has working income
Role#5. Dependent. Tax credits help businesses grow.
Higher business tax, less profit
-Role#1. Helps because it provides assistance to make ends
meet. Tax based off income provides relief income provides
relief
Role#2. Hurt because the higher your income, the more
money you pay in taxes
Role#3. Helped because it makes education and healthcare
affordable
Role#4.Helps because it provides financial stability in
retirement
Role#5.Helps because there can be tax credits. Hurts
because if taxes are too high, business suffers, less profit,
cant grow, cant create jobs
Students will work in groups to think about answers. They
can ask for assistance if needed
-Providing food, shelter, healthcare, paying for college,

business profit, financial tax cost
-Helps with food, healthcare, essentials
-Aid is paid for taxes. Money needs to come from
somewhere
-Again, money must come from somewhere, someone is
paying for it. If taxes are cut, it effects the aid that other
people depend on.
2). (LO1, FA2). Students will be given a moment to discuss,
and then send a representative to the front of the room to
write what they decided was the one most important way
that their group was effected by taxes.
will be written on the board already for students, and

the teacher will instruct students to discuss and
decide what is the most important way their group
was effected by taxes. Each group will send a
representative to write it on the board next to their
number.
-What do you feel is the most important way that
your group/role is effected by taxes? (DOK2)
Transition 3 (LO2, FA3). Meeting of the Minds

activity. Teacher will direct students to get into
groups with one person from each role (students will
get into groups based off the number that is on the
back of the assigned role sheet to allow for a smooth
transition). The tables have numbers labeled as well
as stated previously. Teacher will then instruct
students to discuss their different perspectives and
try and reach a consensus on the best way to tax
people as well as provide the programs people may
depend on. Each group will receive a slip of paper
with a objectives of the activity on it for students
refer back to.
-In your new group, share your role with group
members and describe your perspective (as well as
ways tax policy has helped or hurt you). Then as a
group, discuss ways that you can revise the current
tax system to serve all of you better. (DOK3)
Introduction
-Role #1. Taxes pay for needed government programs

(Medicaid, Welfare, Food stamps/SNAP, Etc). Taxes based
off income provide needed tax burden relief.
-Role #2. Paying too much in taxes. Tax brackets based off
income provide a punishment for making more money.
Should not have to pay for other peoples things.
-Role#3. Taxes based off low income provide tax relief.
Federal student loans to afford college. Government
subsidies for health insurance (the assigned role does not
have parental insurance as an option).
-Role #4. Medicare! Guaranteed healthcare over 65/safety
net
-Role #5. Concerned with high tax rates on businesses.
Higher taxes make it difficult to grow the business and hire
people (create jobs)
(LO2, FA3). Once students have completed the questions,
they will assemble themselves into new groups each with
one person from each role (according to the number on the
back of their role sheet). Students will share with each
other the role that they were assigned and how taxes effect
their role in their day to day lives. They will then try and
have a meeting of the minds to resolve any issues, conflicts,
or grievances. They will be tasked to come up with the best
way they can think of to gather taxes and pay for
government funded programs at the same time.
- During the check in, students should be struggling to reach

a meeting because someone is hurt by each scenario (some
roles insisting they need their entitlement programs, other
roles arguing that its not fair that their taxes are so high),
discussing alternate options (flat tax rates, lowering taxes
but cutting government spending elsewhere to make up the
Teacher will take a moment to briefly sit in with each

group and check in on their progress as well as ask
additional question to guide if necessary.
Assess?
Wrap up?
Set-up?
difference, one or two roles agreeing to make sacrifices to

help the whole)
-Answers may vary. Different roles will want different

things (raise taxes on upper class, cut taxes, keep aid
programs, cut spending on aid programs, cut or keep
students loans)
-Money (higher taxes vs keeping/paying for expensive aid
-Where can you see conflicts of interests? Where do
programs)
you disagree? (DOK2)
-Cutting spending elsewhere, cutting funding to programs,
-If money is the main issue, how do you decide where deciding some programs are more important than others
the money comes from and how it is spent? (DOK3)
Students will come back together as a whole class and have
a chance to share the results from their group discussions.
Once students have had time to deliberate, the
teacher will bring the class back together and ask the
groups to share with the class the conclusions they
came to/did not come to.
-What were the major road blocks in your attempts
-Money/financial costs. Needed to pay for programs people
to reach a meeting of the minds? (DOK2)
need but other people did not want it to be at their expense
-Did you overcome them? How? (DOK2)
-Answers may vary. See evidence below under FA4
-Why do you think that government taxes people to
-Because if effects different people in different ways across
such a hot topic debate today? (DOK2)
social classes and situations. What helps one group of
people may drive up costs for another group of people
Teacher will wrap up discussion recapping the main
points of the relationship between taxes and funding
for aid programs and how people in different
situations will view it differently.
1). Transition 4 (LO2, FA4). To close the class,
1). (LO2, FA4). Students at the end of class will write a short
teacher will instruct students to turn to the back of
essay response reflecting on their experience in the meeting
the worksheet and address the reflective response
of the minds. The response prompt (see left) will push the
on the back. The goal of the respective response is
students to examine why the conclusion they came up with
for students to write about what they experienced in was agreeable to everyone, or give the reasons why they
their meeting of the minds. Students must answer all failed if a conclusion was not reached.
parts of the question
Questions to guide and support discussion:
-What are things that some of you would like to keep
or change? (DOK2)
Closure
10 Minutes
Introduction
-What different views were presented in your

meeting of the minds? What solution did you come
up with and why? If you did not agree on a
conclusion, why were the group members not able to
agree? How do you see a persons situation in life
effect how they view an issue such as taxation?
(DOK2)
Differentiation/
Modifications/
Enrichment
Differentiation: How will
you provide students with
specific learning needs
instructional support? How
will you provide students
access to learning?
Introduction
-Students learned they couldnt reach a conclusion because:

they couldnt reach conclusion that served everyone equally,
some group members were not willing to give up
benefits/make sacrifices, they decided cant pay for
government programs and lower taxes. Or students did
propose a solution which could include: adjusting tax rates
to make it more equal, flat tax rate for all incomes, coming
up with other ways to pay for programs to lower taxes (such
as cutting government spending in other departments), or
to keep it the way it is because it is the best option although
it may not be perfect. Answers for solutions may vary based
on student ideas, but all students will demonstrate ideas
that address the conflict of the perspectives.
2). Teacher will collect completed

2). Students will turn in worksheets and responses to the
worksheet/reflection worksheets as students leave
teacher on their way out of class.
the class
IEP Students/504 Plans: For the specific plans in my classroom, most students plans require just guided note seats
that provide structure for notes, and bolded or highlight information in reading and instructions. A few students
also receive extended time if needed to complete assignments. (there are further accommodations provided for test
taking that are not applicable for this lesson).
ELL/ESL Students: Students will be able to work with a partner if they need assistance, highlighted or bold
portions of important information and instructions on worksheets. No students required assistance from a school
translator
Gifted/Talented: N/A
Struggling Students: Pre-planned questioning to guide students you are struggling or off track (See instruction
section)
Introduction
Introduction

Lesson Title: Where do the tax dollars go? (Lesson 2)
Grade Level: 11-12
Lesson Foundations
Content Standards
economic costs and benefits (standard will be covered across all three days)
LO1: Students will be able to explain why collecting tax revenue is important by examine what it is spent on:
military, entitlements, alternative energy, education, and infrastructure.
LO2: Students will be able to evaluate how programs (and by consequence people) are effected by what the
government chooses to spend its money on
Prior Academic

-The previous day, students performed a meeting of the minds activity to discuss how different people are
effected by tax policy in their everyday lives. Students examined tax rates based off income as well as what
Introduction
programs (funded by tax dollars) are depended on or utilized by some groups of people.
Sets of 5 pictures for the picture pass

Worksheet organizer with picture pass questions
Markers/crayons/colored pencils and sheets of poster paper for drawing activity
Assessments
Name of Assessment
(Formative or
Summative)
Formative
Assessment 1 (LO1)

Picture pass: Government

programs and spending
Formative
Assessment 2 (LO1)
Check for Understanding:

Picture pass discussion
In groups of five, each group of students will receive an envelope with five pictures
(one of each of the main 5 gov programs/areas of spending being talked about in class
today. Students will each take one picture to start and fill out the corresponding
organizer worksheet (that they picked up on their way into class) Evidence:
Q: Write 3 words that you see or that describe what you see in the image (DOK1)
A: Answers may vary. Examples: Military (soldier, army, weapons, strength),
Entitlements picture (doctor, healthcare, sick,), Education (school, book, teacher),
infrastructure (bridge, road, build), energy (windmill, clean, power).
Q: Which picture do you think is the most important? Which is the least? (DOK2)
A: Answers may vary per student
Q: How do are 5 images connect to each other? (DOK2)
A: All things we need, all thing the governments spends money on (all require
funding!)
Teacher will bring class together to check what they noticed and learned
Q: What are some of the words you picked to describe the pictures? (DOK1)
A: See examples above
Q: How do these pictures connect to each other? What do they have in
common?(DOK2)
A: All necessary, all run by government, all require tax dollars
Q: Which ones did you decide to keep/eliminate? Why? (DOK3)
A: Need _____ because its too important (everyone needs healthcare, school, or
Formative
Assessment 3 (LO2)
Draw a government
institution: Government
Spending modeling activity
Formative
Assessment 4 (LO2)
Take a Stand: Exit Ticket
Introduction
protection etc.). Or _______ is not as important as the others (who needs windmills,
military is too big, etc.)
Q: Thinking about class yesterday, what is the human effect? How do these pictures
effect real people? (DOK2)
A:Military protects people, people need healthcare, education effects the next
generation, energy/health/pollution, infrastructure/road safety
Students will be in five groups. In the box on each table the students will have art
supplies. The teacher will give each group a piece of poster paper and instruct each
group to work together to draw their own visual picture of the government institution
(from the picture pass) that is written on the poster paper they receive. (and to make it
as colorful and beautiful as possible). The trick is, based off which department the
group represents determines what supplies the students have. Ex.
Military/entitlements will have many crayons, markers, colored pencils of many
colors. Education on the other hand will have just a couple of crayons (and the wrong
colors). Groups with less will see it is unfair and ask for supplies from the other
groups. Teacher will guide students in discussion of object lesson. Evidence from
discussion questions:
Q: What made the drawing easy or more difficult? (DOK2)
A: The amount of supplies
Q: To give the groups with less more supplies, where would I have to get them from?
(DOK2)
A: The other groups (especially the ones with more)
Q: How does this relate to how and where the government decides to spend its money?
(DOK3)
A: Things are more successful when the government actually puts money and
resources into them. To get more money for some programs, cuts have to be made
elsewhere. How do we decide who gets what.
Students will be presented with the question: Rank all 5 institutions in order from
most to least important. What did you pick as the most important thing that the
government should NOT cut spending on (or even spend more)? What was the least?
Explain your reasoning in 3 to 4 sentences. How would PEOPLE be affected by what
you chose? (DOK3)
Answers can include: The military, infrastructure, entitlements, alternative energy,
education in any order. Reasons can include national/domestic protection is
paramount, infrastructure to provide roads, bridges, jobs (make a better country to
live in)., entitlements because people depend on them and we cant abandon them
Introduction
(harms the most vulnerable), alternative energy is the future and responsibility to
future generations (i.e. climate chance), education because children our the most
important investment in our countries future.
Teacher will
Student will
1). Teacher will begin the class by reviewing what

was covered the day before. Two questions will be
written on the board as students answer for them to
begin considering before the teacher asks the class as
a whole
-What did we do yesterday? (DOK1)
1). As students enter class, they will see the two questions
written on the white board to consider and prep their
answers before the teacher asks the class to share and
answer as a review

teaching practices.
Opening
10 Minutes
will be learning?
-What did you learn about how taxes affect different

people? (DOK1)
Instruction
25 Minutes
lesson.
Strategies?
Assessments?
Q & A?
CRP?
Planned supports?
smooth transition?
1). Transition 1 (LO1, FA1). Teacher will have prearranged desks in groups of five to prep for the
picture pass activity to begin student thinking about
where the government spends tax dollars. Each
group of five desks will have an envelope at it with
the five pictures in it (one for each student in the
group). Corresponding worksheet organizer will be
made available in the basket by the door for students
to pick up on their way into class. Teacher will
instruct students to open their groups envelopes and
pass out the pictures, one to each student.
Intentionally starts ask only asking for observations,
before asking students to make decisions and look
for connections. Teacher will give each student a
minute with each picture to answer the first question

-Had different roles, had a meeting of the minds to reach an

agreement on taxes
-Different people have different needs. Some are taxed
higher than others. Some people need the programs that
make taxes so high
1). (LO1, FA1) Students will pick up the picture pass
organizer from the basket as they enter class. The will sit at
the desks which are prearranged in groups of 5 or 6
(depending on each periods class size). When instructed to,
students will open the envelope at their table and pass out
the pictures. If groups of six, two students may share
pictures as they are passed, but must complete individual
work. Picture pass activity works to provide visuals and
activate student background knowledge to start discussion
of how tax dollars are spent. When prompted by the
teacher, students will rotate pictures clockwise with their
group.
Introduction
before calling out for students to rotate clockwise.

-Q: Write words that you see or that describe what
you see in the image (DOK1)
-Q: Which picture do you think is the most

important? Which is the least? (DOK2)
-Q: How do are 5 images connect to each other?
(DOK2)
-
-A: Answers may vary. Examples: Military (soldier, army,

weapons, strength), Entitlements picture (doctor,
healthcare, sick,), Education (school, book, teacher),
infrastructure (bridge, road, build), energy (windmill, clean,
power).
-A: Answers may vary per student
-A: All things we need, all thing the governments spends
money on (all require funding!)
2). Transition 2 (LO, FA2). Once all pictures have

rotated through all the groups of students and they
have been given a few additional minutes to answer
the two follow up questions, the teacher will bring
the class together for a discussion of what they just
completed. Discussion provides check for
understanding for to make sure students have
understood previous work. The questions the
teacher will ask can offer students a chance to share
answers, but also guide and redirect thinking if there
are misconceptions (before moving on).
2). (LO1, FA2) Once they have filled out the organizer and
corresponding questions, students will have a chance to
share their answers and thoughts with the class in a whole
class discussion.
-Q: What are some of the words you picked to

describe the pictures? (DOK1)
-
-A: Answers may vary. Examples: Military (soldier, army,

weapons, strength), Entitlements picture (doctor,
healthcare, sick,), Education (school, book, teacher),
infrastructure (bridge, road, build), energy (windmill, clean,
power).
-A: All necessary, all run by government, all require tax
dollars
-A: Need _____ because its too important (everyone needs
healthcare, school, or protection etc.). Or _______ is not as
important as the others (who needs windmills, military is
too big, etc.)
-Q: How do these pictures connect to each other?

What do they have in common? (DOK2)
-Q: Which ones did you decide to keep/eliminate?
Why? Does anyone agree or disagree? Why? (DOK3)
Closure
10 Minutes
-
Assess?
Wrap up?
Set-up?
Introduction
-Q: Thinking about class yesterday, what is the

human effect? How do these pictures effect real
people? (DOK2)
-A:Military protects people, people need healthcare,

education effects the next generation,
energy/health/pollution, infrastructure/road safety
3). Transition 3 (LO2, FA3) Teacher will then pass

out a box of art supplies and a sheet of poster paper.
Students will stay in their same groups. Each piece
will have either military, infrastructure, education,
energy, and entitlements. Students will be instructed
to draw their own visual picture of their institution
that is different from the one in the picture pass
(however, based off the intuition, students will either
have lots on art supplies or few). Once students have
completed their pictures, the teacher will allow them
to present what they drew and why, as well as guide
them in a discussion about what the activity
represented in regards to tax policy.
-Q: What made the drawing easy or more difficult?
(DOK2)
-Q: To give the groups with less more supplies,
where would I have to get them from? (DOK2)
-Q: How does this relate to how and where the
government decides to spend its money? (DOK2)
3). LO2, FA3) In their groups, students will receive the

labeled poster paper and box of art supplies. They will draw
a new image of the institution written on their paper and
with the provided supplies. Students should notice the
discrepancy in the art supplies between groups. Once they
have completed their artwork to the best of their ability,
students will present their pictures to the class as well as
participate in a discussion about what they notice about
they activity and how it ties in with the content.
Teacher will pull up a chart on the overhead to show

students how the government spends its money
today and why the groups had more or less art
supplies.
1). Transition 4 (LO2, FA4). Teacher will display the
prompt (displayed on screen after previous slide of
government spending chart) for ranking task exit
ticket. Teacher will instruct students to write
responses on a half sheet of paper and turn it in as
they exit the class.
-A: The amount of supplies: RESOURCES

-A: The other groups (especially the ones with more)
-A: Things are more successful when the government
actually puts money and resources into them. To get more
money for some programs, cuts have to be made elsewhere.
How do we decide who gets what.
1). (LO2, FA4). Students will answer the prompt the teacher
displays on the screen to close the day and turn it in on their
way out of the class.
-Q: Rank all 5 institutions in order from most to least

important. What did you pick as the most important
thing that the government should NOT cut spending
on (or even spend more)? What was the least?
Explain your reasoning in 3 to 4 sentences. How
would PEOPLE be affected by what you chose?
(DOK3)
Differentiation/
Modifications/
Enrichment
access to learning?
Introduction
-Answers can include: The military, infrastructure,

entitlements, alternative energy, education in any order.
Reasons can include national/domestic protection is
paramount, infrastructure to provide roads, bridges, jobs
(make a better country to live in)., entitlements because
people depend on them and we cant abandon them (harms
the most vulnerable), alternative energy is the future and
responsibility to future generations (i.e. climate chance),
education because children are the most important
investment in our countries future.
also receive extended time if needed to complete assignments. (there are further accommodations provided for test
taking that are not applicable for this lesson).
ELL Students: Students will be able to work with a partner if they need assistance, highlighted or bold portions of
important information and instructions on worksheets. No students required assistance from a school translator.
Extended time for writing assignments (exit ticket).
Struggling Students: Pre-planned questioning to guide students you are struggling or off track. Group work that
also involves images to build knowledge before individual assessments.
Introduction

Lesson Title: Is there a better way? (Lesson 3)
Grade Level: 11-12
Lesson Foundations
Content Standards
economic costs and benefits (standard will be covered across all three days)
LO1: Students will be able to analyze how different systems of taxation effect different groups of people in different
ways
LO2: Students will be able to examine the pros and cons of alternate forms of collecting taxes
Prior Academic

-Students performed a meeting of the minds activity to discuss how different people are effected by tax policy
in their everyday lives. Students examined tax rates based off income as well as what programs (funded by tax
dollars) are depended on or utilized by some groups of people.
Introduction
-The previous day students examined some major things the government spends tax revenue on. Students
looked at how decisions on where to spend money and can affect programs, institutions, and individual lives.
Primary institutions discussed included education, the military, entitlements, infrastructure, and energy.
DBQ packet: includes documents, questions, and essay prompt

Differentiated DBQ packets
Pencils/Pens
Assessments
Name of Assessment
(Formative or
Summative)
Formative
Assessment 1 (LO1)

DBQ (worksheet
questions)
Students will complete questions corresponding to the documents they are examining:
See DBQ answer key for Evidence
Formative
Assessment 2 (LO1)
Check for understanding

(midpoint discussion)
Summative
Assessment 1 (LO2)
DBQ Final Essay
Mid-way through the class time allotted to work on DBQ packet, teacher will stop class
for a brief discussion of what they have noticed and learned so far. Evidence is based
off answers to the guiding discussion questions:
Q:What have you learned so far? What have you noticed?
A: Could include: Where government revenue comes from, what would happen if we
removed the income tax, pros and cons to any system, how income effects tax
outcomes
Q: What are the types of taxes being discussed?
A: Income tax, national sales tax, flat tax (depending on how far along students are in
the DBQ packet)
Q:What is the relationship between these systems?
A: The money has to come from somewhere (lower income = higher sales tax and the
effect the flat tax has on the poor)
Prompt: How do you see the different forms of taxation effecting different groups of
people in different ways? Which tax system to you thinks works best? Who benefits
and is harmed most by it? What alternate ideas would you propose if any? Why or why
not? (DOK3). Students must use the document to answer all parts of the question. See
DBQ answer key for evidence
Formative
Assessment 3 (LO2)
Check for understanding 2

(final reflective discussion
upon completion of DBQ
packet)
Introduction
Class discussion after DBQ essay is complete. Students will reflect and share what they
have learned throughout the DBQ. Evidence of their learning will include:
Lowering taxes in one place raises them in another, replacing income tax with national
sales tax would harm the poor and families, the flat tax would lower taxes for most but
remove the economic responsibility from the rich (students opinions over which is
best may vary, but should point to the documents to explain their reasoning).
Teacher will
Student will
Teacher will begin the day with a brief review of the

previous day. Questions will be written on the board
as students enter the classroom.
-What were the 5 major things we discussed
yesterday that the government spends tax revenue
on? (DOK1)
-What is the major fact that determines how effective
those institutions are? (DOK1)
Students will review and respond to the questions on the

board that refer to the activities from the previous day in
class.
-A: Military, education, infrastructure, entitlements, and
energy
1). Transition 1 (LO1, FA1). Teacher will introduce

the DBQ and make clear the expectations for it.
Essays and answers are to be thoughtful and
questions are to be answered fully .DBQ questions
build off each other to allow students to connect
them to each other and connect ideas, as well as
progress in complexity
1). (LO1, FA1). Students may work with a partner for the
question and document portion of the DBQ, but must
complete each their own work. The final essay must be
written individually.
-See DBQ answer key for questions and evidence of student
learning
2). Transition 2 (LO1, FA2). Once students are about

half way through the allotted time for the first part of
the DBQ, the teacher will pause the class and bring
students attention to the front for a midpoint
discussion. Midpoint discussion allows for a check
2). (LO1, FA2). Students will pause temporarily in their

work to respond to guiding discussion questions and share
what they are learning so far.

teaching practices.
Opening
10 Minutes
will be learning?
Instruction
25 Minutes
lesson.
Strategies?
Assessments?
Q & A?
CRP?
Planned supports?

-A: Money/Funding

smooth transition?
for understanding/can clarify or redirect

misconceptions.
-Q:What have you learned so far? What have you
noticed? (DOK1)
-Q: What are the types of taxes being discussed?
(DOK1)
-Q:What is the relationship between these systems?
(DOK2)
Closure
10 Minutes
-
Assess?
Wrap up?
Set-up?
Differentiation/
3). Transition 3 (LO2, SA1). The last step in the DBQ

is the final essay. Students will work individually and
teacher will instruct them to answer ALL parts of the
questions and use at least 4 of the sources to back up
their answers/tie in to their discussion. Essay
Prompt:
How do you see the different forms of taxation
effecting different groups of people in different
ways? Which tax system to you thinks works best?
Who benefits and is harmed most by it? What
alternate ideas would you propose if any? Why or
why not? (DOK3).
1). Transition 4 (LO2, FA3). Once students have
completed their essay, teacher will wrap up the DBQ
project be leading class in a wrap up, reflective
discussion. This allows students to
share/hear/defend viewpoints as well as provides an
opportunity to address any lingering final
misconceptions.
-What have you learned? How do different tax
systems relate/affect each other? (DOK2)
-How does it affect different people in different
ways? (DOK2)
-Which way do you think is best? (DOK3)
Introduction
-A: Could include: Where government revenue comes from,

what would happen if we removed the income tax, pros and
cons to any system, how income effects tax outcomes
-A: Income tax, national sales tax, flat tax (depending on
how far along students are in the DBQ packet)
A: The money has to come from somewhere (lower income
= higher sales tax and the effect the flat tax has on the poor)
3). (LO2, SA 1). Students will work individually and answer
the final essay.
-See DBQ answer key for expectations and evidence of

student learning
1). (LO2, FA3). Final essay wrap-up discussion allows

students to share their thoughts and (more importantly)
listen to the thoughts and ideas of their peers. Can argue
their points and counter-argue others
-Lowering taxes in one place raises them in another,

replacing income tax with national sales tax would harm the
poor and families, the flat tax would lower taxes for most
but remove the economic responsibility from the rich
(students opinions over which is best may vary, but should
point to the documents to explain their reasoning).
Modifications/
Enrichment
access to learning?
Introduction
also receive extended time if needed to complete assignments: Students will have extended time to complete the
DBQ final essay. Differentiated DBQ key terms and vocab highlighted or bolded in sources
ELL Students Differentiated DBQ vocab word bank included on first page of the DBQ packet in addition to the
bolded or highlighted key terms in the text.
Struggling Students: Options for partner work. Scaffolded questions the build in complexity throughout DBQ. Word
bank of key vocab for DBQ (many required modifications overlap between groups of students).

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ELA/Social Studies Education

ELA/Social Studies Education Lesson Plan Template v. 11

What knowledge, skills, and

Materials & Resources

ELA/Social Studies Education

Provided Wed Resources for student inquiry:

Evaluation Criteria - What is the evidence (the answers) of student learning?

Assigned role web

ELA/Social Studies Education

income provides relief

Check for Understanding:

Meeting of the Minds

Reflective response after

ELA/Social Studies Education

1). In the basket at the front door (as is the routine)

1). On their way into class, students will pick up the

2). Overview of todays agenda: This includes the

2). Students from memory or reviewing the notes will

Include instructional practices, questions you will ask, checks for

What will students be doing?

ELA/Social Studies Education

-Income taxes (taxes withheld from personal wages), sales

1). Transition 1 (LO1, FA1). Teacher will introduce

1). (LO1,FA1). Students in the groups will work together

-Based on your role, how much income tax do you

-Answers will vary based off the given income of assigned

-How dependent on those programs do you think

ELA/Social Studies Education

-In what ways does the system benefit you? How?

Teacher visit each group in turn to make sure each

Role#3. Very dependent. Needed to complete education.

-Providing food, shelter, healthcare, paying for college,

ELA/Social Studies Education

will be written on the board already for students, and

Transition 3 (LO2, FA3). Meeting of the Minds

-Role #1. Taxes pay for needed government programs

- During the check in, students should be struggling to reach

ELA/Social Studies Education

Teacher will take a moment to briefly sit in with each

difference, one or two roles agreeing to make sacrifices to

-Answers may vary. Different roles will want different

ELA/Social Studies Education

-What different views were presented in your

-Students learned they couldnt reach a conclusion because:

2). Teacher will collect completed

ELA/Social Studies Education

ELA/Social Studies Education

ELA/Social Studies Education Lesson Plan Template v. 11

What knowledge, skills, and

ELA/Social Studies Education

Materials & Resources

Sets of 5 pictures for the picture pass

Evaluation Criteria - What is the evidence (the answers) of student learning?

Picture pass: Government

Check for Understanding:

ELA/Social Studies Education

Take a Stand: Exit Ticket

ELA/Social Studies Education

1). Teacher will begin the class by reviewing what

Include instructional practices, questions you will ask, checks for

-What did you learn about how taxes affect different

What will students be doing?

-Had different roles, had a meeting of the minds to reach an