UbD Design Template by Wiggins & McTighe, 2005

Stage 1 Desired Results

Content Standards Addressed: 5.1.9.A A. Identify and explain the major arguments advanced for the necessity of government. 5.3.9.I. Describe why and how government raises money to pay for its operations and services. Enduring Understanding/Big Ideas: 1. Taxes are good and necessary. (Perspective) (Absorb & Reflect) 2. Taxes help build/fund America. (Balance, Wealth, Perspective, and environment) (Nation & People) Student will know: 1. The similarities and differences between income, retirement, capital gains, corporate, excise, property, tariff taxes. 2. The similarities and differences between fixed, discretionary, and mandatory. 3. Two sides to the debate: taxes are good/bad 4. At least one governmental program that uses taxes to provide a service to the public Essential Questions: 1. Why are taxes important? 2. How does the government raise money for its operation? 3. Where does the government spend its money? 4. Why do people disagree about the benefits and downsides of taxes? Students will be able to: 1. Document their knowledge on a guided note handout 2. Write a statement telling the benefits and downsides of taxes. 3. Explain the quote Taxes are an necessary evil. 4. Read and explain chart Government Spending 5. Summarize interview of parents about taxes 6. Work with partner and contribute ideas 7. Create a podcast describing why taxes are seem as good and bad.

Stage 2 Assessment Evidence

Performance Tasks: Guided Notes/Class Discussion Day 1: Homework: Survey Day 2: Homework: Opinion Individual Research (Day 3) Political Cartoon analysis Day 4: Homework: Opinion Podcast Other Evidence: Unit Assessment

Stage 3 Learning Plan

Learning Activities: Day 1: Types of Taxes Anticipatory Set: What do you know about taxes? brainstorm Lesson: Smartboard: 6 different types of taxes with guided notes and class discussion Wrap-up: Review notes from What do you know about taxes? brainstorm Homework: Survey parents: How does the government raise money? What are the different types of taxes? What does the government spend its money on? Day 2: Where does the government spend its money?

Anticipatory Set: Survey and record results from last nights homework with pie chart. Lesson: Smartboard: Define, explain and GRAPH: Fixed, Discretionary, and Mandatory (with examples) AND Pie Chart of Doom Homework: Blurb: Why do you think we need to have mandatory spending? Which is the most important program that money goes into? Day 3: Research: governmental programs Anticipatory Set: Homework: sharing of opinions Lesson: 1. Hand out guided research worksheet assigning a student each area within budget: military, education, healthcare, etc. 2. On the computer, the students will work individually on filling out the necessary information Homework: Complete Individual Research Day 4: Opinions about taxes? Anticipatory Set: Taxes Political Cartoon exercise. Give student 3 minutes to reflect on posted political cartoon. Lesson: Smartboard and Guided Note research sharing Wrap up: Students will share their knowledge and analysis of political cartoon Homework: Blurb: Are taxes good or bad? Day 5: Taxes are a necessary evil. Assessment Podcast: Two students will be assigned to a group and they will construct a verbal report explaining the following quote, Taxes are a necessary evil. They will use the information they have gained from the past few days (definitions, graphs, opinions, homework, and research) to form an argument. Day 6: Taxes are a necessary evil. Continued Day 7: Sharing/Presentations Once completed, the groups will share podcast their podcasts with another group (in paralleling class) and they will be responsible for filling out guided notes: making sure they fulfilled the information rubric.