First Grade Unit Plan: Civics and Government in Our Daily Lives

Table of Contents: Unit Concepts/Generalizations and Overviews Introduction and Grade Level Content Expectations (GLCEs Addressed) KUDs/I Can Statements Unit Assessment Lesson One Lesson Two Lesson Three Lesson Four Lesson Five Unit Resources, Trade Books and Materials Needed Define Vocabulary Works Cited

Overview/Introduction: This unit plan was designed for first graders to learn about the importance of democratic values. The primary focus for first grade Civics and Government is to develop an understanding of the values and principals of American constitutional democracy and when and where American citizens demonstrate their daily responsibilities by participating in government. Finally, learners will know that American citizens demonstrate these responsibilities by participating in government. Rationale: It is important for students to understand the different ways in which values and principles can be demonstrated through the taking on of responsibility. Students will build upon the concept that people are not free to do whatever they want, and that there are reasons for rules at home, in school, and in their community. Students need a strong foundation in Civics and Government to help them better understand their own community and their own lives. Building upon the concept that people are not free to do whatever they want,. Concepts of power and authority are introduced as students identify examples of people using power with and without authority in the school setting. Grade Level Content Expectations: CIVICS AND GOVERNMENT C1 Purposes of Government Explain why people create governments. 1 – C1.0.1 1 – C1.0.2 1 – C1.0.3 Identify some reasons for rules in school (e.g., provide order, predictability, and safety). Give examples of the use of power with authority in school (e.g., principal, teacher or bus driver enforcing school rules). Give examples of the use of power without authority in school (e.g., types of bullying, taking cuts in line). C2 Values and Principles of American Democracy Understand values and principles of American constitutional democracy. 1 – C2.0.1 Explain how decisions can be made or how conflicts might be resolved in fair and just ways (e.g., majority rules). 1 – C2.0.2 Identify important symbols of the United States of America (e.g., Statue of Liberty, Uncle Sam, White House, Bald Eagle).

C5 Roles of the Citizen in American Democracy Explain important rights and how, when, and where American citizens demonstrate their responsibilities by participating in government. 1 – C5.0.1 Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect for the rights of others, following rules, getting along with others). 1 – C5.0.2 Identify situations in which people act as good citizens in the school community (e.g., thoughtful and effective participation in the school decisions, respect for the rights of others, respect for rule of law, voting, volunteering, compassion, courage, honesty). GLCE Verbs Know – What

will students know upon learning this?

Understand that – What will students understand?

Do – What will students do to show they understand?

Vocabulary I Can

1-C1.0.1 Identify some reasons for rules in school. (eg., provide order, predictability and safety.)

Identify Rules are created in schools to protect students and teachers, such has treating others the way you want to be treated, keeping hands and feet to yourself, raising your hand, and other classroom rules.

Students will understand that rules in school are there for safety, order, learning predictability and routine.

Students will be given a variety of pictures with different safety and other scenarios. They will write one sentence under the picture explaining why that rule is important.

Rules Safety Order

I can name reasons for rules in school.

1-C1.0.2 Give examples of the use of power with authority in school (e.g., principal, teacher or bus driver enforcing school rules).

Give People with authority in a school make big decisions which help keep the students and teachers safe. These people are teachers, principals, hallway monitors, playground supervisors, and lunch ladies.

Students will understand that some people in school have the authority to create and enforce school rules.

Students will brainstorm ideas in small groups of the school rules, and who has created them, and why they are important.

Power Authority Enforce

I can give examples of the people in school who can make rules.

1-C1.03 Give examples of the use of power without authority in school (e.g., types of bullying, taking cuts in line).

Give If no one has authority in a school, rules will be broken and people may get hurt. People who bully others or take liberties without permission are breaking the rules and they don’t have the authority to take this power.

Students will understand why it is important to have authority in their school to help keep everyone safe, and that sometimes other students break rules when they shouldn’t and this is taking power from others without the authority to do so.

Students will watch different video clips portraying positive and negative examples of situations that could happen at school (bullying, line cutting, raising your hand, etc) After each video clip, students will discuss with their table partner on what happened in each video, and write down 1 sentence on what positive or negative event happened.

Power Authority Bullying Permission

I can give examples of important rules to obey in my own classroom, and school.

1-C2.0.1 Explain how decisions can be made or how conflicts might be resolved in fair and just ways (e.g., majority rules).

Explain Decisions and conflicts can be resolved in a fair way. We can resolve conflicts by voting, and determining a fair decision by majority rules. We also respect differences in opinions.

Students will understand that people can solve conflicts in a fair way.

Students will be given a variety of conflicts that may arise in school, on a bus or playground and they will discuss how they can solve these problems in a just way.

Conflicts Decision Resolved Fair Majority rules

I can explain how decisions are made, and how to resolve conflicts.

1-C2.02 Identify important symbols of the United States of America (e.g., Statue of Liberty, Uncle Sam, White House, Bald Eagle).

Identify There are many symbols that are important to the United States of America such as the Statue of Liberty, Uncle Sam, Bald Eagle, White House and Mount Rushmore.

Students will understand that the United States of America has many important symbols.

Students will match pictures of the learned symbols that are important to the United States to the specific word and definition provided.

Symbol Statue of Liberty Uncle Sam Bald Eagle White House Mount Rushmore

I can identify important symbols of the United States.

1-C5.0.1 Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect for the rights of others, following rules, getting along with others.)

Describe People must take care of themselves, respect themselves as well as others, follow rules, and and get along with others at home and at school.

Students will understand the different responsibilities that people have at home and at school.

Students will write a short story about their day and how they take care of themselves and interact with others throughout their school day.

Responsibilities Respect Rules

I can explain my own responsibilities at home and at school.

1-C5.0.2 Identify situations in which people act as good citizens in the school community (e.g., thoughtful and effective participation in the school decisions, respect the rights of others, respect for rule or law, voting, volunteering, compassion, courage, honesty.)

Identify It is important to be a good citizen among society. We can do this by being respectful to others, being honest, voting, volunteering, following the laws and participating in my school and community.

Students will understand it is important to be a good citizen in their school and community.

Students will write a paragraph on why they think they are a good citizen, and identify how they can continue to be a good citizen throughout their lifetime.

Good citizen Participation Respect Laws Volunteer Vote Honesty

I can identify what makes a good citizen in my community.

Vocabulary Lesson

GLCE: 1-C1.0.1 Identify some reasons for rules in school. (eg., provide order, predictability and safety.) Vocabulary definitions for the students

Rules- A principle or regulation governing conduct, action, procedure, arrangement. Example: You need to understand the rules of chess in order to play. Safety- The state of being safe; freedom from the occurrence or risk of injury, danger, or loss. Example: We wear a seat belt so we remain in the state of safety. Order- A command. Example: When we are given an order, we do it right away. Step One: I will ask students to think about what they know about rules they follow in school, and rules they follow at home. Introduction: Students will gather on the reading rug, and I will read them a book called “The Safety Book for Active Children”. I will start the lesson off by asking the students to Think, Pair, Share about the new vocabulary words: rules, safety, and order. The students will have a few minutes to discuss this, and then we will have a class discussion on what we think we already know about rules, safety and order and why they are important in our school. Instructional strategies/Social constructs: Whole Group Exercise: I will then give the students a variety of pictures with different safety and other scenarios. They will write one sentence under the picture explaining why that rule is important.Together as a class, we will go over the different safety pictures with different scenarios. Materials: “The Safety Book for Active Children” A variety of different pictures displaying different safety rules

Step Two: We will discuss why there are different rules enforced in our school, and how they keep students and teachers safe throughout the day. We will provide a class definition for the new vocabulary words and add them to our word wall. Step Three: I will pass out paper and coloring utensils to each student. I will then ask the students draw their own picture of a safety tip, or rule they think is the most important to follow at school. We will then gather on the reading rug to share each students picture. Students will tell the class about their drawing and state why they think this rule or safety tip is important. Materials: Paper Colored pencils 1-C1.0.2 Give examples of the use of power with authority in school (e.g., principal, teacher or bus driver enforcing school rules). Vocabulary definitions for the students: Power- The ability to do or act; capability of doing or accomplishing something. Example: We have the power to accomplish anything we set our mind to! Authority- The power to determine or settle issues. The right to control, command, or determine. Example: Many adults have an authority to make decisions or determine issues among our community. Enforce- To put or keep in force; compel obedience to. Example: We enforce laws so that we are safe within our community Step One: Introduction: We will begin by taking a class trip down to the principals office. I will have the principal talk about what his/her job is, and how he/she has power, authority and can enforce rules in the school.

Introducing the words: I will have the students return to the classroom write down the new words I write on the white board: power, authority, and enforce. I will tell the students that the principal used these new words while we went to visit their office. The students will write down names of people who they believe to have power and authority in the school. They will then make a list with their table groups of what rules these people enforce to make our school a safe place. Instructional strategies/Social constructs: I will put up a big map of a birds eye view of our school on the projector and students will be able to come up and label/draw the different areas of where rules are enforced in our school. I will then write the name of the person who enforces these rules above their label/drawing. *New vocabulary words will be added to the word wall. Step Two: We will then discuss the map we have made, and all of the different authority figures who enforce rules in our school. We will then discuss people who have authority in our town, and at home. Step Three: Students will then draw a picture of a person they know that has authority in their life. We will meet at the carpet where they will share their illustrations and tell the class what they drew, and how this person makes their school/home/community a safe place. 1-C1.03 Give examples of the use of power without authority in school (e.g., types of bullying, taking cuts in line). Vocabulary definitions for the students: Bullying- Unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. Example: We have a zero tolerance policy for bullying at our school. Permission- Authorization granted to do something; formal consent.

Example: We ask permission if we need to get a drink of water from the drinking fountain. Step One: Introduction: Students will stay in their seats and watch video clips on bullying and how to respect their classmates and themselves. I will discuss with students that sometimes other students break rules when they shouldn’t and this is taking power from others without the authority to do so. Introducing the words: I will ask students to work with their table partner and try to come up with a definition for the following words: bullying, permission and review the word authority. Instructional strategies/Social constructs: Students will watch different video clips off of youtube portraying positive and negative examples of situations that could happen at school. Step Two: After each video clip I will have the students discuss with their table partner on what happened in each video, how the students handled the situation, and how it could have been handled differently. We will then share thoughts together as a class. *New vocabulary will be added to the word wall Step Three: I will ask the students to draw a picture of the right way to deal with a bully in school. We will meet at the carpet and discuss their illustrations and determine why they represent the right way to deal with the situation. Materials: Paper Coloring utensils

1-C2.0.1 Explain how decisions can be made or how conflicts might be resolved in fair and just ways (e.g., majority rules). Step 1: Vocabulary definitions for the students: Conflicts: A problem or disagreement Example: There is a conflict between two students because they cannot decide who is the line leader today. Decision: Determining a question by making a judgement. Example: We make decisions every morning by deciding what to wear or what to eat for breakfast. Resolve: To come to a definite decision regarding an issue Example: We will resolve the conflict between two fighting students. Fair- Just, or unbiased Example: We want to play fair at recess so no one gets hurt. Majority Rules- The number larger than half the total can make decisions for the entire group. Example: The majority rules when we vote on what we eat for snack today. Introduction: I will gather the students to begin to tell a story about how I have had to resolve a conflict in my own life. I will then ask students to share with a neighbor how they have solved a problem in their own life. Introducing the words: Students will be introduced to the new vocabulary words: conflicts, decision, resolve after I read the story “Llama Llama, Time to Share” by Anna Dewdney Instructional strategies/Social constructs:

Students will be given a variety of conflicts shown through pictures or video clips that may arise in school, on a bus or playground and they will discuss within a group of 4 or 5. Step Two: Students will discuss within their groups how they can resolve these conflicts, then report their findings to the class. *New vocabulary will be added to the word wall. Step Three: Students will go back to their seats and draw a picture of a conflict being resolved, and write the decision that was made to solve the conflict. Students will share their drawings with the class. Materials: Paper Coloring Utensils “Llama Llama, Time To Share” Word: Fair, Majority Rules Introduction: I will have the class gather on the reading rug and read aloud “King of the Playground” by Phyllis Reyonalds-Naylor. Step One: After I read the book, I will have the class share their opinions. I will then read a variety of questions where students will vote by raising their hand. I will keep tally of what option gets the most votes. For example, I would ask “Would you like to have extra recess today?” I would then choose the less popular vote of “no” and ask the class if that was fair. We will then discuss a fair way to solve different conflicts. I will give them one technique of voting, and majority rules. I will give an example of majority rules by having students vote. I will then choose the side with the most tally marks and explain that this is the fair way to solve a conflict. Step Two: I will have students partner up and read different scenarios on a note card. The students must come up with two different ways on how to solve the conflict by being fair, or using a majority rules method. Students will share their ideas in front of the class.

Step Three: Students will draw a picture of one of the following vocabulary words: fair or majority rules. They will write a sentence using the vocabulary word and share it with the class. 1-C2.02 Identify important symbols of the United States of America (e.g., Statue of Liberty, Uncle Sam, White House, Bald Eagle). Vocabulary definitions for the students: Symbol- Something used to represent something else. Example:A dove is a symbol to represent peace Statue of Liberty- Symbolizes both the American dream of prosperity and the American promise of acceptance of diversity. Example: The Statue of Liberty is located in New York. She can be found on Ellis Island. Uncle Sam- A personification of the federal government or citizens of the US, typically portrayed as a tall, thin, bearded man wearing a suit of red, white, and blue Example: Uncle Sam can be found on posters. He represents the traditional, patriotic grandfather of America. Bald Eagle: The National bird Example: The bald eagle represents freedom in the United States White House- Where the president of the United States lives, located in Washington D.C Example: President Obama lives in the White House. Mount Rushmore- A mountain in the Black Hills of South Dakota; the likenesses of Washington and Jefferson and Lincoln and Roosevelt are carved on it. Example: George Washington, Thomas Jefferson, Theodore Roosevelt and Abraham Lincoln are carved into the side of a mountain. This is called Mount Rushmore. Step One:

Introduction: I will begin by asking students about different symbols they see every day.. (stop signs, Mc Donald’s arches, peace signs) We will then go over a variety of these symbols shown on the projector and we will identify them together. Introducing the words: I will show the students the new vocabulary words, which can also be represented as symbols. We will discuss how these symbols relate to the United States and why they are important to American citizens. I will show pictures of the Statue of Liberty, Uncle Sam, a Bald Eagle, the White House and Mount Rushmore. Instructional strategies/Social constructs: Students will each be given their own set of pictures of the symbols we discussed above and they will glue the symbols in the given boxes of A B C D E or F. I will read a sentence for each and the students will glue their symbol to the corresponding definition. Students will match the learned symbols that are important to the United States. They will match a picture of the symbol to the words. *New Vocabulary will be added to the word wall Step Two: Students will think, pair and share their answers after completing the above activity, and they will turn in their work to me. Step Three: I will then ask students to draw their own representation of the new symbols learned. We will share the drawings with the class. Materials: Coloring Utensils Paper Projector A variety of common symbols Cut outs of the new vocabulary for each student

1-C5.0.1 Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect for the rights of others, following rules, getting along with others.) Vocabulary definitions for the students: Responsibilities- Having a duty to deal with something or of having control over someone Example: We have many responsibilities such as cleaning up after ourselves after we make an art project in class. Respect- An important way of being kind and good to other people. Example: We respect one another in this classroom by keeping our hands and feet to ourselves. Rules- A statement of what to do or not to do in a specific situation. We have rules in our school, such as no running in the hallway so that we do not hurt ourselves or others. Step One: Introduction: I will start by having the students talk to their neighbor about how they start their day (waking up, eating breakfast, brushing their teeth etc). Next I will ask them if they have any daily chores in their house, or if they take care of a pet or brother or sister. Students will discuss these different questions with one another. Introducing the words: I will tell students that they may have different responsibilities at home. I will have them write a list of what they are responsible for. I will also reintroduce the word Respect. (students should already be familiar with this word because it is a school, and classroom rule) I will have them write down ways they show respect at home and at school. I will introduce the word rules to the class. I will tell them that we have rules to keep us safe. Students will then write down different rules they are familiar with. Instructional strategies/Social constructs:

Ask the students to think about something that they do on their own at home. This could be chores, walking the dog or helping to make dinner. Ask them how they feel when they do things by themselves. Ask students why it is important to follow rules. Finally, ask students how it feels to be respected. Is it a good feeling? *New vocabulary added to the word wall Step Two: Students will Think, Pair and Share with the class. Step Three: Have students draw a time that they were responsible at home or school. This could be following a rule, respecting a classmate, or doing a chore. Step Four: Students will create a three quarter foldable, writing three different sentences starting with “At school I... At home I... and at ___ I. For each sentence they will write down a different way they help out at home or at school. Under each flap, they will draw a picture to represent their sentence. Step Five: Think Pair Share as listed above. Step Six: Charades! Divide the class in half. A variety of different responsibilities, and rules will be written down on sheets of paper. Students will pull out a slip of paper and act out that phrase for their team. They will have 45 seconds to do so. If the team guesses the phrase they get a point. Examples of phrases could be.. No running Raising your hand Making your bed Walking the dog Helping make dinner 1-C5.0.2

Identify situations in which people act as good citizens in the school community (e.g., thoughtful and effective participation in the school decisions, respect the rights of others, respect for rule or law, voting, volunteering, compassion, courage, honesty). Vocabulary definitions for the students: Good Citizen- Some who respects others and their property. He/she is helpful and considerate, willing to put others first. Example: A good citizen will pick up trash they find on the ground and throw it away, or recycle. Participation- The action of taking part in something Example: We participate in class by raising our hand Respect- Appreciating a person for their character, knowledge, and abilities, Example: We respect classmates and belongings in our classroom. Laws- An individual rule that everyone is enforced follow in the United States It is against the law to drive under the age of 16 without a drivers license. Volunteer- A person who freely offers their time to help others without getting paid. Example: Many parents volunteer to come read to our classroom every Friday. Vote- a way to express an opinion or choice made by a single person or a group of people. Example: On a rainy day, we will vote if we want to play board games, or watch a movie. Honesty- To be truthful Example: You are using honesty when you keep your eyes on your own paper during a spelling test. Step One: Introduction: I will read the book “Being a Good Citizen” byAdrian Vigliano. Before reading I will ask students to think about a time when they saw someone do something nice for another person without being asked.

Introducing the words: I will write a list of the new vocabulary words on the whiteboard and we will go around the room sharing our ideas of what we think each word means. Instructional strategies/Social constructs: Students will then begin to work on their own. They will brainstorm different ways they believe they are currently a good citizen, and then brainstorm ways they can continue to be a good citizen throughout their lifetime. *New vocabulary will be added to the word wall. Step Two: Students will gather on the reading rug and we will go over vocabulary and come up with a set of definitions. We will make connections with the words law, and how it is a rule that everyone in society has to follow. We will also make connections with the word vote, and how when we discussed majority rules, we were voting to make a choice. Students should already be familiar with the words respect and honesty, because it is a school rule, but we will review that as well. We will go over different ideas of what a volunteer does, and how everyone should participate in the community to be a good citizen. We will have a class discussion while talking about these words, and I will write them on the white board. Step Three: I will ask students to go back to their seats and draw an example of how to be a good citizen in their community. At least two other vocabulary words should be included in their drawing. Step Four: Free Association: Announce the vocabulary words from the unit. Ask students to name a minimum of three words or phrases that “come to mind” when they hear each vocabulary word. I will say the vocabulary words out loud for the students. For example, if the vocabulary word was “rain” a free association might look like: cloud, wet, thunder. The teacher will record the free association on the board. Step Five: Think, Pair, Share

With students seated in teams of 4, have them number them from 1 to 4. Announce the vocabulary words from the unit. Give students at least 2 minutes of think time to THINK of their own definitions for the words. Have them turn to their neighbor and PAIR up to discuss their ideas. and then SHARE with the whole table (4 people) about their ideas. Step Six: Draw Me Announce the vocabulary words from the unit. Ask students to illustrate or draw a scene that includes the vocabulary words. Meet on the carpet and discuss the illustrations.