Social Studies - Saginaw Valley State University
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |II. Geography |
|Topic: |Location, Movement, and Connections |
|Grade Level Standard: |1-7 Identify location, movement, and connections. |
| |
|Grade Level Benchmark: |1. Identify locations of significance in their immediate |
|environment and explain reasons for their location. (II.3.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Brainstorm why we need a bathroom in our classroom or down the hall. What else do we need close| |
|by? Why? Then branch out to the whole school. Why do we need the playground close by and not | |
|across the street or down the block, etc.? | |
| | |
|2. Making a School Map (activity attached) | |
| | |
|3. Reading a School Map (activity attached) | |
| | |
|4. Mapping the Surrounding Area (activity attached) | |
| | |
|New Vocabulary: Environment |
Making a School Map
SS010404
ABSTRACT
In this lesson, children review the purpose of maps. They learn that maps are made from a bird’s eye view, show cardinal directions, and feature legends identifying the map symbols. The children create a map of their school including the classrooms, hallways, offices, bathrooms, and other rooms of the school. They label the rooms with map symbols and create a legend to identify them.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Getting Around at School
BENCHMARK
Identify locations of significance in their immediate environment and explain reasons for their location (II.3.EE.1).
KEY CONCEPTS
legend
map symbol
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Aerial view of the school (or aerial sketch)
A street or state map
Dollhouse with removable top.
Easel paper
Map templates of an apartment:
Map templates of the school (including the classrooms, offices, hallways, bathrooms, lunchrooms, etc.) with the direction, north labeled with an N. The original can be created out of 11 x 17 inch sheets of paper and photocopied. Create a box on the reverse side to be used for the legend. (One per child)
Symbol stickers of the classroom. Depending on the number of rooms in your school, determine how many of each symbol you need per child. These can be created by printing out the symbols using clip-art on label stickers, or they can be hand-drawn.
(You can access the website or other clip art websites for examples).
Student Resource
Leedy, Loreen. Mapping Penny's World. New York: Henry Holt, 2000.
Sequence of Activities
1. In the large group setting, show the children a street or state map and ask, what it is and what it is used for. Establish that maps are like pictures of areas which help you get to places or know where things are located. Have the children volunteer examples of occasions they or their families have used a map.
2. Show the children the legend on the map and ask for suggestions regarding its purpose. Guide the children to understand that a legend helps us understand the map. The legend can be color-coded or use symbols so the map does not have to be labeled. Point out each symbol in the legend and ask the children to approach the map and find where it appears on the actual map.
3. Next, use a picture drawn ahead of time on a large sheet of paper of the school and its surrounding streets and/or other buildings from a side view. Ask the children if your drawing of the school is a map. Guide the children to understand that it is similar to a map, but there is one major difference: the drawing is not created from a bird’s eye view. Maps are created from a bird’s eye view because more land can be viewed from a bird’s eye view. Ask the children what part of the school they would see from a bird’s eye view (the roof). As the children watch, re-create your drawing of the school with the buildings and trees from a bird’s eye view. Explain that even maps of small areas are made from a bird’s eye view.
4. Show the children the dollhouse. Have them take turns in small groups approaching the dollhouse looking at it from a bird’s eye view. Ask them if they can see what the inside of the dollhouse looks like from a bird’s eye view. Ask the children how they could see the inside of the dollhouse. Take the top (roof) off the dollhouse and observe the rooms. Tell the children that maps of buildings and rooms are often created without the roofs/ceilings so that the floor plan can be viewed.
5. The next day, have the children create their own maps of the school. Review with them the criteria for a map; bird’s eye view and a legend. Show the children the map template and direct them to label each type of room with a symbol. Ask the children to list the various types of rooms in the building: classrooms, offices, hallways, bathrooms, lunchrooms, etc. Ask the children to suggest symbols for each type of room. Tell them that you have pre-determined the symbols since it would take awhile for them to create each symbol. Show the page of symbols and ask the children to determine what each symbol is. Tell the children that as they make these maps, place a map symbol sticker in each of the classrooms to indicate the type of room it is.
6. During small group or center time, distribute blank school maps, a clipboard, and a page of sticker symbols to each child. Tell them to fold the map in half and attach it to the clipboard. Explain that when making a map, it’s a good idea to observe all the areas covered on the map. Take a tour with the children around the school. In each area of the school, ask the children to identify the type of area it is and find the appropriate symbol to affix to their map. For homeroom classrooms, have the children write the number of the grade it is, but not the teacher’s name. As the walk continues, explain to the children the direction toward which they are walking.
7. After the tour, return to a table with the small group and tell them to create the legend on the back of their map. Tell them to affix each of the symbol stickers to the legend and identify each symbol. Display the words with the symbols on a large sheet of paper so children can write the words independently. Guide the children to determine where to write the directions, N, S, E, and W.
8. Read Mapping Penny's World to the class to reinforce the use of maps, map symbols, and legends.
ASSESSMENT
Assessment can occur during Step 7. If the children can create the maps with little assistance, they have achieved success. A more formal assessment could occur at another small group time. Give the children a map template of an apartment with three rooms and a hallway. Tell them what each room is. On easel paper create the same map on a larger scale and write what each room is. Ask the children to think of symbols for each room, draw the symbol in the room and create a legend identifying the symbols. If they can create logical symbols for each room and write a legend correctly, they have achieved success.
APPLICATION BEYOND SCHOOL
Children can create a map of their home. They can determine what symbols should be used for the various types of rooms in their house. An architect could come for a guest visit and display floor plans of buildings and homes.
CONNECTIONS
English Language Arts
Children write words to explain symbols on the legend.
Health and Physical Education
Children walk through the entire school as they make their maps.
Reading a School Map
SS010405
ABSTRACT
This lesson draws upon experiences from the previous lesson, “Making a School Map.” In that lesson, children created maps of their school, labeled the rooms with map symbols, and created a legend. In this lesson, children read the maps they created and offer explanations for the locations of various parts of the school.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Getting Around at School
BENCHMARK
Identify locations of significance in their immediate environment and explain reasons for their location (II.3.EE.1).
KEY CONCEPTS
legend
map symbol
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Fictitious map of a school (one per child). This map should look similar in format to the maps created in “Making a School Map.” This map should use slightly different map symbols and should have two to three rooms in obviously misplaced areas (the office at the back of the school, the gymnasium next to the library and kindergarten rooms next to 5th grade rooms, etc.).
Maps of the school (created in “Making a School Map”)
Student Resource
Taylor, Barbara. Maps and Mapping. New York: Kingfisher Books, 1993.
SEQUENCE OF ACTIVITIES
1. In the large group, show the children one of the maps created in “Making a School Map.” Review the map with the children by asking volunteers to come and point to certain areas of the school (the classrooms, hallways, offices, etc.). Ask children to read the legend and explain its purpose.
2. Ask the children why the office is located in close proximity to the front door. Guide the children to understand that when people visit the school or make deliveries, they go to the office to take care of this business. Thus, it makes sense for the office to be next to the front door. Ask the children if the same grade classrooms are next to one another. Next, ask them why the hallways are located between classrooms. Ask if the gymnasium is directly next to the library and why it may not be a good idea to have them close together. Identify any rooms that are located in inconvenient locations and explain that sometimes certain rooms are located in a place because equipment might be needed or because the building is old and rooms are used for different purposes than were originally intended.
3. Divide the children into small groups and ask them to continue to look at the map and to explain the rationale for the rooms. Locate any rooms that are inconvenient or in unsuitable locations, and have them explain why it’s a poor location and offer an alternative location. Reconvene in the large group and ask children to share their responses.
4. Read the selected parts of the literature book, Maps and Mapping to reinforce the ideas of symbols and reading maps.
ASSESSMENT
Assessment occurs during individual conferencing with children. Show the children the fictitious map and ask them to identify some of the rooms according to the map legend. (Children can either read the legend or they can interpret the symbol). Ask the children to identify rooms that seem to be located in convenient and suitable locations and tell why. Next, ask them to identify rooms that do not seem to be located in convenient and suitable locations. In their journals, they can re-create the map, placing rooms in better locations.
APPLICATION BEYOND SCHOOL
Children can read road maps and interpret symbols. They can also examine the interior design of their home and identify rooms that are in good locations and rooms they would change if they could.
CONNECTIONS
English Language Arts
Children listen to literature to gain understanding about maps. Children read symbols or words in the legends.
Mapping the Surrounding Area
SS010406
ABSTRACT
In this lesson children create a map of a small area of a neighborhood. They take a walking tour of the neighborhood surrounding their school and note streets, houses, and other buildings. The children construct symbols to represent the features they see as they create a map. They also create a legend for the map.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Getting Around at School
BENCHMARK
Identify locations of significance in their immediate environment and explain reasons for their location (II.3.EE.1).
KEY CONCEPTS
legend
map symbol
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Clipboards (one per child)
Construction paper (light gray or brown), 9 x 12 inches – one per child. These are the maps of the area surrounding the school. Draw lines for the streets and a dot where the school is.
Markers
Pencils
Street map of the school’s neighborhood
STUDENT RESOURCE
Leedy, Loreen. Mapping Penny's World. New York: Henry Holt, 2000.
SEQUENCE OF ACTIVITIES
1. Review with the children the elements of the map, including how it is made, from what point of view it is constructed and the purpose served by map symbols and legends. Show the children a street map and ask them to identify these elements on the street map. Show them specific streets, parks, their school, other buildings of significance, etc.
2. Tell the children that they are going to make a map similar to the street map, only it will be much smaller, and will “zoom in” to focus in greater detail on a smaller area. Show them the area on the street map they will “zoom in” upon. Ask the children if they know what to do prior to making the map. Guide them to understand that it is necessary to walk through the area first to ensure they see everything. Note if your school is located in an area that is not easily walked or unsafe, prior to this lesson, drive through the neighborhood with a video camera, filming the entire area. This experience will not be as real, but it is a good substitute.
3. Prior to taking the walk, pass out a sheet of paper and a clipboard for each child. Tell the children they are going to draw the streets, houses, buildings, even trees or gardens they see as they walk. They may draw and/or write each of the items as a list.
4. The next day, take the children on a walking tour and ask them to tell you everything they see. Remind the students to draw and/or write what they see on the paper clipped to the clipboard. As you walk, tell the children the name of the streets. Tell them to write their names on the paper and collect them for later use.
5. Upon returning to the classroom, gather the children in the large group and tell them they are going to use train tracks and wooden buildings and other props to recreate a picture of the area they walked. This model will be on display in the classroom for several days. Create the display in an area of the room where it will be out of the way. Place one wooden building down and tell the children this is the school. Ask a child to place a train track in front of the school to symbolize the street on which the school is located. Hold a figure and ask the children to imagine it is a child in the class. Have the figure walk down the street in the same direction the class did and ask the children what they saw. Have another child place another prop along the walk. Continue to have the figure walk through the neighborhood and ask children to place the objects they have seen. When they have finished, ask the children what they have created (a map). Ask them what does this map show and what the various objects are called (map symbols). Ask them if this map has a legend. Tell the children that they have created their own maps of the neighborhood, which also has a legend.
6. During small groups or center time, give each child a 9 x 11 inch sheet of construction paper. Ask the children what they think the lines and dot symbolize. Tell them to take a bird’s eye view of the floor map (out of train tracks and wooden buildings). Hand them back their notes from the walking tour and instruct them to create their own maps by reviewing their notes from the tour and using the floor map as a model. Model for them how they could draw parallel lines where the road lines are. In making the map, instruct the children to include all the features from the floor map and draw everything from a bird’s eye view. Tell them to create their own symbols for trees, houses, buildings, fire hydrants, mailboxes, etc. After they have completed the map, have them create a legend to identify the features on the map. Assist the children with spelling by writing the words on a large sheet of paper displayed in the classroom.
7. Read Mapping Penny’s World out loud to the class to reinforce the idea of constructing a map. Discuss with the children what they would create next if they were to expand their neighborhood map or “zoom out.”
ASSESSMENT
Assessment can occur during Step #6. The children have achieved success if their maps feature the following:
Drawn from a bird’s eye view
Includes all the objects on the floor map
Includes map symbols
Includes a legend explaining the map symbols.
APPLICATION BEYOND SCHOOL
Children can read road maps and interpret symbols. They can create a map of their own neighborhood.
CONNECTIONS
Arts
Children draw symbols of the map from a bird’s eye view.
English Language Arts
Children listen to literature to gain understanding about maps. Children read symbols or words in the legends.
Health and Physical Education
Children walk around the school’s surrounding neighborhood.
Mathematics
Children estimate distances and areas as they draw.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |II. Geography |
|Topic: |Location, Movement, and Connections |
|Grade Level Standard: |1-7 Identify location, movement, and connections. |
| |
|Grade Level Benchmark: |2. Identify people and places in other locations and explain |
|their importance to the community. (II.3.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. A Family From Another Country (activity attached) | |
| | |
|2. Location (activity attached) | |
|New Vocabulary: |
A Family From Another Country
SS010304
ABSTRACT
In this lesson children expand their understanding of culture to include families from other countries. They explore ways in which to learn about other families in another country. They read books, watch videos, and conduct an interview with a family from another country. They draw comparisons and differences between the cultural characteristics of this country and of the United States. Lastly, they identify the reasons for any differences and similarities.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Families Near and Far
BENCHMARK
Identify families in various communities and describe them (II.3.EE.2).
KEY CONCEPT
culture
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Artifacts from country studied
World Map
Student Resource
Families Around the World. Austin: Raintree Steck Vaughn, 1998.
Families the World Over. Minneapolis: Lerner Publications, 1988.
Hume, Loretta Carswell. Favorite Children's Stories from China and Tibet. Rutland, VT: C. E. Tuttle Co., 1962.
Kalman, Bobby. China: The Land. New York: Crabtree Publishing Co., 2001.
Tramblay, Helene. Xinmin's Story: A Family in China. Winnipeg, Canada: Peguis Publishers Lt., 1997.
SEQUENCE OF ACTIVITIES
1. In the large group, review the word culture and ask children all the ways to describe culture. The list should include the following.
Language Spoken, Religion, Family Composition, Dwelling, Food, Clothing, Songs/Stories, Holidays, Means of Transportation, Recreational Activities, Jobs
2. Create a chart like the one below. Fill in the cultural characteristics for the United States (or use the chart created in Unit 3, Lesson 1 or 3).
|Cultural Characteristics |United States |Other Country |
|Language Spoken | | |
| | | |
|Family Composition | | |
| | | |
|Religion | | |
| | | |
|Dwelling | | |
| | | |
|Food | | |
| | | |
|Clothing | | |
| | | |
|Songs/stories | | |
| | | |
|Holidays | | |
| | | |
|Means of Transportation | | |
| | | |
|Recreational Activities | | |
| | | |
|Jobs | | |
| | | |
|Natural Environment: | | |
|Water, land, climate, plants, | | |
|animals | | |
3. Ask the children how we could determine the cultural characteristics of a family from a different country. Guide them to understand that they can read books, watch videos, and/or conduct an interview with a family from another country or someone who has been to that country to gain this information. Tell the children that they are going to study a family from another country and it will be necessary to employ all the ways of research to learn as much as they can about that family. In this lesson, the country of China will be used.
4. Introduce China to the children by showing it to them on the world map. Ask them what they notice about it (its size, how far away it is from Michigan, etc.) Over a period of a week, read books, show videos, and bring in artifacts of this country so children begin to develop a basic understanding of the characteristics of China. Begin to fill out the cultural characteristics chart in Step 2.
5. Remind the children that interviews can also be helpful to learn about another country. Explain that they are going to interview a Chinese citizen. Ask the children to write two questions about cultural characteristics. For example, if the students want to ask about language, a sample question might be, “What language(s) are spoken in China?” Have the children write down each of these questions on a 3 x 5 inch card. Explain to the children that they are going to take turns interviewing the guest each asking a question. Have them practice saying their question to a partner so they are comfortable reading it. Tell them that while they may already know the answer to the question, it will be interesting if the guest gives different or similar answers.
6. Distribute the question cards to the children. Invite the guest into the classroom and explain to the guest that the class has been studying China and has some questions they would like to ask. Have individual children ask the guest their question. Record the answers on the cultural characteristics chart. If possible, video or audiotape the interview for future viewing. Invite the guest to share a song, story, food, clothing or other artifact from China to give children a hands-on experience.
7. After the interview, invite the guest to interview the students in the classroom. Begin with the children who did not have an opportunity to ask a question.
8. Make smaller copies of the cultural characteristics chart and divide the class into pairs. Give each pair of children two highlighters: pink and yellow. Instruct one child to take the pink highlighter and highlight all the similarities. Instruct the other child to use the yellow highlighter to highlight all the differences.
9. Gather in the large group to discuss the results. Discuss some possible reasons for these differences. While it is difficult to attribute a cause to certain characteristics (because they are due to culture/heritage), certain characteristics such as food, dwelling, clothing, jobs, and recreational activities are due to the natural environment.
10. During small groups or centers, instruct children to use the cultural characteristic chart that has been highlighted as they draw and write the answer to the question: “Tell me what it would be like if you were to go to China. Name two things that would be the same and three or more things that would be different for you.”
ASSESSMENT
The journal entries can be used as a means of assessment. Have a conference with the children individually to check their understanding of some of the cultural characteristics of China.
APPLICATION BEYOND SCHOOL
Children could conduct an interview with a family friend or neighbor who lives/has lived in another country.
CONNECTIONS
English Language Arts
Students listen to texts for meaning. They also use classification and categorization skills important for processing information.
Science
Children study the natural environments of China, in particular animal life, landscape, water, plant life, and climate.
LOCATION
Instructional Example
Explain that the students will be discussing what a location is and how each location has people and places of importance. The first location they discuss will be the location of school. Ask the students to brainstorm all the people and places within the school setting. Create a graph with two columns. The first heading is “People and Places” and second is “Importance to the Community.” Write down students’ responses under the “People and Places” heading.
Children are divided into pairs and asked to think about two people or places and their contribution or importance to the community of school. Children then gather in the large group setting, and the teacher writes down the children’s responses in the “Importance to the Community” column. An example of how the children could word the response is, “the __________ is important to the community of the school because it provides __________.”
Read several books about careers in the community. Ask the students to think about all the various jobs and what their importance is within the community. Some discussion is encouraged after the stories, but limit the discussion to a few places of people and their importance in the community since the rest will be used in the assessment.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |II. Geography |
|Topic: |Location, Movement, and Connections |
|Grade Level Standard: |1-7 Identify location, movement, and connections. |
| |
|Grade Level Benchmark: |3. Identify people, goods, services, and ideas in their local |
|community that have come from other places and describe why they moved. |
|(II.3.EE.3) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. An Immigrant Family (activity attached) | |
| | |
|2. Why do People Immigrate? (activity attached) | |
|New Vocabulary: |
An Immigrant Family
SS010305
ABSTRACT
In this lesson children expand their understanding of culture to include families who have immigrated to the United States. They learn what immigrate means and they participate in a simulation where they cannot communicate verbally. The children learn the difficulties immigrants face when moving to a new cultural environment.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Families Near and Far
BENCHMARK
Identify a family in their local community that has come from another place and describe why its members moved (II.3.EE.3).
KEY CONCEPT
immigrate
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Artifacts from country studied
Children’s video in another language
Two games (new to children)
World Map
Student Resource
Berger, Melvin. Where Did Your Family Come From: A Book About Immigrants. Nashville, TN: Ideals Children’s Books, 1993.
Garay, Luis. The Long Road. Plattsburgh, NY: Tundra Books, 1997.
Hanson, Regina. The Tangerine Tree. New York: Clarion Books, 1995.
Joosse, Barbara M. The Morning Chair. New York: Clarion Books, 1995.
Leighton, Maxinne Rhea. An Ellis Island Christmas. New York: Viking, 1992.
Levine, Arthur A. All the Lights in Night. New York: Tambourine Books, 1991.
Maestro, Betsy. Coming to America: The Story of Immigration. New York: Scholastic Trade, 1996.
Paek, Min. Aekyung’s Dream. San Francisco: Children’s Book Press, 1998.
Pomeranc, Marion Hess. The American Wei. Morton, IL: Albert Whitman, 1998.
Rosenburg, Liz. The Silence in the Mountains. New York: Orchard Books, 1999.
Tarbescu, Edith. Annushka's Voyage. New York: Clarion Books, 1998.
SEQUENCE OF ACTIVITIES
1. In the large group, review the word culture and ask children all the ways to describe culture. The list should include the following:
Language Spoken, Religion, Family Composition, Dwelling, Food, Clothing,
Songs/Stories, Holidays, Means of Transportation, Recreational Activities, Jobs
2. If any of the students, their parents or grandparents has immigrated, invite them to explain how they or their families came to the United States. Have this child show his/her country of origin on the map and bring in some artifacts from the home country. If there are no such students, start by explaining to children that there are some people in the United States who were not born here but have decided to move from another country. Tell children that people who move from one country to another are called immigrants, and the process is called “immigration.” Explain to the children that the United States is a land of immigrants. Emphasize that immigration does not just mean moving from one country to the United States; it could be moving to any country. Also emphasize to the children that immigration doesn’t just mean a visit; it means the family or individual has relocated to another country with the intention of staying there. A final point to emphasize is that immigrants choose to come to the United States for a variety of reasons, but there is one group of people: African Americans, who did not choose to come here. They were forced to come here from Africa to be slaves. Read Coming to America: The Story of Immigration to reinforce the idea that people have immigrated for hundreds of years to the United States.
3. Several activities can be played in order for children to experience, on a limited scale, what it’s like for a person to have to adjust to a new culture. One example includes watching a children’s video in another language for several minutes. Afterward, discuss with the children why it was interesting to watch something in another language and what the difficulties were. A second activity involves using chopsticks or trying on clothing from another culture. Discuss with the children the difficulties they faced in using chopsticks or wearing a new kind of clothing. Another activity includes playing a game. Divide the class into two parts. If there is a teacher assistant or parent volunteer available, allow one group to go on the playground or on a walk while the other half of the class learns a new game. Practice the game with them. When the other group returns, explain that everyone will be playing a game together, but not everyone knows how to play. Divide the class into groups of four with two people who know how to play and two who don’t. The trick is no one is allowed to talk, but somehow the players who know the game must teach the others how to play. Discuss possible strategies they can use (modeling, using hand movements, etc.). Divide them into groups to play. Monitor each group carefully to ensure no one is talking or becoming overly frustrated. They should experience just enough frustration to begin to get a sense of the difficulty caused by the communication barrier. After each group has caught on, allow some time for each group to talk among themselves and explain the difficulties each group faced. Repeat this activity with another group. After each game has been played, discuss the difficulties in the large group. Ask the children why they think they played this game. Guide them to understand that not being able to communicate is just one of the difficulties immigrant families may face.
4. Over a period of a week, read books of various immigrant families. As you read, ask the children to think about the other difficulties immigrant families may face and write down their responses in a list. Some examples include adjusting to new food, new dwelling, new laws, new means of transportation, new school, new ways of shopping, etc. Refer to the difficulties the children faced playing the games. Write these difficulties down on a large sheet of paper and display it.
5. Explain that one of the difficulties immigrants face is whether to become a U.S. citizen. Discuss with the children that becoming a U.S. citizen means you give up your citizenship in the country where you were born. Read The American Wei to further explain the concept of naturalization.
6. The next day, review with the children possible challenges involved in moving to a new country. Instruct children to write a story about themselves moving to another country. In their journals, the children should draw some of the experiences involved in immigrating and then write/dictate at least three challenges they would face.
ASSESSMENT
The journal entries can be used as a means of assessment. Another form of assessment includes reading the children another story about an immigrant/immigrant family. After the story, ask the children to list several of the difficulties the family experienced in the story and one or two other possible challenges that the family could have experienced but wasn’t included in the story.
APPLICATION BEYOND SCHOOL
Children could conduct an interview with a family friend or neighbor who has immigrated. If children take a vacation to another country, they could describe the possible difficulties they would face if they moved to this country. Students develop a greater understanding of the difficulties some of their new immigrant neighbors might face.
CONNECTIONS
English Language Arts
Students listen to texts for meaning. They also use classification and categorization skills important for processing information.
Why Do People Immigrate?
SS010306
ABSTRACT
In this lesson children study and interview a family that has recently immigrated to learn possible reasons for immigration. The teacher emphasizes how everyone in the United States has immigrated here. There are some families who have come very recently for various reasons. They read books and interview an immigrant family to learn first-hand why this family has chosen to come to the United States.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Families Near and Far
BENCHMARK
Identify a family in their local community that has come from another place and describe why its members moved (II.3.EE.3).
KEY CONCEPT
immigrate
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Artifacts from country studied
World Map
Student Resource
Berger, Melvin. Where Did Your Family Come From: A Book About Immigrants. Nashville, TN: Ideals Children’s Books, 1993.
Garay, Luis. The Long Road. Plattsburgh, NY: Tundra Books, 1997.
Hanson, Regina. The Tangerine Tree. New York: Clarion Books, 1995.
Joosse, Barbara M. The Morning Chair. New York: Clarion Books, 1995.
Leighton, Maxinne Rhea. An Ellis Island Christmas. New York: Viking, 1992.
Levine, Arthur A. All the Lights in Night. New York: Tambourine Books, 1991.
Maestro, Betsy. Coming to America: The Story of Immigration. New York: Scholastic Trade, 1996.
Paek, Min. Aekyung’s Dream. San Francisco: Children’s Book Press, 1998.
Pomeranc, Marion Hess. The American Wei. Morton, IL: Albert Whitman, 1998.
Rosenburg, Liz. The Silence in the Mountains. New York: Orchard Books, 1999.
Tarbescu, Edith. Annushka's Voyage. New York: Clarion Books, 1998.
SEQUENCE OF ACTIVITIES
1. Before conducting this lesson, send a letter home to parents asking if any of them are recent immigrants or have parents who were immigrants and would be willing to be interviewed by the class. If the class or school does not have any immigrant families, contact local community organizations to help locate an immigrant family.
2. In the large group, review the word culture and ask children all the ways to describe culture. The list should include the following:
Language Spoken, Religion, Family Composition, Dwelling, Food, Clothing,
Songs/Stories, Holidays, Means of Transportation, Recreational Activities, Jobs
3. Fill in the cultural characteristics for the United States by having all the children volunteer responses for each category.
|Cultural Characteristic |United States |Other Country |
|Language Spoken | | |
| | | |
|Family Composition | | |
| | | |
|Religion | | |
| | | |
|Dwelling | | |
| | | |
|Food | | |
| | | |
|Clothing | | |
| | | |
|Songs/stories | | |
| | | |
|Holidays | | |
| | | |
|Means of Transportation | | |
| | | |
|Recreational Activities | | |
| | | |
|Jobs | | |
| | | |
|Natural Environment: | | |
|Water, land, climate, plants, | | |
|animals | | |
4. Emphasize to the children that people who have come to the United States recently or a long time ago populate the United States. Tell them that their own families have all come from another country or place in the world. As a homework assignment, ask the parents to talk with their children about when their families immigrated to the United States and from what country. Have the children return the homework and instruct each child to share the information. Use a world map and label the children’s countries of origin.
5. If the teacher or any student has recently immigrated or whose parents or grandparents have immigrated, invite them to explain why they or their families came to the United States. Have this child show his/her country of origin on the map and perhaps bring in some artifacts from the home country. Tell the children that people who move from one country to another are called “immigrants”, and the process is called “immigration.” Emphasize that immigration does not just mean moving from one country to the United States; it could involve a move to any country. Also emphasize to the children that immigration doesn’t just mean a visit; it means the family or individual has relocated to another country with the intention of staying there.
6. Over a period of a week, read books about various immigrant families. As you read, ask the children to think about why the families in the stories have immigrated. Write down their responses in a list. Some examples include moving to be with family, dreams of having a better lifestyle in the United States and escape from their home country because of persecution. Explain persecution to the children by saying that sometimes people are not treated well and want to leave. Discuss how many people consider the United States the “land of opportunity” where they can pursue their dreams more easily than in their home country. Explain how this isn’t always the case, but people think that about the United States.
7. Tell the children that they are going to interview an immigrant family to find out why the family decided to move to the United States. As a class, guide the students to create a list of interview questions and write them on a large sheet of paper leaving room for the answers. Interview questions could include:
• From where did your family immigrate?
• When did your family immigrate?
• Why did your family come to the United States?
• In what ways is your home country different from the United States?
• In what ways is your home country similar to the United States?
• What do you like about life here and what don’t you like?
• Do you plan to visit your home country?
• What do you miss the most about your home country?
• Can you find shops and restaurants that sell the kinds of products of your culture?
• Can you find a religious institution of your faith?
• Are there many other people of your culture living near you?
8. Write down the questions on index cards and distribute them to the children to read to the guest. Have each child practice stating his or her question prior to the interview. As the children ask the questions, write down the responses of the guest on the large sheet of paper. Display these questions and responses in the classroom. If possible, videotape the interview for future viewing.
9. Tell the children they are going to pretend they are immigrants moving to the United States. They can choose from which country they emigrated. In small groups or during center time, instruct them to write or dictate a letter to their friends in their home country, including the following:
Why they left their home country;
Why they moved to Michigan in particular
What they like about their new life and
What they miss about their home country.
Children should use the books and interview notes for reference.
ASSESSMENT
The letter written in Step 8 can be used as a form of assessment to measure whether or not children understand why a family would move to the United States.
APPLICATION BEYOND SCHOOL
Explain to the children that people of the Arab culture are the largest immigrant group in Michigan. Tell them that originally many Arabs immigrated to the United States to work in the auto industry. They moved to Dearborn because it was near the Ford’s River Rouge Factory. Ask the children why they think more Arabs would come here. Guide them to understand that immigrants generally want to live in places with people of similar origin. When they live near each other, they can maintain their own culture and communicate in their native language. When large groups live together, there is an incentive to build grocery stores to provide food of their culture, and to build schools and religious institutions of their faith.
CONNECTIONS
English Language Arts
Students listen to texts for meaning. They also use classification and categorization skills important for processing information.
Science
Children study the natural environments of different countries, in particular animal life, landscape, water, plant life, and climate.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |II. Geography |
|Topic: |Regions, Patterns, and Processes |
|Grade Level Standard: |1-8 Identify regions, patterns, and processes. |
| |
|Grade Level Benchmark: |1. Identify regions in their immediate environment and |
|describe their characteristics and boundaries. (II.4.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Color Coding Regions (activity attached) | |
| | |
|2. Reading and Interpreting the Map of a Surrounding Area (activity attached) | |
|New Vocabulary: |
Color Coding Regions
SS010407
ABSTRACT
In this lesson, children learn that a region is defined by specified boundaries and has one or more unifying characteristics. These characteristics give the region a measure of homogeneity that differentiates it from surrounding areas. They study both maps of the school and maps of the surrounding area to identify and code various regions.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Getting Around at School
BENCHMARK
Identify regions in their immediate environment and describe their characteristics and boundaries (II.4.EE.1).
KEY CONCEPT
region
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Colored pencils
County map with city features in different colors
Photocopy (black and white) of the county map
Photocopies of a map of the school – one per child
Photocopies of a maps of the area surrounding the school – one per child
Political Map of the United States (featuring the states in different colors)
Topographical Map of the United States
Student Resource
Appleford, Annie. M is for Michigan. Chelsea, MI: Sleeping Bear Press, 1999.
Shannon, George. Climbing Kansas Mountains. New York: Bradbury, 1993.
Wheatley, Nadia and Rawlins, Donna. My Place. New York: Kane-Miller, 1990.
SEQUENCE OF ACTIVITIES
1. Show the children both the original county map (featuring cities in various colors) and the photocopy of the county map (featuring cities in black and white). Ask the children what they notice about the maps, and what are the similarities and differences. Next ask why one is in color. Lead a discussion about the purpose of the different colors. Discuss the other features of the maps that are various colors, such as parks, golf courses, bodies of water, etc.
2. Explain to the children that areas of different colors are called “regions”. Regions can apply to large or small areas, but for an area to be a region, there has to be some unifying factor. In other words, for an area to be a region, there has to be something similar about the area that makes it distinct from another area. Ask the children to identify a unifying factor of one of the regions on the county map (that the whole area is part of a certain city).
3. Show the children a map of the United States and ask them what it shows. Ask the children what they notice. Guide them to see the various regions, and lead them in a discussion about what is the same about each color. Show the Upper Peninsula of Michigan and ask the children, “Is it attached to the Lower Peninsula?” Explain that regions do not always have to be attached or even be close to each other. Show Hawaii and Alaska and explain that they are part of the region of the United States but they are not attached to the rest of the states.
4. Next, show the children a topographical map of the United States. Ask them to find Michigan. Explain that Michigan is part of the Great Lakes region and ask them why this is. Ask them to describe what else is included in the Great Lakes region. Discuss the other geographical regions of the United States briefly.
5. Read Climbing Kansas Mountains and M is for Michigan out loud to the class and discuss the geographical regions.
6. Show the map of the area surrounding the school again. Ask the children if they think there are ways to distinguish regions on this map, and invite them to demonstrate a region and its unifying characteristic. Discuss how this map could be divided into the school region, the surrounding houses region, the commercial (stores) region, etc.
7. Divide the children into pairs and give them a photocopy of the map of the area surrounding the school and a set of colored pencils. Instruct them to color code the regions discussed. Emphasize that before coloring, both children should agree on the boundaries and characteristics of the regions. After each pair has finished coloring have them gather with another pair to discuss their color-coded maps, noting differences.
8. Read My Place out loud to the class and discuss how maps change over time.
ASSESSMENT
Ask the children if their school maps could have various regions. Take a walking tour of the school and discuss possible regions, such as the learning environment region, the eating region, the travel region, etc. During small groups or center time, show the children a map of the school. Together, determine one possible region for the school. Explain that they will determine regions within the school. Emphasize that a region should generally include more than a single room. Distribute the photocopied maps and colored pencils and instruct them to color five or more regions. Conference individually with the children and ask them to describe to you the various regions and their unifying characteristics.
APPLICATION BEYOND SCHOOL
Children can examine various types of maps and examine the regions. Children can create maps of their homes and create and color code the regions.
CONNECTIONS
English Language Arts
Children listen to literature about maps and regions.
Mathematics
Children use geometry skills as they divide the maps into parts.
Science
When categorizing the United States into topographical regions, children consider the natural characteristics of the land.
Reading and Interpreting the Map
of the Surrounding Area
SS010408
ABSTRACT
In this lesson, children read and interpret the map of a small section of a neighborhood area. After interpreting the map, children share their ideas of why the school was constructed in its current location. Children learn that their school is located in a regional school attendance area.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Getting Around at School
BENCHMARKS
Identify locations of significance in their immediate environment and explain reasons for their location (II.3.EE.1).
Identify regions in their immediate environment and describe their characteristics and boundaries (II.4.EE.1).
KEY CONCEPT
region
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Fictitious School Attendance Area Map. It should have two school regions, one larger geographically than the other, but lower in population.
Maps of the area surrounding the school
School Attendance Area Map (available through your local school administration)
SEQUENCE OF ACTIVITIES
1. Show the children one of the maps of the area surrounding the school and explain that in small groups they are to interpret the maps. Explain that interpret means saying what the symbols represent. Distribute the maps to the children and place the children in groups of two. Instruct them to discuss the symbols on the map. Monitor the children’s discussions.
2. Display one of the school maps so that all the children can see it. In the large group, ask the children to state what they noticed around the school. Ask the children why they think the school is located where it is. Ask them whom they think decided where the school would be built. Guide a discussion about who built the school and why the school was built in its current location, e.g.: “Why do you think the school was built here?” Tell them to look at the map and offer explanations.
3. Next, ask the children why they think this area became the ________ (name of your school) school region. Review the term “region” with the class. Listen to their responses, and guide them to understand that one explanation might be the number of schoolchildren living in this region.
4. Show the children a map of the school district attendance area and ask what they think this map tells us. Guide them to understand that it is a map of their school district. After they notice the various school attendance areas, help them to understand that this is the area (school district) in which they all live. Next, ask them to identify their school attendance area, and guide them to see that they live in the same neighborhood or near each other and they all attend the same school. Guide students to understand that the map is divided into school attendance areas. Finally, point to the biggest area and ask the children what they notice about it. Help the children to realize that there are fewer streets and thus fewer children, so the area has to be geographically larger.
ASSESSMENT
In small groups, show the children the fictional school attendance area maps. Point out the boundaries and tell them to color each boundary. As the children are coloring, individually conference with each child and ask them to explain the two school regions. They should explain why one region is larger than the other.
APPLICATION BEYOND SCHOOL
Children can look at a county map of Michigan. They can hypothesize why some counties (regions) are smaller geographically than others.
CONNECTIONS
Mathematics
Children examine regions and compare their sizes.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |II. Geography |
|Topic: |Regions, Patterns, and Processes |
|Grade Level Standard: |1-8 Identify regions, patterns, and processes. |
| |
|Grade Level Benchmark: |2. Compare their community and region with others. |
|(II.4.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. What is Similar and Different about Families? (activity attached) | |
| | |
|2. How Differences Can Lead to Conflicts? (activity attached) | |
| | |
|3. Looking for Similarities Between Maps (activity attached) | |
| | |
|4. Looking for Differences Between Maps (activity attached) | |
|New Vocabulary: |
WHAT IS SIMILAR AND DIFFERENT ABOUT FAMILIES
SS010307
ABSTRACT
This lesson builds on knowledge gained in Lessons 1, 4, and 5 of Unit 3. In those lessons, children learned about the cultural characteristics of their own families, those of a family from another country, and those of a family who has immigrated to the United States. In this lesson, children compare the data from all three cultural characteristic graphs and note the differences and similarities. They discuss the reasons for these differences and similarities.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Families Near and Far
BENCHMARK
Compare their families with families in other locations and of other cultures (II.4.EE.2).
KEY CONCEPT
diversity
INSTRUCTIONAL ACTIVITIES
Equipment/Manipulative
Comparison charts (see end of lesson)
Cultural characteristic charts
Student Resource
Dwight, Laura. We Are All Alike, We Are All Different. New York: Scholastic, 1991.
Singer, Marilyn. Nine O’Clock Lullaby. New York: HarperCollins, 1991.
SEQUENCE OF ACTIVITIES
1. Display each of the three charts listing cultural characteristics of 1) the classroom’s families, 2) a family living in another country, and 3) an immigrant family. Ask the children what they notice as they look at the three charts. The children are most likely to comment upon the fact that some of the characteristics are similar and some are different. Explain to the children that they are going to discover what cultural differences and similarities are and why they exist.
2. Tell children that they are going to study each characteristic to determine if they are the same or different across each type of family. Emphasize to the children that if they were to do this activity with different families, from different countries, they might get different results. Write one characteristic: “Means of transportation” on the left side of a piece of paper. In the other columns across the top, write the words “Classroom Family” “Family from _______”(name of country) and “Immigrant Family”. See the example below:
|Characteristic |Classroom Family |Family from ____ |Immigrant Family |
|Means of Transportation | | | |
| | | | |
|Similar or Different? Why? |
| |
| |
| |
Ask the children to help fill in the answers to these questions. Next, ask the children to think about why there are similarities or differences. Explain to them the various reasons for cultural differences such as climate, geographical location, and type of business/industry in that country. Emphasize to the children that cultural differences are explained by the ways families live.
3. Divide the children into pairs. Each pair will take a characteristic and make the same kind of chart. Distribute the comparison charts (see below) to each pair and assign them a characteristic. (Note that some pairs will have the same characteristic.) There are examples of characteristics to use at the end of this step. Tell the children to look at the three cultural characteristic charts for the three types of families and fill in their answers. They should mark whether or not there are similarities and differences. Have the children discuss reasons for these similarities or differences and write down their reasons. Remind them that culture is one explanation for differences, but the other reasons include natural environment, businesses or industries in the country, and climate. You may need to assist with the necessary language for those children who have difficulty explaining their reasons.
Comparison Chart
| |
|Names: |
|Characteristic |Classroom Family |Family from ____ |Immigrant Family |
|Similar or Different? Why? |
| |
| |
| |
Characteristics to use:
Dwelling
Food
Clothing
Songs/stories
Holidays
Recreational Activities
Jobs
4. Have each pair report their findings to the entire class. Encourage the other children to make comments, either in agreement or disagreement. Be sure to focus on the fact that while there are differences, there are also similarities and that is what makes people able to get along.
5. Read We Are All Alike, We Are All Different to the children and discuss any new differences or similarities they noticed between people or groups of people.
6. Ask the children why differences are important. Explain that life would be impossible as well as boring if everyone did things the same way. Tell them that there is a word that describes when people have different religions, ethnicities, interests, lifestyles, or beliefs. That word is diversity. To demonstrate the importance of diversity to the children, ask each child what his/her favorite food is. Record all the responses on the board and ask the children what they notice. Guide them to understand that people have different likes and dislikes, and that in the classroom there is diversity in what children’s favorite things are. Explain that even though you may not share other people’s likes or interests, it is important to recognize that people have their right to them.
ASSESSMENT
Read to the children, Nine O’Clock Lullaby. During center time or small groups, ask the children to choose three of the people discussed in the book and draw pictures of them in their journal or on a piece of paper. As the children are drawing, conference with each child individually and ask him/her to explain how the people in the book are different from or similar to them and why they think these differences/similarities exist. Finally, ask the children to give you an example of diversity. If a child can cite differences/similarities and attribute them to culture (or climate or geographical location), and explain diversity as differences of opinions, beliefs, likes, etc., he/she has achieved success.
APPLICATION BEYOND SCHOOL
In a newsletter to parents, suggest that they watch a movie or read a book together about a family living in another country. The parents and children can discuss what the differences and similarities are between their own family and that of the one in the movie or book. They can then try to determine the reasons for these differences.
CONNECTIONS
Arts
Play music that comes from the countries used for comparison. Ask the children to describe how the music is different or similar.
English Language Arts
Children listen to texts for meaning. They also read the characteristics from the charts and express their thoughts in writing.
How Differences Can Lead to Conflicts
SS010308
ABSTRACT
This lesson builds on knowledge gained in Lessons 1, 4, 5, and 7 of Unit 3. In those lessons, children learned about the cultural characteristics of their own families, a family from another country and a family who has immigrated to the United States. They compared the data from three cultural characteristic graphs and noted the differences and similarities, as well as the reasons for these differences and similarities. In this lesson, children discuss how differences of opinion, religion, lifestyle, etc. can lead to conflict. They study the differences between the three families and the teacher will present a possible scenario where the children identify possible conflicts.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Families Near and Far
BENCHMARK
Compare their families with families in other locations and of other cultures (II.4.EE.2).
KEY CONCEPT
diversity
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Comparison charts
Large sheet of paper (easel paper)
Children’s Resource
Pinckney, Gloria Jean. Back Home. New York: Dial Books for Young Readers, 1992.
SEQUENCE OF ACTIVITIES
1. Display the comparison charts created in previous activity. (These charts document the cultural characteristics of three different families: a prototypical classroom family, a family from another country and an immigrant family.) Review the data by asking the children to tell you what these charts are about. If the idea that there are differences between the families does not come up, ask the children to describe some differences and ask them the word that describes the difference in cultural characteristics (diversity). Review with the children the importance of diversity. Tell them that there is diversity because of people’s varying cultures.
2. Next, tell the children the following story. “Pretend that tomorrow I told you I was going to bring a treat – the same treat – for everyone in the class. How should I decide what to bring?” Ask the children for suggestions about how to decide which dessert to bring. Take their suggestions and guide them to understand that the fair thing to do is to take some suggestions and have everyone vote on the dessert they want. The dessert with the most votes will make the most children happy, so that dessert will be chosen. Ask the children for suggestions about possible desserts and write them down. Next, take a vote of the children’s preferences and ask the children which dessert is the most popular. Ask the children whose dessert was not chosen how they are feeling. Encourage them to say if they are disappointed their dessert was not chosen. Tell the children that they have diverse tastes in desserts, and when they have to choose only one dessert, people can be upset and sometimes people can even get into arguments and fight if they’re unhappy with the results.
3. Tell the children that you are going to tell them a story about three children from different cultures. They should listen carefully because they will do an activity when the story is finished.
“Pretend there are three people from each of these cultures (make up names for the three people, like John from the “American” culture, Wei-Jin from China and Ali from Lebanon, both of whom have immigrated to the U.S.). The three of them go to school together and even though they are from different cultures, they are friends and find common things to do. They all like to play basketball, ride bikes and draw with chalk on the sidewalk. They have a playdate after school one day at John’s house. It is December, and school is out. There is a Christmas tree and presents at John’s house. John has a part in his church’s Christmas pageant. He insists the three of them practice the play, with each of them taking a role. Wei-Jin and Ali do not celebrate Christmas, although they know the story of Christmas. What would you do if you were Wei-Jin or Ali? Was it wrong of John to ask his friends to act in the play?
4. Ask the children to think about these questions and what could happen in this situation. Focus the conversation on the source of the conflict, and not on the possible solutions. Emphasize to the children that Wei-Jin and Ali do not want to practice the Christmas play and John is being persistent. Discuss that the source of conflict is the difference in religion.
5. The next day, explain to the children that while John, Wei-Jin and Ali are good friends their different cultures could lead to other possible sources of conflicts. Tell them that they are going to be divided into groups of three and each will play the role of one of the characters. They will be given a cultural characteristic and they will decide how the difference in the cultural characteristic could lead to a conflict. They will create a skit to be performed to the class. Divide the children into groups of three and give them a characteristic such as food, clothing, songs/stories, holidays or recreational activities – (Note that some groups will have the same characteristic). Also give the children the comparison charts pertaining to their assigned characteristic. Tell them to use your story as a model; the three children play and a conflict surfaces due to the cultural differences.
6. As the children practice their skits, monitor each group’s progress and assist and re-direct them when necessary. Remind the children that in this skit they do not have to resolve the conflict. Rather, the purpose is to show how conflict could arise. If children disagree about which role they want to play, assign the roles. When the groups seem close to finishing, give them a two-minute warning to wrap up their skits.
7. Reconvene as a class so each group can perform their skit. Tell the children that the group performing will not state what cultural characteristic has been assigned to their group. The children who are watching should try and determine which characteristic is the source of conflict. They can raise their hands to offer suggestions and the children who performed can call on the children. After all of the skits have been performed, ask the children if they think the three children could still be friends even though they have had cultural conflicts. Review the other things the three had in common and tell the children that in the next lesson, they will discuss how the conflicts are resolved.
8. Read Back Home to the children and ask the children to discuss the source of conflicts between Ernestine and Jack.
ASSESSMENT
Assessment can occur during the performance of the skits. If the children act their parts demonstrating an understanding of the source of the conflict, they have achieved success. A more formal assessment includes conferencing with the children individually and asking them to describe how conflicts can occur between people of different cultures. They can summarize three of the skits the children performed as examples. Ask the children to describe to you what it means to have a diverse classroom. If the children can state that conflicts can occur due to differences in cultural characteristics, name some of the characteristics and state that diversity means differences in culture or lifestyle, they have achieved success.
APPLICATION BEYOND SCHOOL
In a newsletter to parents, explain that you are learning how different cultures can lead to cultural clashes or conflicts. What works best is when people respect other people’s cultural characteristics, however conflict can occur due to differences of opinion or culture. Suggest to parents that they discuss with the children current events and how there are real-world clashes due to cultural clashes. Suggest that they avoid discussing wars and violence, and focus more on how cultural differences can lead to conflict.
CONNECTIONS
Arts
Children perform skits in front of the class.
English Language Arts
Children listen to texts for meaning. They also strengthen communication skills as they write the skits.
Looking for Similarities Between Maps
SS010409
ABSTRACT
This lesson builds on Lessons 4, 5 and 6 and 8 of this unit. In those lessons, children created and interpreted maps of their school and its surroundings. In this lesson, children examine the maps of another school and that school’s surrounding area and determine similarities between them and the maps of their own school and the school’s surrounding area. They examine the number of rooms, location and placement of rooms, number of floors, playground, and types of buildings in the surrounding area and other similarities to draw conclusions about what is similar about the schools.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Getting Around at School
BENCHMARK
Compare their school and neighborhood areas with others (II.4.EE.2).
KEY CONCEPT:
region
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Colored pencils (one set per two children)
Easel paper
Maps of a nearby elementary school and the area surrounding the school. (You could exchange one of your school maps with another school, or you could create a fictitious map of another school and its surrounding area). One photocopy of each per child
Photocopies (one per child) of the school map
Photocopies (one per child) of the map of the area surrounding the school
SEQUENCE OF ACTIVITIES
1. In a large group discussion, ask the children if they have ever visited another school, such as their siblings’ school, or a preschool. Ask the children to describe these other schools, and ask them if there are similarities between these school buildings and their own school building. On the chalkboard or large sheet of paper, create a heading titled, “Similarities between Schools” and record the children’s responses on the chalkboard or a large sheet of paper.
2. Ask the children to think about the outside of the schools they’ve visited and their own school. Ask them to think about the similarities, and again try to focus them on the areas like the library or gym, rather than specific smaller characteristics. Write down their responses on the list.
3. Ask the children what else people could use besides their memories to compare places. Discuss the use of photographs, videos, and maps for the purposes of comparison. Ask them to explain what a map does that a photograph or video does not. Discuss the bird’s eye view perspective that allows you to view all the rooms and areas together.
4. Divide the children into pairs and distribute the maps of the nearby schools. Tell them to examine the map of a nearby (or fictional) elementary school and record all the similarities between the nearby school and the school they attend. Emphasize that there will be differences as well, but for this lesson, focus only on the similarities. Allow them a few minutes to examine the maps and to read the map symbols and the legend. After a few moments, ask the children if they have any questions. Ask the each pair to verbally describe what they noticed on the map. Listen to their observations.
5. Display the two maps, one of their own school and one of a nearby school, in the classroom so all the children can see them. Ask two children to find one region that is the same on both maps. Instruct them to circle the corresponding regions in the same color. Divide the children into pairs. Tell them to continue this activity on their own maps by circling all the similar regions in corresponding colors. Distribute the maps and colored pencils for the children to engage in this activity.
6. After the groups have finished discovering the similarities, guide a large group discussion about their findings. Ask them if they think most schools will have the regions these two schools have in common. Probe the children to elicit fullness of thought. Next, ask them what conclusions they can draw about the nature of the schools based on the maps. For example, if there are the same numbers of kindergarten rooms, then there are probably the same or similar numbers of kindergarten children. If both schools have music rooms, then music is taught at both schools. After the discussion, collect the maps for use in Lesson 10.
ASSESSMENT
During small groups or center time, tell the children they are to find and record similarities between the maps of the surrounding areas of the two schools. Show the map of the area surrounding a nearby school and ask the children to interpret the symbols so that they clearly understand what the symbols mean. Distribute one photocopy of each map and a set of colored pencils to the children and instruct them to circle the similarities between the two areas surrounding the schools. As the children finish, conference with each child individually and examine his/her maps. Ask each child what conclusions they can draw about the areas surrounding the two schools, based on the similarities. Collect these maps for assessment in Lesson 10.
APPLICATION BEYOND SCHOOL
Children can compare regional maps of their city and a nearby city and compare lakes, parks, etc. and draw conclusions about the cities.
CONNECTIONS
English Language Arts
Children interpret map symbols and read legends.
Mathematics
Children strengthen their visual spatial skills when studying and comparing maps.
Looking for Differences Between Maps
Ss010410
ABSTRACT
This lesson is an extension of Lesson 9 and builds upon knowledge gained in Lessons 4, 5, 6 and 8 of this unit. In those lessons, children created and interpreted maps of their school interior and its surroundings. In this lesson, children examine the maps of another school and the school’s surrounding area and determine differences between them and the maps of their own school and the school’s surrounding area. They examine the number of rooms, location and placement of rooms, number of floors, playground areas, and the types of buildings in the surrounding area and other differences to draw conclusions about what is different about schools.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Getting Around at School
BENCHMARK
Compare their school and neighborhood areas with others (II.4.EE.2).
KEY CONCEPT:
regional
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Maps of a nearby elementary school and the area surrounding the school. (You could exchange one of your school maps with another school, or you could create a fictitious map of another school and its surrounding area.) One photocopy of each per child
Photocopies (one per child) of the school map
Photocopies (one per child) of the map of the area surrounding the school
Student Resource
Kalman, Bobbie. A One-Room School. New York: Crabtree Publishing Company, 1994.
- - -. Early Schools. New York: Crabtree Publishing Company, 1991.
SEQUENCE OF ACTIVITIES
1. In a large group discussion, review with the children some of the similarities they discovered between the two schools and their surrounding areas in Lesson 9. Discuss the conclusions they can draw about the two schools based on these similarities.
2. Read aloud to the class, Early Schools and A One-Room Schoolhouse and ask children to notice the differences between these school buildings and their own. Discuss the reasons for these differences.
3. Ask the children if during their visits to other schools they have noticed any differences between those schools and their own. Take their suggestions and write them on the chalkboard under the heading “Differences between Schools.” Remind the children to focus on the differences in the school building and the surrounding areas, such as number of floors, location of rooms, number of rooms, location of parking lot and playground, etc. Tell the children they are going to examine maps of the schools and notice the differences. They are going to draw four differences between the schools and explain in their own words how they are different.
4. Divide the children into pairs and distribute the maps of the nearby schools, a piece of drawing paper, and markers. Instruct the children to look at the maps and determine some of the differences between them. Have the pairs draw four differences between the schools on the drawing paper.
5. After the groups have finished discovering and marking the differences, ask each group to volunteer one difference and explain it to the class. Guide a large group discussion about their findings. Ask the children what conclusions they can draw about the two schools based on these differences, or how these differences would impact the schools. Discuss if these are significant differences or minor differences. Lastly, ask the children to volunteer reasons for these differences. While some differences are explained by architecture and are difficult for students to discuss, others are due to school population and curriculum.
ASSESSMENT
During small groups or center time, tell the children to notice and record differences between the maps of the surrounding areas of the two schools. Review with the children the map of area surrounding a nearby school so they are clear about what is represented on the map. Distribute one photocopy of each map and a set of stickers to the children and instruct them to label all the differences. As the children finish, conference with them individually, asking them what conclusions they can draw about the areas surrounding the two schools based on the differences. They can also determine if there are more similarities or differences between the schools.
APPLICATION BEYOND SCHOOL
Children can contrast regional maps of their city and a nearby city and contrast lakes, parks, etc. and draw conclusions about the cities based on these differences.
CONNECTIONS
English Language Arts
Children interpret map symbols and read legends. Children listen to literature about school buildings of the past.
Mathematics
Children strengthen their visual spatial skills when studying and comparing maps.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |II. Geography |
|Topic: |Regions, Patterns, and Processes |
|Grade Level Standard: |1-8 Identify regions, patterns, and processes. |
| |
|Grade Level Benchmark: |3. Describe changes in the region over time as well as |
|presently. (II.4.EE.3) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. From Big to Little, From Little to Big (activity attached) | |
| | |
|2. Read Aloud “The Little House.” Make a list of how the region changed. Brainstorm changes in |The Little House by Virginia Lee Burton |
|local community. i.e. new homes, businesses, etc. | |
|New Vocabulary: |
From Big to Little, From Little to Big
ART ACTIVITY
Children will increase their awareness of how things in their environment change in size and what causes these changes.
WHAT YOU NEED
• Crayons, colored pencils, or markers
• Large, light-colored construction paper
• Pencils
• Paper for taking notes
WHAT TO DO
1. Briefly discuss with children different things that are big and little. Have them suggest some things that are big and some things that are little. After children have made a few suggestions, point out that not all big things stay big and some little things may become big. Give them some examples, such as a little acorn becomes a big oak tree, and a big balloon can become little when it loses air.
2. Divide the class into groups of four or five and give each group time to brainstorm a list of big things that become little or little things that become big. You may want to assign one or two people in each group to record the group's ideas. As children are working, remind them that the change in size can occur slowly over time or suddenly as the result of some event, such as a balloon popping.
3. After each group has recorded several ideas, tell children that they are each going to choose one idea to illustrate. Pass out a large piece of construction paper to each child. Have children fold their paper twice to create four sections. Then tell children to illustrate the idea they have chosen. Explain that they should show the change from big to little or little to big by using the sections of the paper. For instance, if they are drawing something that is big and becomes little, they should use the first section to show the object when it is big and the last section to show when it is little. The sections in between should show the gradual change in size.
4. Have children label their drawings with the words big and little in the appropriate sections. Then encourage children to share their drawings with the class. As children show their pictures, encourage them to explain why the object they drew changes size.
TEACHING OPTIONS
• To help children focus, you may want to assign each group a topic. For example, you may want to have two groups that think of and illustrate big things that become little and two other groups that think of and illustrate little things that become big.
• You may want to suggest charades as a way for children to share their finished drawings. When everyone is done, children can take turns acting out how the object they drew changes size. Children can then show their pictures.
• If children are having trouble thinking of things that change size, you may want to make some suggestions such as, a little snowball rolling down a snowy hill becomes a big snowball, an umbrella can be little when closed and big when opened, a new pencil is big but becomes little with use, and the moon looks big when it's full and little as it wanes.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |II. Geography |
|Topic: |Global Issues and Events |
|Grade Level Standard: |1-9 Locate and describe global issues and events. |
| |
|Grade Level Benchmark: |1. Locate and describe major world events that are having |
|an impact on their community and explain why they are important to the community. |
|(II.5.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Brainstorm major world events (war, oil prices, natural disasters, hunger). | |
| | |
|2. Discuss how these events affect them. | |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |III. Government |
|Topic: |Purposes of Government |
|Grade Level Standard: |1-10 Describe the purposes of government. |
| |
|Grade Level Benchmark: |1. Cite examples of government carrying out its legal |
|authority in their local community. (III.1.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Governing our Local Community (activity attached) | |
| | |
|2. Truth or Consequences (activity attached) | |
| | |
|3. Rules are Like Laws (activity attached) | |
|New Vocabulary: Consequences, enforcement, ordinance |
Governing Our Local Community
ABSTRACT
In this unit children examine how their local community is governed. The unit begins with a brief exploration of the main purposes of local government (protecting safety, making laws, exercising leadership, providing public goods/services). This is followed by a discussion of why communities need laws. In small groups children create and perform a short skit demonstrating what life would be like in a community without laws. They explore specific examples of local laws (ordinances) as well as possible consequences for violating them. Basic institutions of the local government (mayor/supervisor/manager, council, municipal court) are studied through simple diagrams and discussion. The unit continues with activities relating to goods and services provided by local government. Finally, children discuss a local public issue and compose brief statements expressing an opinion which they present. This orientation to public policy serves as an introduction to the next unit of study during which the children explore a public issue in depth.
UNIT TITLE: Governing Our Local Community
Grade Level/Course Title: Second Grade/The Local Community
FOCUS QUESTIONS:
1. Why do we need laws?
2. What are the consequences of breaking laws?
3. What goods and services are provided by local government?
BENCHMARKS
Children will:
• describe consequences of not having rules (III.1.EE.2).
• identify laws in the local community and consider consequences of breaking them (III.4.EE.1).
• cite examples of government carrying out its legal authority in their local community (III.1.EE.1).
• describe goods and services provided by their local government (IV.3.EE.2).
• engage each other in conversations pertaining to the governing of their local community (VI.2.EE.1).
• compose a brief statement expressing an opinion on a public issue in their local community (VI.3.EE.1).
• compare their viewpoint about a local community issue with an opposing viewpoint (VI.1.EE.2).
ASSESSMENT TASKS
1. Create and perform in a simple skit that describes what their community would be like without laws (III.1.EE.2).
2. Create a list of local laws and possible consequences for breaking them (III.4.EE.1).
3. Complete a simple diagram showing how the legislative, executive, and judicial branches of the local government each carries out its legal authority (III.1.EE.1).
4. Create a chart comparing goods and services provided by local government to those provided through private enterprise (IV.3.EE.2).
5. Participate in a discussion of a local issue, compose a brief statement expressing an opinion on the issue, and compare one's viewpoint with an opposing one (VI.2.EE.1, VI.3.EE.1, VI.1.EE.2).
KEY CONCEPTS
• branches of government
• government
• law
• public goods
• public services
• public issue
CONNECTIONS
English Language Arts
Through reading a variety of books describing community, children can identify how textual features and organizational patterns convey meaning.
Through participation in discussion of a public issue and composition of a position statement on the issue, children practice persuasive writing and speaking.
Mathematics
Children could apply addition, subtraction, simple fractions, and simple decimals to data about their local community, e.g., election results, public spending, taxes, or crimes.
Science
Children might address a public issue pertaining to a science topic, e.g., water purity, recycling, electrical hazards, or animal protection.
INSTRUCTIONAL RESOURCES
Student Resource
Bourgeois, Paulette. Garbage Collectors. Toronto: Kids Can Press, 1998.
Broekel, Ray. Fire Fighters. Danbury, CT: Children's Press, 1981.
City of Birmingham Home Page. City of Birmingham. 6 Jan. 2001 .
Cole, Joanna. The Magic School Bus At The Waterworks. New York: Scholastic, 1988.
Delton, Judy. Molly for Mayor. New York: Bantam, 1999.
Disalvo-Ryan, Dyanne. City Green. New York: William Morrow, 1994.
- - -. Grandpa's Corner Store. New York: William Morrow, 2000.
Flanagan, Alice. A Day in Court with Mrs. Trinh. Danbury, CT: Children's Press, 1998.
- - -. Here Comes Mr. Eventoff with the Mail. Danbury, CT: Children's Press, 1999.
- - -. Learning is Fun with Mrs. Perez. Danbury, CT: Children's Press, 1998.
- - -. Ms. Davison, Our Librarian. Danbury, CT: Children's Press, 1997.
- - -. Ms. Murphy Fights Fires. Danbury, CT: Children's Press, 1998.
Kalman, Bobbie, and Niki Walker. Community Helpers from A to Z (Alphabasics). New York: Crabtree, 1997.
Osinski, Christine. Officer Brown Keeps Neighborhoods Safe. Danbury, CT: Children's Press, 1998.
Petty, Kate. Playing the Game. Hauppauge, NY: Barrons, 1991.
Tamar, Erika. The Garden of Happiness. San Diego: Harcourt Brace, 1996.
Teacher Resource
The Charter Township of Waterford, Michigan. 5 Jan. 2001. Waterford Township Information System Department. 6 Jan. 2001 .
Draze, Dianne. Our Town: A Guide for Studying Any Community. San Luis Obispo, CA: Dandy Lion, 1988.
Norris, Jill. My Community: A Complete Thematic Unit. Monterey: Evan-Moor, 1996.
Pamphlets, fact sheets, and other graphic aids relating to the local government.
Royal Oak City Government Home Page. 6 Jan. 2001. City of Royal Oak Information Systems Department. 6 Jan. 2001 .
Truth or Consequences
SS020503
ABSTRACT
In this lesson the children learn about the laws in their local community and consider the consequences for breaking them. Through guest speakers involved with law making or law enforcement and written copies of community laws or ordinances, the children create a list of local laws and the consequences of breaking them.
SUBJECT AREA: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
UNIT OF STUDY: Governing Our Local Community
BENCHMARK
Identify laws in the local community and consider possible consequences of breaking them (III.4.EE.1).
KEY CONCEPTS
government
law
INSTRUCTIONAL RESOURCE
Other
Arrange for speakers - local lawmakers and law enforcers
Chart Paper/Markers
Drawing Paper, 12x18 inches, one for each child
Obtain copies of community laws or ordinances from government offices or a community web site
Overhead Projector/Transparencies
Thinking/Writing Journals
SEQUENCE OF ACTIVITIES
1. Prior to the beginning of the lesson arrange for community lawmakers and law enforcement personnel to visit the classroom.
Possible speakers:
o Mayor or Supervisor
o Council Member
o Local Judge
o Police Officer
o Fire Fighter
o District Attorney
2. Ask each visitor to speak to the children about the laws in the local community and the consequences for breaking them. For example, a police officer could talk about speed limit laws and the consequences for breaking those laws, such as tickets, fines, or jail sentences. Use chart paper or an overhead transparency to develop a class list of local laws and possible consequences as the speakers present the information from to the children.
Sample list:
|Local News |Possible Consequences |
|Speed limit laws |Tickets, fines, jail sentences |
|Leaf burning prohibited without a permit |Fines |
3. Obtain written copies of community laws or ordinances from local government offices or a community web site. Read the laws and the consequences aloud to the children. For example, an abandoned vehicle must be removed from community streets within fourteen days or a ticket will be issued to the owner by the local police. Add this information to the list of laws and possible consequences begun in Step 2. Review the entire list with the class.
4. Use the following questions to direct a follow up discussion after the completion of the presentations by guest speakers and after the reviewing of community laws and consequences.
o Do the laws in our community seem fair for everyone? Explain your answer.
o Do the possible consequences for breaking the laws seem fair? Explain your answer.
o Why are laws important for a community?
o Target responses may include safety, fairness for all, the beauty of the community, etc.
o What would happen if we had laws without consequences?
5. Ask the children to use their Thinking/Writing Journals to summarize the lesson on rules and laws by finishing the following prompts.
o I wonder…
o I think rules and laws…
o I learned…
Have the children share their questions, thoughts, and what they have learned with the entire class.
ASSESSMENT
The discussion following the speakers and the review of the written laws in the community, Step 4, is an informal assessment of the children's knowledge of the need for community laws and the consequences for breaking them.
The Thinking/Writing Journals are a formal assessment of each child's knowledge of local laws and the consequences for breaking them.
APPLICATION BEYOND SCHOOL
Have the children and there families think of one new law for their community and the consequences for breaking the law. Ask them to write the law and the consequence on paper so the children can share them with the class. Create a bulletin board in the classroom with the title, If We Ruled The Community… and attach the new laws and consequences for all to enjoy.
CONNECTIONS
English Language Arts
The children use the elements of writer's craft when they respond in their Thinking/Writing Journals.
Rules Are Like Laws
SS010507
ABSTRACT
In this lesson children expand their knowledge and familiarity with rules in the world outside school. The examples studied are rules, called laws, enforced by the government. The children briefly learn who creates and enforces laws. They compare a classroom rule to a law and discuss the similarities and differences regarding how they were created, how they are enforced and the consequences of violating the law.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARK
Cite examples of government carrying out its legal authority in their local community. (III.1.EE.1).
Key Concept
law
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Crayons or markers
Drawing paper (or journals)
Easel paper
SEQUENCE OF ACTIVITIES
1. Refer to the list of classroom rules displayed and used in Lesson 5. Ask the children to read some of the rules aloud. Next, ask the children if they think any of these rules apply to life outside of school (such as in their homes, on a sports team, etc.).
2. Choose one rule that is similar to a law in the world outside the school (use the example, no taking things from other people) and ask the children if they think adults have to follow this rule. Ask the children why they think an adult should follow this rule. Then, ask the children what they think is the consequence if an adult breaks this rule.
3. Explain to the children that outside school, rules are called laws. They are very similar, except that rules may vary from school to school or home to home, but everyone in the United States has to abide by the same laws (avoid talking about differences in state laws). Tell the children that there is a law that adults may not take things that belong to other people, and in the world outside school, taking things that do not belong to you is called stealing or theft. Tell the children this law has existed for a long time, and ask them who they think made up this law. If the children respond the police, tell the children they are going to learn about the role of the police, but they are not the ones who created the law. Discuss that the government (in this country the government is the people elected to run the country) is the one who decided there would be a law against stealing. Explain to the children it can take a long time before an idea becomes a law because many people have to talk about it, change it, and make it better before it becomes a law that everyone has to follow. Ask the children if they discussed the rules in the classroom before they were written down. Explain that discussion is necessary because sometimes people have different ideas about what is right and wrong.
4. Ask the children to think about the law that says no stealing. Ask the children what happens if someone is caught stealing. Discuss the role of the police in helping to catch the thief. Next, ask the children what happens to the person who is caught. Explain to the children that the person does not automatically go to jail, because the person who has been caught may not be the actual thief. Tell the children that police can make mistakes sometimes, and the person who has been accused of stealing has the right to tell his or her side of the story. Ask the children to think about when they have a conflict. Ask them to describe what happens when there is a conflict on the playground. Ask them, “Do I let each person tell his or her side of the story?” Explain that it is fair for everyone involved to talk and explain his/her actions. Tell the children that in the world outside school, the people involved do not tell their story to the police; instead, they tell their side of the story to a judge in something called a court. Ask the children what they think a judge does. Briefly explain that in a court of law, all the people involved in the breaking of the law (in this case, the accused thief and the person who was robbed) get to explain what happened, and the jury (people from the community) decides if the person actually was the thief. If the jury decides the person caught was the thief, the judge states what his or her punishment should be. Explain to the children that people do not always go to court when laws are broken. Sometimes people are given a fine by a public official such as a police officer. If the person accused believes they should not be punished or fined, they can go to a court of law and attempt to settle the matter.
5. If any of the children’s parents are judges or lawyers, invite them into the classroom to explain their job. Encourage the visitor to give concrete examples of cases that are appropriate for children and encourage the children to ask questions.
6. Ask the children to think if there is a law outside of school about destroying other people’s things. Instruct the children to make a drawing on a paper with three blank frames about a possible event where someone destroys another person’s property and what will happen to this person. Instruct them that in the first frame, they are to show the law being broken. In the second frame, they are to show the court where each person tells his or her side of the story. In the third frame, the person who is accused of the crime serves his or her punishment. Another option is for the children to show someone being wrongly accused of the crime. In the first frame, there could be a scene where it appears that a person has committed the crime (standing next to the destroyed property). The second frame shows the court scene, and the third frame shows the judge stating that the person being accused was not the person who committed the crime, and should go free.
ASSESSMENT
Conference with each child about the drawings they created. Ask them to narrate the three frames. The child should be able to describe how people go to court and how a judge decides if there should be a punishment.
APPLICATION BEYOND SCHOOL
Children can discuss with their parents if there are any rules in their house that are like laws in the world outside school. Children could ask their parents if someone they know or have heard about has broken the law and what the consequences have been.
CONNECTIONS
Arts
Children draw pictures of a scenario in which a law is broken and the possible consequences that result.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |III. Government |
|Topic: |Purposes of Government |
|Grade Level Standard: |1-10 Describe the purposes of government. |
| |
|Grade Level Benchmark: |2. Describe consequences of not having rules. |
|(III.1.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Life Without Rules (activity attached) | |
| | |
|2. Rules at Home and In School (activity attached) | |
|New Vocabulary: |
Life Without Rules
SS010505
ABSTRACT
In this lesson children realize the necessity for rules by imagining circumstances without rules. They experience classroom life in the absence of a rule and discuss the consequences. After listening to a fictional story about a family living without rules, they discuss the negative impacts on the members of the family and those outside the family. The children predict consequences from life in a classroom without rules.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARK
Describe consequences of not having rules (III.1.EE.2).
KEY CONCEPT
rule
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Crayons or markers
Drawing paper (or journals)
Easel paper
SEQUENCE OF ACTIVITIES
1. Display in the classroom a list of classroom rules. Ask the children the reasons for these rules. After eliciting some responses, ask the children to review who made the rules and how they were made. During the discussion, guide the children to understand that rules help protect people’s physical safety, their rights and their property. Using one rule as an example, ask the children to predict what would happen if that rule did not exist. Discuss the difficulty of enforcing a rule that does not exist.
2. Refer the children to the posted classroom rules. Ask the children if there are rules on the list they do not like, or if there is any rule they would not follow if it were not a classroom rule. Encourage them to speak honestly, and tell them there are rules in adults’ lives that they may not always want to follow. Give a personal example, such as shoveling your sidewalk, cleaning up after your dog, etc. Explain that even though you know it is a good rule, there are times when you do not always wish to follow it. Explain that both knowing it is a rule and being aware of its consequences help you follow the rule consistently.
3. Ask the children what would happen if the rule about how many people could play at a particular library or classroom learning center during choice time were eliminated. Listen to their responses. Tell the children you are going to remove this rule from choice time. (This is a contrived lesson, but it helps children experience the necessity of rules) Place a special toy in one center to encourage many children to visit one particular center. Dismiss the children for choice time, and monitor what happens. Once the consequences from overcrowding have occurred, stop the choice time, and reconvene in the large group. Ask the children to describe what occurred as a result of removing the rule. Tell the children you will continue to discuss these consequences tomorrow, and they can return to choice time. Ask the children if they would like the rule reinstated.
4. The next day, ask the children to review what happened in the classroom the day before. Guide a discussion about the necessity for this rule, and take their suggestions about possible new rules (for example, if more children could play in a certain area safely and without problems, consider increasing the number of people that can play in this area).
5. Next, tell the children the following story about a family without rules:
Imagine a family of two children named Jackie and Tommy, and their two parents. When the parents were growing up, there were lots of rules in their families, and they did not like having so many rules and so many restrictions on what they could do. So, when the parents had Jackie and Tommy, they decided not to have so many rules – in fact they had no rules, because they wanted the children to be able to do what they wanted. This is what a day in their life is like. In the morning, Jackie and Tommy woke up late. They did not like to get up very early, so they would often sleep past the time school was supposed to start. They did not brush their teeth in the morning because they didn’t want to. For breakfast they ate ice cream or pizza, because it was more fun than eating cereal. They liked to see their friends at school, so they would go to school after breakfast, but they were usually late. Jackie wore her mother’s high heels to school because she thought they were cool. When they got to school, they had to follow the rules of the school because their parents didn’t have control in the school. They had to listen, not become involved in fights, and raise their hands when they wanted to talk. They sometimes forgot these rules or didn’t feel like following them because they didn’t have to follow rules at home. After school, they would go to their friends’ houses to play, however their friends did not like to have them over since they would not follow the rules. So often they would go to the park or the video arcade. Sometimes they would even stay out late, after dark. Their parents got worried about where they were but they still did not make any rules. During dinner, they would take their plates to the T.V. room and watch television. They didn’t usually do their homework since their parents said they didn’t have to follow rules at home. Sometimes they would even fall asleep on the couch instead of going to bed.
6. Ask the children what they think of Jackie and Tommy’s lives, and ask them to think about what might happen to Jackie and Tommy in the future. After discussing the possible dangers in their lives, ask the children if they have suggestions for the family. Guide the children to understand that some rules are good and have them suggest some rules that might help Jackie and Tommy. Write down the possible rules the children suggest on the chalkboard. Ask them how these rules are good for the children. Guide the children to understand that sometimes Jackie and Tommy did follow the rules, but they had many chances not to follow them. Even though life may seem easier and more fun without rules, it can be dangerous, unhealthy and unsafe.
7. Divide the children into pairs and ask them to consider one classroom rule and imagine what life would be like if this rule did not exist. Instruct them to develop a simple skit that would show what classroom life would be like without this rule. Have the children act out the skit in front of the class. Have the rest of the class guess which rule they are performing and identify the consequences for not obeying the rule.
8. Ask the children if they think all homes and classrooms have the same rules. Discuss differences in rules, and explain that even though they may have different, or stricter rules, homes, schools, and classrooms need rules to help people be safe and happy. Discuss how a need developed for a certain classroom rule. For example, the teacher may have noticed that children wore flip-flops and cowboy boots on days they attended physical education. Tell them that a new rule requires them to wear gym shoes on days they attend physical education. Ask them why the new rule was necessary. Listen to their responses, and guide them in a discussion of the reasons behind the making of rules.
ASSESSMENT
Ask the children to think about a rule they have in their home. Assign them to draw a picture of what life would be like in their home without this rule. Individually conference with each child and ask them to explain their drawing.
APPLICATION BEYOND SCHOOL
Children can discuss with their parents why certain rules needed to be established in their homes. They learn that not all rules are created ahead of time, and that certain circumstances require that rules be put in place.
CONNECTIONS
Arts
Children perform skits in which they have no rules. They may draw pictures of what life would be like without a certain rule.
English Language Arts
They practice oral communications skills in small and large group discussions about enforcing rules.
Rules at Home and in School
ABSTRACT
In this unit children develop an understanding of rules and a respect for enforcing them at home and in school. Children share examples of rules in their homes. They adopt rules for their classroom and establish consequences for breaking them. Children demonstrate that they understand the importance of acting responsibly by following classroom rules and by helping to enforce them. The children also make connections between rules constructed and enforced in the classroom and laws beyond the classroom.
UNIT TITLE: Rules at Home and in School
Grade Level/Course Title: First Grade/Family and School
FOCUS QUESTIONS:
1. Why do we need rules?
2. Why should there be consequences for breaking rules?
3. How can we decide whether a rule is fair?
BENCHMARKS
Children will:
• identify aspects of life at school that illustrate freedom and justice and use them to describe fair ways for their class to make decisions about rules for governing themselves (III.4.EE.2. III.2.EE.1).
• help to determine, interpret, and enforce school rules (III.4.EE.1, VII.1.EE.1).
• describe consequences of not having rules (III.1.EE.2).
• cite examples of government carrying out its legal authority in their local community (III.1.EE.1).
• pose a question about a rule-related matter of public concern that they have encountered in
school or at home (VI.1.EE.1).
• engage each other in conversations about issues pertaining to rules for governing their school (VI.2.EE.1).
• recall situations in their lives that required decisions and evaluate the decisions made in light of their consequences (I.4.EE.1).
• evaluate decisions made by others as reported in stories of the past (I.4.EE.2).
ASSESSMENT TASKS
1. List aspects of life at school that illustrate freedom and justice and describe a fair way for the group to make decisions about which rules to use in the classroom (III.4.EE.2, III.2.EE.1).
2. Choose one rule, provide an example of breaking that rule, and explain how to enforce it (III.4.EE.1, VII.1.EE.1).
3. Choose one classroom rule and describe possible consequences of not having it (III.1.EE.2).
4. Orally, compare the enforcement of a classroom rule with enforcement of a law (III.1.EE.1).
5. Following discussion of a story (e.g., The Story of Ruby Bridges) and the proposal of an unfair new rule by the teacher (e.g., boys are given more recess time than girls), discuss in small groups and then describe individually why the rule would be unfair and what actions could be taken to change the rule (VI.1.EE.1, VI.2.EE.1).
6. Compare own decisions with those made by others in the past and evaluate them in light of their consequences (I.4.EE.1, I.4.EE.2).
KEY CONCEPTS
• consequence
• democracy
• fairness
• law
• rule
• voting
CONNECTIONS
English Language Arts
When explaining their viewpoints on matters of public concern, children strengthen their conversation skills.
INSTRUCTIONAL RESOURCES
Student Resource
Coles, Robert. The Story of Ruby Bridges. New York: Scholastic, 1995.
Marzollo, Jean. Happy Birthday, Martin Luther King. New York: Scholastic, 1993.
McCully, Emily Arnold. The Ballot Box Battle. New York: Alfred A. Knopf, 1996.
Teacher Resource
Krey, DeAn M. Children's Literature in Social Studies. Silver Springs, MD: National Council for the Social Studies, 1998.
Ruby Bridges. Videocassette. Burbank, CA: Disney Studios, 1999.
Sticks and Stones, Tug of War. Videocassette. Pittsburgh, PA: Family Communications, 1994.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |III. Government |
|Topic: |Ideals of American Democracy |
|Grade Level Standard: |1-11 Identify ideals of America. |
| |
|Grade Level Benchmark: |1. Identify aspects of life at school and in the local |
|community that illustrate justice and freedom. (III.2.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Living in a Democracy (activity attached) | |
| | |
|2. Are All Rules/Laws Fair? (activity attached) | |
|New Vocabulary: |
Living in a Democracy
SS010510
ABSTRACT
Children practice the principles of democratic government in their classroom. They model how officials are elected and are then expected to represent the people in their constituency. They conduct an election where one classroom member is elected to represent the class in making school-wide decisions. The children identify their local governmental representatives.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARK
Describe fair ways for their class to make decisions about rules for governing themselves (III.4.EE.2).
KEY CONCEPT
democracy
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Ballots and ballot box
Cut out examples of playground equipment from catalogs
Easel paper
Name of city representative
Nominating sheets
SEQUENCE OF ACTIVITIES
1. Read to the class a letter from the principal.
Dear Students:
Good news! Our school has been given money to buy one new piece of playground equipment. Your teacher has pictures of each of the choices. Each person in the school should be able to have a say in what we do, but a large group meeting of the entire school would be too big. So, your classroom will need to select one person to go to a meeting with representatives from other classrooms in order to decide which piece of equipment to purchase. After each representative explains the choice of their classmates, the elected group will make the decision about the playground equipment to be purchased.
Sincerely,
(Principal)
2. Ask the children to explain what the principal’s letter means. Ask the children, “How will we elect who gets to go to the meeting?” After listening to their responses, question them as to whether each idea about the election process is fair. Guide the children to develop a process to vote and elect one person to be their representative. Explain that in the United States we live in a representative democracy where people are elected to represent the rest of the people. Tell them this is not like having a king or a dictator who makes all the decisions.
3. Next, ask the children what the voting will tell them. Explain that the person with the most votes will become the representative from the class (majority rule). Tell the children not everyone can “run” for the position, because there would be too many people. Provide each child a nominating sheet that has all the names of the children in the class listed with a box before each name. Clearly indicate at the top of the nominating sheet that up to three children may be nominated by putting a check mark before their names. Remind the children that the person to be elected should not necessarily be the most popular person, but it is the person who has the best ideas and can represent the class. The three children receiving the largest number of nominating votes will then be placed on the election ballot. After three students have been chosen, and they agree to be candidates, have them present two or three reasons to the class explaining why they should be elected. Explain to the children that in an election, this provides the voters with information they need to cast an informed vote. The teacher may want to work with the candidates a few minutes to help them formulate the reasons they would be good at representing the class on the issue of playground equipment. Discuss with the class that when people run for elected positions, they give speeches telling what they would do if they were elected.
4. Display each nominated person’s name on a large sheet of paper. After the candidates for the election have spoken, tell the children they can ask questions of any of the three. After a short question session, each citizen of the class will receive a ballot with the names of the candidates on it. The instructions should clearly indicate to vote for only one candidate by marking a check or X in the small box before the person’s name. After they have voted, collect the ballots and ask two children who were not candidates to be election tellers. The tellers examine each ballot, tally the number of votes for each candidate, and announce the results. It may be necessary to have a run off election if there is a tie vote.
5. Once the representative is decided, ask the children how he/she will know what to say in the meeting with the other representatives. Listen to their responses. Using the suggestions as the basis for a class discussion, guide the children to recommend to the elected representative what playground equipment they would like. This discussion will usually result in a consensus, but may also be completed by voting on the several pieces of equipment the class selects until either a single piece of equipment is selected, or there are several pieces of equipment ranked as first choice, second choice, etc. As part of the equipment selection process, ask the children, “What if the piece of equipment the representative wants is not the one the majority of the class decides upon?” Guide the discussion about the importance of representing the choice of the majority of the children in the class, and not voting in favor of his/her personal choice.
6. Ask the children what should happen next. Explain to them that in a democracy, each classroom would have elected one representative. All the representatives would gather to make a decision about the playground equipment by first presenting their ideas and then voting. Tell the children since this is pretend, this meeting of the representatives will not really happen. Ask the children to again state the definition of a democracy. Discuss with the class how this activity modeled a democracy.
7. Ask the children “Is the community they live in a democracy?” Ask the children if they know who represents them in their local government. Tell them the names of their local representative(s).
ASSESSMENT
Ask the children to think about what they would have to do if they wanted to become part of the city government like ______ (your city representative). Present the children with one page with several drawings of representative democracy, such as a person voting, a ballot box, a group discussion, a campaign placard, and several that show the absence of democratic principles, such as an obvious monarch, a voting booth with a closed sign on it, etc. Have the children circle those they judge are examples of representative democracy, and a box around those that are not examples of representative democracy.
APPLICATION BEYOND SCHOOL
The classroom could visit a local governmental building for a tour. Also, a locally elected governmental representative could visit the classroom and discuss his/her role and work in the government.
CONNECTIONS
English Language Arts
When explaining their viewpoints on matters of public concern, children strengthen their oral communication skills.
Mathematics
Children practice counting skills and the concepts of “more than and less than” when they count the votes.
Are All Rules/Laws Fair?
SS010508
ABSTRACT
In this lesson children learn there are some cases where rules or laws are not fair to everyone. They discuss the rules in the classroom and at home that seem unfair to them. The children study laws that have been deemed unfair in the past. They study the specific example of the laws of segregation and learn why these laws were unfair. The children develop a criterion for judging whether or not a rule or law is fair or unfair.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARK
Pose a question about a rule-related matter of public concern that they have encountered in school or at home (VI.1.EE.1).
KEY CONCEPTS
fairness
law
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Crayons or markers
Drawing paper (or journals)
Easel paper
Children’s Resource
Marzollo, Jean. Happy Birthday, Martin Luther King. New York: Scholastic, 1993.
SEQUENCE OF ACTIVITIES
1. Ask the class to think for a few moments if there is a rule in their home, classroom, sports team, etc. that they feel is unfair either to them or to another person. Review with the children the meaning of the word fair. Remind them that fair does not always mean equal. Ask the children to volunteer examples of unfair rules. For example, a rule that does not permit chewing gum in school may be viewed as being unfair by some children. Lead a discussion about whether or not the rules cited are unfair and why. Encourage children to agree or disagree with each other.
2. Explain to the children that in the past, there have been rules and laws people thought were fair, but turned out not to be fair. Introduce the figure of Martin Luther King, Jr. as a prominent American and ask the children to tell you what they already know about him. Write down their responses in a column entitled, “What We Know.” Based on these responses, ask the children if there is anything they want to learn about Martin Luther King, Jr. Write down their responses in a column entitled, “Want to Know”.
3. Read to the children the literature book, Happy Birthday, Martin Luther King. Ask the children to volunteer additional information they learned from the book and write down this information in the “Know” column. Ask the children to describe the laws in the book and lead a discussion about why the laws were unfair. Write the laws on a new sheet of paper and record the children’s responses about why the laws were unfair. It may be necessary to explain why certain people originally thought these laws were fair. Depending upon the interest and ability of the children, briefly explain about slavery and prejudice. Focus on how there were many people, both African-American and white, who thought these laws were unfair and worked hard to convince lawmakers these laws needed to be changed.
4. Discuss the specific law requiring separate public drinking fountains for African-Americans and whites. Ask the children that since both groups had drinking fountains of their own, isn’t the law equal? Listen to their responses, and guide them to understand that the drinking fountains and other public facilities and services such as schools for African-Americans were generally not as plentiful, well located or maintained as those for whites. Furthermore, making laws prohibiting people of different races from sharing public services is unfair.
5. Ask the children to review the original list of rules from Step 1 they thought were unfair. Discuss how each rule needs to be given consideration in order to decide whether or not it is fair. Guide the children to develop a standard to determine whether or not a rule is fair. One example includes determining if the people affected by the law seem satisfied with it, or at least recognize and value the reasons behind the rule and the necessity for it. Ask the children if there were good reasons for having separate drinking fountains for African-Americans and whites. Explain to the children there have been rules and laws throughout history that were unfair and for which good reasons did not exist. Tell them it is their responsibility as citizens to learn about laws and decide for themselves if they think the laws are fair.
ASSESSMENT
Tell the children that in the past, women were not allowed to vote. Ask the children to think if this law was unfair and why. Ask them to think of a rule they thought was unfair in their school or home. Instruct them to draw a picture showing the effects of the rule in their journal and write/dictate why it was unfair. If the children cannot think of a rule that was unfair, tell them to make up a rule that would be considered unfair.
APPLICATION BEYOND SCHOOL
Children can discuss with their parents if there are any rules in their house that could be considered unfair. The children can give their opinions why they think a rule is unfair.
CONNECTIONS
Arts
Children draw pictures showing the effects of an unfair law or rule.
English Language Arts
Children listen to a biography of Martin Luther King, Jr. They express their ideas orally and in written form about unfair rules.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |III. Government |
|Topic: |Democracy in Action |
|Grade Level Standard: |1-12 Explain democracy in action. |
| |
|Grade Level Benchmark: |1. Explain how conflicts at school or in the community might |
|be resolved in ways that are consistent with core democratic values. (III.3.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Post and discuss the early elementary definitions of our Core Democratic Values (attached). | |
| | |
|2. Enforcing Rules (activity attached) | |
| | |
|3. Solutions for Conflicts (activity attached) | |
|New Vocabulary: Core Democratic Values, disagreement |
Our Core Democratic Values
Early Elementary Definitions
These simpler definitions of the Core Democratic Values are appropriate for younger students in Kindergarten to Grade 2. Please check your understanding of them by reading a more in-depth definition. Your complete understanding of the Core Democratic Values will assure that your emphasis will assist the teachers in the upper grades and eliminate misunderstandings by your students.
Common Good: Help others at home and school
Justice: Take turns and be fair to others
Liberty: Follow your beliefs and let others follow theirs
Popular sovereignty: Power comes from authority
Life: Rules are written to keep you safe, follow them
Equality: Give everyone an equal chance
Diversity: Work and play with everyone
Pursuit of happiness: Have fun but follow the rules at home and school
Truth: Tell the truth
Patriotism: Use the Core Democratic Values at home and school
Rule of law: Rules are made for everyone to follow
Michigan Department of Education “Helping Teachers Teach and Children Learn”
This resource is provided to assist you with improving student achievement in Social Studies – an important step towards responsible citizenship.
Enforcing Rules
SS010504
ABSTRACT
In this lesson children review the need for rules and the importance of following them. They learn strategies people use to enforce rules including both preventative and punitive measures. Children examine ways in which rules are applied in the classroom.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARK
Help to determine, interpret and enforce school rules. (III.4.EE.1, VII.1.EE.1).
KEY CONCEPT
rule
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Classroom rules, each one written on an index card
Crayons or markers
Drawing paper (or journals)
Easel paper
Index cards
SEQUENCE OF ACTIVITIES
1. Review with the children several of the classroom rules. Ask them how we make sure everyone follows these rules. Listen to their responses, which may center on the consequences that follow if they break the rules. Ask the children what strategies you, as the teacher, use to prevent children from breaking the rules. Discuss how the children know what the rules are and review how these rules were created. Tell them by helping to decide the rules, they should consider the rules as their own. Ask the children, “Why do you think I asked for your help in making the rules?” Emphasize that even if they did not help create them, it is still important to follow the rules.
2. Ask children why we have rules. Listen to their responses, and guide them to understand that rules protect people’s safety, people’s rights and property and ensure fairness. Discuss certain rights the children have in the classroom, such as the right to learn, the right to be included in the group, etc. Explain that when people understand the purpose for a certain rule, they may be more likely to follow it. Tell the children that rules generally protect people’s physical safety, people’s rights or property. Define the word property for children as those things owned by people, by the school (such as the desks they use, by the community (such as a swimming pool) etc.
3. Using one classroom rule, ask the children to volunteer reasons why this rule should be followed. Next, ask the children to describe what right(s) the rule protects as identified in the discussion in Step 2.
4. Divide the class into pairs and assign each pair a classroom rule. Distribute index cards and instruct the pairs to determine what the rule helps protect. Have the children write or draw their response. Emphasize that if they think the rule protects a right, they should determine which right it protects such as the right to use the library books, the right to use the drinking fountain, the right to a clean and orderly classroom. As the children discuss their rule, monitor their conversations. It may be necessary to help children construct responses if they involve a right.
5. As the children reconvene, create a graph on easel paper with the headings “Safety,” “Rights” and “Property.” Ask each pair to attach their index card to the appropriate column and have them explain why it belongs there. The other children should use the thumbs up or thumbs down signal to indicate whether or not they agree.
6. Conclude the lesson by asking the children to list the ways people help enforce rules. Some examples include ensuring people know what the rules are, ensuring they understand the importance of the rules, and imposing consequences on people who break the rules. Ask the children “Who enforces the rules in the world beyond school?” Discuss the role of the police. Ask the children why police are necessary.
ASSESSMENT
Tell the children the following story. Pretend there was a new physical education teacher. On the first day of class he told the children the following rules:
• No hitting or kicking others.
• No talking when the teacher is talking.
• Girls are not allowed to play with the hula-hoops.
• Boys are not allowed to play with the soccer balls.
Explain to the children the teacher did not ask the children what they thought of these rules, and when one child said he disagreed with the third rule, the teacher said no talking. During the class, one child talked when the teacher did and he got a time-out. Another child interrupted the teacher and she was told no talking but did not get a time-out.
Distribute a sheet of paper to the children and tell them to fold the paper in half. On one side instruct them to write or draw all the things they thought the teacher did with which they agreed. On the other side, instruct the children to write the things the teacher did with which they disagreed. Ask each child if he/she thinks the teacher would have difficulty enforcing the rules, and why or why not.
APPLICATION BEYOND SCHOOL
Children can talk with their parents about how rules are enforced at their places of work. They can ask if the parents have any say in creating rules at their jobs, and what the consequences are for breaking rules. Parents can describe what makes them follow the rules.
CONNECTIONS
English Language Arts
Children practice writing skills when writing their responses to the questions. They practice oral communication skills in small and large group discussions about enforcing rules.
Solutions for Conflicts
SS010309
ABSTRACT
This lesson builds on experience and knowledge gained in Unit 3, Lessons 1, 4, 5, 7 and 8. In those lessons, children learned about the cultural characteristics of their own families, those of a family from another country and those of a family who has immigrated to the United States. They compared the data from all three cultural characteristic graphs, noted the differences and similarities and then explored the possible reasons for these differences and similarities. They discussed how differences of opinion, religion, lifestyle, etc. could lead to conflict. In this lesson, children explore possible solutions for conflict. Children learn through role-play, that people of diverse backgrounds and opinions, despite their conflicting viewpoints, can often reach a resolution.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Families Near and Far
BENCHMARK
Propose a solution to a conflict within a family or between families (III.3.EE.1).
KEY CONCEPT
diversity
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Comparison charts created in SS010307
Children’s Resource
Nye, Naomi Shihab. Sitti’s Secret. New York: Four Winds Press, 1994.
Polacco, Patricia. Mrs. Katz and Tush. New York: Bantam Books, 1992
SEQUENCE OF ACTIVITIES
1. Tell the children that they are going to do an activity with the three characters in the skits from SS010308, but first you want to ask them something about their own lives. Ask the children whether or not they have disagreements with members of their families. Take 2-3 examples from the children, and ask each child to explain the source of conflict. Ask the children how conflicts within a family are different from conflicts between families. Guide the children to understand that conflicts often occur due to differences of opinion, which are generally personal disagreements. They are not cultural differences since people in the same family are almost always of the same culture. While people in the same families often have conflict, families can have conflicts with other families caused by cultural differences.
2. Review with the children the scenario you told them about John, Ali and Wei-Jin from Lesson 8:
“Pretend there are three people from each of these cultures (make up names for the three people, like John from the “American” culture, Wei-Jin from China and Ali from Lebanon, who has immigrated to the U.S.). The three of them go to school together and even though they are from different cultures, they are friends and find common things to do. They all like to play basketball, ride bikes and draw with chalk on the sidewalk. They have a playdate after school one day at John’s house. It is December, and school is out. At John’s house there is a Christmas tree and presents. John has a part in his Church’s Christmas pageant. He insists the three of them practice the play, with each of them taking a role. Wei-Jin and Ali do not celebrate Christmas, however, they know the story of Christmas. What would you do if you were Wei-Jin or Ali? Was it wrong of John to ask his friends to practice the play?
3. Review with the children the suggestions they gave about the possible conflicts that occurred. Explain to the children that they will try to help the three of them resolve the conflict. Define the term, “conflict resolution” for the children. Explain that conflicts can occur quite often, and they are a natural part of human relations. However, if people do not resolve conflicts, or make up, then the conflict can lead to fights. Tell the children that when you resolve a conflict, people listen to each other and try to reach an agreement. If your school or classroom utilizes a specific approach to conflict resolution, ask the children to review the steps for solving conflicts. If not, use the following guide to resolving conflicts:
Each person tells what happened and how they feel
Each person listens and does not interrupt as the other person is talking
Each person gives a solution to the problem
Together, they discuss the possible solutions
Together, they decide upon a mutually agreeable solution
Each person apologizes for his or her actions
Together, they act to resolve the conflict
Write these steps down and post them in the classroom.
4. After discussing conflict resolution with the children and asking them to list the steps, ask how John, Ali and Wei-Jin would resolve their conflict. Take children’s suggestions, and choose three children to act out a resolution to the scenario with John, Ali and Wei-Jin. Give the three children each a doll and let them improvise the script. If they get stuck, tell them they can call on a friend to help them with the dialogue. Remind them of any missed steps. After the skit, ask the rest of the children if they thought the agreed upon solution was the best choice.
5. Ask the children to get into the same small groups they were in during Lesson 8. Tell them to review the conflict that occurred and to brainstorm possible resolutions to the conflict. After agreeing upon a resolution, the children should take on the role of the same character and follow the steps for conflict resolution. Monitor the groups’ progress and help children refocus if needed.
6. In the large group, have each small group act out the conflict resolution for the rest of the class. If there are time constraints or you think the children may have difficulty sitting still for all the skits, place two groups together and instruct them to take turns acting out their skit for the other group. After each group has acted out their skit, the rest of the class discusses if they think the resolution would work and if all of the steps for conflict resolution were followed. The group who performed can call on children to answer the question.
7. After the skits have been performed, engage the children in a discussion about whether children from diverse backgrounds would experience conflict. Read the literature books, Mrs. Katz and Tush and Sitti’s Secret to the class and ask the children how the people from diverse backgrounds in these stories got along and used their diversity in positive ways. Emphasize to the children that diversity is a positive and essential part of human relations, and while conflicts can occur due to differences, they have learned ways to deal with conflicts.
ASSESSMENT
Assessment can occur during the acting out of the skits. If the children acting their parts demonstrate an understanding of conflict resolution, they have achieved success. A more formal assessment includes conferencing with the children individually and asking them to describe one of the conflicts they observed during the plays and how the conflicts were resolved. If the children can describe what the conflict was, what steps were followed and what the resolution was, they have achieved success.
APPLICATION BEYOND SCHOOL
In a newsletter to parents, explain that the children are learning about conflict resolution, and include the list of steps for conflict resolution. Suggest to the parents that when their children disagree with siblings or neighbors, they follow the steps for conflict resolution. The parents can remind the children of the steps involved if necessary.
CONNECTIONS
Arts
Children take on roles of various characters as they perform skits in front of the class.
English Language Arts
Children listen to literature. They also strengthen their oral communication skills when writing and performing the skits.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |III. Government |
|Topic: |American Government and Politics |
|Grade Level Standard: |1-13 Describe American government and politics. |
| |
|Grade Level Benchmark: |1. Identify rules at school and in the local community and |
|consider consequences for breaking rules. (III.4.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Breaking Classroom Rules (activity attached) | |
| | |
|2. Interpreting Rules (activity attached) | |
| | |
|3. Enforcing Rules (activity attached) | |
|New Vocabulary: Consequences |
Breaking Classroom Rules
SS010503
ABSTRACT
In this lesson children discuss the possibility of rules being broken. They give examples of breaking rules and what happens as a result. Children learn the possible dangers and inequities from breaking rules and also learn that negative consequences often result for people who break rules. They discuss the possible consequences for breaking rules within the classroom and use the voting process to come to a consensus about fair consequences.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARK
Help to determine, interpret and enforce school rules (III.4.EE.1, VII.1.EE.1).
KEY CONCEPTS
fairness
rule
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Classroom list of rules
Crayons or markers
Drawing paper (or journals)
Easel paper
Children’s Resource
Flack, Marjorie. The Story About Ping. New York: Grosset & Dunlap, 2000.
SEQUENCE OF ACTIVITIES
1. In the large group, ask the children to volunteer examples of when they or their siblings have broken rules in their homes and what has happened. Write down on easel paper the examples of what happens when rules are broken. After everyone has had a turn, ask the children if they know what the things on the list are called. Explain that they are called “consequences,” and write this word as a heading at the top of the list. Explain that there can be two kinds of consequences: natural consequences or consequences someone else imposes on you. Tell the children they are going to learn to distinguish between them.
2. Discuss with the children the purpose of traffic rules (no speeding, no running red lights, looking both ways before crossing the street, etc.) Ask the children why those rules were made. Explain that the reason for these rules is the possibility of natural consequences occurring that are harmful. Guide the children to understand that the possibility that a harmful natural consequence will occur leads to the creation of a traffic rule. Next, ask the children to suppose the police were watching and the rule was broken. Ask them what would happen? Guide the children to understand that the police would give the rule-breaker a ticket. Ask the children why that punishment was selected. Guide them to understand that the punishment or negative consequence is expected to prevent the rule from being broken again and, which will in turn keep people safe on the road.
3. Ask the children to restate why consequences imposed by people are necessary. Guide the children in a discussion to understand that consequences imposed on a person are necessary to prevent dangerous natural consequences from occurring in the future. In some cases, rules imposed by people are necessary to prevent inequities. Ask the children if they have ever learned from suffering a consequence of breaking a rule. Give the following example: “In my house, we have a rule that children cannot turn on the stove. Why did I make that rule? Should I allow the natural consequences to occur?” Guide the children to understand some natural consequences are too dangerous to let occur. For example, the consequence of running into the street in front of an oncoming car is very serious if the car strikes the running person. Therefore, a widely accepted rule tells a child that running into the street is not permitted. Adults know from experience that these rules are important to protect children’s safety.
4. Ask the children to categorize whether the consequences they have listed in Step 1 are natural or imposed by someone else. Discuss with the children if these consequences have helped them learn not to break these rules again.
5. Review with the children the rules within their classroom. Ask the children what has happened in the past when children have broken the rules. Instruct the children not to name other children, but only the consequences. Ask the children to discuss both natural consequences and consequences imposed by the teacher or the principal. Ask the children to state the reasons for these rules.
6. Choose three of the classroom rules on the list and instruct the children to think of some new consequences for breaking these rules. Divide the children into pairs and instruct them to brainstorm possible natural consequences as well as those consequences the teacher should impose. Reconvene in the large group and ask each pair for their responses. Record them on a large sheet of paper.
7. Discuss these consequences and ask the children to identify the rules that are associated with each consequence. Ask the children how they should decide which consequences to implement. Review with them the process of voting. Hold a vote on the consequences to practice the act of voting, determine the majority needed (half plus one), and discuss how the changed consequence would be implemented.
8. Over the next few weeks, as the opportunity presents itself, discuss the need for rules and the consequences for breaking the rules. Cite some examples, such as putting waste paper in the trash, cleaning paintbrushes after art time, etc. If any children break any of the classroom rules, ask them if they remember both the natural consequences as well as the consequences you will impose upon them.
9. Read the literature book, The Story About Ping to the class. Ask the children why there is a rule about the ducks returning aboard the boat. Ask the children to describe the natural consequences Ping experiences.
ASSESSMENT
Imagine that our school has three new slides on the playground. Two slides are small and the other is very tall. There is always a long line of children waiting to climb the tall slide and everyone follows two rules. Wait in line for the slide; and no climbing the ladder when someone else is on the slide. However, children sometimes climb to the top and sit for a long time before they slide down the chute. This makes the line at the bottom even longer.
• Should there be a rule about sitting at the top?
• How could we decide on whether or not to have a rule?
• What should the consequence be for sitting too long at the top of the slide?
• Who would enforce the rule?
The assessment may be completed in small groups or as a class. The children’s performance on the assessment indicates if they can use a group process to resolve an issue and verbally propose a rule and reasonable consequences.
Instruct the children to write or draw their responses to these four questions about the slide in their journals. As they write or draw, individually observe and conference with each child and ask for their explanations about the rule, consequences, and fairness of their decision.
APPLICATION BEYOND SCHOOL
Children can discuss natural consequences as well as consequences the parents can impose on children if rules are broken.
CONNECTIONS
Arts
Children draw the rule and its consequences in their journals.
English Language Arts
Children write their responses to the questions in their journals. They practice oral communications skills in small and large group discussions about consequences. Children listen to literature about rules and natural consequences.
Interpreting Rules
SS010506
ABSTRACT
In this lesson children learn about the difficulties of interpreting rules. By comparing their own explanations of rules and witnessing the different ways a rule is enforced, children begin to realize how people can interpret rules in different, sometimes conflicting ways. They examine one rule closely and decide how this rule could be interpreted in different ways, and how conflict can result from disagreements in interpretation.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARK
Help to determine, interpret and enforce school rules (III.4.EE.1, VII.1.EE.1).
KEY CONCEPT
rule
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Crayons or markers
Drawing paper (or journals)
Easel paper
SEQUENCE OF ACTIVITIES
1. Refer to the list of classroom rules displayed and used in Lesson 5. Choose one rule to ask the children to read (choose a rule that could be interpreted in multiple ways, such as “share” or “cooperate”). After reading the rule aloud, ask the children what they think this rule means. Write down their responses on a large sheet of paper. Encourage many different responses so there are several interpretations of the same rule.
2. Choose two children who have volunteered different interpretations of the rule. Assign the children a situation that requires them to apply their interpretation of the rule. Remind them of their interpretation of the rule, and instruct them to role-play the situation in front of the class. An example might be that a group of children are engaged in play at a center with a limited number of objects.
3. As the children inevitably reach a conflict, stop the performance and ask the class to explain what is happening and why. Guide the children to understand the difficulty that results from varying interpretations of a rule. Have them to look at the list of interpretations of the rule and ask the children if there could be other situations where people would interpret the rule differently.
4. Pick another rule that is also somewhat vague and ask the children to brainstorm what this rule means. Divide the children into pairs and instruct them to enact two interpretations of this rule in a skit, like the two children did in Step 2. Assign the pairs and have them perform their interpretations.
5. Monitor the skits and reconvene in the large group as the skits are completed. Ask the children to discuss how they acted out the different interpretations of the rule in question. Lead a discussion about the varying ways the rule can be interpreted and how conflict can arise when different people see the same rule being applied and enforced.
6. Conclude the lesson by asking the children “What was the purpose of these activities?” Ask them if the situations in the role-playing ever occur in the classroom or outside of school. Ask the children what person they rely on for assistance if they cannot resolve the situation by themselves. Then, ask the children if they think adults ever have difficulty interpreting rules. Give an example of how a conflict over the interpretation of rules is resolved by the courts (“judicial review”).
ASSESSMENT
Ask the children to think about the rule “be nice” that may be used in another classroom. Instruct them to draw in their journals two children playing and interpreting the “be nice” rule differently. During individual conferences, ask the children to explain the two interpretations and why these varying interpretations could lead to conflict. Then, ask them how they might resolve the conflict.
APPLICATION BEYOND SCHOOL
Children can think about the rules in their homes and determine the ways in which various family members can interpret them differently.
CONNECTIONS
Arts
Children perform skits about interpreting rules. They draw pictures of interpreting rules.
English Language Arts
They practice oral communication skills in small and large group discussions about interpreting rules.
Enforcing Rules
SS010504
ABSTRACT
In this lesson children review the need for rules and the importance of following them. They learn strategies people use to enforce rules including both preventative and punitive measures. Children examine ways in which rules are applied in the classroom.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARK
Help to determine, interpret and enforce school rules. (III.4.EE.1, VII.1.EE.1).
KEY CONCEPT
rule
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Classroom rules, each one written on an index card
Crayons or markers
Drawing paper (or journals)
Easel paper
Index cards
SEQUENCE OF ACTIVITIES
1. Review with the children several of the classroom rules. Ask them how we make sure everyone follows these rules. Listen to their responses, which may center on the consequences that follow if they break the rules. Ask the children what strategies you, as the teacher, use to prevent children from breaking the rules. Discuss how the children know what the rules are and review how these rules were created. Tell them by helping to decide the rules, they should consider the rules as their own. Ask the children, “Why do you think I asked for your help in making the rules?” Emphasize that even if they did not help create them, it is still important to follow the rules.
2. Ask children why we have rules. Listen to their responses, and guide them to understand that rules protect people’s safety, people’s rights and property and ensure fairness. Discuss certain rights the children have in the classroom, such as the right to learn, the right to be included in the group, etc. Explain that when people understand the purpose for a certain rule, they may be more likely to follow it. Tell the children that rules generally protect people’s physical safety, people’s rights or property. Define the word property for children as those things owned by people, by the school (such as the desks they use, by the community (such as a swimming pool) etc.
3. Using one classroom rule, ask the children to volunteer reasons why this rule should be followed. Next, ask the children to describe what right(s) the rule protects as identified in the discussion in Step 2.
4. Divide the class into pairs and assign each pair a classroom rule. Distribute index cards and instruct the pairs to determine what the rule helps protect. Have the children write or draw their response. Emphasize that if they think the rule protects a right, they should determine which right it protects such as the right to use the library books, the right to use the drinking fountain, the right to a clean and orderly classroom. As the children discuss their rule, monitor their conversations. It may be necessary to help children construct responses if they involve a right.
5. As the children reconvene, create a graph on easel paper with the headings “Safety,” “Rights” and “Property.” Ask each pair to attach their index card to the appropriate column and have them explain why it belongs there. The other children should use the thumbs up or thumbs down signal to indicate whether or not they agree.
6. Conclude the lesson by asking the children to list the ways people help enforce rules. Some examples include ensuring people know what the rules are, ensuring they understand the importance of the rules, and imposing consequences on people who break the rules. Ask the children “Who enforces the rules in the world beyond school?” Discuss the role of the police. Ask the children why police are necessary.
ASSESSMENT
Tell the children the following story. Pretend there was a new physical education teacher. On the first day of class he told the children the following rules:
• No hitting or kicking others.
• No talking when the teacher is talking.
• Girls are not allowed to play with the hula-hoops.
• Boys are not allowed to play with the soccer balls.
Explain to the children the teacher did not ask the children what they thought of these rules, and when one child said he disagreed with the third rule, the teacher said no talking. During the class, one child talked when the teacher did and he got a time-out. Another child interrupted the teacher and she was told no talking but did not get a time-out.
Distribute a sheet of paper to the children and tell them to fold the paper in half. On one side instruct them to write or draw all the things they thought the teacher did with which they agreed. On the other side, instruct the children to write the things the teacher did with which they disagreed. Ask each child if he/she thinks the teacher would have difficulty enforcing the rules, and why or why not.
APPLICATION BEYOND SCHOOL
Children can talk with their parents about how rules are enforced at their places of work. They can ask if the parents have any say in creating rules at their jobs, and what the consequences are for breaking rules. Parents can describe what makes them follow the rules.
CONNECTIONS
English Language Arts
Children practice writing skills when writing their responses to the questions. They practice oral communication skills in small and large group discussions about enforcing rules.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |III. Government |
|Topic: |American Government and Politics |
|Grade Level Standard: |1-13 Describe American government and politics. |
| |
|Grade Level Benchmark: |2. Describe fair ways for groups to make decisions. |
|(III.4.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. How to Change Rules and Laws (activity attached) | |
| | |
|3. Classroom Rules (activity attached) | |
| | |
|4. What is Fair? (activity attached) | |
|New Vocabulary: |
How to Change Rules and Laws
SS010509
ABSTRACT
In this lesson children learn how Martin Luther King, Jr. used peaceful means to change unfair laws. They listen to the story of Ruby Bridges and school integration. They study the difficulties she faced from people who wanted to deny African American students the right to attend the same schools as white children. The children examine the rules in their classroom and the school to determine if any of them are unfair. The children outline the steps necessary to change the rules they identified as unfair.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARKS
Describe fair ways for their class to make decisions about rules for governing themselves (III.4.EE.2).
Pose a question about a rule-related matter of public concern that they have encountered in school or at home (VI.1.EE.1).
Engage each other in conversations about issues pertaining to rules for governing their school (VI.2.EE.1).
KEY CONCEPTS
law
voting
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Crayons or markers
Drawing paper
Easel paper
Posterboard
Children’s Resource
Coles, Robert. The Story of Ruby Bridges. New York: Scholastic, 1995.
McCully, Emily Arnold. The Ballot Box Battle. New York: Alfred A. Knopf, 1996.
People Behind Our Holidays: Martin Luther King, Jr. Videocassette/DVD. Washington, D.C.: National Geographic Society, 1987.
Ruby Bridges, Videocassette/DVD. Burbank, CA: Disney Studios, 1999.
SEQUENCE OF ACTIVITIES
1. Review with the children the actions taken by Martin Luther King, Jr. to change unfair laws (Lesson 8). Show the children the filmstrip, People Behind Our Holidays: Martin Luther King, Jr. Based upon the filmstrip, have the children tell how Martin Luther King Jr. attempted to change the laws. Ask the children, “How do you think a law can be changed?” Listen to their responses.
2. Explain to the children that after laws are changed, people often do not want to follow the new laws. Introduce Ruby Bridges to the children. Tell them that after the law changed to require schools to be integrated, she was one of the first students to attend a newly integrated school. Read The Story of Ruby Bridges to the children and have them discuss their reactions to the story. Explain to the children that it takes a lot of courage to stand up for what is right, especially when people do not agree with you.
3. Ask the children who is allowed to vote in elections. Guide them to understand that adults, no matter what race or gender, may vote. Tell the children in the past, there were laws that stated women could not vote in the United States. Read to the children The Ballot Box Battle. Lead a discussion about the unfairness of the law that prohibited women from voting and how the law was changed.
4. The next day, ask the children to list any rules they have experienced that they believe are unfair. Remind them the criteria for determining if a rule is fair (Lesson 8). Tell the children you are thinking about a new rule that states boys will get more recess time than girls, but when girls come in early from recess, they will get more choice time. Explain the reason for this rule is there have been too many children on the playground at one time, and you have decided this rule will be a good solution. Divide the children into small groups and instruct them to discuss the effects of this rule and whether or not it is fair. After deciding its fairness (in this case, help the children understand its unfairness), the children are instructed to suggest proposed changes to the rule. Possible ways include boycotting recess and choice time, writing letters to the teacher and principal, and making posters that demonstrate their positions of fair or unfair regarding the new rule. Ask the children what may happen to them if they boycott recess, write letters, etc. in opposition to the rule. Guide them to understand there are possible consequences for disobeying the rule and it takes an act of courage to face the consequences. Ask the children to review what happened to Martin Luther King, Jr. when he disobeyed unfair laws.
5. The next day, reconvene the class and have one spokesperson from each group report the group’s ideas about whether or not the rule is fair. Engage the class in a discussion about the various viewpoints and ask the children, “How should we decide whether or not to have this rule in our classroom?” Take their suggestions and ask each group what they would do to show their support or opposition to the rule. Next, ask, “How can we make sure everyone wants or does not want this rule?” Remind the children about the use of voting to decide. Take a vote, and ask the children what they learned from voting. Explain to the children that in the classroom, the teacher makes the final decision about rules. Tell the children they have to convince the teacher the rule is unfair. Ask the children to again state their best reasons for opposing the rule.
6. If time permits, show the children the video, Ruby Bridges and conduct a discussion about additional information learned from the video.
ASSESSMENT
Tell the children the school has instituted a new rule for first graders. All the first graders who are 7 years old can play on a certain piece of playground equipment but all first graders who are still 6 years old cannot. Ask the children to think about why the principal and first grade teachers made the decision, and ask them to consider if it is fair. Ask them to write or draw a picture showing what they would do in order to try and change the rule. Conference with each child and ask them to explain their reasoning.
APPLICATION BEYOND SCHOOL
In a newsletter to parents, explain that the children are studying about fair and unfair rules and laws and how to change them. Have the parents encourage the children to think about a rule in their home they wish they could change, because they think it is not fair. Instruct them to try the methods for changing rules that they learned in the classroom.
CONNECTIONS
Arts
Children design posters that show their opinions about the rules.
English Language Arts
When explaining their viewpoints on matters of public concern, children strengthen their oral communication skills.
Classroom Rules
SS010502
ABSTRACT
In this lesson children expand upon their understanding of the word fair as they discuss rules they have in their home. The children learn the meaning and functions of rules as a term that applies to different contexts. Using the criterion they developed to determine whether something is fair, the children evaluate if the current rules they have in the context of the classroom are fair. They propose additional rules for the classroom that they judge are fair.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARKS
Describe fair ways for their class to make decisions about rules for governing themselves (III.4.EE.2).
Help to determine, interpret and enforce school rules (III.4.EE.1, VII.1.EE.1).
KEY CONCEPTS
fairness
rule
voting
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Crayons or markers
Drawing paper (or journals)
Easel paper
Journals
Children’s Resource
Sticks and Stones, Tug of War. Family Communications, 1994.
Teacher Resource
Paley, Vivian. You Can’t Say You Can’t Play. Cambridge, MA: Harvard University Press, 1992.
SEQUENCE OF ACTIVITIES
1. In a large class discussion, ask the children to volunteer some rules they have in their homes. Record their responses under the heading, “Rules” on a large sheet of paper. As the children discuss rules, ask them if the rules apply to everyone in the house or to just certain people. Ask them, “Who made the rules and how they were made. Were they made by one person, or two or by everyone in the house?” Make a note of this next to each rule (you can use a symbol of a child if the rule only pertains to a child).
2. Ask the children to discuss why there are rules. Listen to the children’s responses. Guide them through a discussion to consider that rules are needed to protect people’s rights. (There will be greater focus on the need for rules in Lesson 5).
3. After taking about ten responses, ask the children to review the word, “fair”. Remind them that it does not necessarily mean everybody is treated the same, as long as there are good reasons for different treatment. Discuss the first two rules on the list created in Step 1, and ask the children to evaluate if the rules are fair and to explain their reasoning.
4. Divide the children into pairs and assign each pair a rule from the list in Step 1. Write the following questions on the board or overhead projector:
Is the rule fair?
Why or why not?
If the rule is not fair, what would be a better rule?
If the rule is fair, how would it be changed to be unfair?
Facilitate each group’s discussion if necessary.
5. Reconvene in the large group and ask one member of each pair to mark an F (for fair) or U (for unfair) next to each rule and state why. The other member of the pair should give their response to the last two questions in Step 4. Encourage the children to state whether they agree or disagree with their peers.
6. The next day, ask the children to review their classroom rules and write them down on a large sheet of paper. Ask the children how and when these rules were determined. Divide the children into pairs (new pairings) and ask them to discuss each rule and determine if it is fair or unfair and why. Tell them to propose alternative rules if they find any rules that are unfair.
7. Reconvene in the large group and discuss each classroom rule. Listen to the children’s responses. If the children find any rules unfair, conduct a discussion about how to change that rule to make it fair. Lastly, ask the children what they should do if not everyone agrees a rule is fair. Explain that sometimes in the world outside of school, not everyone agrees on all the rules, so something called a “vote” is necessary. Ask the children to define the word, “vote.” Guide them to understand that people can make their choice known by either raising their hand or marking on a sheet of paper if they agree or disagree on the rule. Tell the children they are going to vote on each of the classroom rules, and you are going to count their votes. Explain that the fairest thing to do is see which side has the most votes. Ask the children if the vote will make more or fewer people happy. Tell the children that in cases when you cannot make everyone happy, you try and make the most people happy. Explain that in homes and in school, members do not always vote, because adults there are in charge. Ask the children who they think makes the rules in the world outside of school. This topic will be explored more in depth in later lessons, however guide children in understanding that as they grow older, they have more rights and more opportunities to vote.
8. Take a vote on each of the classroom rules and write down tally marks for Fair or Unfair next to each rule. Ask the children to tell what they learned from the voting. Continue voting on other classroom issues in the next few days.
ASSESSMENT
In a class discussion, tell the children you are considering a new rule: “you can’t say you can’t play”. Read the book, You Can’t Say You Can’t Play on the development of this idea. (If your classroom already follows this rule, adjust your assessment so that the children determine why or why not it is fair). Explain that you have noticed that sometimes people are excluded from play on the playground and you think this rule may help solve the problem. Explain the rule, “you may not exclude other children from play during playtime.” The only exception is if a child wishes to play by himself/herself.
Ask the children to determine if this rule is fair. In their journals or on drawing paper, children should write an F or U determining if the rule is fair or not and then draw a picture explaining how this rule would work. Ask children to discuss with you individually their reasoning for their decision. Record their responses in their journals. Then, ask them how they should decide whether or not to institute this new rule (by voting).
As a follow up to the assessment, gather the children in the large group and discuss their answers. Decide whether or not to institute this rule within your classroom by taking a vote.
APPLICATION BEYOND SCHOOL
Children can discuss rules with their parents in the home. If they find rules that are unfair, they could propose alternative rules.
CONNECTIONS
Arts
Children draw the “you can’t say you can’t play” rule in action. Children could role-play scenarios with and without the “you can’t say you can’t play” rule.
English Language Arts
Children practice oral communications skills in small and large group discussions about rules and fairness.
Children could watch the videos, Sticks and Stones, Tug of War. They could then discuss the actions of the characters and what rules could be instituted to help with the problems they face.
What is Fair?
SS010501
ABSTRACT
In this lesson children discuss the concept of the word, fairness, and how it applies to their lives at home. Young children generally equate what is fair with what they want. They learn that fairness requires treating people in equitable, but not necessarily identical, ways. After determining the criteria for fairness, the children discuss situations and rules and consider whether they are fair or unfair.
SUBJECT AREA: Social Studies
Grade Level and Course Title: First Grade/Family and School
UNIT OF STUDY: Rules at Home and in School
BENCHMARK
Describe fair ways for their class to make decisions about rules for governing themselves (III.4.EE.2).
KEY CONCEPT
fairness
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Crayons or markers
Drawing paper
Easel paper
Children’s Resource
Brown, Marc. D.W. Thinks Big. Boston: Little, Brown, 1998.
SEQUENCE OF ACTIVITIES
1. Begin a class discussion by writing the word “fair” on easel paper visible to all the children. Ask a child to read this word. Have the children think for a few moments about the meaning of the word and to think of some examples of things that are fair. If the children have difficulty with the term, suggest the questions: “How do you feel when something is fair?” “How do you feel when something is unfair?” Record their responses on the board or on easel paper.
2. Provide the children with some examples of situations that may be fair or unfair. Ask the children to decide whether or not they think each situation is fair or unfair. Some examples of situations might include a parent giving her children different amounts of treats, a parent letting an older child stay up later than a younger child, or a teacher calling on girls more often than boys in the classroom. Have the children discuss their opinions and give reasons for their decisions. Explain to the children that in some cases people can disagree about whether something is fair or unfair. When that occurs, the reasons for the decision must be examined.
3. Ask the children, “How do you decide if something is fair?” Listen to their responses and together create criteria to determine if something is fair and post them in the classroom. The children can best understand fairness as equity. Return to the example in Step 2 of two people being treated fairly, but not equally, such as the situation where the older child stays up later than the younger one. Guide the children to understand that fair does not necessarily mean identical; instead, there is a good reason why one person is treated differently than another. Explain that when children grow into adults, they assume more responsibility for their rights and fairness implies equal treatment.
4. Tell the children the following situation and ask them to think if it is fair according to the class criteria defined in Step 3. It is one child’s birthday and treats have been brought in for everyone. There are two left over, and the child whose birthday it is wants to eat those as well. He thinks because it is his birthday he can have them. Divide the children into pairs and instruct them to discuss the situation and determine whether or not that would be fair. Why or why not?
5. Reconvene as a class. Have each pair of children discuss their conclusions with the class. Listen to their responses. Have the children in the class reach a consensus about what is fair in this situation and why it is fair.
6. Read D.W. Thinks Big to the class and discuss whether the situation in the story is fair. Ask the children if they have ever experienced a situation where siblings or neighborhood friends could do things that they were not allowed to do.
ASSESSMENT
Explain the following situation. The teacher provides a new toy or material that will be very popular with all the children. Children draw or write the fair way the teacher should decide how the children could use the toy. As the children draw, conduct individual conferences with the children and ask them the following questions:
• Who should be allowed to play with the toy?
• Who will get to use it first? Why?
• How long can that child play with it before someone else gets it?
If children demonstrate they can discuss questions and provide reasons for their decisions, then they have developed a conception of fairness.
APPLICATION BEYOND SCHOOL
Children can think of situations in their home and discuss them with their family members and decide if they are fair and why. They could propose new situations that are fair.
CONNECTIONS
Arts
Children use artistic skills to communicate through their drawings.
English Language Arts
Children listen to literature and discuss their opinions about fairness.
Social Studies
Activity Worksheet
|GRADE LEVEL: |First |
|Course Title: |Family and School |
|Strand: |III. Government |
|Topic: |American Government and Politics |
|Grade Level Standard: |1-13 Describe American government and politics. |
| |
|Grade Level Benchmark: |3. Describe ways that individuals influence each other. |
|(III.4.EE.3) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Government/school activity (instructional example attached) | |
|New Vocabulary: Influences |
GOVERNMENT/SCHOOL ACTIVITY
Instructional Example
The teacher asks students if they know who is in our government and writes down their responses. The teacher reminds students that while there are people in our government at the federal level (president, vice president), there are also people from our own local community who work for the government and have the power to make decisions.
The teacher then explains a local issue of importance from either the present or the past. The teacher asks the students what are the ways you could ensure your voice is heard. The teacher explains that citizens can write or call their local representative and tell them their position on the issue.
The students are then asked to determine who has the power in the school. Possible responses include teachers and principals. The teacher asks the students, “What would you do if you thought we should get more time to play on the playground at recess?” or “What do you think the teachers do if they think we need better books for the classroom?” After the students volunteer responses, explain to the students that you can state and support your position to the person of authority, stage a protest, and write, circulate, and sign a petition.
Students pair up and are instructed to determine and then present to the class:
• a desire for something or a concern in the classroom/school
• why they think their desire/concern is warranted
• possible solutions to the problem
• to whom they should voice their concern
• the various ways they can communicate their concerns
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