What Is the Purpose of Government?



Lesson Synopsis:This lesson addresses the functions of government. The lesson also helps students understand what services the government provides and how those services are paid for.TEKS:2.11Government. The student understands the purpose of governments. The student is expected to:2.11AIdentify functions of governments such as establishing order, providing security, and managing conflict.2.11BIdentify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community.2.12Government. The student understands the role of public officials. The student is expected to:2.12CIdentify ways that public officials are selected, including election and appointment to office.2.13Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:2.13CIdentify other individuals who exemplify good citizenship.2.13DIdentify ways to actively practice good citizenship including involvement in community service.Social Studies Skills TEKS:2.19Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:2.19BCreate written and visual material such as stories, poems, maps, and graphic organizers to express ideas.Getting Ready for InstructionPerformance Indicator:Draw pictures to illustrate the functions of government (establish order, provide security, and manage conflict). Write captions for the pictures that explain what government does and how it does it. (2.11A; 2.19B) 2I; 3EKey Understandings and Guiding Questions:Los gobiernos establecen el orden, proveen seguridad y manejan conflictos.?Por qué la gente forma comunidades con gobiernos??Cómo pueden los gobiernos establecer el orden, proveer seguridad y manejar conflictos?Vocabulary of Instruction:ordenfunciones del gobiernoconflictoseguridadMaterials:Refer to the Notes for Teacher section for materials.(appropriate materials may be substituted as needed to incorporate district resources and availability)Attachments:Handout: Functions of Government Sort Teacher Resource: Functions of Government Sort KEYResources and References:Use local resources and references as appropriate.Advance Preparation:Become familiar with content and procedures for the lesson.Refer to the Instructional Focus Document for specific content to include in the lesson.Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.Preview available resources and websites according to district guidelines.Label pieces of chart paper: voting, volunteering, following laws, and helping others.Prepare materials and handouts as needed.Background Information:Students learn about the functions of the U.S. government. They will also discuss ways that local citizens can make the community better. This lays the ground work for what students will learn about U.S. government throughout elementary school and into middle and high school.Getting Ready for Instruction Supplemental Planning DocumentInstructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.Instructional ProceduresInstructional ProceduresNotes for TeacherENGAGENOTE: 1 Day = 50 minutesSuggested Day 1 ? 10 minutesPost the question, “What is government?” Students share what they know.Provide information to help students make the connection between rules and government such as the following:We need rules in school to keep us safe and allow us to work in an orderly manner, and avoid conflict (provide security, establish order, and manage conflict).We need these same things in the general community. This is what government does.Materials:manila paperchart paperPurpose: Students will learn about the purpose of government.TEKS: 2.11A, 2.19BInstructional Note:The purposes of government that are used here are taken directly from TEKS 1.11B and 2.11AEXPLORE/EXPLAINSuggested Day 1 (continued) ? 40 minutesDistribute to each student a piece of manila paper folded in half. On the left half, students draw what school would be like if no one decided what the rules were, no one decided what they were going to learn, or when they could eat lunch or play on the playground.Students share their work. On the right half of the paper students draw what school is really like, with rules in place.Students share their work. Students discuss the similarities and differences, the critical attributes, and then create a Venn diagram comparing the two. Students turn the paper over and repeat the process, this time thinking about the community. First they draw what the community would be like with no rules. (People driving wherever they want, as fast as they want. People can hurt each other. People don’t have to pick up their trash, etc.)Then they draw what the community is like when people follow rules (cars stopping at stop signs, waiting for crosswalk lights, people waiting in line, etc.)Then, in pairs, students create a Venn Diagram comparing the “no rules” community and the “rules” community.Materials:paper, manila drawing paper (1 per student)EXPLORESuggested Day 2 ? 20 minutesLabel four pieces of chart paper: Volunteering, Following Rules, Voting, and Helping OthersPost the four pieces of chart paper in different parts of the room. Students consider the labels on the posters. Brief discussion of the meaning of the terms may be required.Students travel around the room visiting each piece of paper, adding words or pictures that illustrate the title of the chart paper. Providing sticky notes or other method for students to prepare before touring could save time.As students travel around the room adding words and pictures to the posters, they can add a check mark next to words or pictures already posted by a peer if they agree with it.Facilitate a discussion to summarize learning and connect a working community with its citizens taking responsibility in daily life. People act as good citizens when they volunteer in the community, follow the rules, vote, and help others.Materials:chart paperindex cardsPurpose: Students explain how they can make their community a better place, while revisiting the characteristics of good citizenship.TEKS: 2.13C, 2.19BInstructional NoteStudents might need prompting to remember local community members that exhibit these behaviors.EXPLAIN – Making the community a better placeSuggested Day 2 (continued) ? 15 minutesDistribute index cards to students.Students think about, discuss, and then write names of people from the local community who volunteer, vote, help others, and follow rules.Conduct another tour of the posters so students can add those names to each poster and read the names others have added.After the names are posted, students select one person and write a statement about that person and how he/she exhibits good citizenship (volunteer, vote, help others, and follow rules).Materials:index cards (at least 4 per student)Misconception:Students readily recognize police and fireman services as provided by the government, but they do not always know about other services provided by the government as a result of taxes collected such as schools, libraries, and parks.EXPLORE – Functions of Government SortSuggested Day 2 (continued) ? 15 minutesPlace students in groups of three or four.Distribute the Handout: Functions of Government Sort to each small group. Also distribute a piece of construction or manila paper.Students cut out the cards of the handout.Working in their small groups, students sort the cards into a graphic organizer, listing government services under the functions of government.After students have agreed on the sort, they glue the boxes in place on a piece of construction or manila paper.Materials:construction or manila paperglueAttachments:Handout: Functions of Government Sort (1 per small group)Teacher Resource: Functions of Government Sort KEYPurpose: Students explore the functions of government in small groups, preparing for the PI and building upon their understanding of the concept of government.TEKS: 2.11A, 2.11B, 2.12C, 2.19BEXPLAINSuggested Day 3 ? 20 minutesStudents each choose one service card glued on the completed Handout: Functions of Government Sort and circle it. The student writes one sentence about how the government service on that card helps citizens.Group together two student pairs to create a group of four.Students share their organizers with the other pair, including reading one of the sentences about how the government service on that card helps citizens.Attachments:Handout: Functions of Government Sort ELABORATESuggested Day 3 (continued) ? 30 minutesFacilitate a discussion where students recall what they have learned about the purpose of government, helping students connect the reasons people formed communities (to help ensure their safety) and reasons they set rules for the community (to help establish order and manage conflict). Members of the community have a voice in setting the rules of the community and have a responsibility to follow those rules (connect to their study of rules from the beginning of the year). Continue the discussion by encouraging students to answer the guiding questions to provide support for the Key ernments establish order, provide security, and manage conflict.Why do people form communities with governments?How do governments establish order, provide security and manage conflict?Instructional Note:A constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the Constitution.EVALUATE – Performance IndicatorSuggested Day 4 ? 50 minutesDraw pictures to illustrate the functions of government (establish order, provide security, and manage conflict). Write captions for the pictures that explain what government does and how it does it. (2.11A; 2.19B) 2I; 3EPurpose: Students illustrate and write about the functions of government. This concept will be built upon each year.TEKS: 2.11A, 2.19BInstructional Note:While reviewing the illustrations, consider asking the student their thinking behind the picture. Often children make connections adults do not see at first glance. ................
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