Rigorous Curriculum Design



WS/FCS

Unit Planning Organizer

|Subject(s) |Social Studies |Conceptual Lenses |

|Grade/Course | Grade |Rules |

| | |Citizenship |

| | |Conflict/Solution |

| | |Authority Figures |

|Unit of Study |Unit 1 | |

|Unit Title |Civics and Governance | |

|Pacing |13-15 days (approx.) | |

|Unit Overview |

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|In this unit, students will learn about why rules are needed in the home, school, and community. They will begin to develop an understanding of good citizenship |

|and the character traits that reflect it. Students will learn why authority figures are present in our home, school, and community, how they help maintain order, |

|and how they provide role models for good citizenship. Students will learn about ways conflicts can be resolved. |

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|This unit includes: |

|Why rules are needed. |

|Classifying roles of authority figures. |

|Resolving conflicts in homes, schools, and communities. |

|Unit Enduring Understanding(s) |Unit Essential Question(s) |

|Rules are needed to promote fairness and resolve conflicts in the home, school |Why are rules important at home, school, and in the community? |

|and community. |What is good citizenship? |

|Good citizenship means following rules and respecting the rights of others. |What is an “authority figure”? |

|Authority figures in the home, school, and community influence the well-being of |What authority figures are found in the home, school, and community? |

|people. |How do authority figures influence a person’s well-being? |

|There are various ways to solve differences and conflicts. |What ways can be used to solve conflicts? |

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|Essential State Standards |

|Priority Objectives |Supporting Objectives |

|1.C&G.1.1Explain why rules are needed in the home, school, and community. | |

|1.C&G.1.2 Classify the roles of authority figures in the home, school, and | |

|community (teacher, principal, parents, mayor, park rangers, game warden, etc.) | |

|1.C&G.1.3 Summarize various ways in which conflicts could be resolved in homes, | |

|schools, classrooms, and communities. | |

|“Unpacked” Concepts |“Unpacked” Skills |COGNITION |

|(students need to know) |(students need to be able to do) |(RBT Level) |

| |Explain what rules are and why they are necessary. |Remember |

|Rules are needed to ensure a safe environment in the home, |Give examples of rules that are appropriate for home, |Understand |

|school, and community. |school, and community. | |

| |Discuss the character traits of good citizenship. | |

|How to distinguish appropriate rules and why they are used. |Explain who authority figures are, and what they do. | |

| |Classify the roles of authority figures in the home, | |

|Good citizenship means following rules and begin respectful |school, and community. | |

|and considerate of those around you. |Discuss ways in which conflicts may be resolved in the | |

| |home, school, classroom, and community. | |

|The roles of authority figures. | | |

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|Ways to resolve conflicts. | | |

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|Essential Vocabulary |Enrichment Vocabulary |

|Rules |Appropriate |

|Citizenship |Authority Figure |

|Conflict |Well-being |

|Resolve |Classify |

|character | |

|Standards |Unit “Chunking” |Suggested Lesson Essential Questions |Possible Factual Content |Example(s) from Unpacked |

| |& Enduring Understandings | | |Standards |

|1.C&G.1.1 |Rules are needed to promote |I can explain why rules are needed. |Rules are needed to promote |Rules in a board game |

|Explain why rules are needed |fairness and resolve conflicts | |fairness and resolve conflicts.| |

|in the home, school, and |in the home, school, and | | | |

|community. |community. | | | |

| | |I can explain how rules are made to ensure|Rules are made to ensure a safe|Taking care of oneself, |

| | |a safe society. |society in the home, school and|respect for the rights of |

| | | |community. |others, following rules, |

| | | | |and getting along with |

| | | | |others, etc. |

| | |I can distinguish appropriate rules and |Distinguish appropriate rules | |

| | |explain why they are used. |and why they are used. | |

|. | |I can explain the importance of home, |The importance of home, school |Driving on right side of |

| | |school and community rules to a society. |and community rules to a |the street, etc. |

| | | |society. | |

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|1.C&G.1.2 |Authority figures in the home, |I can identify the roles and |Roles and responsibilities of |Parents (grandparents, |

|Classify the roles of |school, and community influence|responsibilities of authority figures in |people with authority in home. |guardians, etc). |

|authority figures in the |the well-being of people. |the home. | | |

|home, school and community | | | | |

|(teacher, principal, parents,| | | | |

|mayor, park rangers, game | | | | |

|wardens, etc.) | | | | |

| | |I can identify notable authority leaders | | |

| | |of the home. | | |

| | |I can identify the roles and |Roles and responsibilities of |Teachers, principals, |

| | |responsibilities of authority figures in |people with authority in the |assistant principals, etc.|

| | |the school. |school. | |

| | |I can identify notable authority leaders | | |

| | |of the school. | | |

| | |I can identify the roles and |Roles and responsibilities of |Mayor, park rangers, |

| | |responsibilities of authority figures in |people with authority in the |wardens, etc. |

| | |the community. |community. | |

| | |I can identify notable authority leaders | | |

| | |of the school. | | |

|1.C&G.1.3 |Conflicts are often solved. |I can identify and explain conflict. |Definition of conflict. | |

|Summarize various ways in | | | | |

|which conflicts could be | | | | |

|resolved in homes, schools, | | | | |

|classroom, and communities. | | | | |

| | | | | |

| | |I can explain various ways to solve |There are various ways to solve|e.g. Majority rule |

| | |differences in conflict. |differences in conflict in | |

| | | |homes, schools, classrooms, and| |

| | | |communities. | |

| | |I can explain various ways to manage |There are various ways that | |

| | |conflict and promote equality, justice and|individuals, groups, and | |

| | |responsibility in homes, schools, |communities manage conflict and| |

| | |classrooms. |promote equality, justice and | |

| | | |responsibility in homes, | |

| | | |schools, classroom and | |

| | | |communities. | |

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