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Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
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Citizens have rights,
roles, and responsibilities.
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Individuals and groups
make, enforce and apply rules and laws (government).
Essential Questions - most important “big picture” questions
students should be able to answer after completing learning activities.
- Who makes the rules/laws in your
classroom? How are they enforced?
- How are roles and responsibilities in
schools in different places alike? Different?
- What are the roles and responsibilities
of the people in your school?
District 11 curriculum is designed to prepare and
equip students to be successful in the 21st Century. Curriculum resources
and lessons included here have been aligned to the Colorado Standards for
each content area. In addition, the entire program has been aligned with the
knowledge, skills, and learner attributes the
Partnership for
21st Century Skills promotes as necessary for success in the 21st
Century. You will see the highlighted core values embedded in these lessons
and activities.
Standards and Benchmarks
Civics Standard 2: Students know how to
use structure and function of local, state, and national government and
how citizen involvement shapes public policy.
Civics Benchmark 4 A: Students knows
what citizenship is.
District Indicators
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Identify people and groups who make, enforce, and apply rules and laws.
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Explain the rights, roles, and responsibilities of students and citizens
in the classroom, school, community, state, and nation.
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Sample Lessons
District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
Lesson 1-2: Rules of the Classroom
Duration: 2-25 minutes class sessions
Enduring Understanding: Individuals and groups make, enforce and apply rules
and laws (government).
Essential Question: Who makes the rules/laws in your classroom and why? How
are they enforced?
District Indicators: Identify people and groups who make, enforce, and apply
rules and laws. Explain the rights, roles, and responsibilities of students
and citizens in the classroom, school, community, state, and nation.
Assessment: Write a story about what you would do as a teacher for a day and
had to make sure others in the class obeyed the rules. Pick one rule and
tell how to enforce it.
Activities
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Discuss with students
who makes the rules in your classroom and why that happens; repeat for
home.
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Draw a picture of the
most important rule for the classroom; share with another student and
explain the drawing.
Differentiation
Support: Pick a different rule and illustrate it.
Extension: Pick a rule you would change and discuss why and how you change
it.
Resources: Social Studies Alive! Chapter 3
Lesson 3-4: Rules of the School Community
Duration: 2-25 minute class session
Enduring Understanding: Individuals and groups make, enforce and apply rules
and laws (government).
Essential Question: Who makes the rules/laws in your classroom and why? How
are they enforced?
District Indicators: Identify people and groups who make, enforce, and apply
rules and laws. Explain the rights, roles, and responsibilities of students
and citizens in the classroom, school, community, state, and nation.
Assessment: Match 5 people to the rules they enforce: Parent, Teacher,
Assistant Principal, Nurse, Office Secretary, Cafeteria Worker, Principal
(choose those that are appropriate).
Activities
- Construct a pyramid showing the people who make the
rules in your school. Discuss who is at the top, second, third tier,
etc. and why.
- Explain how each person enforces their rules. Make a
list of consequences for breaking their rules.
Differentiation
Support: Discuss school rules and consequences and act out with a partner.
Extension: Finish the sentence: If I were Principal (Nurse, Cafeteria
worker, etc) and wanted students to follow the rules, I would….
Lesson 5-9: Roles of People in Our School
Duration: 5-25 minute class sessions
Enduring Understanding: Citizens have rights, roles and responsibilities.
Essential Question: How are roles and responsibilities in schools in
different places alike? Different?
District Indicators: Identify people and groups who make, enforce, and apply
rules and laws.
Explain the rights, roles, and responsibilities of students and citizens in
the classroom, school, community, state, and nation.
Assessment: What must you do to be a good helper at school? What must you do
to to get along with others?
Activities
- List what students think they need to do to get along
with one another; also list what a good school helper would do
- Complete Social Studies Alive! activities as
identified in teacher’s manual.
- Compare text information to student lists
Differentiation
Support: Have them ask one other student or person at home what a good
school helper would do.
Extension: Have student ask 2-3 students in other classes or someone at home
what they think they need to do to get along with one another.
Resources: Social Studies Alive! Chapter 1, “How Do We Get Along in
School?” Chapter 2, “Why Is It important to Learn From Each Other?” Chapter
5, “How Are We Good Helpers At School?”
Lesson 10-11: Responsibilities of People in Our School
Duration: 2-25 minute class sessions
Enduring Understanding: Citizens have rights, roles and responsibilities.
Essential Questions: How are roles and responsibilities in schools in
different places alike? Different? How are the roles and responsibilities of
the people in your school alike and different?
District Indicator: Explain the rights, roles, and responsibilities of
students and citizens in the classroom, school, community, state, and
nation.
Assessment: Act out a role of school personnel while others ask questions
about your responsibilities in that role.
Activities
- Have students interview various school personnel
about their responsibilities or have people speak to the class. Example:
custodian, nurse, secretary, assistant principal. Model how to do this
with students.
- Choose 2 of the people interviewed and do a Venn
diagram on similarities and differences
- Read text and discuss.
Differentiation
Support: Teacher will help students with questions to ask school personnel.
Extension: Conduct a one-on-one interview with one school worker personnel
and report it in written form.
Resources: Student interview sheets Social Studies Alive! 4 “Who Helps Us
at School?”; CD Tracks 3-6
Lesson 12-14: Rules of the Colorado Springs Community
Duration: 3-25 minute class sessions
Enduring Understanding: Individuals and groups make, enforce and apply rules
and laws (government).
Essential Question: Who makes the rules/laws in your classroom and why? How
are they enforced?
District Indicators: Identify people and groups who make, enforce, and apply
rules and laws.
Explain the rights, roles, and responsibilities of students and citizens in
the classroom, school, community, state, and nation.
Assessment: Match roles to jobs in Colorado Springs
Mayor - makes sure rules (laws) are obeyed
City Council - makes decisions about laws and spending money for the city
Courts — decides the consequences for those who break laws
Laws - laws or rules to keep people safe
Activities
Differentiation
Support: Provide flash cards with terms on 1 side and meanings on the other.
Extension: Answer the question: who has the most important role in Colorado
Springs? Why?
Resources: Use those embedded in lesson activities. |
