ALEX Learning Activity

  

We the People: Introduction to Civics and Government: Part Three

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  This learning activity provided by:  
Author: Sophia Hedrington
System:Dothan City
School:Heard Magnet School
  General Activity Information  
Activity ID: 2961
Title:
We the People: Introduction to Civics and Government: Part Three
Digital Tool/Resource:
We the People: Making a Government Slideshow
Web Address – URL:
Overview:

This government learning activity is an introduction to civics and government. The students will apply their learning of how a government makes rules and laws to create a classroom constitution that the students (citizens) will be able to vote on. 

This resource was created in partnership with Dothan City Schools.
  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 1
Living and Working Together in Family and Community and State
2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property
•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state
•  Demonstrating voting as a way of making choices and decisions
Unpacked Content
Strand: Economics, Civics and Government
Course Title: Living and Working Together in Family and Community and State
Evidence Of Student Attainment:
Students:
  • Identify themselves as a citizen of their community.
  • Describe the use of rules and laws in the community and the state.
  • Identify the purpose of paying taxes and how this contributes to the betterment of the community.
  • Demonstrate the ability to vote and make choices through mock elections in the classroom.
Teacher Vocabulary:
  • identify
  • describe
  • demonstrate
  • rules
  • laws
  • rights
  • responsibilities
  • community
  • citizen
  • state
  • property
  • taxes
  • voting
  • choices
  • decisions
Knowledge:
Students know:
  • How to identify their rights as students and citizens in their community and state.
  • How to have respect for their personal belongings and other's belongings.
  • How to understand rules and consequences of breaking rules as students and citizens in their community and state.
  • How to be responsible for classroom jobs and chores at home to contribute to the common good.
  • How to vote in order to make choices or decisions.
  • Vocabulary: rules, laws, rights, responsibilities, community, citizen, state, property, taxes, voting, choices and decisions
Skills:
Students are able to:
  • Describe how rules and laws protect rights and property of the people in the community.
  • Describe ways responsible citizens contribute to the common good of the community and state (for example paying taxes).
  • Demonstrate voting as a way of making choices and decisions.
Understanding:
Students understand that:
  • There is an importance to their rights and responsibilities as citizens of their community and state.
  • Rules and laws protect citizens' rights and property.
  • It is important to make choices and decisions through voting. Citizens contribute to the common good of their community and state (for example, by paying taxes, conservation, volunteering, etc.).
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.1.2- Demonstrate an understanding of rules and why rules are important; identify an understanding of rules within the classroom; explain why voting is a way of making choices and decisions.
Social Studies
SS2010 (2010)
Grade: 1
Living and Working Together in Family and Community and State
3 ) Recognize leaders and their roles in the local community and state. (Alabama)

•  Describing roles of public officials, including mayor and governor (Alabama)
•  Identifying on a map Montgomery as the capital of the state of Alabama (Alabama)
Unpacked Content
Strand: Geography, Civics and Government
Course Title: Living and Working Together in Family and Community and State
Evidence Of Student Attainment:
Students:
  • Describe the roles of community helpers, mayor, city council, and governor.
  • Recognize current leaders in these roles.
  • Understand that Montgomery is the capital of the state of Alabama.
  • Identify Montgomery on a state map.
Teacher Vocabulary:
  • recognize
  • describe
  • understand
  • identify
  • community helpers
  • mayor
  • city council
  • governor
  • capital
  • state
  • map
Knowledge:
Students know:
  • The roles of leaders in the community and state including the governor and mayor.
  • The purpose of state map and that Alabama's capital is Montgomery.
  • Vocabulary: community helpers, mayor, city council, governor, capital, state, map
Skills:
Students are able to:
  • Describe the roles of public officials in the state of Alabama and leaders in the local community.
  • Use a map to find location of Alabama and its capital Montgomery.
  • Describe and list examples of community helpers.
  • Recognize the role of a leader. Identify the capital on a state map.
Understanding:
Students understand that:
  • Leaders in the local community and state, including mayor and governor, have certain roles.
  • The capital of Alabama is Montgomery.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.1.3- Identify leaders in the local community and state; identify Montgomery as the capital of the state of Alabama on a state map.
Learning Objectives:

The students will be able to identify leaders and their roles in the local community and state.

The students will be able to describe the roles of public officials (e.g. a mayor, a governor, and/or a president).

The students will be able to describe how rules in the community and laws in the state protect citizens' rights.

The students will be able to describe the responsibilities of a citizen.

The students will be able to describe voting as making a choice and decision. 
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

The teacher will review the learning targets.

Attention Grabber:

Who makes important decisions? The President

Who is allowed to have an opinion about these decisions? Citizens

How are decisions made? By voting on them. 

The teacher will place the students in groups of no more than 5 students. 

The teacher will distribute the We the People: Making a Government set of learning cards to each group. Teacher note: When distributing the cards make sure the cards are face down.

The teacher will review the learning cards that detail each government official.

The teacher will assign each student a role within the group.

Activity Procedures

The teacher will write a responsibility on the board. The students will have to decide which government official in their group is responsible for that job.

The teacher will ask the selected student (government official) to stand up next to their seat. The class will decide if the right person(s) from each group is standing. 

Responsibility #1 - This person serves as the commander and chief of the United States Armed Forces. 

Responsibility #2 - This person works with a group to take action on bills, resolutions, amendments, motions, nominations, and treaties by voting.

Responsibility #3 This person is in charge of the executive branch of the city government. 

Responsibility #4 This person works with a group to initiate revenue bills, impeach federal officials, and elect the President in the case of an Electoral College tie.

Responsibility #5 This person helps to make policies for local governments. 

Responsibility #6  This person respects and obey state, federal, and local laws.

The teacher will make the connection of how the government officials that were discussed in the activity all contribute to making laws and rules that keep us safe.

The teacher and the students will review the differences between a law and a rule by reviewing the definition with students. 

In cooperative learning groups, the students will collectively work together to create 3 rules or laws for a classroom constitution. 
Assessment Strategies:

Assessment

The students will work in cooperative learning groups to develop 3 laws or rules for the classroom constitution. (Teacher can add more laws and rules for each group.)

The teacher and students will combine each group’s rules or laws to form a classroom constitution. (Write rules or laws on flip chart paper to display in the classroom.)
Advanced Preparation:

The teacher will need to display the learning targets.

The teacher will need to pre-print out the “We the People: Making a Government learning cards” for each group.

The teacher will need flipchart paper.

The teacher will need markers. 

The teacher will need to create a slide show or some type of presentation with the activity responsibilities (6) listed so that the whole class can view them at one time. 
Variation Tips (optional):

Intervention (Small Group/Reteach)

For the students who need assistance, the teacher work with them in a small group to reteach and review.

Expansion (Quick Write) 

As a citizen of (insert city or town), what would be two things you would want your local government to change about your city/town? 
Notes or Recommendations (optional):

This learning activity is most beneficial in a small group classroom setting. 

Links to Related Activities:

We the People: Introduction to Civics and Government: Part One

We the People: Introduction to Civics and Government: Part Two
  Keywords and Search Tags  
Keywords and Search Tags: Branches of Government, Citizen, Civics, Government, Laws, Rules