3-Social-Studies-June

Main Concept
People making and chaning rules and laws Nation State Civic Values Government

Guiding Questions
-Why are rules and laws important to govern world communities? -Why would world citizens have conflicts over rules, rights and responsibilities in their community? How are conflicts resolved in different world communities? -How do decision making processes and slection processes of leaders differ across world communities?

Theme/Content Skills
-People in world communities form governments to develop rules and laws to govern community members. -People in world communities may have conflicts over rules, rights, and responsibilities. -The process of selecting leaders, solving problems, and making decisions differ in world communities.

Key Terms
conflict, election, dictatorship, monarchy, democracy, US Constitution, justice

Holidays
Father's Day

Student Outcomes
-Students will discover differences in world communities's rules and laws, and how these rules and laws are established. -

Assessment/Project
-Tell the class the story of the growth of our country, and make a classroom timeline showing the most important events: the Pilgrims’ arrival in America, the American Revolution, the Constitutional Convention, the Civil War. Mention how rules have always played a role in history.

-Play a version of “telephone” called “pass the rule.” Have students sit in a circle. Whisper a rule into a student’s ear and have him/her turn and whisper it into the next person’s ear. Continue until the rule goes around the circle. Have the last person say the rule. It will probably be very different from the rule you originally whispered. Use the game as an opportunity to talk about the importance of writing down rules/laws.

-Read aloud Strega Nona by Tomie dePaola, a story which illustrates that there are consequences for breaking a rule. Have students brainstorm a list of places in the school where there are certain rules to follow: gymnasium, playground, library, cafeteria, classroom. Break students into groups and give each group one area. Have students identify rules for that area and draw conclusions about why the rules were made and what the consequences are if the rules are broken. Have students create a chart of classroom rules and corresponding consequences. -Have students dictate a simple constitution for the class. Include provisions for electing classroom leaders and for making classroom rules. Have the class discuss the process and elect the leaders. Be sure to rotate the roles held by students on a regular basis. This will allow students to experience the roles of leader and participating citizen.
 * Rule || Consequence ||

-Using magazines and newspapers, have students cut out pictures that show people following rules/laws as well as pictures that show people breaking rules/laws. Include, for example, pictures of people using the crosswalk to cross the street, driving the wrong way down a one-way street, or cutting in front of someone in line. Show students the various pictures and ask them to tell if the person in the picture is obeying or breaking the rule/law. Ask students to explain why they think the rule/law was created in the first place.

Resources for Students
__Arnie and the Stolen Markers__ by Nancy Carlson __I Read Symbols__ by Tana Hoban __It’s Mine__ by Leo Lionni __Living Together Under the Law: An Elementary Education Law Guide__ by Arlene F. Gallagher __Officer Buckle and Gloria__ by Peggy Rathman __Strega Nona__ by Tomie dePaola

Field Trip Suggestions
Take students on a walking field trip in the neighborhood and have them sketch the street signs. Explain that some of the pictures they see on street signs are symbols representing rules/laws for the community. Look at different signs and ask students: Does the sign use pictures or words or both? Talk to students about why it is important to do what the sign says and what the consequences are for not doing it.