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Learning Interchange
Units of Practice

Citizenship/Law

Unit Details


Subject: Social Studies
Learning Level: Primary
Author(s): Kathy Kelley, Arnold Rose, Travis Wilstead
Submitted by:

Abstract

The purpose of this unit is for students to demonstrate understanding of why communities require laws that protect the rights and properties of others and form basic ways to resolve conflict.

Invitation/Fundamental Understandings:
Essential Questions:
Knowledge and skills:

Fundamental understanding: (help)
Society requires laws to safe guard personal rights, property, and maintains order.

Essential Questions: (help)
Why are laws necessary in society?
How do laws affect personal freedom?
Do laws apply to everyone?

Knowledge and skills:
Identify reasons why communities require laws
Demonstrate awareness of the rights and properties of others.
Identify appropriate ways to resolve conflicts.

Standards

National Standards

What are important rights in the United States?
What are important responsibilities of Americans?
Where do people in government get the authority to make, apply, and enforce rules and laws and manage disputes about them?
What are the purposes of rules and laws?

State Standards

(NV/Civics--1.3.1) Identify examples of rules, laws, and authorities that keep people safe and property secure. (NV/Civics--4.3.3) Discuss why people form groups (NV/Civics--5.3.4)--Identify an individual's rights within the classroom

Workforce Competencies:


Unit of Practice

Relevance:

Society requires laws that protect the individual rights and properties. Laws form the basis for resolving conflicts. Without laws society would not advance.

Context

By third grade students should be able to participate in class decision making. By the end of third grade students will be able to recognize responsibilities that accompany personal rights.

Assessment

Students will explain results of not having specific laws, such as, traffic laws and school rules.
Students will organize the classroom establishing rules and procedures (role-playing).
Examination on resolving conflicts.

Components:

Day 1--After viewing historical jaywalking poster students will demonstrate proper way to cross the street. Day 2--School district police will come to discuss importance of following rules. Day 3--Mayflower Compact--After reviewing Mayflower Compact students will agree to follow specific lunchroom procedures.


Additional Resources

Main URL:

Related Resources
Jaywalking
Mayflower Compact


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