second grade civics “being a citizen” unit guide amy

SST30901: Unit Plan Garrison 1

Second Grade Civics “Being a Citizen” Unit Guide

Amy Garrison SST30901 Fall 2014


Table of Contents

Page 3.....................Overview/Rationale/Introduction Page 4.....................KUDs and I can statements Page 9 ....................Sequence of Instruction, including Vocabulary Page 15 ..................Lesson Plan #1 Page 18...................Lesson Plan #2 1...................Lesson Plan #3 Page 24 ..................Lesson Plan #4

Attachments:

Page 27 ...................Vocab Resource A Page 28....................Vocab Resource B Page 32.....................Lesson Plan Resources Page 44....................Citation Page


Overview This Second Grade Civics Unit Plan is designed to help students explore American government. According to the GLCE’s used within the Unit’s lesson plans, students will learn about the role of government and why it is used locally. Students will learn about their role as citizens and the many important ways that they can get involved in their local governments. Through this, students will also be able to distinguish the roles of personal and government responsibilities and the ways that these affect the communities in which we live. Through the exploration of these GLCE’s, students will be able to connect government action with their personal lives and begin to see why and how their involvement can make a difference in their communities. Rationale Teaching Civics to young students is a critical step in becoming active, responsive citizens. This is a great introductory unit about American Democracy and it helps build students prior knowledge for more challenging concepts later on. It provides a basic understanding of government, democracy, citizenship, and communities, all of which are important concepts to students both in and out of the classroom. I chose this unit because I want to make social studies accessible to students. I want students to realize that they have power in their local government and communities, and to see that the decisions they make can impact themselves and those around them. Introduction This unit is about the ways in which citizens form and participate in American Democracy. Students will be exploring the following GLCE’s through various graphic organizers, concept journals, and handson activities. 2C1.0.1 Explain why people form governments.

2C1.0.3 Distinguish between government action and private action.

2C5.0.1 Identify ways citizens participate in community decisions.


2C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life.


KUDs and “I Can” Statements

GLCE (coding and wording);

2C1.0.1 Explain why people form governments. Type of learning: Reasoning

Knowledge (K) Understand (U) DO: Demonstration of Learning (DOL)

Vocabulary I Can

A government is a group of people that lead a community (local) or country (national). We live in a democracy, a government that requires citizens to participate. Governments write laws (rules for the community) to protect citizens

Students will understand that governments are important for keeping citizens safe and protecting their rights.

Students will be asked to draw a picture showing why we need the government. They will be asked to write 12 sentences explaining their drawing.

Government Democracy Rights Law

Background words:

Citizen Participation Community Local National

I can tell why the government is important.


rights (the ability to act in a certain way) and keep them safe through the police, army, etc.

GLCE (coding and wording) and Verb underlined

2C1.0.2: Distinguish between government action and private action. Type of learning: Knowledge


Vocabulary I Can

Government action is when a law is created (sometimes also called public action). Private action occurs when

The students will understand that government action creates laws, but private actions are personal rules.

The teacher will read aloud an action (e.g. rules to keep your room clean). The students must write down either the word “private” or the word

Government action (Public action) Private action

I can tell the difference between public and private actions.


personal rules are made (i.e. home rules).

“government.” Students will turn in their lists at the end.


2C5.0.1: Identify ways citizens participate in community decisions. Type of learning: Knowledge


Vocabulary I Can

Citizens can participate (to take part in something) in their community through voting (a formal way to support an idea or person) and volunteering time to advocate (to argue,

The students will understand that citizens can have an impact on community decisions through voting and advocating for ideas.

Ask students to create a concept map connecting “citizens” to “community decisions.”

Participation Citizens Voting Advocate Community

I can tell how I can get involved in community decisions.


recommend, or support a cause or person) for things they strongly believe in.


2C5.0.2: Distinguish between personal and civic responsibilities and explain why they are important in community life. Type of learning: Knowledge/Reasoning


Vocabulary I Can

A community is a group of people living in the same place or having something in common.

Students will understand that personal and civic responsibilities are both important in their lives and local communities.

Students will be given a blank Venn Diagram comparing personal and civic responsibilities. Students will given a list of responsibilities

Personal responsibility Civic responsibility Community

I can use my personal and civic responsibilities to help my community.


Personal responsibilities are things that people do to take care of themselves and their families. Civic responsibilities are things that citizens must do to support their community and government.

and be asked to organize them to the appropriate spot on the diagram.


Sequence of Instruction (General Vocabulary Lesson) Using Marzano’s Six Steps for Effective Vocabulary Instruction

Vocab Lessons Resources Needed Script

Step 1: Provide a description, explanation, or example of the new term Write the vocab terms on the board: participation, responsibility, community, government and citizen. Do not talk about the words yet, just let the students see them written down. Read each word out loud so the students know what each one sounds like. Next, tell a story involving all of the vocab words (an example is provided in the script column). Discuss with students what they think the words mean based on what they already knew and/or what they got from the story. Add these ideas to the board, creating a collaborative, simplified class definition for each word. e.g. Participation is when you do an activity. Responsibility is doing what you are supposed to do.

Whiteboard and/or poster board Markers Already written story containing

all 5 vocab words

“Today I want to tell you guys a story about my weekend. While I am telling you this story, make sure you are paying special attention to when I use the words that I have written on the board. If you have heard these words before, please don’t share your ideas yet. See if the way I use the words agree or disagree with what you think they mean. Let’s go through each word to make sure everyone knows what to listen for...” “Everybody have their listening ears ready? Here’s my story: This weekend, I decided to participate in my local government by voting. When I vote I am being responsible because I am doing what good citizens are supposed to do. Citizens vote at different times during the year to help make changes in their community. I like to participate in activities like this and I hope someday you will be responsible citizens and vote too.” “Based on what you heard in the story,


Community is a place that people live. Government is a group of people that make decisions. Citizen is a person who belongs to a community.

what do you think each word means? Have you heard of these words before? Did the way I use them agree or disagree with what you thought before?”

Step 2: Ask students to restate the description, explanation, or example in their own words Have students start to fill out the vocabulary worksheets. Students should write the vocab word in the center circle of the worksheet. Now students must write their own definition of each word in the first box of the worksheet. It should be in their own words.There should be one worksheet for each vocab word. As students are working through their own worksheets, use a large poster representation to model where to put each section (this will also be used in step 3). Have students compare and share their answers, use this opportunity to check and correct any misunderstandings that students may still have. After students share ideas, have the class fill out the “examples” portion of the worksheet.

Vocab worksheets Frayermodel

Large “teachersized” worksheets (posterboard)

Vocab Journal (one per student) Glue sticks Pencils/writing utensils

“I have given each of you five worksheets. Please grab the first worksheet and pick up a writing utensil of your choice. In the circle in the center please write our first vocab word: participation. In the spot that says “definition” please write what you think participation means in your own words!” (repeat for each word) “Now that everyone has their own idea of what each word means, please turn to your shoulder partner and share what your definition is. Everyone please give positive feedback only and raise your hand if you have any questions.” “Now that everyone has shared, let’s all think of examples that relate to our definitions. As I write down the list on my worksheet, make sure you fill out your “example” section on your own worksheets.” “Please get out your vocab journals and turn to the first page. Open up you glue

http://www.google.com/url?q=http%3A%2F%2Fschools.paulding.k12.ga.us%2Fischooldistrict%2Fmedia%2Ffiles%2F2343%2Ffrayer.jpg&sa=D&sntz=1&usg=AFQjCNHICcFl1E-_kVvXb76b9UA1mMp23Q


Next have students glue their worksheets into their vocab journals. Each worksheet should be on a separate sheet of paper in the journal to leave room for work later on (See worksheet in attachment: Resource A).

stick and glue the first worksheet to the top of the first page in your journal. Turn to the next page and glue down the second worksheet, etc. Make sure you keep it nice and neat! We will be using these journals to explore these words in more detail later.”

Step 3: Ask students to construct a picture, symbol, or graphic representing the word Create an illustration/image that represents the class definitions of each of the words (use the teacher worksheet to model). Ask students for suggestions. Have students fill out the picture/symbol section of the worksheet. Have them each draw an individual picture that will help them remember their personal definition of each word. Have students use labels, colors, details, etc. to help them remember the words more clearly. Students do not need to limit themselves to the worksheets, they may draw more pictures in their journals, just make sure they label each picture so they remember what vocab word it represents. Have students pair and share their images with a different partner at their table.

Large “teachersized” worksheets (posterboard)

Vocab worksheets Vocab journals Writing

utensils/markers/crayons/art supplies

“Let’s go back to the word participation. What picture can I draw to represent this word? What will help us remember what participation means?” “Now, each of you draw your own picture on your worksheets. If you need more space or want to draw more pictures to represent the word add them to your journal. Just make sure to label each illustration. We will use these pictures to help us remember the meanings of each vocab word.” “Please stand up and share your pictures with someone wearing the same color shirt as you! Make sure to explain how each picture represents each vocab word. Remember only positive comments about each other’s pictures.”


Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks Hand each student several sheets of related clipart and the vocab word labels (see attachments: Resource B). Have them cut out each picture and label. Have students spread out the labels onto separate spots on their table/desks. Next have students put each picture next to the vocab word that they think it represents. Have each group share their results and reason any “questionable” answers. Once everyone has shared, have students glue each label to a separate sheet in their vocab journal. Have them glue the pictures on the corresponding vocabulary page. This is also an opportunity for them to update any of the information they have previously written, expand their list of examples, etc.

Related clipart sheets and vocab labels

Scissors Writing utensils Vocab journals Glue sticks

“I have given each of you a couple pages of pictures and a sheet with our vocabulary words on it. Each of you should cut out the pictures and the labels. Now place the vocab words in separate areas on your desk. If you would like to do one large example as a group, that is perfectly fine. Next, please put each picture with the vocab word that you think it represents. Make sure to ask each other if you have questions or refer to your worksheets from earlier if you can’t remember what each word means.” “Each group will now share their results. If you have a question for a group’s sorting, please wait until they are finished and then politely raise your hand and ask them to clarify.” “Now, we will put these new examples into our vocab notebooks. Each of you please glue each vocab label on a separate sheet of paper in your journal. Now, please glue the pictures that represent that word next to, or around, the label. If you would like to add some of these examples to your worksheets or edit your definitions, you can also do so now.”

Step 5: Periodically ask students to discuss the terms with one another

Space to line up in the classroom “Everybody stand up and line up in two rows facing each other. I want the person


This step is illustrated in each of the steps and is crucial to help students clarify confusions and make revisions to their work. If you would like students to specifically practice discussing the terms with one another. This would be a nice spot for students to share their new ideas. Have students line up in two rows, with each row facing each other. Have each student share with the person they are facing one thing that they “used to think” about one of the vocab words and one thing they “now think” about the word. When the teacher says “switch” one of the rows will shift one person to the right. Do this enough times, that the students talk with at least 5 other students (one transition per vocab word).

with the most pets to talk first. You will first share one thing you already knew about one of the vocab words. Then you will share one new thing you learned about that same word. Then the other person will do the same thing. When I say “switch,” the row that I pick will move over one person to their right. You will do the same thing in these new partners, but you have to talk about a different vocab word than last time.”

Step 6: Involve students periodically in games that allow them to play with terms Have students play “Vocabulary Ball.” Write the focus vocab words on different spaces on the beach ball. Explain the rules to the students (see script). Have students play! Make sure to keep the

Beach ball Whiteerase marker Music to play in background (must

be able to be stopped easily)

“Everyone, we are going to be playing a game today! In my hands, I have a beach ball and on here I have written our focus vocab words. Now, we are going to stand around in one big circle, with everyone touching shoulders, we have to be very close! When the music starts playing, we are going to start passing the ball to the person to our right as fast as we can. Whoever has the ball when the music stops, whatever word that their left hand


game fun and fastpaced. This is a great way to get students practicing applying the words in the realworld in a fun and relaxed environment.

pinky is touching (or the closest word) they may either define it, use it in a sentence, or give an example. If you drop the ball before the music stops, you are the person who must define the word instead! If you don’t answer correctly, you are out! Whoever is the last person standing, wins. Everyone got it? Ok, let’s play!”


Lesson Plan #1 2C1.0.1 Explain why people form governments

Anticipatory Set No Rules Day! The teacher will enter the classroom as usual. Before beginning class, however, he/she will

make a classroom announcement stating that there will be no classroom rules for the day (example scripted below).

“Hello class! Today we are going to do things a little differently, today there are no classroom rules. You can do whatever you want, I can do whatever I want, and no one will stop us!”

The teacher should then do a combination of ridiculous things (i.e. pull out their phone, plop in their seat, put their feet on their desk, blare music and/or chew gum loudly) to get the student’s attention and give them a reference for what “no rules” could look like.

Lesson Objective Students will understand that governments are important for keeping citizens safe and protecting their basic needs.

Resources and Materials

Book: How To Build Your Own Country Primary source: Constitution Graphic organizer template Poster boards Markers, colored pencils, and other art supplies

Input (What students already know.)

Round Table Have students sit in circles of 3+ students in each group. Have each student start with a

blank piece of lined paper


Ask students to write either the positive or negative consequences that would happen if there were no rules in the classroom.

Give students several minutes to write their response. Then have them pass their paper to the person to their right.

Now the student must write a response to the response of the writer before them. This can include agreeing with their arguments and/or stating separate arguments.

Have students continue passing the paper around until each student has their original piece of paper.

Group Discussion Have students read the other responses and then discuss the ideas in their small groups.

Model (How will you demonstrate skills?)

Read: How To Build Your Own Country This book focuses on what someone would have to consider if they were creating a new

country. It takes the reader through the journey of discovering a piece of land and making rules based on the many factors involved. It is a great source to introduce students to the role that rules and government plays in their lives.

Show the students a picture of the Constitution Explain to students that just like the classroom rules, the Constitution sets up rules for our

country to follow and how our government is run. Explain that the government also sets up rules that must be followed in order to meet the citizens basic needs (i.e. common good, food, shelter, basic rights, etc.)

Check for Understanding

Graphic Organizer Have students create a graphic organizer with the concept “government” in the center. Have them include at least six concept branches of the different reasons that government

benefits people. They must include a brief description for each branch added. Make sure students understand the underlying definition of government as a body of people that

decide what is best for a nation, group of people, etc.


Guided Practice Show class rules Show the students the class rules list/contract. Go through each rule as a group and have students explain why each rule is important.

Independent Practice Poster Have students create their own list of rules! The students should then create a poster listing at least 3 rules that they think are most

important for everyone to follow (in and out of the classroom). They must then explain (either orally or written) how each rule meets the needs of everyone.

Closure Group Share Have each student present their posters and rules with the entire class.

Final statements Explain that just like the rules that the students created, the government works hard to create

laws that keep us safe and provide our basic needs.

Assessment

Informal: Throughout the lesson, the instructor uses formative assessment as students discuss and share ideas to make sure that students are understanding the concepts.

Formal: The completed graphic organizer and the written round table piece allow the teacher to see the student’s in a more concrete way. If another formal assessment is desired, the teacher could ask the students to draw a picture showing why we need government, and then write a brief description explaining their drawing.

Summative: This lesson has students create a set of laws that they think would be best for everyone. The teacher can use the physical poster as well as the written or spoken explanations to see how well the student understands why the government makes laws.


Lesson Plan #2 2C1.0.2 Distinguish between government action and private action

Anticipatory Set Breaking News The teacher will begin the class by exploring the current events from the week. The teacher

will read a fake news story/headline stating that the President has declared that everyone must clean their rooms once a week or they will be sent to jail. An example is shown below:

Breaking News: President Obama Has Declared That Messy Rooms Mean Jail Time!

Lesson Objective The students will understand that government actions create laws, but private actions are personal rules.

Resources and Materials

Fake News Headline Despicable Me Clip (1:402:38)

https://www.youtube.com/watch?v=_dP7gkKXTs8 This clip shows Gru (the “father”) laying down the house rules.


Think. Pair. Share. Give students a central question to think about. For this lesson an example could be “Do you

think that it is right for the President to make this law? Why or why not?” Give students a few minutes to independently think about their answers.

Have students gather in the middle of the room. When you give them the signal, they will pair up with someone who is not standing right next to them.

Give students a few minutes to share their answers with each other. This may be repeated several times (students will switch partners each time).

https://www.youtube.com/watch?v=_dP7gkKXTs8



Group Discussion Have students share their main takeaways from the think pair share activity. Make sure to ask them to explain all of their reasonings. Students should understand that this law is not ok for the President to make because it goes

against our personal rights. It is not his job to make sure our rooms are clean. Introduce the vocab

Explain these concepts further by introducing the terms “government action” and “private action.”

Government action (also called public action) is when the government creates laws. Private action are personal rules (i.e. home rules)

Show “Despicable Me” clip Ask students to explain if the rules are an example or government or private action and how

it differs from the President example.


Create a scenario! Ask students to individually write down one example of government action (i.e. everyone

has to go to school, you must be 16 to drive, 18 to vote, etc.) and one example of a private action (i.e. following curfew, eating three meals a day, doing your chores, etc.)

Guided Practice Act it out! The teacher will have prepared his/her own scenarios. They will now act them out for the class. The teacher will explain what he/she is acting out and identify whether or not it represents a

government or private action.

Independent Practice Group Charades! Break students into groups of 4+


Have them share their ideas with one another and pick out their favorite example for each definition as a group.

Give students 510 minutes to practice their scenarios. Have students gather in front of the class and create a “stage.” Each group will take turns performing their skits and the class will try to guess what they are

acting out and if it represents a government or private action.

Closure Lineup Review The teacher presents a prompt to the class. For this lesson, an example could include “What

is an example of a government action in your life? private action?” Students will write a brief answer on an index card. Students will then line up in two lines facing each other. The first line shares their response

with the person they are facing, then they switch. When students are finished sharing, the first line shifts down two people and shares something new.

Assessment

Informal: The teacher can continue to observe the students learning throughout the Think.Pair.Share and the charades performances. This allows the teacher to correct any misconceptions while also allowing students to share their learning.

Formal: If the teacher wishes to concretely grade the students learning, the teacher could read aloud an action (e.g. rules to keep your room clean). The students would then write down either the word “private” or the word “government.” Students will turn in their lists at the end.

Summative: The teacher collects the written portions from each student in the lineup review. This way, the students can still have a time for relaxed sharing, but the teacher can see how well the student understands the concepts before they share with everyone else.


Lesson Plan #3 2C5.0.1 Identify ways citizens participate in community decisions

Anticipatory Set Read the poem “What is a good citizen?” The poem is a general overview of good qualities that responsible citizens have.

Lesson Objective The students will understand that citizens can have an impact on community decisions through voting and advocating for ideas.

Resources “What is a good citizen?” poem KWL template Ballot cartoon (and overheard/projector) Pictures of actual election posters


KWL Based on the poem and what they have already learned, have students fill out the “know”

and “wonder” sections of their KWL worksheet For this worksheet, students will make connections (textself, textworld, texttext) to state

what they already know and what they still wonder about the role of citizens in their community.


See. Think. Wonder. Show the ballot cartoon on the overhead. Ask students to share what they see (i.e. I see a

man, I see the words ballot box, etc.), what they think the picture is showing (i.e. I think this many is voting), and what they still wonder about the photo (i.e. I wonder what he is voting for?)


Transition the discussion to asking students why this man is voting, why is voting important?

Show “Voting Rap” video This video gives students a brief summary of why our government uses voting and how

people can advocate for and share their opinions. Discuss with students how the people in the video were being good citizens, as well as stating what

it means to advocate (to argue, recommend, or support a cause or person) and participate (to take part in something) by voting (a formal way to support an idea or person) and getting involved in their communities.


3 minute pause Have students pick a partner. Give students a conflict that their class must solve. An example for this lesson could

include “The principal has decided that we can choose whether to stay inside or go outside for recess this afternoon. We have to come to a decision as a class, though.”

Give the students three minutes to discuss different ways that the class could resolve this conflict and/or discuss any confusions they may be having.

Guided Practice Share election posters Show students some examples of posters that people have used to advocate to be elected

into an office and/or vote a certain way. Share with students that advocating through visual images can be a powerful way to share

with others your opinions on important issues.

Independent Practice Advocacy Posters! Have students create their own campaign poster to convince their classmates to either have

indoor or outdoor recess. Have students add three supporting points, a title, and some creativity/effort.


Have students share their posters with the class. Vote!

Have students actually vote on the issue. Students may write their vote on a piece of paper, that way the teacher can physically count out the votes.

Make sure to emphasize that student’s advocating their opinion may have changed some people’s minds, and helped to make a decision within their classroom community. In this same way, advocating and voting for important issues in their own communities can help to make decisions.

Closure Complete KWL worksheets Have students go back to their KWL worksheets and fill out the final section for what they

learned during the lesson.

Assessment

Informal: As with the previous lessons, much of the ongoing assessment is during class discussions. Students are constantly sharing ideas, and as a result, many of their misconceptions and confusions are addressed by other student’s questions and responses.

Formal: If the teacher wishes to formally assess the students in another way, he/she could ask students to create a concept map connecting “citizens” to “community decisions.”

Summative: For this lesson, students were asked to produce an advocacy poster, demonstrating their right to share their opinion and advocate for a cause or purpose. The teacher is able to assess their understanding of the idea based on the title and supporting points they add and describe on their posters.


Lesson Plan #4 2C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life.

Anticipatory Set Review Citizenship Have students review what it means to be a citizen either on individual computers or up on

the front computer Visit and explore: http://www.congressforkids.net/citizenship_5_whatcanido.htm

Read: “Being a Good Citizen” This book takes students through many examples of responsibilities that citizens have and

the different ways that they can be addressed.

Lesson Objective Students will understand that personal and civic responsibilities are both important in their lives and local communities.

Resources “Being a Good Citizen” book Talking chips 321 Strategy Chart Whiteboard and markers Foldables materials (paper, scissors, markers)

Dinah Zike’s Big Book of Social Studies for Elementary K6 (pg. 22)


Talking chips Students are broken into small groups. Each student is given a pile of colored chips. The

teacher provides a discussion topic. For this lesson, an example could include “What do you think the responsibilities of a good citizen are?” (already defined in the introductory vocab lesson)

http://www.google.com/url?q=http%3A%2F%2Fwww.congressforkids.net%2Fcitizenship_5_whatcanido.htm&sa=D&sntz=1&usg=AFQjCNHz32jBTqez2TiwjrS2VkbWBRUWfA


Whenever someone wants to talk, they put one of their chips in the center of the table, when all of the chips are gone, a new topic is introduced.


Define personal responsibilities (things that people do to take care of themselves and their families) and civic responsibilities (things that citizens must do to support their community and government).

Connect the examples from the book to these new definitions.


3, 2, 1 Chart Have students list 3 facts or words that they discovered, 2 interesting things, and 1 question

that they still have on the chart.

Guided Practice Venn Diagram Example Draw a blank VennDiagram on the board. Label one side “personal” and the other side “civic” and label the middle section “both.” Have students help think of examples to fill in the VennDiagram

Independent Practice Foldable (3 Tab Book) Have students take a 8X11 sheet of colored paper and fold it hamburger style. Next, have them fold it into thirds On the top half of the original hamburger fold, students should cut along the fold lines!

They now have a 3Tab book Students will be using this to create a “venndiagram” for the concepts. On the left tab, students should write “personal,” the middle should say “both,” and the

right tab should read “civic.” Students can add their own examples of each responsibility as well as any illustrations that

may help them remember the concepts. For each example, students must add a brief explanation.


Closure Kid President video (0:003:00) https://www.youtube.com/watch?v=4z7gDsSKUmU

Think. Pair. Share. Have students discuss for a few minutes if the suggestions that kid president makes are

examples of personal or civic responsibility. Final statements:

Review with students the difference between personal and civic responsibilities. Remind students the importance of these responsibilities, how they impact their

communities, and encourage them to start practicing these ideas in their everyday lives.

Assessment

Informal: Teachers may use the discussions and the 321 chart to identify any ongoing concerns/questions/misconceptions and can use these strategies to adjust the lessons accordingly.

Formal: Another possibility is to give students a blank Venn Diagram comparing personal and civic responsibilities. Students will given a list of responsibilities and be asked to organize them to the appropriate spot on the diagram.

Summative: In this lesson, students use their foldable to demonstrate that they are able to distinguish and categorize personal and civic responsibilities. The students are asked to explain each example.


Attachments Vocab Resource A: Student Vocab Worksheet


Vocab Resource B: Clipart and label cutouts


PARTICIPATION

RESPONSIBILITY

COMMUNITY

GOVERNMENT

CITIZEN


Lesson Plan Resources Book: How To Build Your Own Country (cover)


Image of the Constitution


Graphic Organizer Template


“What is a Good Citizen?” Poem


KWL Template


Ballot Box Cartoon


Election Posters


“Voting Rap” Video (still photo as reference) http://youtube.com/v/NhMgy894v5Q

http://youtube.com/v/NhMgy894v5Q


Congress for Kids website http://www.congressforkids.net/citizenship_5_workingkeepfreedom.htm

http://www.google.com/url?q=http%3A%2F%2Fwww.congressforkids.net%2Fcitizenship_5_workingkeepfreedom.htm&sa=D&sntz=1&usg=AFQjCNH3VrCYNvYPK1FH-mgFB04XHQ9fkQ


“Being a Good Citizen” Book (cover)


Foldables


Kid President Video (reference picture)


Citations Beck, I., McKeown, M., and Kucan, L.(2002) Bringing Words to Life. New York, NY: The Guilford Press

Constitution of the United States (1787, September 17). In World Digital Library. Retrieved December 8, 2014.

In Fayer's Model. Retrieved December 8, 2014, from http://schools.paulding.k12.ga.us/ischooldistrict/media/files/2343/frayer.jpg

In Congress for Kids. Retrieved September 30, 2014, from http://www.congressforkids.net/citizenship_5_workingkeepfreedom.htm

KWL Chart Template (n.d.). In Cedartown Middle School . Retrieved December 8, 2014.

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: Association for

Supervision

and Curriculum Development

President, K. (Actor). (2013). How to Change the World [Motion picture]. YouTube.


Preston, C. (n.d.). Beachy Keen Learning Ideas. In Organized Classroom: Less Stress, More Effectiveness. Retrieved November 25,

2014.

Wyatt, V. (2009). How To Build Your Own Country (pp. 140). N.p.: Kids Can Press.

Vandenbern, N. (2013, September 9). Johnny Appleseed=Good Citizen . In First Grade W.O.W . Retrieved December 8, 2014.

Voting Rap: Smart Songs. (2012, January 18). In YouTube. Retrieved September 30, 2014, from

https://www.youtube.com/watch?v=NhMgy894v5Q

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second grade civics “being a citizen” unit guide amy

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