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Content Area: Social Studies
Index: 6.2B Grade 4 CPI 3
Standard: 6.2 - Civics
Strand: B - American Values and Principles
Cumulative Progress Indicator: 3 - The student will describe how American values and beliefs, such as equality of opportunity, fairness to all, equal justice, separation of church and state, and the rights guaranteed by the United States Constitution and the Bill of Rights, contribute to the continuation and improvement of American democracy.
Grade: 4
Sample Activities:
· Students learn that the Constitution of the United States makes reference to “the general welfare of its citizens.” Students create a collage of hand-drawn pictures (or cutout magazine illustrations) that represent some of the things needed to lead a happy life, such as food, clothing, homes, friends, and family. Next, students create a second collage depicting “wants” — those things that seem attractive but are not necessities of living.
· Using the resources of the library media center and/or the Internet, students gather a collection of patriotic songs. Discuss each set of lyrics to determine how the lyrics relate to the characteristics or historical events of our country. Invite the students to come to school dressed in a costume that to them represents the United States and its ideals and principles.
· Students read selections from a book by Janice Cohn entitled The Christmas Menorahs: How a Town Fought Hate. (Read the book to the class if sufficient copies are not available.) This story is based on an incident that occurred in Billings, Montana, in 1993. An act of hate and discrimination targeting a Jewish family was soon followed by other acts of hate and bigotry that spread to include African Americans and Native Americans. In response, a few individuals roused their community to take a stand together against that bigotry and hatred. This story is a powerful example of the impact that an individual and a community can have upon others when they decide to protect the lives and rights of all-to take a stand against hate and for justice. During the reading, students identify the rights that are being violated, the choices for action and/or inaction that are possible, the potential consequences of each choice, and the choices that are made by various individuals. They also identify the motives and attitudes exhibited by the different characters. After the selections are read, students make a chart, story map, or chain map identifying the various abuses, the individuals and groups noted, the actions taken, and the consequences of those actions. Identify the specific responses of groups such as the police, city officials, unions, churches, and newspapers as well as the actions of individuals young and old. Discuss possible consequences to the individuals and the town if the community had failed to come together. This lesson may be expanded over a number of days to include the development of an understanding of terms and concepts such as prejudice, discrimination, religious freedom, community action, individual responsibility, power of the press, hate crime, racism, and harassment.
· Many incidents in our nation’s history address issues such as individual rights and responsibilities, the role of the government in protecting the rights of all, the role of the press, and community action. Examine these incidents as well as incidents of prejudice and discrimination and the consequences when communities and individuals fail to respond. Suggested research topics include the civil rights movement, the women’s movements, the policy of removal of Native Americans, the reservation policy, the Japanese-American relocation policy, the labor movement, and the actions of white supremacists.
· Analyze with the students an event in the local community or school community for which there may have been media coverage (e.g., radio, television, newspapers). Select a specific occurrence in which equal rights for all may have been the issue. Students learn about the concept of rights and how this concept relates to their lives.
· Draw upon stories, biographies, and other sources to analyze how people have continued to struggle to bring all groups in American society the liberties and equality promised in the basic documents from the founding of our country. Prepare a synopsis of the 1844 New Jersey Constitution, including a brief description with key quotations from each of the nine articles. Discuss these quotations with the class.
· Discuss with students the concept of rights. What does it mean to them? Do they have rights within their own families? What rights do they not have in the family context? What rights do they have in school and in the community? Develop with students a list of responsibilities corresponding to each of the rights they have at home, in school, and in the community. Colonial Context. Explain the following points: King George III of England had dominion over the American colonies and levied a tax on sugar, stamps, and other essentials used by colonists. The colonists objected to what they considered unfair policies, including taxation and the quartering of troops in their homes. The colonial governments were not entirely democratic. Out of this context came the basic philosophy of the Bill of Rights. Students develop a questionnaire for colonists soliciting their reaction to the taxes and other unfair policies of the British crown.
· Introduce students to the Bill of Rights, and list the contents of the first eight parts on chart paper. (Note: Articles 9 and 10 will be too advanced for this level.) Prepare and distribute a list of the sections, and discuss them with the class. Each student writes a brief essay on one of the eight articles, speculating about a situation in which the particular right might apply.
Kidspiration Activity:
· Use symbols and links to create a story plan · Brainstorm ideas in picture view, · Go to writing view to organize paragraphs and add details. · Use symbols and links to create concept maps that explore relationships between groups. · Use symbols and links to create concept maps that explore relationships in history |
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