Civics Projects for Young Citizens

Grade Level: K

Our Flag

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Lesson Title: Flag Parade

Objectives Met: Recognize the flag as a symbol of our nation. 

State Standard:

Principles of Constitutional Democracy

• Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
• Knowledge of the symbols in our nation

Goals of Lesson:

• The student will be able to identify the American flag as a symbol of our nation.
• The student will be able to state that the American flag is red, white, & blue.
• The student will be able to state that the American flag is made up of stars and stripes.

Objectives (learning outcomes):

• After discussion and listening to a story about the American flag and what it looks like, the student will then be able to design his/her own flag using red, white, and blue and stars and stripes only.

Materials Needed:

• Book: (one of the following or similar)

F is for Flag by Wendy Cheyette Lewison; The Flag We Love by Pam Munoz Ryan; Red, White and Blue: The Story of the American Flag by John Herman

• white construction paper rectangle 5 ½” x 7 ½” for flag, precut
• yellow construction paper rectangle ½” x 7 ½” for pole, precut
• yellow construction paper square 1” x 1” for finial
• variety of sizes of red, white, and blue rectangles that students can use to design their flag.
• scraps of red, white, and blue for stars
• glue, scissors
• star stickers (if desired) or star patterns

Direct Instructions:

• Read aloud one of the books listed in materials or any similar book from school library, stopping to discuss colors, shapes, etc. on the flag.

Guided Practice:

• Tell the class that now they get to be like Betsy Ross of long ago and design their own flag for our country.
• Show the materials they will be given to make their flag.
• Instructor makes a sample flag in front of the class.  Use the white rectangle for the background.  Then choose a variety of sizes of the rectangles and design a flag.  Stripes can go vertical, diagonal, not necessarily horizontal.  Stars can be anywhere you like.  Show how you can trim off a rectangle for a shorter fit, if needed.  Demonstrate how a rectangle can be cut lengthwise to make it thinner or 2 can be glued side-by-side to make a thicker rectangle.  Emphasize that student can only use red, white and blue and stars and stripes. Any number of stars, any number of stripes, etc.  When design is complete, glue the yellow rectangle along the left edge for the pole. Slightly cut off the corners of the small yellow square and then snip off the sharp points to make a circle for the finial on top of the pole.

Independent Practice:

• Pass out materials and give the children time to design their own flag, at least 30 minutes.
• Samples of child’s work:
  

Closure:

• At conclusion of lesson, or the next day, review pictures of our flag. Discuss again, the colors of the flag, the shapes on the flag, etc. As time allows, the class could parade around the room or the playground displaying their individual flags.  The instructor could play parade music, the National Anthem, or other appropriate music, if available.

Adaptations (for students with special needs, grade level):

• Kindergarteners or special needs students might need help with making and cutting stars.
  First make V. Then make a horizontal line above the bottom point.  Have the line go outside the edges of the V.  Now connect diagonally opposite corners.
  (Illustrations here on steps to make a star)
• Star stickers may also be used.
• Duplicated page of various size stars could be used for K’s.

Extensions (for gifted or older students):

• Write on the back of the flag a few sentences about what was learned about our country’s flag.

Connections to other subjects:

• Math- shapes
• Literature – listening to and discussing the read-aloud book
• Language Arts – writing activity

Grade Level: 1

Laws and Rules

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Lesson Title: Laws and Rules

Objectives met: Explain how laws and rules are made and changed to promote the common good; explain what rules mean in specific cases.

State Standard:

Principles of Constitutional Democracy

• Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
  • Principles of constitutional democracy in the United States
  • First Grade:
    • Explain how laws and rules are made and changed to promote the common good.
    • Explain what it means to make, enforce, carry out and interpret rules (i.e. explain what rules mean in specific cases).

Materials Needed:

• Deck of cards (one per two students)
• Book (choose from one of the following):
  • Know and Follow Rules by Cheri J. Meiners M.Ed.
  • Rules Make Life Work by Barbara Luciano
  • Rules and Laws (First Step Nonfiction: Government) by Ann-Marie Kishel
• Chart paper
• Markers

Direct Instructions:

• Pair students and give each pair a deck of cards.  Instruct students to go play the new game.
• As students start asking questions (i.e. “What game are we supposed to play?” “What are the rules?” “How do we start playing?”), gather everyone together and collect cards.
• Read one of the above books, stopping to discuss why rules are important and why we have rules.

Guided Practice:

• Tell students the game they will play is “Go Fish.”
• As a class, chart the rules for the game. Discuss why it is important to know the rules in advance and how the rules help the game go smoothly.

Independent Practice:

• Students work with partners to play “Go Fish.”

Closure: (may need to be done the following day, depending on length of time spent playing the game)

• As a class, discuss how rules help people know what to do and how to act. Encourage discussion about why each player starts with the same number of cards and what would happen if each person picked a different number of cards to begin with, or why each person only gets one turn at a time.
• Then, write class rules. When writing the class rules, define the term “common good” and discuss which rules promote the common good in the classroom.  For example, raising your hand before speaking and listening to those whose turn it is, gives everyone in the class an opportunity to participate and share ideas; we can learn new strategies and ideas when listening to other people.

To extend the lesson further on a different day:

• Discuss how and why rules may be different in different settings (i.e. cars drive at a faster speed limit on the highway than on residential streets—why?)
• Or discuss why rules have to change (When people started driving cars, why were speed limits posted? Or, now that cell phones are common, why are there laws against texting and driving in some states?)
• Have students chart how rules are enforced and carried out at school. For example, does the principal enforce the rules? Are there school-wide rules and classroom rules?  How are they the same/different, why?

Adaptations:

• Students with delayed language may need adult assistance in asking another child for a particular card when playing “Go Fish.”

Extensions:

• For homework, have students discuss their family rules at home and write them down to share.
• Watch “Community Rules and Laws” on http://www.unitedstreaming.com (Discovery Education)
• Have students write new laws for the year 2030. What changes do they think will occur in our society resulting in the need for new laws or changes to current laws?

Connections to other subjects:

• Writing: writing down family rules or making new rules for the future
• History: what changes have occurred in our history resulting in changes to laws and/or resulted in new laws/rules

Grade Level: K-2

Majority Rule

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Lesson Title: Majority Rule

Objectives met:

1. Explain and apply the concept of majority rule
2. Participate in a democratic decision -making process

State Standard:

Principles of Constitutional Democracy

• Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
  • Principles of constitutional democracy in the U.S.
  • Grade 2- Explain and apply the concept of majority rule.
• Knowledge of principles and processes of governance systems
  • Principles and purposes of government
  • Grade K – Participate in a democratic decision-making process.

Materials Needed:

• Books:
            Arthur and the Election  by Marc Brown
            Berenstain Bears Big Election by Stan and Jan Berenstain
            Duck for President by Doreen Cronin
            Let’s Vote on It  by Janice Behrens
  Woodrow for President by Peter Barnes
  Election Day by Patricia J. Murphy
            Vote by Eileen Christelow
  Any similar book about the voting process applicable for the K-2 grade level.
• Ballots (available at end of lesson plan)-one per student for voting and one per student for mini-book
• Mini-Booklets (available at end of lesson plan) – one for each student. These should be cut apart and stapled together in advance.
• Large 3 circles for a snowman, precut, for classroom display on door, bulletin board, or wherever the teacher prefers.
• Scissors, crayons or markers, glue

Direct Instruction:

• Over several days read books about the voting process. Stop often for discussion and questioning.  Emphasize that in America we get to vote for our leaders and laws, whereas that privilege is not offered in many other countries.  Emphasize the term “majority rules”, and explain the definition.

Guided Practice:

• Explain that the class is going to make a big snowman for display in their room and that the children will vote on all the characteristics for the snowman, i.e.; hat, nose, eyes, etc. Whatever gets the most votes wins.
• Cut apart the ballots and vote on the characteristics. Instructor might spread out the voting over a few days.  Vote on 1 or 2 items a day.  Voting booths or private areas could be set up around the room.  Voting slips could be put in a “ballot box.”  Announce the winners and decorate the class snowman with the winning parts.  Teacher will need to enlarge the photos or free-draw similar ones for the large class snowman.

Independent Practice:

• Make the mini-booklet. Children will use the second set of ballots to complete their booklet.  They will cut apart and match the correct picture  to the correct page.

Closure:

• Review . Discuss the meaning of majority rule and practice reading the mini booklet.  This booklet will be sent home and read to the adults in the home. The child will explain the voting process that took place in their classroom. The children should be encouraged to use the term “majority rules” when explaining how this snowman was decorated.

Adaptations:

• The snowman could be substituted with a turkey, valentine, leprechaun, etc. for various times of the year.
• Kindergarten – more direct instruction may be required. The mini-booklet could be completed as a large class project rather than independently.

Extensions:

• Vote for other classroom items, such as a special reward, snack, etc.
• Play an online build a snowman game at: http://www.y8.com/games/build_a_snowman

Connections to other subjects:

• Math – counting the ballots to determine the winner.

SNOWMAN  BALLOTS

SNOWMAN  BALLOTS

SNOWMAN  BALLOTS

(hat)
(scarf)
(nose)
(eyes)
(arms)
(broom)
(gloves)

SNOWMAN MINI-BOOKLET

Grade level: 2

Promoting the Common Good

Click here to download the lesson plan

Lesson Title: Promoting the Common Good

Objectives met: Explain the importance of promoting the common good.

State Standard:

Principles of Constitutional Democracy

• Knowledge of the principles expressed in documents shaping constitutional democracy in the United States.
  • Principles and purposes of government.
  • Second Grade: Explain the importance of promoting the common good.

Materials Needed:

• Book: The Recess Queen by Alexis O’Neill
• Chart paper
• Marker

Direct Instructions:

• Read book, The Recess Queen

Guided Practice:

• Guide students in a discussion about why recess wasn’t fun for all of the kids with a bully on the playground.
• Have students share ways they play together on the playground to make it a fun, inviting, safe place for all.
• Chart the different ways students play on the playground and the rules they follow.
• Introduce the phrase “common good” and what it can mean (something that benefits the entire class, grade level, etc.)
• Lead the class in a discussion about why rules are needed at recess and how those rules promote the common good.
• Discuss how bullying does not promote the common good.  Lead the class in a discussion about what they can do to stop bullying, and thus, promote the common good.

Independent Practice:

• Have students write slogans/make posters encouraging others to stop bullying when they see it happen, to report it to an adult and/or ways to involve others in recess games and make everyone feel safe and respected.

Closure:

• Have student representatives visit other classes within the grade level and share ways to stop bullying and/or ways to play with others in a respectful manner.

Adaptations:

• Students with limited English-proficiency or students with language delays may need to draw responses rather than write.

Extensions:

• Have students think of a different situation in which they can promote the common good and make a poster encouraging others to do so.

Connections to other subjects:

• Reading: making connections from the text to real-life situations
• Writing: sharing a written response