Shurden Garrett

Stage 1Identify Desired Results

Established Goals
1. SOL 3.10:
The student will recognize the importance of government in
the community, Virginia, and the United States by:
a.) explaining the purpose of rules and laws;
b.) explaining that the basic purpose of government are to
make laws, carry out laws, and decide if laws have been broken;
and
c.) explaining that the government protects the rights and
property of individuals

2. The entire SOL will be covered in this unit.

What essential questions will be considered?

1.) Why are rules and laws necessary in our world? What happens if
someone breaks a rule or law? (Explanation)

2.) How would our country, and your life, be different if we didnt have a
government? What would our classroom look like if there were no
rules? (Interpretation)

3.) How have your experiences impacted what you know about rules and
laws (in your school, community, state, etc.)? Where, in school, at
home, or in your own experiences, have you seen rules or laws
before? (Self Knowledge)

What understandings are desired?

Students will understand that

1.) Rules and laws serve to maintain order and protect the rights of
individuals, and groups of people, regardless of their beliefs and
values. There are consequences, upheld by the government, for
people who break laws.

2.)Without a government, people wouldnt have the rights, freedoms,

and protections that they enjoy today. Rules and laws ensure a safe,
organized, and respectful community and are enforced by
consequences for those who do not follow them.
 3.)There are rules and laws all around us; at school, parks, libraries, etc.
All aspects of life require some system of government to keep us
safe, maintain order, and prevent conflicts.

What key knowledge and skills will students acquire as a result of

this unit?
Students will know Students will be able to

SOL Understandings: Identify several different

Community: a place where
people live, work, and play
Rules: what people must or
must not do
Laws: important rules written
and carried out by government
Government: a group of people
who makes laws, carries out
laws, and decides if laws have
been broken.
The purpose of rules and laws
is to keep people safe and
maintain order.
Governments are necessary
because they develop the laws
and protect the rights and
property of individuals.
Further Understandings:
The reasons for rules and laws
in the community, the state,
and the nation.
Ways in which rules play an
important role in establishing
order in families, classrooms,
and communities.
How laws are enacted and
enforced by government to
perform similar functions to
rules.
The need for consequences for
customs, ideas, values, and
personalities that people in the
United States embody.
Determine benefits of a diverse
society and explain how all
cultures are protected under
the government.
Compare and contrast rules
and laws, both in smaller
communities, such as schools,
and in larger ones, like our
national government.
Analyze certain laws set forth
by the government and identify
potential consequences that
may follow breaking that law.
Identify and uncover the
importance of government and
its purpose.
Make connections between
personal experiences in a
smaller community, such as a
classroom, and a community at
a national level.
Evaluate the purpose and
necessity for rules and classify
rules by setting; home, school
 people who violate rules and and community.
laws.
The expectations for citizens in Draw conclusions about a
a community and how the citizens role under the
government upholds those government, both as an
expectations. individual, and in a group.
The ways in which values,
beliefs, religion, and language Identify that an individuals
serve as examples of culture, actions can be just or unjust.
and how they contribute to a
diverse community.
The benefits of diversity for a
community, including an
increased range of viewpoints,
ideas, and customs.
How the government protects
all people under the law,
regardless of culture, beliefs, or
values.
How characteristics of good
citizenship such as a belief in
justice, equality, and obeying
laws work towards the common
good.
How citizens participate in and
contribute to their community.

Stage 2 Determine Acceptable Evidence

What evidence will show that students understand?
Performance Task #1:
EQ: Why are rules and laws necessary in our world? What happens if
someone breaks a rule or law? (Explanation)
EU: Rules and laws serve to maintain order and protect the rights of
individuals, and groups of people, regardless of their beliefs and values.
There are consequences, upheld by the government, for people who break
laws.

Parks and Recreation Director: You are the director of your local communitys
Parks and Recreation services. A new, public park has just been approved by
the city council and is in the process of being built. Your responsibility is to
create and implement all of the rules, guidelines, and structure for the new
park. This includes: who can access the park, the purpose of the park and
the restrictions of the park, whether or not the park will allow pets, safety
guidelines, age of children who can use the park without a parent or legal
guardian, rules for littering and vandalizing the park, among others. You will
also specify punishments corresponding to rules that could be broken,
whether it be a fine, or something more severe (but realistic!) You will
construct a sign that will clearly state each rule pertaining to park usage, in
addition to the consequences for breaking those rules. The sign will be hung
at the entrance of the park. You will then present your final product to the
other members of the Parks and Rec team (your classmates). You will have to
explain why you created the rules that you did, and why you developed the
consequences that pertain to each rule. A representative from the
Rockingham County Parks and Rec will be observing your final product.

Performance Task #2:

EQ: How have your experiences impacted what you know about rules and
laws (in your school, community, state, etc.? Where, in school, at home, or in
your own experiences, have you seen rules or laws before? (Application)
EU: All aspects of life require some system of government to keep us safe,
maintain order, and prevent conflicts.

Class Constitution: Imagine that you have just entered a brand new
classroom. This classroom contains no structure, no rules, and no directions
for what to do once you step foot inside the classroom. You, your classmates,
and your teacher are the only individuals in the room, and other classroom
teachers in the school have offered no support or advice as to how to run the
classroom. All you know is what your previous years in school were like. The
principal has asked you and a few of your classmates to be the classrooms
Founding Fathers. You are in charge of creating a constitution that lays out
the framework, design, and rules for the classroom. This includes defining
the role of both the teacher and the students, and their expected behaviors
towards one another and to their peers. Are all students protected under
your constitution? Are only some students protected, but not others? Each of
your classmates will interpret your constitution. In addition, your constitution
will be presented to, and evaluated by, the superintendent of the school
district.

Performance Task #3
EQ: How would our country, and your life, be different if we didnt have a
government? What would our classroom look like if there were no rules?
(Interpretation)
EU: Without a government, people wouldnt enjoy the rights, freedoms, and
protections that they enjoy today.

Video Blog: You are a famous YouTube blogger that documents the
experiences of your everyday life. This weeks topic is all about fairness and
equality. From the list I have provided of public places in our town, choose
one to research (a local neighborhood, your school playground, the local
park, a library, the town hall, etc.) You will research and identify any rules or
laws that exist in that place and state whether or not you think they are fair
and just for all people that utilize that space. Identify if they are local laws or
state laws and whether or not you would change them if you could. If you
disagree, share why and back your opinion with your own knowledge about
the way the government works, and why rules and laws exist. A well-known
lawyer in the community will be watching your YouTube blog to determine
whether or not your justifications are valid.

What other evidence will be collected in light of Stage 1 Desired Results?

Other evidence:

Weekly quizzes: students will identify government purposes, the necessity of

rules and laws, differentiate rules and laws in local communities, in the state,
and in the country, and provide examples of rights that individuals have that
are protected under the law.

KWL Chart: This will pre-assess students understanding of government and

rights at the beginning of the unit. At the end of each PBE, students will fill
out the L section of the chart, based on the new information they learned.

Literature and sticky-notes annotation: During the unit, students will read
short stories or novels that explain the purpose of the government, tell of an
individuals personal experience regarding a rule or law, or otherwise relate
to the standard. Students will use sticky notes to mark important passages or
scenarios that they have questions about or that they find particularly useful
in understanding the unit.

Study court cases and analyze and interpret them as a class.

Interactive notebooks: Throughout the unit, students will work in their

interactive notebook to keep track of key terms and vocabulary, major
events that affected our democracy, as well as writing prompts and other
projects they are given.

Discussions and debates: During some portions of the unit, students will
engage in class-wide discussions, and sometimes facilitated debates. This
will allow students to draw on what they have learned and apply it to a given
scenario or prompt. They will observe and listen to their peers responses to
formulate their own.

Homework: Homework will be given as needed to bridge gaps or connect

ideas throughout the unit. It will be used as a tool of assessment that allows
students to think in more depth about a topic or idea, as well as a transition
between one topic and another.
What traditional assessments will you use to ensure students are gaining the
information necessary to finally answer your essential questions? (Formative
assessment)
Metacognition:

Self-reflection (content):
Exit tickets will be given periodically throughout the lesson in the form
of 3-2-1 cards. Students will be asked to write 3 things they learned, 2
things they found interesting, and 1 question they still have.

Quick response: At the end of a lesson, students will be given one

prompt, such as What is the most meaningful thing you learned
today? or Write a one-sentence summary of todays lesson, or
Write 3 words that you think best relate to todays lesson. Students
will be given one minute to write their response on an index card and
share with a neighbor. I will collect the index cards.

Self-assessment (learners):
Journal entries: Students will be asked to write journal entries
continuously throughout the unit. In their writing journals, they will be
prompted to answer one or any of the following questions:
a.) Is there something from todays lesson that I am still confused
about?
b.) What did I do during todays lesson that helped my learning?
c.) Is there a different way I could learn and better understand todays
topic?

After each Performance Task, students will be given the opportunity to

participate in a quick-conference with me. I will conference with
students whom I observed to be having a difficult time understanding a
concept in the PBE. In addition, students can request to conference
with me. Their conference can be in reference to anything they are
confused about in the PBE, or anything they would like to share with
me, whether it is something they learned that they are excited about,
or if they were first confused about an idea but now understand it. This
will allow me to keep track of my students understanding and monitor
their progress throughout the unit.

Stage 3: Plan Learning Experiences

1.) Hook: Democracy and Human Rights H
a. Watch TED-Ed talk: Democracy: A short introduction
http://ed.ted.com/featured/RgaIhs2w
 b. Initiate a discussion with the whole class. Have students think
about individual rights that they have. Compile a list as a whole
class.
c. Ask students to share any experiences they have with
government. Allow them to share anything that comes to mind.
2.) Introduction W
a. Tell students that during this unit we will be learning about
government, rights, and rules and laws.
b. Explain that we will be learning about how the government
makes rules and laws, how they affect us, and how we are
entitled to human rights. I will briefly ask the students to
describe some of the rights they listed on our charts.
c. I will also explain that we will explore different places where we
see rules in laws: in a community, in a city, in a state, and in our
country.
d. I will introduce each of our essential questions:
i. Why are rules and laws necessary in our world? What
happens if someone breaks a rule or law?
ii. How would our country, and your life, be different if we
didnt have a government? What would our classroom look
like if there were no rules?
iii. How have your experiences impacted what you know
about rules and laws (in your school, community, state,
etc.? Where, in school, at home, or in your own
experiences, have you seen rules or laws before?
e. This is where I will explain to students that for each of the
essential questions, we will have one in-class task or
assignment that they will complete.
i. I will briefly share each of the PBEs.
ii. I will encourage students to work in their interactive
notebooks throughout the unit and ask questions to help
them with their PBEs
3.) As a class, we will begin a KWL chart. In the K section, students will
write on sticky notes anything they already know about government,
democracy, rights, rules, or laws and place them in that category.
Then, on another sticky note, students will write two things they would
like to learn more about in this unit and place them in the W section.
We will save the L section of the chart for the end of the unit. W
4.) Reflection: In students interactive notebooks, they will choose one key
term that has been briefly introduced to them, such as:
i. Rule
ii. Law
iii. Government
iv. Citizen
v. Community
vi. Democracy
 Using a dictionary, they will define that word and then write three to
five sentences explaining what they think that word means. Students
will think about the following questions:
b. Have I seen this word before?
c. Is there an example of a time or an experience that I have seen
this word being used?
d. Students will be given 15 minutes to define and write about their
word. Then, they will think-pair-share with peers at their table to
discuss the meaning of their chosen words. E
5.) Who is the government and what is their role?
a. Students will explore http://pbskids.org/democracy/my-
government/.
b. In groups, students will compile a T-chart of 5 examples of
government services and 3 functions of the government.
c. As a class, we will share our findings and create a visual
representation of government purposes and functions. E, T
6.) Exit Ticket: Students will complete a 3-2-1 exit ticket, explaining 3
things they learned about government, 2 things they found interesting,
and 1 question they still have. R
7.) Rules and Laws: Students will complete a sorting activity
a. Students will be given a set of examples/ scenarios.
b. They will be asked to sort each example into a Rule category or
a Law category.
c. As a class, we will sort the words on the SmartBoard.
d. I will explain how local governments and organizations structure
rules and laws after state and national government for our
protection. E
8.) Art activity: Students will draw a picture of a rule or law of their
choosing. They will write one-three sentences underneath their picture
explaining their rule or law and why they chose it. E, T
9.) Government and Rules & Laws: Students will read Why Do We Have
Laws?
a. We will discuss why rules and laws are important and how the
government enforces them. W, E
10.) Quiz: Government Function and Purpose of Rules and Laws E-2
11.) Introduce PBE #1: Students will pretend they are the director of
the local Parks and Recreation services. A new park is being built and
the director must compile a list of rules and guidelines for the new
park. They will create a sign that clearly identifies each rule that will
hang at the front of the park. E
a. We will discuss the importance of implementing rules in any
place, specifically a public place, like the new park being built.
b. I will ask students to share examples of rules they think they
should include in their sign.
c. Students will begin working on their PBE #1.
12.) Reflection: In their interactive notebooks, students will write one
to two paragraphs brainstorming rules that they have created for their
park and explain why they chose to include them. Students will reflect
on the activity and write about any confusion they may be
experiencing, or anything they may need clarified. R, E-2
13.) Students will continue working on their PBE #1.

14.) Reflection: Students will self-assess their PBE by writing in their

interactive notebooks. They will consider these questions:
a. What did you learn about developing rules?
b. What kinds of things do you think government officials have to
think about when they create rules and laws?
c. Are there any laws you wish you included or changed? E-2
15.) We will review the KWL chart that we started at the beginning of
the unit and the students will fill in anything they have learned about
government functions and the purpose of rules and laws in the L
section. W, E
16.) Introduction to Rights: Watch the TED-Ed talk Universal Human
Rights
a. Talk about key words mentioned in the video, such as
i. Privileges, revoke
ii. Inalienable
iii. Free and equal
iv. Discrimination
v. Liberty
vi. Individual rights vs. Group rights
b. Discuss why sometimes human rights are abused and ignored W,
H, E
17.) Students will participate in a facilitated debate. The room will be
split into two groups and both groups will be given the same prompt:
a. Think about our government at large. Do you think all human
rights are upheld and protected?
b. One group will be take the agree stance, while the other group
will disagree. Each group will be given thirty minutes to
develop a speech that will convince the other group why human
rights are protected, or why they are not. Groups will use their
knowledge of rights, government protection, and examples and
scenarios of times where rights may or may not have been
upheld.
c. Each group will have 4 minutes to give their speech, and the
other group will have 4 minutes to respond. E
18.) Students will complete an exit slip at the end of this lesson. Their
exit slip must include whether or not they agree that human rights are
protected by the government and why (or why not). E-2, T
19.) For homework, students will interview someone at home using
the provided interview questions:
 a. What are inalienable rights of all citizens?
b. Do you think the rights of all people are protected under the law?
c. Should the government be allowed to take away rights?
d. Students will write a one-paragraph summary of their interview
and explain whether or not they agree with the opinions of the
person whom they interviewed. E
20.) Review rights and key terms. Have students fill in the L section
of the KWL chart with ideas and interesting things they learned about
rights and freedoms. W, E
21.) Introduce PBE #2:
a. Explain to students that they have been appointed as a Founding
Father of their 3rd grade classroom. Their job is to create a Class
Constitution that lays out the structure and the rules of the
classroom. They must address whether or not all students in the
class are entitled to the rights in the constitution, if they are
protected, or if only some students get to enjoy those freedoms.
E
22.) Provide feedback for students on their constitution. Allow
students to reflect in their interactive notebooks about the activity.
How did they decide which rules to include? Does their constitution lay
out a fair groundwork for all students in the class? Why or why not? R
23.) Quiz: Students will be quizzed on key terms, such as inalienable
rights, privileges, discrimination, etc. Students will be asked to respond
to one short answer question regarding rights and liberties. E-2
24.) Introduce government in our community: Rules, Laws,
Consequences, and Rights W
25.) We will review what we have learned about the government at
large; how it makes and carries out laws, how it protect individuals
rights, and how it provides the framework for smaller governments and
organizations. W, E
26.) We will begin talking about consequences.
a. Students will share examples or scenarios they have seen or
experienced dealing with a consequence for an action.
b. I will have students explain why they think consequences are
necessary in a community or society at large. W, E
27.) As a class, we will read What if Everybody Did That?
a. As we read, students will annotate on sticky notes examples of
consequences or when they think a consequence should be
implemented. E
28.) Role play: in small groups of three or four, students will be given
a scenario that includes one rule, one action, and one consequence.
Students will choose who will play what role. Students will be given 15
minutes to create a short script that acts out their scenario. Then, each
group will share their skit with the class. E
29.) As a class, we will discuss each scenario, what happened when
someone broke a rule, and what they learned from their consequences.
 We will talk about how these skits are examples of consequences when
citizens break a rule or law. E
30.) Students will write a Quick Response on the most meaningful
thing they learned today. They will have one minute to write their
response on an index card and share with a neighbor. R, E-2
31.) We will then make a list of all the places we go to or know of in
our community that have rules or laws in place. W
32.) I will introduce PBE #3 at this time.
a. I will explain to students that they are famous YouTube bloggers.
The topic they must talk about is fairness and equality. Based on
the list we have created of community places, students will
choose one to research. They will need to research any rules or
laws that are in place and whether or not they think they are fair.
They will also determine whether these rules/ laws were created
by the local government or by the state or national government.
E
33.) Students will reflect on their final product in a self-reflection in
their interactive notebook. They will be asked to explain how this PBE
ties together everything that theyve learned about rules and laws,
rights, and local and national government. They will consider the
following questions to guide them:
a.) Is there something from todays task that I am still confused about?
b.) What did I do during todays task that helped my learning?
c.) Is there a different way I could learn and better understand todays
task? R, E-2

34.) Students will be given a quiz in an essay form to summarize their

research and findings in their PBE #3. E-2
35.) I will introduce the learning menu. T, O
36.) Students will complete the Main Dish portion of the learning
menu; a reflection of all of their journal entries throughout the unit. E,
R, E-2
37.) When students have completed their Main Dish, they will choose
two Side Dishes to Complete, either individually or with a partner. This
will serve as a review of the unit for students. E
38.) Students will work on their Dessert portion of their menu. This
will allow students to work and think quietly about what they have
learned during this unit. E, E-2
39.) As a class, we will add to the L section of our KWL chart on
government and rights. Students will write down on a sticky note any
additional information they have learned during the entire unit. W
40.) Students will reflect on their learning using a 3-2-1 card. They
can use the KWL chart as a reference. The 3-2-1 card will incorporate
all three essential questions and will ask students to identify 3 things
they learned for each E.Q., 2 things they found interesting for each
E.Q. and 1 thing they are still confused about in the unit overall. R, E-2
41.) Students will complete one final journal entry in the form of a
letter. They will write a letter to themselves explaining what they
learned about government, rules and laws, and rights, what activities
they really enjoyed during the unit, and what activities helped them
grasp a better understanding of the unit. R, E-2