What Is the Purpose of Government?

Third Grade

Social Studies

Unit: 12 Lesson: 02

Lesson Synopsis:
This lesson addresses the functions of government. The lesson also helps students understand what services the government provides and how those services are paid for.

TEKS:

2.11 / Government. The student understands the purpose of governments. The student is expected to:
2.11A / Identify functions of governments such as establishing order, providing security, and managing conflict.
2.11B / Identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community.
2.12 / Government. The student understands the role of public officials. The student is expected to:
2.12C / Identify ways that public officials are selected, including election and appointment to office.
2.13 / Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
2.13C / Identify other individuals who exemplify good citizenship.
2.13D / Identify ways to actively practice good citizenship including involvement in community service.

Social Studies SkillsTEKS:

2.19 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
2.19B / Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.
Getting Ready for Instruction
Performance Indicator:

Draw pictures to illustrate the functions of government (establish order, provide security, and manage conflict). Write captions for the pictures that explain what government does and how it does it. (2.11A; 2.19B)

2I; 3E

Key Understandings and Guiding Questions:

Los gobiernosestablecen el orden,proveen seguridad ymanejan conflictos.

—¿Por qué la gente forma comunidadescon gobiernos?

—¿Cómopueden los gobiernosestablecer el orden,proveer seguridad ymanejar conflictos?

Vocabulary of Instruction:

Third Grade

Social Studies

Unit: 12 Lesson: 02

orden
funciones del gobierno
conflicto
seguridad

Grade/Course

Social Studies

Unit: Lesson:

Materials:

Refer to the Notes for Teacher section for materials.

(appropriate materials may be substituted as needed to incorporate district resources and availability)

Grade 2

Social Studies

Unit: 08 Lesson:01

Attachments:

Grade 2

Social Studies

Unit: 08 Lesson:01

Handout: Functions of Government Sort
Teacher Resource: Functions of Government Sort KEY

Grade 2

Social Studies

Unit: 08 Lesson:01

Grade 2

Social Studies

Unit: 08 Lesson:01

Resources and References:

Use local resources and references as appropriate.

Advance Preparation:

1.Become familiar with content and procedures for the lesson.

2.Refer to the Instructional Focus Document for specific content to include in the lesson.

3.Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4.Preview available resources and websites according to district guidelines.

5.Label pieces of chart paper: voting, volunteering, following laws, andhelping others.

6.Prepare materials and handouts as needed.

Background Information:
Students learn about the functions of the U.S. government.They will also discuss ways that local citizens can make the community better. This lays the ground work for what students will learn about U.S. government throughout elementary school and into middle and high school.

Grade 2

Social Studies

Unit: 08 Lesson:01

Grade 2

Social Studies

Unit: 08 Lesson:01

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE / NOTE: 1 Day = 50 minutes
Suggested Day 1 ‒ 10 minutes

Post the question, “What is government?”

Students share what they know.

Provide information to help students make the connection between rules and government such as the following:

We need rules in school to keep us safe and allow us to work in an orderly manner, and avoid conflict (provide security, establish order, and manage conflict).
We need these same things in the general community. This is what government does.

/ Materials:

manila paper
chart paper

Purpose:

Students will learn about the purpose of government.

TEKS: 2.11A, 2.19B
Instructional Note:
The purposes of government that are used here are taken directly from TEKS 1.11B and 2.11A
EXPLORE/EXPLAIN / Suggested Day 1(continued)‒ 40 minutes

Distribute to each student a piece of manila paper folded in half.

On the left half, students draw what school would be like if no one decided what the rules were, no one decided what theywere going to learn, or when theycould eat lunch or play on the playground.

Students share their work.

On the right half of the paper students draw what school is really like, with rules in place.

Students share their work.

Students discuss the similarities and differences, the critical attributes, and then create a Venn diagram comparing the two.

Students turn the paper over and repeat the process, this timethinking about the community.

First they draw what the community would be like with no rules. (People driving wherever they want, as fast as they want. People can hurt each other. People don’t have to pick up their trash, etc.)
Then they draw what the community is like when people follow rules (cars stopping at stop signs, waiting for crosswalk lights, people waiting in line, etc.)

Then, in pairs, studentscreate a Venn Diagram comparing the “no rules” community and the“rules” community.

/ Materials:

paper, manila drawing paper (1 per student)

EXPLORE / Suggested Day 2‒ 20 minutes

Label four pieces of chart paper:Volunteering, Following Rules, Voting, and Helping Others

Post the four pieces of chart paper in different parts of the room.

Students consider the labels on the posters. Brief discussion of the meaning of the terms may be required.

Students travel around the room visiting each piece of paper, adding words or pictures that illustrate the title of the chart paper. Providing sticky notes or other method for students to prepare before touring could save time.

As students travel around the room adding words and pictures to the posters, theycan add a check mark next to words or pictures already posted by a peer if they agree with it.

Facilitate a discussion to summarize learning and connect a working community with its citizens taking responsibility in daily life.

People act as good citizens when they volunteer in the community, follow the rules, vote, and help others.

/ Materials:

chart paper
index cards

Purpose:

Students explain how they can make their community a better place, while revisiting the characteristics of good citizenship.

TEKS: 2.13C, 2.19B
Instructional Note

Students might need prompting to remember local community members that exhibit these behaviors.

EXPLAIN – Making the community a better place / Suggested Day 2(continued)‒15 minutes

Distribute index cards to students.

Students think about, discuss, and then write names of people from the local community who volunteer, vote, help others, and follow rules.

Conduct another tour of the posters so students can add those names to each poster and read the names others have added.

After the names are posted, students select one person and write a statement about that person and how he/she exhibits good citizenship (volunteer, vote, help others, and follow rules).

/ Materials:

index cards (at least 4 per student)

Misconception:

Students readily recognize police and fireman services as provided by the government, but they do not always know about other services provided by the government as a result of taxes collected such as schools, libraries, and parks.

EXPLORE –Functions of Government Sort / Suggested Day 2(continued)‒15 minutes

Place students in groups of three or four.

Distribute the Handout: Functions of Government Sort to each small group. Also distribute a piece of construction or manila paper.

Students cut out the cards of the handout.

Working in their small groups, students sort the cards into a graphic organizer, listing government services under the functions of government.

After students have agreed on the sort, they glue the boxes in place on a piece of construction or manila paper.

/ Materials:

construction or manila paper
glue

Attachments:

Handout: Functions of Government Sort (1 per small group)
Teacher Resource: Functions of Government Sort KEY

Purpose:

Students explore the functions of government in small groups, preparing for the PI and building upon their understanding of the concept of government.

TEKS: 2.11A, 2.11B, 2.12C, 2.19B
EXPLAIN / Suggested Day 3‒20minutes

Students each choose one servicecardglued on the completed Handout: Functions of Government Sortand circle it.

The student writes one sentence about how the government service on that card helps citizens.

Group together two student pairs to create a group of four.

Students share their organizers with the other pair, including reading one of the sentences about how the government service on that card helps citizens.

/ Attachments:
Handout: Functions of Government Sort
ELABORATE / Suggested Day 3(continued)‒30 minutes

Facilitate a discussion where students recall what they have learned about the purpose of government, helping students connect the reasons people formed communities (to help ensure their safety) and reasons they set rules for the community (to help establish order and manage conflict). Members of the community have a voice in setting the rules of the community and have a responsibility to follow those rules (connect to their study of rules from the beginning of the year).

Continue the discussion by encouraging students to answer the guiding questions to provide support for the Key Understanding.

Governments establish order, provide security, and manage conflict.

—Why do people form communities with governments?
—How do governments establish order, provide security and manage conflict? / Instructional Note:

A constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the Constitution.

EVALUATE – Performance Indicator / Suggested Day 4 ‒50 minutes

Draw pictures to illustrate the functions of government (establish order, provide security, and manage conflict). Write captions for the pictures that explain what government does and how it does it. (2.11A; 2.19B)

2I; 3E / Purpose:

Students illustrate and write about the functions of government. This concept will be built upon each year.

TEKS: 2.11A, 2.19B
Instructional Note:

While reviewing the illustrations, consider asking the student their thinking behind the picture. Often children make connections adults do not see at first glance.