Understanding By Design Unit Template
(Revised & adapted)
Title of Unit / Unit 1: Citizenship, Government and Economics / Grade Level / 2ndSubject / Social Studies / Time Frame / 09/09/2013-11/27/2013
Developed By
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
This unit is comprised of two mini units dedicated to the following:
1. The big idea of the first mini unit is that the democratic ideals of the United States and the leaders we have in place to help the community. (Unit 1a)
2. The big idea of the second mini unit is to understand how communities provide resources to their members and how members work together within the community. (Unit 1b)
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
New York State Learning Standards for Social Studies
Standard 5: Civics, Citizenship and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations’ the United States Constitution, the basic civic values of American Constitutional democracy’; and the roles, rights and responsibilities of citizenship, including avenues of participation.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Listening and Speaking
September-October
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3herefor specific expectations.)
November
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Ongoing
CCSS.ELA-LITERACY.SL.2.1.D
Seek to understand and communicate with individuals from different cultural backgrounds.
Understandings
What understandings about the big ideas implied in the PLOs are desired? / Essential Questions
What provocative questions will foster inquiry into the content?
Students will understand that...
Unit 1a:
2.3 The United States is founded on the principles of democracy, and these principles are reflected in all types of communities.
The United States is a democracy.
2.4 Communities have rules and laws that affect how they function. Citizens contribute to a community’s government through leadership and service.
Communities need rules to work.
Communities have leaders.
Citizens provide services to their community.
Unit 1b:
2.8 Communities face different challenges in meeting their needs and wants.
Resources come from various places and are provided in a variety of ways.
2.9 A community requires the interdependence of many people performing a variety of jobs and services to provide basic needs and wants.
Members of the community provide goods and services that meet the needs and wants of the community members. / · What are the principles of a democracy?
· How does the government keep a community safe and in order?
· What do good citizens do?
· Why do citizens vote?
· What are some symbols of American democracy?
· How do the symbols unite citizens?
· Why do we need rules and laws?
· Who are your community leaders?
· What do leaders in a community do?
· How do citizens provide services to their community?
· Where do our resources come from?
· What are the resources we use to make goods and services?
· How do people work together in a community?
Knowledge:
What knowledge will student acquire as a result of this unit? / Skills
What skills will students acquire as a result of this unit?
Students will know...
Unit 1a:
2.3.a The United States is founded on the democratic principles of equality, fairness, and respect for authority and rules.
2.3.b Government is established to maintain order and keep people safe. Citizens demonstrate respect for authority by obeying rules and laws.
2.3.c The process of holding elections and voting is an example of democracy in action in schools, communities, New York State, and the nation.
2.3.d Symbols of American democracy serve to unite community members.
2.4.a Communities have the responsibility to make and enforce fair laws and rules that provide for the common good.
2.4.b Communities have leaders who are responsible for making laws and enforcing laws
2.4.c Citizens provide service to their community in a variety of ways.
Unit 1b:
2.8.a The availability of resources and community services to meet basic needs varies across urban, suburban, and rural communities.
2.8.b People make decisions to buy, sell, and use money based on their needs, wants and the availability of resources.
2.8.c Scarcity, the price of goods and services, and choice all influence economic decisions made by individuals and communities.
2.8.d Taxes are collected to provide communities with goods and services.
2.9.a Goods are the products a person or group of people makes. Services are actions performed by a person or group of people with a certain skill.
2.9.b Members of a community specialize in different types of jobs that provide goods and services to the community. Community workers such as teachers, firefighters, sanitation workers, and police provide services.
2.9.c At times, neighboring communities may need to share resources and workers to support multiple communities. / Students will be able to…
Civic Ideas and Practices (Unit 1a)
Demonstrate respect for the rights of others in discussions and classroom debates regardless of whether one agrees with the other viewpoint.
· Explore democratic principles such as dignity for all, equality, fairness, and respect for authority and rules, and how those principles are applied to their community.
· Examine the ways in which the government in their community provides order and keeps people safe and how citizens can demonstrate respect for authority.
· Learn about the process of voting and what opportunities adults in the community have for participation.
· Participate in voting within the classroom and in school as appropriate.
· Examine the symbols of the country including the eagle, American Flag, the Statue of Liberty, the White House and Mount Rushmore.
· Explain the importance of making fair laws and rules, the benefits that follow them, and the consequences of violating them.
· Identify who makes and enforces rules and laws in their community. They will also explore how leaders make and enforce these rules and laws.
· Explore opportunities to provide service to their school community and the community at large (beautifying school grounds, writing thank you notes to helpers)
· Identify how adults can provide service to the school and the community at large.
Economic Systems (Unit 1b)
· Investigate what resources are available in their community and what resources are obtained from neighboring communities.
· Examine how available resources differ in communities (ex. home-grown food available in rural farms vs. shopping in supermarkets).
· Explore economic decision-making and the use of money.
· Examine how consumers react to changes in the prices of goods.
· Explore the purpose of taxes and how they are collected in their community.
· Distinguish between goods and services and identify goods produced in their community.
· Identify different types of jobs performed in their community.
· Explain the services provided by community workers.
· Explore how communities share resources and services with other communities.
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?
Pre-Assessment:
Beginning of September: Give students 10 minutes to answer the following questions in their social studies notebook:
1. Why do we need rules?
Beginning of October: Give students 10 minutes to answer the following questions in their social studies notebook:
2. How do we get what we need and want?
Formative Assessment- Information will be gathered through
· Setting up classroom rules and a classroom community
· Checklist with knowledge/skills
· Unit 1a: Class Election
· Unit 1b: Create a Class Economy/Store
Summative Assessment
End of September: Give students 10 minutes to answer the following questions in their social studies notebook:
1. Why do we need rules?
End of October: Give students 10 minutes to answer the following questions in their social studies notebook:
1. How do we get what we need and want?
Objective(s)
Related to knowledge, skills or both? / Listed Aim or Learning Intention of Each Lesson. / Assessment / Resources
Unit 1a: The United States is a democracy. / · (5) The United States is a democracy, which is a government where people vote for leaders that represent them. Read Aloud: I Pledge Allegiance
· (6) A democracy is made up of principles like personal rights. Create Rights vs. responsibilities in the classroom
· (7) A democracy is made up of principles like justice. Create Classroom Rewards and Consequences
· (8) A democracy is made up of principles like equality. http://www.tolerance.org/lesson/anti-racism-activity-sneetches
· (9) A democracy is made up of principles like diversity of ideas and cultures. Create Accountable Talk (Rug Rules) using a Provocative Discussion Question, i.e. Should Kids Have Homework?
· (10) Citizens participate and contribute to a democracy. Write about a time when you were a good citizen, Start Good Citizen of the Week Award, Brainstorm Volunteer Activities to be completed during the rest of the year, Make Citizenship Posters to be posted in School.
· (11) Citizens in a democracy vote and hold elections. Class Election for Class Leader to be the Lunchroom monitor? (this needs to be grade-wide if implemented)
· (12) There are symbols of America that unite citizens. Create a Class Flag or Class Seal. Possible flag ceremony in the auditorium.
· (13) Governments are different in different communities, but they are all representative governments. Compare and Contrast local and state government / · Conferences
· Checklist
· Vocabulary Quiz / · I Pledge Allegiance by Bill Martin Jr. and Michael Sampson, The Pledge of Allegiance, by Marc Tyler Nobleman
· http://www.brainpopjr.com/socialstudies/citizenship/rightsandresponsibilities/
· Classroom Rewards and Consequences Anchor Chart
· The Sneeches by Dr. Suess
· Rug Rules (Accountable Talk Chart)*
· Being a Good Citizen by Joanna Korba, Being a Leader by Robin Nelson
· Arthur for President by Marc Brown, My Teacher for President by Kay Winters, The Presidency, by Muriel Dubois, Election Day by Patricia J. Murphy, Voting by Gary Miller, Voting and Elections by Patricia Murphy, Vote for Me! By Jeanne Baca Schulte, Amelia Bedlia 4 Mayor by Herman Parish
· Symbols of America by Susan DeStefano, The Statue of Liberty by Mary Firestone, The Bald Eagle, by Norma Pearl, Our American Flag, by Mary Firestone, The Great Seal of the United States, by Normal Pearl, The Bald Eagle, by Lloyd Douglas, The Liberty Bell, by Mary Firestone, Flag Day by Kelly Bennett, The American Flag by Tristan Binns, The American Flag by Debbie Yanuck, The White House byTristan Boyer Binns, The True Story of the American Flag by Amelie von Zumbusch, The Statue of Liberty by Lloyd Douglas, Flag Day by Mir Tamim Ansary The Star Spangled Banner by Francis Scott Key, Wonders of America: The Statue of Liberty by Marion Dane Bauer http://www.brainpopjr.com/socialstudies/citizenship/ussymbols/
· http://www.brainpopjr.com/socialstudies/government/localandstategovernments/preview.weml, The Presidency by Muriel Dubois, Our Government at Work (Harcourt), The Legislative Branch by Mary Firestone, What is Government? By Ann-Marie Kishel, Your Mayor:Local Government in Action by Jennifer Silate, Governing New York: How Local, State and National Governments Work by Magdalena Alagna
· Read Aloud: Flat Stanley – By Jeff Brown
(Start reading as Read Aloud for fun to get them ready for the next Social Studies Unit 2)
Communities need rules to work. When people disagree about rules and responsibilities there are appropriate ways to solve their problems. / · (1) Communities need rules and laws. Review Classroom rules and routines.
· (2) Rules and laws change over time. Revise classroom rules and routines.
· (3) Different communities need different types of rules. Shared Reading, Read Aloud about rule types. Jigsaw rule groups: Rules you need in different communities (home, school, neighborhood, etc.) or (school, classroom, playground, bathroom, library, auditorium) Look at school discipline code.
· (4) Communities solve conflicts. Shared Reading; Develop routines, i.e. conflict resolution. http://www.learnnc.org/lp/pages/3419 / · Conferences
· Checklist
· Vocabulary Quiz / · Officer Buckle and Gloria, by Peggy Rathmann No David, by David Shannon, Don’t Spit on Your Shoes, by Denys Cazet, Rules by Brenda Parkes, Rules by Clarence Lee, Rules and Laws by Ann-Marie Kishel, Classroom Rules Anchor Chart
· Making a Law by Sarah De Capua, Classroom Rules Anchor Chart
· Why Do We Have Rules? Benchmark Big or Small Books
· Lily’s Purple Purse by Kevin Henkes, The State Judicial Branch by Mary Firestone
Members of the community provide goods and services that meet the needs and wants of the community members. / · (14) People have needs and wants. Make a list of students’ needs and wants.
· (15) Resources and services are different in different communities. Natural, human and capital resources are used to create goods and services. The characters in “The Three Little Pigs” use all three types to build the houses in the story. http://msbs2ndgradeeconunit.weebly.com/activity-1.html
Jigsaw resources and services in urban, rural and suburban communities and make posters.
· (16) Goods and services are different in different communities. Jigsaw goods and services in urban, rural and suburban communities and make posters/ Begin development of a classroom economy by brainstorming goods and services needed and wanted by the classroom community.