Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Building the Foundation
Lesson 1:
From Unit We the Kids—The Three Branches and Me
Purpose:
This lesson explores the U.S. Constitution and investigates the responsibilities of living in a civil society. Students learn the roles of the three branches of government, especially the structure and responsibilities of our judicial system. Students learn about the importance of conflict resolution in a civil society.
Duration:
Seven Forty-Five Minute Class Periods
Objectives:
The learners will:
- work in cooperative groups.
- read and discuss literature related to the U.S. Constitution.
- name and define the three branches of government.
- list three characteristics of the trial and appellate courts.
- present a summary of a group discussion of the conflict-resolution process.
- write about the role of an original member of the Constitutional Convention.
- plot dates on a timeline.
- use a minimum of 20 key terms in a self-collection vocabulary book
Materials:
- White bulletin board paper, at least 10 feet
- Meter stick
- Permanent markers
- Classroom set of Shh! We’re Writing the Constitution by Jean Fritz (see Bibliographical References)
- Copy of We, the Kids: The Preamble to the Constitution of the United States by David Catrow (see Bibliographical References)
- A self-collection vocabulary book for each student made by stapling three unlined sheets of paper together like a book
- Copies of Attachment One: U.S. Constitution: An Anticipation Guide (Spanish version, Attachment 8)
- Copies of Attachment Two: (six pages) How to Settle Differences, Creating a Democratic Classroom Environment, S.O.S. Steps to Resolve a Conflict (Spanish version, Attachment 9)
- Copy of Attachment Three: Judicial System Student Analogy
- Copies of Attachment Four: Types of Courts (Spanish version, Attachment 10)
- Copies of Attachment Five: R.A.F.T.
- Copies of Attachment Six: Which Court? (Spanish version, Attachment 11 --answers, Attachment 12)
Instructional Procedure(s):
Anticipatory Set:
In order to get students thinking about the Constitution and determine what they already know, have students complete Attachment One, US Constitution: An Anticipation Guide. Save their completed pages for reflection at the end of the lesson. Read aloud the book We the Kids: The Preamble to the Constitution of the United States. This book uses the exact words of the Preamble to the Constitution with fun pictures that interpret the words in the setting of children going on a camping trip.
- Introduce the book Shh! We’re Writing the Constitution by Jean Fritz. Tell the students that this book will help them understand the people, history and decisions related to the writing of the constitution. Assign the independent reading to be completed in three chunks. As students read, they complete a self-collection vocabulary book. Assign the number of key words they must include in their vocabulary book for each reading session. They should include a definition and example of usage for each word. This book will take approximately three 45-minute class periods to complete and discuss, with students doing the reading and vocabulary assignment independently.
- Read the entire Constitution together aloud (found in Fritz’s book) and discuss the meaning of new vocabulary.
- Using the bulletin-board paper, markers and meter stick, the teacher constructs a large timeline with dates from 1492 to 1800. As students read and learn, have them fill in some events related to the development of the country and the writing of the U.S. Constitution. Hang it on the wall in the classroom so that students can add events throughout the school year. This will give students the “big picture” of where the U.S. Constitution fits in the development of the United States of America.
- Discuss with students the system of “checks and balances” that the U.S. Constitution establishes and the importance of this balance. Have student teams draw a sketch showing the three branches of government and illustrating how their powers balance and check each other.
- Using the Constitutional Convention as a springboard, introduce the class to the concepts of class meetings and peer mediation. Pass out the stapled pages of Attachment Two: How to Settle Differences, Creating a Democratic Classroom Environment, S.O.S. Steps to Resolve a Conflict. Divide the class into small groups to read and discuss the pages. Each group should prepare a one-minute statement that expresses their reaction to the readings and their discussion. They should also identify at least one benefit of group cooperation.
- Relate the reading about classroom mediation to the judicial branch of our government. Read aloud the example that relates a familiar situation to an appeals court (see Attachment Three: Judicial System Student Analogy). Explain to students that this is very much like what our court system does every day. People bring their conflicts or problems to a judge and sometimes a jury for a solution. In a trial court the judge and sometimes a jury listens to witnesses and examines evidence, and then makes a decision. (Tell students that this will be the job of each team of peer mediators.) If either party is unhappy with this decision and believes there is an error of law, they can ask a court with higher authority to review the decision. (Tell students that the teacher, principal and a student mediator will serve in this capacity for your peer mediation.) This is called an appeal.
- Pass out copies of Attachments Four and Six: Two Types of Courts and Which Court? Tell the students that they will bring this home to work on with their parents. The answers are on Attachment Seven: Answers: Which Court?
Note to Teacher: Use your judgment on which of the activities to use. You may elect to spend the full amount of time specified or choose some of the activities in this lesson, depending on your curriculum or student ability.
Assessment:
- Assessment is gathered through observation of student participation in discussions. Also, the teacher can assess student work on their vocabulary books and worksheets.
- Optional: Students participate as part of a peer mediation team for at least one week during the school year. They will follow the appropriate protocol when serving in this capacity. The following rubric will guide the teacher in assessing student performance as peer mediator.
Peer Mediation
Objectives Low Performance Average Exemplary Performance Earned Points Actively listens to all perspectives. 1 point Does not actively listen to all perspectives. 2 points Listens to other perspectives somewhat. 3 points Actively listens to all perspectives. Contributes to the discussion. 1 point Does not contribute to the discussion. 2 points Contributes to the discussion somewhat. 3 points Contributes to the discussion. Allows others to express their ideas. 1 point Does not allow others to express their ideas. 2 points Allows others to express their ideas somewhat. 3 points Allows others to express their ideas. Applies the Core Democratic Values to the discussion. 1 point Does not apply the Core Democratic Values to the discussion. 2 points Applies the Core Democratic Values to the discussion somewhat. 3 points Applies the Core Democratic Values to the discussion. Score: - Students complete a RAFT writing assignment, referencing the U.S. Constitution as the basis for facts (Attachment Five).
- Students revisit Attachment One: U.S. Constitution: An Anticipation Guide and correct their previous misunderstandings.
School/Home Connection:
- Interactive Parent / Student Homework:
Students and parents will complete the worksheet Which Court? (Attachment Six)
Cross-Curriculum Extensions:
Use the formal mediation process throughout the school year, both in the classroom and the school building. See Attachment Two: How to Settle Differences, Creating a Democratic Classroom Environment, S.O.S. Steps to Resolve a Conflict
Bibliographical References:
- Catrow, David. We, the Kids: The Preamble to the Constitution of the United States. Dial Books for Young Readers, 2002. ISBN: 0803725531
- Fritz, Jean. Shh! We’re Writing the Constitution. Paper Star, 1998. ISBN: 0698116240
- Ohio Commission on Conflict Resolution <http://disputeresolution.ohio.gov/schools/curriculumintegrationscm.htm>July 23, 2003 Curriculum integration and activity guide. Click on Elementary School Activity Guide – (Must have Adobe Acrobat prior to accessing this page.)
Lesson Developed By:
Pam RickliComstock Public Schools
East Elementary/Northeast Middle School
Kalamazoo, MI 49401
Handouts:
Handout 1Print Handout 1
U.S. Constitution
An Anticipation Guide
Directions: Read each statement below and decide if you agree or disagree with what it says. Write a brief rationale to support your answer.
| Agree | Disagree | ||
| 1) | _____ | _____ | The U.S. Constitution has never been changed since it was written in 1781. |
| 2) | _____ | _____ | The U.S. Constitution is divided into Articles and Amendments. |
|
3) |
_____ | _____ | An amendment is a change. |
| 4) | _____ | _____ | The Bill of Rights was part of the original U.S. Constitution. |
| 5) | _____ | _____ | The Constitution sets up the three branches of government. |
| 6) | _____ | _____ | The Executive branch is the strongest branch of our government. |
| 7) | _____ | _____ | The Judicial branch of our government is in charge of all laws. |
Handout 2Print Handout 2
How to Settle Differences
http://disputeresolution.ohio.gov/pdfs/cmw2000esag.pdf
Creating a Democratic Classroom Environment: The Class Meeting
Twenty Kinds of Class Meetings
- Good news meeting: “Who has some good news to share?”
- Circle whip: Go around the circle: everyone can either complete the “sentence starter” or choose to pass. After everyone has had a turn, the teacher can use individual students’ responses as a springboard for interactive discussion. Some sample sentence-starters are:
- “Something I like about this class…”
- “Something I think would make our class better…”
- “A decision I think we should make…”
- “I’m wondering why…”
- “Something that bothers me…”
- “I wish…”
- “Something I like about this class…”
- Appreciation time: “Who would you like to appreciate?”
- Compliment time: One or two children are chosen: taking one child at a time, the teacher invites classmates to say something they like or admire about that person.
- Goal-setting meeting: Discuss the goals for the morning, the day, the week,a curriculum unit, the academic year.
- Rule-setting meeting: “What rules do we need for our classroom?” “For going to gym?” “For the upcoming field trip?”
- Rule-evaluating meeting: Have students write about, then discuss the following questions: “What are the school rules? Why do we have them? Are they good rules? If you could change one rule, what would it be? Do any of our classroom rules need changing to make them work better?”
- Stage-setting meeting: For example, before a small-group activity: “What can you do to make things go smoothly in your group?”
- Feedback and evaluation: “How well did you work together? “How could you make it go better the next time?” “What was good about today?” “How can we make tomorrow a better day?”
- Reflections on learning: “What did you learn from this activity (unit, project, book)?” “One new idea or understanding.”
- Student presentation: One or two students present a piece of their work, such as a project or story; other class members ask questions and offer appreciative comments.”
- Problem-solving meetings:
- Individual problem: “Who’s having a problem that we might be able to help solve?
- Group problem: “What’s a class problem that we should talk about?”
- Complaints and recommendations: Ground rule: You can make a complaint about a problem, but you have to offer a recommendation for correcting it.
- Fairness meeting: “How can we solve this conflict (e.g., cutting in line, disputes over materials or equipment, arguments over cleanup) in a way that’s fair to everybody?
- Individual problem: “Who’s having a problem that we might be able to help solve?
- Academic issues: “Why do we have to study this?” “What would help you do a better job on homework?” “On the next test?” “How could the last test have been improved?”
- Classroom improvement meeting: “What changes would make our classroom better?” Possibilities; changing the physical arrangement of the classroom, new ways of working together, new learning games, ideas for class-created bulletin boards, etc.
- Follow-up meeting: “How is the solution/change we agreed upon working? Can we make it work better?”
- Planning meeting: “What group projects would you like to do?” “What topics to study?” “What field trips to take?” “What would be fund to do differently next week in spelling, math, or science?” “What would be the most exciting way to study this topic?”
- Concept meeting: “What is a friend? How do you make one?” “What is a conscience? How does it help you?”
- Sticky situations: “What should you/would you do if: You find a wallet on the sidewalk with $20 in it?” “You find just a $20 bill?” … “You see a kid stealing something from somebody else’s locker” …”There’s a new kids that you’d like to be nice to but your friends think he/she is weird?” … “A friend asks to copy your homework?” … “A friend you’re with shoplifts a CD?” … “Two kids on the bus are picking on a little kid and making him cry?”
- Suggestion box/class business box: Any appropriate item students have submitted for discussion.
- Meeting on meetings: “What have you liked about our class meetings? What haven’t you liked? What have we accomplished? How can we improve our meetings?”
Ten Steps in a Class Meeting
- Circle up: Form a good circle and call the meeting to order.
- Set the agenda: State the purpose and goals for the meeting.
- Set the rules: Establish or review rules for “good talking and listening.”
- Identify partners; Pair up students who will discuss the problem or topic under consideration.
- Pose the problem or question: For example, “Several people have said there’s a lot of name-calling on the playground lately. What can we do to solve this problem?”
- Personal thinking time: Give students a silent minute to think about the question individually.
- Signal for quiet: Establish a signal (e.g., flick of the lights) for stopping partner talk in order to begin whole-group discussion.
- Partner talk: Have partners (in place) share thoughts with each other (3 to 5 minutes); circulate to help those who may be slow to interact.
- Whole-group discussion: Invite several pairs of students to share their ideas with the group; invite reactions to these ideas; pose follow-up questions; if appropriate, reach and record agreement on action to be taken and plan implementation, and set a time for a follow-up.
- Close the meeting: See “Various Ways to Close a Class Meeting” below.
Various Ways to Close a Class Meeting
- Review: If the meeting produced an agreement, review it.
- Round the horn: “Let’s go around for final, brief comments: you may pass if you wish.
- Remembering: “What’s something somebody said that you thought was a good point, even if you didn’t agree with it? Take a moment to think…then share.”
- Learning: “Think of something you learned from today’s meeting…” Then go around, or ask for volunteers.
- Questions; “What’s a question that’s still on your mind?”
- Complete the sentence: Invite all to complete a sentence starter (e.g., “At the end of this meeting, I think…” or, “I feel…”, or “I hope…”).
- Partners: Students respond to any of the above, then share it with their class meeting partner (or change partners).
- Future topics: “Suggested topics for our next meeting?”
- Silence: “Take a minute to think about today’s meeting…a new idea you got…something you’ll do differently as a result of our discussion…Write it down or just keep it in mind.”
- Evaluation: ‘What did you like about today’s meeting? What made it a good discussion? What could we do better or differently next time?”
Excerpted with permission from Educating for Character: How Our Schools Can Teach Respect and Responsibility by Thomas Lickona © 1991 Bantam Books
S.O.S.: Steps To Resolve a Conflict Grade Level: 3 – 6
Begin with the Big Cs: Calm Down Cool-Off Chill-Out
Remember to:
- Find a good time and place to talk.
- Avoid the blame game.
- Get all of the facts.
- Acknowledge feelings.
- Listen to what the other person is saying.
- Focus on the problem—not the person.
S – STORY
- Both people agree to talk about the problem and follow ground rules:
- One person talks at a time.
- No interrupting.
- No name-calling or put-downs.
- Be honest.
- One person talks at a time.
- One person tells his/her side of the story, including “I” Message to say how you feel.
- The other person restates what the first person said (e.g., “What I hear you saying is…”) and may ask questions to clarify understanding.
- Now, the second person tells his/her side of the story, including ”I” Message.
- The first person then restates what the other person said and may ask questions to clarify understanding.
- Agree on what the problem is.
O – OPTIONS
Brainstorm options with both people suggesting possible solution options (e.g., “Well, how about…”). Remember no evaluating—all suggestions are accepted at this point and written down.
S – SOLUTION
- Evaluate options: Look for options that are safe, fair and will work for both people.
- Choose a solution where both people can be winners.
- If it doesn’t work, get back together and discuss other options.
- If this doesn’t work and there is still a problem, ask someone for help.
Developed by Gail Hines and Vinia Roberts, Park Layne Elementary School.
Based on “Steps to Resolve a Conflict,” Community Board Program, Inc.
Handout 3Print Handout 3
Judicial System Student Analogy
Let’s say your older brother is taking care of you and your sister. You and your sister are arguing over a skateboard. You say it’s yours and your sister says it’s hers. You both tell your older brother your side of the story. Your sister’s friend comes over and tells your older brother that the skateboard definitely belongs to your sister. Your older brother decides that the skateboard belongs to your sister. You are unhappy with the decision and want a higher authority—someone who outranks your older brother—to review his decision. Who would you ask? You would probably go to a parent or guardian, or maybe an aunt, uncle or a grandparent. This is what we mean by appeal—you ask a person with higher authority to review a decision that another person has made.Handout 4Print Handout 4
Two Types of Courts
Trial Court
- One judge conducts the trial.
- Jury or single judge decides the case.
- Lawyers present evidence. Defendants may represent themselves.
- Witnesses swear to tell the truth and then answer questions from lawyers.
- It is the first court to decide who should win in a dispute.
- It is the first court to decide whether or not a defendant is guilty.
Appellate Court
- A panel of several judges listens to and decides the case.
- It hears the cases that have been decided in a lower court or by an agency.
- No evidence is presented.
- Lawyers only make arguments.
- This court gives its decision in a written opinion, or order.
- All the trial courts under it must follow the appellate court’s decisions.
**The United States Supreme Court
has the final say; there is no appeal
of a Supreme Court ruling. **
Handout 5Print Handout 5
R.A.F.T.
Use the following format to complete a writing assignment about the work of the
U.S. Constitutional Convention.
| R ole | Select any one of the 55 delegates to the Constitutional Convention and pretend you are that person. |
| A udience | A family member who did not come with you to Philadelphia. |
| F ormat | Letter |
| T opic | Explain this new form of government and why it is better than the Articles of Confederation. |
Handout 6Print Handout 6
Which Court?
Directions: Work with a family member. Read each statement. Does the statement describe an action in a trial court or an appellate court? Circle T for trial court or circle A for appellate court. Write a brief rationale to support your choice.
| T | A | 1. | Chantille testifies that the bank robber pointed a gun at the teller. |
| T | A | 2. | Five judges listen to lawyers argue their case. |
| T | A | 3. | The jury decides that it was the restaurant’s fault that Omar got sick. |
| T | A | 4. | Monica asks the court to set aside the decision giving her ex-husband custody of their children. |
| T | A | 5. | Ms. Ebony, the attorney, argues to the judges that her client should win the case. |
| T | A | 6. | The court grants a defendant a new trial based on newly- available DNA testing. |
| T | A | 7. | Mr. Doster, the witness, swears to tell the truth. |
| T | A | 8. | A car’s damaged fender is admitted as evidence. |
| T | A | 9. | A decision signed by five judges finds that a jury member should have been disqualified. |
Handout 7Print Handout 7
Answers: Which Court?
- Trial court: only trial courts have witnesses who testify.
- Appellate court: trial courts have a single judge and appellate courts have a panel of judges.
- Trial court: juries operate only in trial courts.
- Appellate court: Monica is asking to have the decision imposed in the lower court set aside.
- Appellate court: there is more than one judge deciding the case.
- Appellate court: if a new trial has been granted, an earlier trial must have been reviewed.
- Trial court: only trial courts have witnesses.
- Trial court: only trial courts have evidence admitted.
- Appellate court: more than one judge signed the decision.
Handout 8Print Handout 8
La Constitución de los Estados Unidos (EE.UU)
Una Guía de Anticipación
Instrucciones: Lee cada declaración escrita abajo y decide si estás de acuerdo o no estás de acuerdo con lo que dice. Escribe una razón breve para apoyar tu respuesta.
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De Acuerdo
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Desacuerdo
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1)
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_____
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_____
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La Constitución de los EE.UU nunca ha cambiado desde que fue escrita en 1781.
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2)
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_____
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_____
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La Constitución de los EE.UU está dividida en Artículos y Enmiendas.
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3)
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_____
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_____
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Una Enmienda es un cambio.
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4)
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_____
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_____
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La Declaración de los Derechos fue originalmente parte de la Constitución de los EE.UU
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5)
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_____
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_____
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La Constitución establece las tres ramas del gobierno.
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6)
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_____
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_____
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El Poder Ejecutivo es la rama más fuerte de nuestro gobierno.
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7)
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_____
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_____
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El Poder Judicial de nuestro gobierno está a cargo de todas las leyes.
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Handout 9Print Handout 9
Cómo Resolver Diferencias
Creando un Ambiente Democrático en el Salón de Clase: La Reunión de la Clase
Veinte tipos de Reuniones de la Clase
1. Reunión de las Buenas Noticias: “¿Quién tiene buenas noticias para compartir?”
2. Círculo: Se toman turnos alrededor del círculo: Cada quien puede completar la “oración empezada” o escoger no tener turno. Después de que todos han tenido un turno, la maestra puede usar las repuestas de diferentes estudiantes para iniciar una discusión interactiva. Algunos ejemplos para “empezar oraciones” son:
· “Algo que me gusta de esta clase es…”
· “Algo que pienso que haría mejor nuestra clase…”
· “Una decision que creo que deberíamos de tomar…”
· “Me pregunto por qué…”
· “Algo que me molesta…”
· “Quisiera…”
3. Tiempo de Apreciación: “¿A quién te gustaría apreciar?”
4. Tiempo para dar Cumplidos: Se escogen uno o dos niños: la maestra presenta un niño a la vez e invita a los compañeros de clase a que digan algo que les gusta o que admiran de esa persona.
5. Reunión para establecer Objetivos o Metas: Discuta los objetivos para la mañana, para el día, la semana, una unidad del currículo o el año escolar.
6. Reunión para Establecer Reglas: “¿Qué reglas necesitamos para nuestro salón de clase?” “¿Para ir al gimnasio?” “¿Para la excursion a la que vamos a ir pronto?”
7. Reunión para Evaluar las Reglas: Pida a los estudiantes que escriban y después discutan las siguientes preguntas: “¿Cuáles son las reglas de la escuela? ¿Por qué tenemos estas reglas? ¿Son buenas reglas? Si pudieras cambiar una regla, ¿Cuál regla cambiarías? ¿Hay unas reglas de nuestra clase que necesitan ser cambiadas para hacer que funcionen mejor?”
8. Reunión para establecer el escenario: Por ejemplo, antes de una actividad en grupos pequeños: “¿Qué puedes hacer tú para que las cosas en tu grupo funcionen bien y sin tropiezos?”
9. Retroalimentación y evaluación: “¿Cuán bien les fue trabajando juntos? “¿Cómo podrían hacer que fuera mejor la próxima vez?” “¿Cuáles fueron las partes buenas de hoy?” “¿Cómo podemos hacer que mañana sea mejor?”
10.Reflexiones en cuanto al aprendizaje: “¿Qué aprendiste de esta actividad (unidad, proyecto, libro)” “Una nueva idea o conocimiento.”
11.Presentación de Estudiantes: Uno o dos estudiantes presentan un trabajo, como un proyecto o una historia; otros miembros de la clase hacen preguntas o comentarios apreciativos”.
12.Reuniones para Resolver Problemas:
· Problema individual: “¿Quién está teniendo un problema que nosotros podamos ayudar a resolver?
· Problema de Grupo: “¿De qué problema de la clase deberíamos de hablar?”
· Quejas y Recomendaciones: Regla básica: Tú puedes tener una queja acerca de un problema, pero tienes que ofrecer una recomendación para resolver el problema.
· Reunión de Equidad: “¿Cómo podemos resolver este conflicto (por ejemplo, meterse en la fila, disputas sobre materiales o equipo, argumentos sobre la limpieza) de manera que haya equidad para todos?
13.Asuntos Académicos: “¿Por qué tenemos que estudiar esto?” “¿Qué te ayudaría a hacer un mejor trabajo en la tarea?” “¿en el próximo examen?” “¿Cómo podría haber sido mejor el último examen?”
14.Reunión para el Mejoramiento de la Clase: “¿Qué cambios harían que nuestro salón de clase fuera mejor?” Posibilidades; cambiar el aspecto físico del salón de clase, nuevas maneras de trabajar juntos, nuevos juegos educativos, ideas para los tablones de anuncios, etc.
15.Reunión de Seguimiento: “¿Cómo está funcionando la solución/cambio en el que decidimos trabajar? ¿Podemos hacerlo funcionar mejor?”
16.Reunión para Planear: “¿Qué proyectos en grupo les gustaría hacer?” “¿Qué temas les gustaría estudiar?” “¿Qué excursions quisieran hacer?” “¿Qué sería divertido hacer de manera diferente la próxima semana en ortografía, matemáticas o ciencia?” “¿Cuál sería la manera más emocionante de estudiar este tema?”
17.Reunión de Conceptos: “¿Quién es un amigo? ¿Cómo puedes hacer una amistad?” “¿Qué es la conciencia? ¿Cómo te ayuda?”
18.Situaciones Difíciles: “¿Qué deberías/harías si: Tú encontraras una billetera en la acerca con $20 en ella?” “Tú encontraras un billete de $20?” … “tú ves a un niño robando algo del casillero de otro niño” …”Hay un niño/a nuevo con quien quisieras ser amable, pero tus compañeros piensan que él/ella es raro/a?” … “Un amigo/a te pide que le dejes copiar la tarea?” … “Un amigo con quien andas roba un CD en la tienda?” … “Dos niños en el bus están molestando a un niño pequeño y le hacen llorar?”
19.Caja de Sugerencias/Caja de Asuntos de la Clase: Cualquier cosa que los estudiantes han presentado para ser discutido.
20.Reunión de Reuniones: “¿Qué te ha gustado de nuestras reunions de clase? ¿Qué no te ha gustado? ¿Qué hemos logrado? ¿Cómo podemos mejorar nuestras reuniones?”
Diez Pasos en una Reunión de Clase
1. Círculo: Formar un buen círculo y empezar la reunión.
2. Establecer la Agenda: Expresar el propósito y los objetivos de la reunión.
3. Establecer las reglas: Establecer o revisar las reglas para “hablar bien y para escuchar.”
4. Identificar Compañeros; Hacer parejas de estudiantes que discutirán el problema o tema en consideración.
5. Presentar el problema o la pregunta: Por ejemplo, “Varias personas han dicho que hay muchos insultos en al área de juego últimamente. ¿Qué podemos hacer para resolver este problema?”
6. Tiempo Personal para pensar: Dar a los estudiantes un minuto de silencio para pensar en la pregunta individualmente.
7. Señal para Silencio: Establecer una señal (por ejemplo, movimiento de las luces) para parar de hablar con la pareja y poder empezar la discusión con todo el grupo.
8. Discusión en Pareja: Pida a las parejas que compartan lo que están pensando (3 a 5 minutos); camine por la clase para ayudar a los que son lentos para interactuar.
9. Discusión en Grupo Grande: Invite a varios pares de estudiantes a compartir sus ideas con el grupo; pida reacciones a estas ideas; presente preguntas de seguimiento; si es apropiado, lleguen a un acuerdo y regístrenlo como tambíén la acción que se tomará y el plan de implementación y establezca un día para el seguimiento.
10.Concluir la reunión: Vea “Varias maneras de concluir una reunión de la clase” abajo.
Varias Maneras de Concluir una Reunión de la Clase
1. Revisión: Si se llegó a un acuerdo en la reunión, revíselo.
2. Alrededor: “Vamos alrededor del círculo para presenter comentarios finales breves: No tienes que comentar si no quieres.
3. Recordando: “¿Hay algo que alguien dijo que pensaste que era un buen punto aunque no hayas estado de acuerdo con ello? Piensa por un momento…y comparte con la clase”.
4. Aprendizaje: “Piensa en algo que aprendiste en la reunion de hoy…” Todos en el círculo toman un turno o se pide voluntarios.
5. Preguntas: “¿Tienes todavía una pregunta que quieres hacer?”
6. Completar la oración: Invite a todos a completar una oración (por ejemplo, “Pienso que al final de esta reunión...” o, “yo siento que...” o “yo espero que...”).
7. Parejas: Los estudiantes responden a cualquiera de las preguntas anteriores y lo comparten con su pareja de reunions (o pueden cambiar pareja).
8. Temas Futuros: “Tienen sugerencias para temas para nuestra próxima reunión?”
9. Silencio: “Toma un momento para pensar en la reunion de hoy…una idea nueva que tomaste…algo que harás diferente como resultado de nuestra discusión...escríbelo o simplemente recuérdalo.”
10.Evaluación: ‘¿Qué te gustó de la reunion de hoy? ¿Qué hizo que la discusión fuera buena? ¿Qué podríamos hacer mejor o diferente la próxima vez?
Extracto con permiso de Educating for Character: How Our Schools Can Teach Respect and Responsibility by Thomas Lickona © 1991 Bantam Books
¡Socorro! (S.O.S.): Pasos para Resolver un Conflicto 3o.-6o. grados
Empieza con: Calmarte, Tranquilizarte, Relajarte
Recuerda:
Empieza con: Calmarte, Tranquilizarte, Relajarte
Recuerda:
· Encontrar el momento y lugar adecuado para hablar.
· Evitar culpar a otro.
· Obtener toda la información.
· Reconocer los sentimientos de otros.
· Escuchar lo que la otra persona dice.
· Concentrarte en el problema—no en la persona.
S – SIEMPRE EMPIEZA CON LA HISTORIA DE LO QUE PASO
1. Ambas personas se ponen de acuerdo para hablar del problema y seguir las reglas básicas:
· Una persona habla a la vez.
· No interrupciones.
· No insultos o humillaciones.
· Sé honesto.
2. Una persona cuenta su versión de la historia, incluyendo “Yo” en el mensaje para comunicar cómo se siente.
3. La otra persona repite lo que dijo la primera persona (por ejemplo, “Lo que yo escucho que tú estás diciendo es...”) y puede hacer preguntas para clarificar y entender mejor lo que se ha dicho.
4. Ahora la segunda persona cuenta su versión de la historia, incluyendo “Yo” como parte del mensaje.
5. La primera persona repite lo que dijo la otra persona y puede hacer preguntas para clarificar y entender mejor lo que se ha dicho.
6. Se ponen de acuerdo en cuál es el problema.
O – OPCIONES
Tener una tormenta de ideas con las dos personas para sugerir posibles soluciones (por ejemplo, “¿Qué te parece...”). Recuerden no evaluar las sugerencias-hasta ahora todas las sugerencias son aceptadas y escritas.
Tener una tormenta de ideas con las dos personas para sugerir posibles soluciones (por ejemplo, “¿Qué te parece...”). Recuerden no evaluar las sugerencias-hasta ahora todas las sugerencias son aceptadas y escritas.
S – SOLUCION
1. Evaluar opciones: Busca opciones que sean prudentes, justas y que funcionen para las dos personas.
2. Escoger una solución donde ambas personas salgan ganando.
3. Si no funciona, júntense de nuevo y discutan otras opciones.
4. Si esto no funciona y el problema todavía existe, pidan ayuda a otra persona.
Desarrollado por Gail Hines y Vinia Roberts, Park Layne Elementary School.
Basado en “Steps to Resolve a Conflict,” Community Board Program, Inc.
Basado en “Steps to Resolve a Conflict,” Community Board Program, Inc.
Handout 10Print Handout 10
Dos Tipos de Cortes/Tribunales
Corte/Tribunal de Primera Instancia
· Un juez lleva a cabo el juicio.
· El jurado o juez decide el caso.
· Los abogados presentan pruebas. Los acusados pueden representarse a sí mismos.
· Los testigos juran decir la verdad y responden a preguntas hechas por los abogados.
· Es la primera corte que decide quién debería ganar el caso.
· Es la primera corte que decide si el acusado es culpable.
Corte/Tribunal de Apelación
· Un panel de varios jueces escucha y decide el caso.
· Escucha los casos que han sido decididos por un tribunal de primera instancia o por una agencia.
· No se presenta ninguna evidencia.
· Los abogados solo presentan argumentos.
· Este tribunal da su decisión por escrito o por una orden.
· Todos los tribunales de primera instancia deben de seguir las decisiones del tribunal de apelación.
**La Corte Suprema de Justicia de los Estados Unidos tiene la última palabra; no hay apelación de una orden de la Corte Suprema de Justicia. **
Handout 11Print Handout 11
¿Cuál Corte?
Instrucciones: Trabaja con un miembro de tu familia. Lee cada oración. ¿Describe la oración una acción del tribunal de primera instancia o de la corte de apelación? Circula una T para el Tribunal de Primera Instancia o una A para la Corte de Apelación. Escribe una razón breve para apoyar tu elección.
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T
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A
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1.
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Chantille testifica que el ladrón del banco apuntó una pistola al cajero.
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T
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A
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2.
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Cinco jueces escuchan a los abogados argumentar su caso.
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T
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A
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3.
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El jurado decide que el restaurante es culpable de que Omar se haya enfermado.
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T
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A
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4.
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Monica pide que la corte anule la decisión de darle a su ex-marido la custodia de sus hijos.
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T
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A
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5.
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La Sra. Ebony, la abogada, argumenta ante los jueces que su cliente debería de ganar el caso.
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T
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A
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6.
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La corte concede al acusado un nuevo juicio basado en pruebas de ADN recién disponibles.
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T
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A
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7.
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El Sr. Doster, el testigo, jura decir la verdad.
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T
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A
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8.
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El guardabarros dañado de un carro es admitido como evidencia.
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T
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A
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9.
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Una resolución firmada por cinco jueces encuentra que un miembro del jurado debería haber sido descalificado.
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Handout 12Print Handout 12
Respuestas: ¿Cuál Corte?
1. Tribunal de Primera Instancia: solo estas cortes tienen testigos para testificar.
2. Corte de Apelación: las cortes de justicia tienen un juez y las cortes de apelación tienen un panel de jueces.
3. Tribunal de Primera Instancia: los jurados funcionan solamente en los tribunales de primera instancia.
4. Corte de Apelación: Monica pide que la decisión impuesta en primera estancia sea desechada.
5. Corte de Apelación: hay más de un juez decidiendo el caso.
6. Corte de Apelación: si un nuevo juicio se ha concedido, el juicio anterior debe de ser revisado.
7. Tribunal de Primera Instancia: solamente los tribunales de primera instancia tienen testigos.
8. Tribunal de Primera Instancia: solamente los tribunales de primera instancia admiten evidencia.
9. Corte de Apelación: más de un juez firma la decisión.
Unit Contents:
Overview:We the Kids—The Three Branches and Me Summary
Lessons:
- 1.
- Building the Foundation
- 2.
- No Joke—My Voice Counts!
- 3.
- Dancing and Singing through the Bill of Rights
- 4.
- Kid-Friendly CDVs
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Comments
(The positive aspect of using this lesson was) the classroom meeting info in attachment 2 was wonderful. I also liked the literature connection and how the instructional techniques uses a lot of student discussion. That's an important part of my instruction now so it fit right in.
(The positive aspects of using this lesson were)it provided a firm foundation of the Constitution and allows students to understand the material in an appropriate way. It also included numerous hands-on opportunities where students are active in their learning. Lesson one is very detailed and examines many different areas relating to the Constitution and The Three Branches of Government.
This was a well written unit, with direct connections to the GLCE. I found it to be detailed and the students really enjoyed the literature component. It taught the requirements in a way that I had higher scores on the district assessment than I ever did with traditional teaching methods.