Learning to Give, Curriculum Division of The LEAGUE
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Purpose:
Duration:
Three Forty-Five Minute Class Periods
Objectives:
The learners will:
- define and illustrate the Core Democratic Values.
- develop questions—to be used in an interview of younger students—about how the Core Democratic Values relate to students at home, school and in the community/nation.
- interview younger students.
- interpret the results of the interviews.
- define the Core Democratic Values in language that is kid-friendly.
- construct posters in cooperative groups.
Service Experience:
The students create posters that illustrate the meaning and importance of given Core Democratic Values. They share their finished posters with all grades and visitors by hanging the completed posters in high-traffic areas of the school.
Materials:
- Lined paper and computer paper
- Poster board and materials for creating an attractive poster (such as construction paper, scissors, pencils, markers and crayons)
- Copies of Attachment One: Core Values of American Constitutional Democracy
- Copies of Attachment Two: CDV Figure (one for each cooperative group)
Instructional Procedure(s):
Anticipatory Set:
Before class, choose one of the Core Democratic Values to analyze with the whole group. Write it on the board or a piece of chart paper over an outline of a gingerbread person. Start the lesson by asking the students to think about how this CDV looks in a country/community/classroom. Then work together to form a definition of that CDV (or what the value looks like). Write it inside the gingerbread shape. Decide on a symbol to represent the CDV. Draw it on the chest of the gingerbread shape. Have the students name actions and conditions that support that CDV (make it possible). Write their comments in bricks beneath the feet of the gingerbread person. Finally, have them think of actions or conditions that harm or work against that value. Write their comments around the shape.
- Divide the class into small groups. Assign each group a Core Democratic Value (Attachment One: Core Values of American Constitutional Democracy). Pass out Attachment Two: CDV Figure which has the directions for the group activity. Each group draws a gingerbread figure on a sheet of paper and follows the directions to analyze the given CDV. After 15 minutes, groups share their analysis of the CDV with the class.
- In the same small groups, the students brainstorm a list of questions to ask first graders about the given CDV. The questions (written at a simple level) seek to get at what the first graders think the given CDV looks like at school, home and in the community/nation. The brainstorming and selecting the best few questions should take about twenty five minutes.
Day Two: - On this day, groups visit a first-grade classroom to interview first graders with their prepared questions. Each group is matched with a small group of first graders. First the students must show their CDV figure to the younger students and explain what the value is and its importance. Then, the students ask their prepared questions.
- Back in class, give the groups time to discuss and interpret the first graders’ answers to their questions.
Day Three: - Each group designs a poster about their assigned CDV. The poster should be attractive, include a definition and illustrate what this CDV looks like at school, home and in the community/nation. They must use language that will be understood by all grades.
- Hang the completed CDV posters throughout the school building.
Assessment:
- Teacher observation of student participation.
- Use the following rubric to evaluate student-created posters:
|
4 Point Rubric: CDV Posters | |
| 4 Points: | A CDV is stated. A description of how the CDV looks at school, home and in the community or nationally. Sentences are grammatically correct and spelled correctly. |
| 3 Points: | A CDV is stated. Two out of the three descriptions of how the CDV looks at home, school or nationally are given. Most sentences are grammatically correct. Most spelling has been corrected. |
| 2 Points: | A CDV is stated. One out of the three descriptions of the CDV is given. There are some errors in grammar and spelling. |
| 1 Point: | A CDV is stated. An attempt at writing a description of the CDV is made. There are many mistakes in grammar and spelling. |
School/Home Connection:
- Interactive Parent / Student Homework:
None for this lesson.
Extension:
- Have students write a paper on how the current president upholds these Core Democratic Values for the nation.
- Students make creative signs that look like street signs promoting individual Core Democratic Values. Hang the signs in the hallways. Example: Liberty Lane
- See a related Learning to Give lesson plan called “Make a Connection! Core Democratic Values and Philanthropy.” See Bibliographical References below. This lesson looks at CDVs and traditions of giving.
Bibliographical References:
Learning to Give Web site <http://learningtogive.org > Click on Teaching Materials, select Grades 6-8, go to unit by Tom Webb titled Make A Connection.
Lesson Developed and Piloted by:
Eva DeWittHamtramck Public Schools
Dickinson West Elementary
Hamtramck, MI 48167
Handouts:
Handout 1Print Handout 1
Core Values of American Constitutional Democracy
Core Democratic Values are the fundamental beliefs and constitutional principles of American society which unite all Americans. These values are expressed in the Declaration of Independence, the United States Constitution and other significant documents, speeches and writings of the nation Below are some examples of Core Democratic Values.
|
Handout 2Print Handout 2
CDV Figure
- Draw a simple outline of a gingerbread person. The figure should be centered on the page and take up about three-quarters of the page.
- Write your assigned Core Democratic Value at the top of the page.
- Come up with a symbol that represents your CDV. Draw this symbol inside the outline of the gingerbread shape—where the heart would be.
- Write the definition of the CDV (or words that describe it) on the inside of the figure.
- On the outside of the figure, list actions or conditions that harm, or work against, the CDV.
- On the bottom of the CDV figure, build a foundation with bricks. In each brick, write something that supports your CDV. What actions or conditions make the value flourish?
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
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
Comments
Every upper elementary class is assigned a lower elementary "buddy class" in our school. What made this lesson especially enjoyable is it was a very different type of activity from what we usually do with them (usually literary based). My kids really enjoyed the CDV people. They discovered that most all of the CDVs were interconnected and either built on or supported each other.