Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Unit Overview:
Unit Purpose:
Unit 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.
- compare and contrast various cartoons.
- connect the Core Democratic Values to the concept of public voice.
- create an editorial cartoon.
- read and analyze the “Bill of Rights” using the Frayer model.
- write a four-question survey.
- survey family members and compile data.
- recite and sing the “Bill of Rights” in familiar language.
- 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:
In Lesson Two: No Joke—My Voice Counts, the students create editorial cartoons and share their opinions through humor and illustration for the benefit of other students at the school. In Lesson Three: Dancing and Singing through the Bill of Rights, the students present the “Bill of Rights” through a song with creative movement. They present to a retirement community or another classroom in the school. In Lesson Four: Kid-Friendly CDVs, the students create posters that instruct about the Core Democratic Values. The posters are displayed around the school to share their knowledge and creativity with other students and visitors to the school.
Unit Assessment:
- In Lesson One: Building the Foundation, a rubric is provided to help students be effective peer mediators. The rubric is found under the Assessment heading.
- Assess student cartoons according to the rubric provided in Lesson Two: No Joke—My Voice Counts!, Attachment Five: Editorial Cartoon Rubric.
- Assess whether the students know the amendments by passing out blank copies of The Amendment Song (see Lesson Three: Dancing and Singing through the Bill of Rights, Attachment Four). Students fill in summaries of the first ten amendments.
- In Lesson Four: Kid-Friendly CDVs, a rubric is provided to assess student performance on the CDV posters. The rubric is found under the Assessment heading.
- Informal Teacher Observation of student participation in discussions and cooperative groups
School/Home Connection:
- “Copy-and-Paste” Class/School Newsletter Information Insert:
As parents and teachers we want our students to handle conflict constructively, treat each other with respect and work for the common good. Those were some of the goals at the Constitutional Convention as well. The United States was formed on some basic principals that have come to be called The Core Democratic Values. The values are evident in the Constitution, Bill of Rights and in the structure of the government. In this lesson, the students will explore the Core Democratic Values and analyze what they look like in our schools, homes and community/nation. They will find some creative ways to express what they have learned and invite families to join in the process.
- Interactive Parent / Student Homework:
In Lesson One: Building the Foundation, the students have a homework assignment to read about two courts and determine which court is described in each of several examples. The students are expected to work with a family member. See Lesson One, Attachment Six: Which Court? In Lesson Three: Dancing and Singing through the Bill of Rights, student groups create a four-question survey related to the Bill of Rights. The students bring home the survey to get family input. They may invite family members to join in on the trip to the retirement home, encouraging more community participation.
Notes for Teaching:
Lesson One: Building the Foundation —Teacher discretion is to be used. You may elect to spend the full amount of time specified or pull out the parts that are needed, depending on your curriculum or student ability.
Lesson Three: Dancing and Singing through the Bill of Rights — Prior to teaching this lesson, prepare the 12 posters using the information from Lesson Three, Attachment Three: Constitutional Amendment Poster Pages.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed By:
Eva DeWitt
Hamtramck Public Schools
Dickinson West Elementary
2650 Caniff
Hamtramck, MI 48167
Michelle Eifert
Hamtramck Public Schools
Dickinson West Elementary
2650 Caniff
Hamtramck, MI 48167
Pam Rickli
Comstock Public Schools
East Elementary/Northeast Middle School
175 Hunt St.
Kalamazoo, MI 49401
Virginia Howell
Holton Public Schools
Holton Elementary
P.O. Box 159
Holton, MI 49425
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
I found this to be an excellent resource to get the government portion of the 5th grade curriculum to my students.
I used this for the first time last year, and my kids finally "got it". Great way to cover 5th grade government GLCCs.