3rd+Grade+Civics

=3rd Grade Civics/Government: How Communities are Run=


 * * Suggested Materials
 * Key Vocabulary
 * Essential Question(s)
 * Enduring Understandings
 * Unit Objectives
 * Beginning the Unit
 * As the Unit Continues
 * Toward the End of the Unit
 * Teacher Suggestions
 * Work Samples ||

=Suggested Materials=

Roxaboxen by Alice McLerran Shaker Lane By Alice & Martin Provensen Saturday Sancocho by Leyla Torres Harcourt Social Studies Text Book Unit 5 (supplemental text)
 * Books:**

Time For Kids Time For Kids Around the World
 * Magazines:**

Time for Kids [] Time for Kids Around the World [] Google Earth [] Google Maps []
 * Internet:**

= = = = = = =Key Vocabulary=

global community compromise conflict resolution election vote candidate government laws/ rules human rights equality / equal rights location demographics**
 * community

= = __ Essential Questions: __ ·  How are world communities similar and different in how they form and operate governments, identify leaders and resolve conflicts? · ** How are people in world communities similar and different in how they exercise their rights and responsibilities? ** __Enduring Understandings:__ · ** Students will understand similarities and differences between the government of their own community and that of other communities of the world. ** __ Unit Objectives: __ · ** Students will compare and contrast two world communities to identify how their government systems (executive, judicial, legislative) influence the lives of citizens. **
 * · ** ** Students will understand how people in their own and in world communities are alike and different in the ways they exercise their rights and fulfill their responsibilities. **
 * · ****  Students will identify a contemporary issue and explain how the citizens in a particular world community might view/resolve that issue given their social and political structure.  **

= = =Unit Objectives=

What each child is supposed to know as the unit progresses. *


 * Students will identify the hierarchy of community they are a part of**. (example: 3-D, Hindley, A team or organization, Darien, Connecticut, The Northeast Region, United States, North America, The World)


 * Students will identify and explain the differences between our community and other communities based on location and demographics.

Students will identify how a community shows diversity and evaluate how the community responds to the diversity.

Students will identify human rights in specific communities and evaluate how they are protected.**


 * Students will identify how rules and laws are created based on the needs of the communities.**

= = = = =Lesson Ideas=


 * How do you have a discussion / experience at the beginning of a unit to: excite, prompt imagination, enthusiasm, interest.


 * Look at a series of different communities and have a discussion about what you notice in terms of how people are organized / living.

Use images from the web Use pictures from google earth Find books to support images

What types of rules do you think people need in this setting? How do you think they get along?

Which community do you think you’d rather live in? Why?

Now that you know a bit about government, let’s plan a government for our classroom. What kind of “rules” do you think would be most important to have “fair” classroom / school? LET’S CREATE SOME OF THE TEMPLATES / RUBRICS THAT CAN HELP STRUCTURE THIS.

How does our country “run”? Is it similar to some of the ideas for government that you have described in our classrooms? How so?

USE MATERIALS THAT DON’T CENTER ON SOLELY WESTERN NOTIONS OF DEMOCRACY AS WE FIND STORIES AND OTHER VIDEOS.**


 * How do you find out what students already know about the essential questions?



Mini-lessons ideas

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