Unit 5 Lessons

1st Grade Families and Schools
Unit 5: How Do We Get Along with Others?
SS010501
Lesson 1
Lesson 1: Why Do We Need Rules?

Big Ideas of the Lesson
Rules set limits for what people can do.

People create rules to keep each other safe.
People create rules to keep things orderly or organized.
People create rules to make sure everyone is treated fairly.
Lesson Abstract:
In this lesson children explore the reasons for rules in school. Using examples of family and
classroom rules, the children discover the purposes of rules and how they limit absolute freedom.
The lesson begins with a small simulation using two students arguing over a toy. Students consider
the purpose of having rules as they discuss rules at home and at school. Students then listen to a
book about rules in school that is read out loud. As they listen, the class categorizes the reasons
for the rules into three categories: to keep people safe, to keep things orderly and organized, and
to make things fair. Students then use their classroom list to categorize the reasons for their own
school rules based on the categories in the book. They conclude the lesson by drawing and
writing about why rules are important.
Content Expectations
1 - C1.0.1:
Identify some reasons for rules in school (e.g., provide order, predictability, and
safety).
1 - C5.0.2:
Identify situations in which people act as good citizens in the school community
(e.g., thoughtful and effective participation in the school decisions, respect for the
rights of others, respect for rule of law, voting, volunteering, compassion, courage,
honesty).
Common Core State Standards

1 - SL.2:
Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
1 - SL.5:
Add drawings or other visual displays to descriptions when appropriate to clarify

ideas, thoughts, and feelings.
1 - L.2:
Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.
b. Use end punctuation for sentences.
d. Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and
spelling conventions.
Michigan Citizenship Collaborative Curriculum

www.micitizenshipcurriculum.org
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Lesson 1
(portions omitted)
1 - L.6:
Use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using frequently occurring conjunctions to
signal simple relationships (e.g., because).
Key Concepts
freedom
rules/laws
Instructional Resources
Equipment/Manipulative
11x17 paper
Chart Paper
Markers or crayons
Overhead projector or Document Camera/Projector
Student Resource
Meiners, Cheri J. Know and Follow Rules. Minneapolis, MN: Free Spirit Publishing, 2005.
Teacher Resource
Bloom, Amy and Mark Raffler. Supplemental Materials (Unit 5, Lesson 1). Teacher-made material.
Michigan Citizenship Collaborative Curriculum, 2011.
Teacher Notes:
Prior to beginning this unit, send a note home to parents informing them the class will soon
be studying about rules and laws. Ask the parents to discuss rules common to both home
and school, and why they think family rules are needed. A sample Letter Home has been
included in the Supplemental Materials (Unit 5, Lesson 1) for your convenience.
Prior to this lesson, select two children to perform the role-play situation described in Step 1
below and inform them about their roles. Be sure they understand that they are pretending
and that one child should not hurt the other.
Lesson Sequence
1. Have two children role-play a situation where they argue over a toy, book, or game and one of
children pushes or shoves the other one. Stop the action and ask the children what just
occurred. Listen to their responses and ask students, Why was it wrong for one of the children
to push or shove the other?
2. Guide the children to understand that pushing, shoving, or hitting another person breaks a
classroom/school rule. To make the connection between rules and laws, explain that many of
the rules in school are also rules outside of school. For example, when a student pushes
another student because they want to hurt that person, it breaks a school/classroom rule.
Similarly, when an adult hurts another person on purpose, it is against the law in our country.
(Teacher Note: This is based on a Michigan Law (MCLA 750.81) that defines criminal assault
and battery as an attempt to do bodily injury with a present intention and ability to do so. The
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Lesson 1
idea here is that the law requires a bad intent on the part of the offender. This distinguishes
something that might be an accident from something done intentionally. An assault is the threat
of bodily harm whereas a battery requires actual physical harm.) Ask the children the question,
Why do we have rules? Listen to their responses and guide them to understand that rules
guide our behavior and protect everyone.
3. Ask the children what would happen if we had no rules and everyone had the freedom to do
whatever they wanted. Listen to their responses and guide the discussion to focus on the
concept of reasonable limitations on freedom. Ask them, What should people not be allowed to
do? Have them explain their reasoning.
4. Referring to the Letter Home located in the Supplemental Materials (Unit 5, Lesson 1), ask the
children if they have any rules at home. Have them share some of those rules with the rest of
the class. Listen to their responses. Ask them, Why do you think we have these rules at
home? As you elicit responses, guide the children to recognize three reasons for rules: to
keep people safe; to keep things orderly or organized; and to make sure everyone is treated
fairly. For focus, display the lesson graphic organizer located in the Supplemental Materials
(Unit 5, Lesson 1).
5. Ask the children about the rules at school. Have them identify some of the rules in the
classroom, lunchroom, and playground. Listen to their responses. Ask them, Why do you think
we have these rules at school? As you elicit responses, guide students to recognize that rules
in school also are designed to keep people safe; to keep things orderly or organized; and to
make sure everyone is treated fairly. For focus, display the lesson graphic organizer located in
the Supplemental Materials (Unit 5, Lesson 1).
6. Display the lesson graphic organizer located in the Supplemental Materials (Unit 5, Lesson 1),
for the class. Then ask students, Why is it important to follow school rules? Give them a
moment to think of reasons. Then ask them to turn to a partner or the student next to them and
share their ideas. Remind them to use the lesson graphic organizer to guide their discussion.
After a few minutes, ask the pairs to share their ideas with the class. To prompt students
thinking, ask them, What would school be like without rules? Lead students to understand
why rules are needed using the lesson graphic organizer (provides safety and order, keeps
things organized, etc.).
7. Next, explain to the class that they will be hearing a story about rules. Give students a copy of
the chart, Rules located in the Supplemental Materials (Unit 5, Lesson 1). It may be helpful to
display the chart as well. Read the book, Know and Follow the Rules by Cheri J. Meiners, to
the class. As the book is read, pause and guide students in completing the chart. A chart with
sample answers has been included in the Supplemental Materials (Unit 5, Lesson 1) as a
guide. The following examples are from the book:
On page 1, the book states, rules help us know what to do. Discuss where this statement
would belong on the three-column chart with the class. Explain that this is an example of
how rules keep things orderly or organized. Write Rules help us know what to do in the
middle column of the chart.

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Lesson 1
On page 9, the books states, One rule I know is to listen. I look at the person talking and
think about what is said. Guide students to see how this is an example of how rules keep
order and make sure everyone is treated fairly (columns 2 and 3). Write: Listen to others
when they are talking in the second and third columns of the chart.
On page 11, the book reads, I can follow directions, too. I do things the first time I am
told. Discuss how following directions helps keep things orderly and organized in school,
and write Follow directions in the second column on the chart.
On page 15, the book states, I keep my hands and feet to myself. I wont use them to
bother or hurt anyone. Discuss which columns this rule would fall into with the children.
Guide students to see how Keep my hands and feet to myself fits in all three columns
because it helps keep children safe, helps keep order, and makes sure everyone is treated
fairly.
Continue using the answer guide to discuss other rules from the book.
Teacher Note: Although the book provides some guidance, we discourage teachers from using
two of categories noted in the book (rules help us learn; rules show respect). These categories
can hinder student understanding of why we have rules. 1 This lesson is structured to help
students understand why we have rules and the book is used in this lesson for that purpose.
8. After reading the book, return to the list of rules constructed in Step 5. Engage students in an
examination of the rules they listed using the following questions:
Which of our school rules keep us safe?
Which of our school rules keep things orderly and organized?
Which of our school rules make things fair for everyone?
9. Conclude the lesson by distributing a 11x17 piece of paper to each student. Have students fold
it in half. On one side of the paper, have the students draw a picture of someone following a
school rule. On the other side of the paper, have students draw a picture of someone breaking
a rule or of what might happen if someone broke the school rule. On the back of the drawings,
have students write a sentence (inventive spelling) on why rules are important.
10. Engage each student in a brief conference in which they explain their drawings in Step 9.
Assessment
Students understanding of the need for rules, and the importance of following rules can be
assessed formatively by listening to student discussions as the chart is being completed. The
drawings and students explanations in Steps 9 and 10 may also be used as an assessment.
Since the fundamental purpose of school is learning, the rules that help students learn really are about maintaining
order to achieve that desired goal. Additionally, while following rules can show respect, showing respect is a
consequence of having and following rules, not a reason to have them.
1

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Lesson 2
Lesson 2: What Is Fairness?

Fairness means behaving in just and reasonable ways.

People can show fairness by their actions.
Treating people fairly does not mean we always treat people the same.
Fairness is important at home and in school.
Lesson Abstract:
In this lesson children discuss the concept of the word fairness and how it applies to their lives at
home and in school. Young children generally equate what is fair with what they want. They learn
that fairness requires treating people in equitable, but not necessarily identical, ways. The students
listen to two books about fairness and identify situations that are fair and unfair in the stories. In
groups students draw and discuss pictures of school conflicts and fair ways to resolve them. They
then explore the relationships among fairness, conflicts, and rules. Students conclude the lesson
by writing a recommendation for teachers about which book better represents the concept of
fairness.
1 - C1.0.1: Identify some reasons for rules in school (e.g., provide order, predictability, and
safety).
1 - C2.0.1:
Explain how decisions can be made or how conflicts might be resolved in fair and just
ways (e.g., majority rules).
1 - C5.0.2:
Identify situations in which people act as good citizens in the school community (e.g.,
thoughtful and effective participation in the school decisions, respect for the rights of
others, respect for rule of law, voting, volunteering, compassion, courage, honesty).

1 - RL.2:
Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
1 - RL9:
Compare and contrast the adventures and experiences of characters in stories.
1 - W.1:
Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some
sense of closure.
1 - SL.3:

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Lesson 2
Key Concepts
conflict
fairness
freedom
majority rules
rule/law
vote
Chart paper
Construction paper (11x18)
Markers/crayons
Student Resource
Fair Bears Learn About Justice. Foundations of Democracy. Center for Civic Education, 1998.
Suen, Anastasia. Cutting in Line Isnt Fair. Edina, MN: Magic Wagon, 2008.
Teacher Resource
Teacher Note: This lesson uses two books about fairness. There are many other books on
fairness that can be substituted. If either of the books is not available, select another book about
fairness to explore with students. Several alternatives are listed below:
Berger, Samatha. Martha Doesn't Share. New York: Little, Brown Books for Young Readers,
2010.
Berry, Joy. Lets Talk About Being Fair. Pheonix, AZ: Gold Star Publishing, Inc., 1986 & 2000.
Havill, Juanita and Anne Silbey OBrien. Jamaica Tag-Along. Boston, MA: Sandpiper, 1990.
Hutchins, Pat. The Doorbell Rang Big Book. New York: Greenwillow Books, 1994.
Mayer, Cassie. Citizenship: Being Fair. Chicago, IL: Heinemann Library, 2008.
Rowe, Don. The Sandbox: A book about Fairness. Mankato, MN: Picture Window Books,
2001.
Sommer, Carl. Its Not Fair. Houston, TX: Advance Publishing, 2003.
Lesson Sequence
1. Begin the lesson by having students share their drawings from Lesson 1 with a partner. Allow
students a few minutes to share and then engage students in a whole class discussion about
why there are rules. Listen to the childrens responses. Guide them through a discussion to
consider that rules are needed to keep people safe, keep things orderly, and make sure
everyone is treated fairly (addressed in Lesson 1). Discuss some of the reasons for the family
rules they have. Guide students to see some of the reasons for their family rules. (Rules keep
us safe, keep things organized by letting us how to behave, and help make things fair.)

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Lesson 2
2. Explain to students that today they are going to explore one reason for rules fairness.
Emphasize to students that one reason we have rules is to make sure people are treated fairly.
Ask the children to think about the word, fair. Display the lesson graphic organizer and have
the children think for a few moments about the meaning of the word. Also encourage them to
think of some examples of things that are fair. If the children have difficulty with the term,
suggest the questions: How do you feel when something is fair? How do you feel when
something is unfair? Record their responses on the board or on easel paper. Teacher Note:
Fairness is a difficult term for students to define but they are able to recognize situations that
are unfair or fair. At this point, it is important for students to be able to make this distinction.
The remainder of the lesson is geared to distinguishing such situations.
3. Read the book, Cutting in Line Isnt Fair, by Anastasia Suen to the class. As you read, stop at
the points the book raises questions of fairness and discuss them with the children. Below are
some examples:
Page 6: Jessie says Thats not fair! What did Jessie think was unfair? Why did she
think it was unfair? (Jessie did not think it was fair that Latasha took cuts in line at the
bus stop. Jessie thought it was unfair because she had to wait for the bus and Latasha
should not get cuts just because she does not like to wait.) Do you think it was fair? Why
or why not?
Pages 9-10: Jessie did not get to sit with her friend on the bus. Why did Jessie think this
was unfair? (Latasha ended up in a window seat at the front of the bus because she had
taken cuts in line). Do you think this was fair? Why or why not?
After page 22: Was it fair that Latasha got the book? Why or why not?
After page 26: Was it fair when Jessie took cuts from Rachel? Why or why not?
After the book: How did Jessie and Latasha solve the problem about the book? Was it
fair? Why or why not?
Why is taking cuts in line not fair?
4. Discuss the meaning of the word fair and fairness with the class. Using the Word Cards #4
and #5 located in the Supplemental Materials (Unit 5, Lesson 1), explain to students that
something is fair when people believe they are treated reasonably or justly. A situation is fair
when people act properly and honestly.
5. Read Chapter 1 of Fair Bears Learn About Justice to the class or another book about fairness.
Have students listen to the story and identify situations involving fairness. Discuss the chapter
one using the following questions:
How did Roland show he was fair? (He shared the honey he found (pages 4-6))
Was it fair for Mama Murphy to punish Nettie? What made the punishment fair? (Nettie
broke a rule (pages 6-7)).
Do you think Nettie thought the punishment was fair? Why or why not? Be sure to focus on
the fact that because Nettie was little, the rule for her was different than for the other
children. This will be revisited in Step 6 below.
How does having rules make things fair?
Was Besil being fair when she ordered everyone to go hide? Why or why not? (When
Momo thought the bears should play a game, Teddy suggested they play ring around the
tree. Besil ordered the bears to play hide and seek (page 7-8)).
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Lesson 2
Explain to students that pages 7-8 demonstrate an example of a conflict which game
should the bears play. Use Word Card #6 to explain why this is an example of conflict.
How did the bears decide what game to play? (By voting (page 8)). This is a good place to
introduce students to the concepts of voting and majority rule using Word Cards #7 and #8.
When they vote, they decided based on what most people want.
Was this a fair way to make a decision? Why or why not?
6. Discuss the part of the story where Nettie got in trouble for climbing the tree (pages 6-7). Point
out that the other bears did not get in trouble for climbing the tree but Nettie did. Have the
children consider other examples of where the rules may be different for different people.
Encourage them to think about their family rules. Are there things that they can or cannot do
compared to their brothers or sisters? For example, if they have an older or younger sibling, do
they have different bedtimes? Use a school rule example showing how first graders are not
treated the same as the fourth or fifth graders. Ask students why this might be fair even though
they are not treated the same. Guide students to recognize that because we are not all the
same, sometimes fairness means we do not treat people exactly the same. Treating people
fairly does not mean we always treat people the same.
7. Introduce students to the concept of conflict. Place students in groups of three or four students
each. Explain to students that they are now going to create a poster promoting fair ways to
resolve conflicts in school. Their poster should identify a particular school conflict (from their
experiences) and show other students a fair way to resolve that conflict. Before beginning their
task, remind students of the examples of conflicts from the stories (cutting in line, bossing
others around, not sharing, etc.). Discuss how the characters in each story solved the conflicts
in fair ways (voting, sharing, taking turns).
8. Have each group present their drawings to the class, explaining their pictures as necessary.
Once all students have shared, engage the children in a class discussion of the drawings using
the following questions:
What conflicts did we identify? How are they similar? How do they differ?
What are some fair ways our class recommended to resolve conflicts? Why do you think
these are fair?
Are there some ways to resolve conflicts that are better than others?
Why is it important to resolve conflicts in fair ways? (Teacher Note: The
behaviors/characteristics of good citizens include fair ways to resolve conflicts through the
engagement in thoughtful and effective participation in the school decisions, respect for the
rights of others, respect for rule of law, voting, volunteering, compassion, courage, honesty,
etc.)
You have all identified some of the conflicts we have at school. What rules might we create
to prevent similar conflicts from happening?
thoughtful and effective participation in the school decisions, respect for the rights of others,
respect for rule of law, voting, volunteering, compassion, courage, honesty).
9.
Conclude the lesson by having students write an opinion piece in which they recommend one
of the two stories about fairness read in this lesson for teachers next year. Tell students that

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Lesson 2
they are going to write their opinion piece for all the first grade teachers in the school district.
The writing should introduce the topic of fairness, name the book they are writing about, and
state an opinion of whether the book gave good examples of fairness and unfairness. Students
should give a reason for their opinion and provide a recommendation to teachers of whether
they should use the book next year to teach about fairness.
Assessment
The writing in Step 9 can serve as an assessment for the lesson. Alternatively, students could
explain in writing what fairness means to them by describing either an example of someone being
fair and unfair, or a rule that is fair and unfair. Students should explain why the behavior or rule is
fair or unfair.

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Lesson 3
Lesson 3: What Makes Rules Fair?

When people do things in groups, rules help them get along with each other.
Rules reflect the rights and responsibilities people have as members of groups such as a
family or school.
Rules help make sure people are treated fairly.
Fair rules treat people in similar situations the same.
Fair rules may treat people differently if there are good reasons to do so.
Fairness can mean knowing the rules of the game before you play.
Lesson Abstract:
In this lesson the children explore rules and what makes rules fair. They begin by considering why
rules are important when people are in groups. Students then begin to develop an understanding
of citizenship by exploring how membership in groups comes with both rights and responsibilities.
Students work in groups to identify rights and responsibilities associated with membership in a
family, classroom, and school. They then examine some rules that might exist in each of these
groups to broaden their understanding of fairness. Students identify criteria for determining
whether a rule is fair and then evaluate rules based on these criteria.
safety).
1 C2.0.1:
ways.
1 C5.0.1:
Describe some responsibilities people have at home and at school (e.g., taking care
of oneself, respect for the rights of others, following rules, getting along with others).
1 - C5.0.2:
1 P.3.3.1:
Express a position on a public policy issue in the school community and justify the
position with a reasoned argument.

1 - W.1:
sense of closure.
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1 - SL.1:
SS010503
Lesson 3
Participate in collaborative conversations with diverse partners about grade 1 topics

and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care,
specking one at a time about the topics and texts under discussion)
b. Build on others talk in conversations by responding to the comments of others
through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under
discussion.
Key Concepts
fairness
responsibility
rights
rule/law
Chart paper
Markers
White or chalkboard
Student Resource
Lesson Sequence
1. Write the following sentence on the board: In order for people to get along, they need rules.
Read the statement and ask students if they agree or disagree with the statement and why.
Push students thinking by asking them to think about a game they may play like tag or a board
game. Then ask them to think about what would happen if there were no rules to the game and
people could do whatever they wanted. What would happen? Guide students to recognize that
the game would not be fun because people would probably disagree about how to play. They
might end up in an argument or get mad at each other. Ask students to think about the
question again.
2. Explain to the students that when people do things in groups, they usually establish some rules.
When people live together in groups, these rules include rights and responsibilities. Using
Word Cards #9 and #10, describe the difference between rights and responsibilities. Explain
that as members of a family, classroom, and school, they have both rights and responsibilities.
3. Display the Rights and Responsibilities Chart located in the Supplemental Materials (Unit 5,
Lesson 3) to guide students in distinguishing between rights and responsibilities. Display the
chart for the class. Model an example for students. For instance, as a member of their family,
one right they may have is to have a place to sleep. One responsibility they may have is to go
to bed on time. Have students engage in a think-pair-share to come up with examples for their
chart. Then engage students in a class discussion using the Rights and Responsibilities
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Reference Sheet, located in the Supplemental Materials (Unit 5, Lesson 3) as a guide. Be sure
to stress that for every right they have, there is a corresponding responsibility. In other words, if
you have a right, you also have a responsibility related to protecting that right for others or
exercising that right responsibly.
4. Have students turn and talk with a partner about the question: What do rules have to do with
living peacefully with other people in a community? Discuss some of students thoughts with
the entire class. Guide students to recognize the importance of rules in making sure peoples
rights are protected and that they know what their responsibilities are. Remind students that
rules keep us safe, keep things orderly and organized, and make sure everyone is treated fairly.
Show students the lesson graphic from Lesson 1 which contains these ideas.
5. Next, pose the following questions to students: Are all rules fair? What makes rules fair? Elicit
students initial thoughts about rules and how to determine if they are fair. Provide the children
with some examples of situations that may be fair or unfair. Use the handout, Fair or Unfair
located in the Supplemental Materials (Unit 5, Lesson 3) to assist in providing examples. Ask
the children to decide whether or not they think each situation is fair or unfair. Some examples
of situations might include a parent giving her children different amounts of treats, a parent
letting an older child stay up later than a younger child, or a teacher calling on girls more often
than boys in the classroom. Have the children discuss their opinions and give reasons for their
decisions.
6. Ask the children, How do you decide if a rule is fair? Listen to their responses and together
create criteria to determine if something is fair and post them in the classroom. The children
can best understand fairness as reasonable or just. Return to the example in Step 5 of two
people being treated fairly, but not equally, such as the situation where the older child stays up
later than the younger one. Guide the children to understand that fair does not necessarily
mean identical. Sometimes there are good reasons for treating people differently. That does
not mean that they are being treated unfairly. Guide students in using the examples from the
handout to identify ways or criteria for determining if a rule is fair. Have students complete the
following sentence in constructing their criteria:
A fair rule is one that ___________(samples listed below):
people know about. (Guide students to think about how they know about rules at school,
in the classroom, or at home.)
people know what will happen if the rule is broken.
treats people who are in the same situation the same.
was made to promote safety, order, etc.
solves a problem or conflict in reasonable or just ways.
is made by someone who has the right (or authority) to make the rules (Teacher Note:
The word authority in this usage means the right to make the rule. The idea of using
power with and without authority will be addressed in the next lesson).
List all of the student generated criteria on the board. Add additional criteria as necessary to
guide the discussion.
7. Remind students that one way for groups to make decisions is to vote. Reinforce the idea of
majority rule learned in Lesson 2. Explain that sometimes in the world outside of school, not
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Lesson 3
everyone agrees on all the rules, so something called a vote is necessary. Ask the children to
define the word, vote. Guide them to understand that people can make their choice known by
either raising their hand or marking on a sheet of paper if they agree or disagree on the rule.
Explain that the fairest thing to do is see which has the most votes. Review the number related
concepts that accompany majority rule by using less than and more than something by
counting.
8. Ask the children if voting will make more or fewer people happy. Tell the children that in cases
when you cannot make everyone happy, you try and make the most people happy. Explain that
in homes and in school, members do not always vote, because adults may be in charge. Ask
the children who they think makes the rules in the world outside of school. This topic will be
explored more in depth in later lessons, however guide children in understanding that as they
grow older, they have more rights in the decision-making process and more opportunities to
vote.
9. Have the class vote for the top three criteria for fair rules by having students raise their hands
for each of the criteria. An alternative way to do this is to provide students with an equal
number of sticky notes (1-3) and have them place the sticky notes next to the criteria they want.
Circle the top three vote-getters so students can see them.
10. Divide the children into pairs and assign each pair a rule from the handout Fair or Unfair.
Display the handout Is the Rule Fair? located in the Supplemental Materials (Unit 5, Lesson
3) to the class and provide each pair with a copy. Explain to students that this is a flow chart
that will help them answer the question. They are to discuss their assigned rule and identify the
class rules of fairness (criteria) that support their decision. Facilitate each groups discussion
if necessary.
11. Reconvene in the large group and ask each pair to present its decision. As students share their
decision and reasoning, ask the rest of the class if they agree or disagree. Once each is
discussed, mark an F (for fair) or U (for unfair) next to each rule.
Assessment
Students responses in Step 11 may be used as a formative assessment. Alternatively, the teacher
may provide a new toy or material that will be very popular with all the children. Children draw or
write the fair way the teacher should decide how the children could use the toy. As the children
draw, conduct individual conferences with the children and ask them the following questions:
1. Who should be allowed to play with the toy?
2. Who will get to use it first? Why?
3. How long can that child play with it before someone else gets it?
If children demonstrate they can discuss questions and provide reasons for their decisions, then
they have developed a conception of fairness.

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Lesson 4
Lesson 4: Who Gets to Make the Rules?

Rules set limits on what people can and cannot do.

Power is the ability to make others do something.
Authority is the right to make others do something (the right to use power).
A principal has both power and authority to make rules for the playground. A bully uses power
without authority when she orders another student around.
In order for a rule to be fair, it must be made by someone with authority.
Lesson Abstract:
In this lesson students explore the use of power with and without authority. Using a variety of
situations, students learn to distinguish the use of power without authority and the use of power
with authority. They work in collaborative groups to create and share examples of rules in school
and those with the authority to make those rules. Students listen to the book, The Recess Queen
by Alexis ONeill, or a similar book to identify situations in which power is used with and without
authority.
safety).
1 - C1.0.2:
Give examples of the use of power with authority in school (e.g., principal, teacher or
bus driver enforcing school rules).
1 - C1.0.3:
Give examples of the use of power without authority in school (e.g., types of bullying,
taking cuts in line).
1 - C5.0.2:

1 - RL.1:
Ask and answer questions about key details in a text.
1 - RL.2:
Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
1 - W.8:
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.

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SS010504
Lesson 4
1 - SL.1:

speaking one at a time about the topics and texts under discussion).
discussion.
1 SL.2:
1 - SL.3:
Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
1 SL.5:
Add drawings or other visual displays to descriptions when appropriate to clarify

ideas, thoughts, and feelings.
1 SL.6:
Produce complete sentences when appropriate to task and situation. (See grade 1
Language standards 1 and 3 on page 26 for specific expectations.)
Key Concepts
authority
fairness
power
responsibility
rights
rule/law
Chart paper
Markers
Student Resource
ONeill, Alexis. The Recess Queen. New York: Scholastic, 2002.

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SS010504
Lesson 4
Lesson Sequence
1. In a large class discussion, ask the children to volunteer some rules they have in their homes.
(Teacher Note: In Lesson 1, students took home a sheet to identify rules at home with their
parents. This may be used as a reference here.) Record their responses under the heading,
Rules on a large sheet of paper. As the children share rules, ask them if the rules apply to
everyone in the house or to just certain people. Make a note of this next to each rule (you can
use a symbol of a child if the rule only pertains to a child).
2. Select a rule from the list and ask the following questions about the rule:
Who made the rule?
How was the rule made? Was it made by one person, or two or by everyone in the
house?
Do you think that person(s) has the right to make the rule? Why or why not?
Who makes sure you follow the rule?
Repeat the process with two more rules listed from Step 1. Discuss with students that at home,
parents have the right to make rules about certain things such as bedtime, chores, watching
television, etc. Guide students to the idea that because parents take care of and protect their
children, they have the right to create some rules about what happens in the home. They also
have the right to punish their children when they break a family rule (within legal limits).
Teacher Note: Parents do not have the right to do whatever they want to their children; their
behavior is limited by laws protecting children.
3. Ask students, Whose job is it to make sure we follow the rules in school? Write student
responses on chart paper, creating a list of people who enforce rules at school. Possible
answers might include:
Principal
Assistant Principal
Teachers
Counselors
Para Professionals
Recess Aides
Lunchroom helpers
Bus drivers
Teacher Note: If students respond with people who do not have the authority, add it to the list
for now, you will apply the criteria of authority later.
4. Use word card #11 to introduce students to the concept of power. Have students turn and
talk with a partner about a time when they saw somebody use power. After a few minutes,
have students share a few examples. Based on students responses, it may be necessary to
model an example for students such as the following:
When the teacher took the toy away from Johnny, she had the power to do so.
When the 5th grader ordered the 2nd grader away from the ball, his size gave him the
power to make the 2nd grader listen.
Use the two examples above to explain that the word power means strength or the ability to
do something. In both examples, the teacher and the 5 th grader made something happen. As a
class discuss how this definition applies to the student-generated examples. (Teacher Note:
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SS010504
Lesson 4
The teacher had authority to use power but the 5 th grader did not. This will be discussed later in
the lesson. The point here is to make sure students understand what power is.)
5. Return to the list created in Step 3. Ask students, Do these people have any power in the
school? As students share their ideas, guide them in identifying the people listed who have the
power to enforce school rules. Guide students to understand that because these people can
give out consequences to those who do not follow the rules, they have power. Using the 5 th/2nd
grader example above, ask students, If the 2nd grader does not leave the ball alone, what might
happen? Guide them to see that the 5th grader may use power (hurt the 2nd grader).
6. Next, use Word Card #12 to introduce the word authority to students. Explain that authority
means someone has the right to use power. With students help, circle the people on the list
from Step 3 who have the authority or right to use their power in the school. (Note, if part of the
list is not circled, explain to students that you will come back to this later.)
7. To distinguish power and authority for students, return to the two examples listed in Step 4.
Discuss with students the difference between the two examples. As students share their ideas,
guide them in recognizing that the teacher has both power and authority (the right to use
power) to take the toy away from Johnny. However, the 5 th grader only had power to take the
ball from the 2nd grader not authority. In other words, the 5 th grade did not have the right to
take the ball.
8. Write the following statement on the board and read it to students: In order for a rule to be fair,
it must be made by someone with authority. Guide students to recognize that this means: In
order for a rule to be fair, it must be made by someone with the right to make the rule. Ask
students if they agree or disagree with the statement. Have them explain their reasoning.
9. Divide students into groups of three or four. Assign each group one of the people listed in Step
3 (principal, teacher, bus driver, etc.). Discuss the rules for group discussions using the
Discussion Rules document located in the Supplemental Materials (Lesson 4, Unit 5) and
provide each group with a copy. Have students work collaboratively to create a rule that their
assigned person would have authority to make and a reason why they might make the rule.
For instance, the bus driver would have authority to make rules for riding on the bus. What kind
of rules might he or she make? Why would the bus driver make this rule? The bus driver may
have a rule that you need to be seated when the bus is moving. The reason for this rule would
be to keep students safe. Guide students to use the reasons for rules learned in Lessons 1-3:
rules keep us safe, keep things organized and make sure people are treated fairly. If desired,
students could create a sign or drawing that informed other students of the rule.
10. Have students share their rules and purposes for the rules with the class.
11. Conclude the lesson by reading the book, The Recess Queen by Alexis ONeill, to the class.
As you read, have students raise their hand when they hear examples of the use of power.
After reading, ask students, Did Jean have the right or authority to use power against others?
Why or why not?.

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SS010504
Lesson 4
12. As an optional extension, ask students how they should handle someone who tries to use
power without the right to do so (authority). Return to the story, The Recess Queen and read
about strategies to use when dealing with bullies. Discuss the strategies with students.
Assessment
Students responses from Step 11 can be used as an informal assessment. For a more formal
assessment, have students draw two pictures, one showing someone with both power and
authority and the other with someone who uses power without authority.

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SS010505
Lesson 5
Lesson 5: How Do We Enforce Rules?

Rules set limits on what people can and cannot do.

A person who has both power and authority can enforce the rules.
One way to enforce rules is through consequences.
Consequences can be rewards or punishments.
It is important that those with authority are fair in how they enforce rules.
Lesson Abstract:
In this lesson, students consider school rules, who enforces them, and some of the consequences
for breaking them. They learn that teachers and the principal have both power and authority to
enforce school rules and that only a person who has both power and authority can enforce the
rules by giving consequences. Students then explore two types of consequences: rewards and
punishments. After listening to two stories, they compare how consequences were used in each
story. They apply their understanding of consequences to their personal experiences by writing a
brief narrative describing a situation in which they received a reward or punishment for following a
rule. After sharing their stories with the class, students discuss how people in authority those
who have the right to use power also have the responsibility to treat people fairly. The lesson
concludes with students reflecting on their own experiences with consequences, determining if the
reward or punishment was fair.
safety).
1 - C1.0.2:
Give examples of the use of power with authority in school (e.g., principal, teacher or
bus driver enforcing school rules).
1 - C5.0.2:

1 - RL.1:
1 - RL.3:
Describe characters, settings, and major events in a story, using key details.
1 - RL.7:
Use illustrations and details in a story to describe its characters, setting, or events.
1 - RL.9:
Compare and contrast the adventures and experiences of characters in stories.

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Lesson 5
1 - W.3:
Write narratives in which they recount two or more appropriately sequenced events,
include some details regarding what happened, use temporal words to signal event
order, and provide some sense of closure.
1 - W.8:
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
1 - SL.1:

discussion.
1 SL.2:
1 - SL.3:
1 SL.6:
Produce complete sentences when appropriate to task and situation. (See grade 1
Language standards 1 and 3 on page 26 for specific expectations.)
Key Concepts
authority
consequence
enforcement
fairness
responsibility
rules/laws
Chart paper and markers or an overhead projector
Teacher Resource
Danziger, Paula. Second Grade Rules, Amber Brown. N.Y: Penguin Group USA, 2004.
Flack, Marjorie. The Story of Ping. N.Y: Scholastic Book Services, 1968.

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SS010505
Lesson 5
Lesson Sequence
1. Begin the lesson by reminding students that rules set limits on what people can and cannot do.
Identify a few rules in school or in the classroom with which students are familiar or have
students suggest some school / classroom rules and record two or three on the board. Ask
students to think about what would happen if a student did not follow the rule. Have students
turn and talk with a partner about what would happen.
2. Have students share their ideas about what happens if a student breaks a rule. Push students
to identify the particular rule, who would enforce the rule, and what consequences might be
given if the rule is broken. Display and use the document, Breaking Rules located in the
Supplemental Materials (Lesson 5, Unit 5) to guide the discussion. It may help to provide
students with an example such as the one below.
What is the Rule?
No running in the hallway.
Who Enforces the Rule?
Teachers
Principal
What is the Consequence if

the Rule is Broken?
Loss of recess
Teacher stops you and

scolds you
Principal calls you into

his/her office
As the discussion develops, focus on the second column, Who Enforces the Rule? Ask
students why these particular people can enforce the school rules. Guide students to see that
teachers and the principal have both power and authority to enforce school rules. Push
students to think about power and authority by asking the following questions: Could a parent
enforce the no running in the hallway rule? How would they enforce it? Could they take away
a students recess? Guide students to recognize that a parent does not have the authority to
enforce the rule with a school punishment (take away recess). Only a person who has both
power and authority can enforce the rules by giving consequences.
3. Ask the children, What other ways besides punishments can we use to make sure people
follow rules? Use examples of rewards given in class to broaden students understanding of
consequences. Be sure to point out that both rewards and punishments are consequences.
Ask students to identify some rewards they get from following the rules. Some examples may
include:
First in line
Choice of where to sit
Getting a treat from the teacher
Gets to pick from the prize box
4. Next, read students the book The Story of Ping, by Marjorie Flack. A PDF of the book can be
found at: <http://www.gyanpedia.in/Portals/0/Toys%20from
%20Trash/Resources/books/ping.pdf>.

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SS010505
Lesson 5
Ping is the name of a domesticated duck that lives on a riverboat on the Yangtze River in
China. He gets sent out every morning to forage along the river with his relatives, and is
expected back every evening. One day he gets separated from the other ducks, and gets lost.
Ask students the following questions as you read the story:
What kind of consequence did the last duck to cross the bridge receive? (Ping was
always careful, very-very careful not to be the last, because the last duck to cross the
bridge always got a spanking on the back.)
Was this consequence a reward or punishment? (Punishment)
What kind of consequence did the strange dark fishing birds get for finding fish? (As
each bird brought a fish to his master he would give it a little piece of fish for pay.)
Was giving the piece of fish to the fishing birds a reward or punishment? (Reward.
Teacher note: The birds also had a ring around their neck to prevent them from eating
the fish, which can be seen as a preventive punishment).
What kind of consequence did Ping encounter by eating the boys rice cake? (He was
caught and was going to be made into dinner.)
Was being caught a reward or punishment? (Punishment.)
After completing the story, discuss why Ping was willing to get spanked at the end of the book.
Be sure to point out that Ping realized that the natural consequences of straying from home
were worse than the spanking.
Remind students that one reason for rules is to keep people safe. Use an example of a rule on
the playground, such as no pushing on the slide. A teacher or someone in authority could
enforce the rule by giving a punishment to a student who breaks a playground rule. For
example, the student who is caught pushing another on the slide may lose a recess. If the rule
is not enforced and students push each other on the slide, a worse consequence may happen
someone could get badly hurt.
5. Next, read the story, Second Grade Rules, Amber Brown, by Paula Danziger. Discuss the book
using the following questions:
What are some of the rules Amber must follow?
What rule is difficult for Amber to follow? Why?
What kind of consequence does the teacher offer students for keeping their desk
clean?
How does Amber respond when she sees other students getting treats?
Has the offer of a reward ever encouraged you to act a certain way? Explain.
6. Explain to students that, as they have seen from the stories, consequences can be rewards or
punishments. Distribute the handout Types of Consequences located in the Supplemental
Materials (Lesson 5, Unit 5) to pairs of students. Have the pairs discuss the rewards and
punishments from each story and list them on their chart. Display the chart to the class and
have students share their responses to check for understanding and clarify any
misconceptions students may have.

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SS010505
Lesson 5
7. Have students write a brief narrative describing a situation in which they received a reward or
punishment for following a rule. Use the following questions to prompt students thinking:
Have you ever followed a rule to get a reward? What was the rule? What was the reward?
Have you ever been punished for doing something you were not supposed to? What did
you do? How were you punished?
Encourage students to use temporal words to signal the order of the events such as first, next,
then, after, now, but, and before. Also they should explain what happened how the situation
ended to provide a sense of closure to their story.
8. Have students share their narratives with the class. As students share, use their examples to
discuss the importance for those with authority to be fair in how they enforce rules. For
example, would it be fair if a teacher saw two students running in the hallway, but only took
away recess from one of them? Why or why not?
Guide students to recognize that people in authority those who have the right to use power
also have the responsibility to treat people fairly. That may mean that when people are in
similar situations, they should be treated the same, unless there is good reason to do so (see
Lesson 3 Big Ideas: Fair rules treat people in similar situations the same; Fair rules may treat
people differently if there are good reasons to do so). Ask students to think about why a
teacher may give students different consequences for the same behavior. Would it matter if
one of the students had been caught running in the hall several times that week and had been
repeatedly warned, while the other student had never run in the hall before?
9. Conclude the lesson by having students reflect on their writing from Step 7 to determine
whether the consequence was a reward or punishment and if it was fair. Use the Reflection
Sheet located in the Supplemental Materials (Lesson 5, Unit 5) for students to record their
ideas.
Assessment
The writing in Steps 7 and 9 may serve as informal assessments of student understanding. For a
more formal assessment, explain to the children there is a problem with some kindergarteners
bringing toys to school. Some of the toys have been broken or taken by others. Have each child
make up a rule for bringing toys to school. Each child can write or draw his/her ideas for the new
rule(s). Ask the children to think about the consequences for breaking the rule and who is in charge
of making sure the rule is followed and that the consequences are enforced when the rule is not
followed. Ask each child what the rule is, what kind of consequences they would create, and who is
in charge of enforcement.

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Unit 5: What Is a Good Citizen?
SS010506
Lesson 6
Lesson 6: Is It Ever Okay to Break a Rule?

People create rules to keep each other safe, to keep things orderly or organized, and to
make sure everyone is treated fairly.
When rules conflict, people think about which rule is best to follow.
Breaking rules leads to consequences so people should think about the costs of not
following rules.
In deciding whether to follow a rule, people also should consider the rights of others, the
rule of law, and the importance of compassion, courage, and honesty.
If a rule is unfair or does not respect the rights of others, it is important to speak out
against it or work to change it just like Dr. Martin Luther King, Jr. did.
Lesson Abstract:
In this lesson students examine whether it is ever okay to break a rule. After reviewing the reasons
for rules, they examine a few scenarios and develop criteria for when it might be okay to not follow
a rule. They explore situations where rules conflict, emergency situations, and where rules or laws
are unfair, as well as consider the consequences of breaking rules. They extend their thinking by
weighing the importance of the rights of others, the rule of law, compassion, courage, and honesty
in deciding whether to follow a rule. The lesson concludes with students listening to a story about
Dr. Martin Luther King, Jr. and exploring how his actions with respect to unfair laws resulted in a
national holiday in his honor.
1-H2.0.7
Identify the events or people celebrated during United States national holidays
and why we celebrate them (e.g., Independence Day, Constitution Day, Martin
Luther King, Jr. Day, Presidents Day).
1 - C1.0.1:
safety).
1 - C5.0.2:
honesty).
Common Core Standards

1 - RL.1:
1 - RL.2:
Retell stories, including key details, and demonstrate understanding of their

central message or lesson.

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SS010506
Lesson 6
1 - RL.3:
1 - SL.1:
Participate in collaborative conversations with diverse partners about grade topics

discussion.
1 - SL.2:
1 - SL.3:
1 - L.6:
Key Concepts:
conflict
consequences
fairness
responsibility
rules/laws
2 large poster boards or butcher paper for signs
Chalk or white board
Large black marker
Student Resource
Marzollo, Jean. Happy Birthday, Martin Luther King NY: Scholastic, 1993.
Marx, David F. Martin Luther King Jr. Day. NY: Childrens Press, 2001.
Teacher Resource
Lesson Sequence

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1.
SS010506
Lesson 6
Begin the lesson by reviewing with the children the reasons people create rules (to keep each
other safe, to keep things orderly or organized, and to make sure everyone is treated fairly).
Have students brainstorm with a partner and then discuss and list the reasons on the board.
Alternatively, the teacher could use the lesson graphic organizer from Lesson 1, which has
been included in the Supplemental Materials (Lesson 6) for your convenience.
2. Divide students into groups of three or four students each. Tell them that they are going to
consider a couple situations and decide as a group what they should do. Display the sheet
Scenarios located in the Supplemental Materials (Unit 5, Lesson 6) for students as you read
the first scenario. Cover the remaining scenarios so the students focus just on the first one
during this step. Introduce the following problem to students:
Scenario 1: A neighborhood has a rule that requires homeowners to keep lawns short. Lawns
cannot be higher than 5 inches high. The Summers live in the neighborhood but go on vacation
for the entire summer away from home. They do not cut their lawn and it grows to 8 inches
high. Is it okay for the Summers to break the rule about the lawn? Why or why not?
Instruct students to work in their groups to discuss the problem. Encourage students to think
about the reasons for their decision. Allow students about five minutes to discuss the scenario
and come to a group decision.
3. Have the students report out each groups decision and reasoning. Guide the discussion so that
the class revisits the reasons we have rules (to keep each other safe, to keep things orderly or
organized, and to make sure everyone is treated fairly), using the Lesson Graphic from Lesson
1 located in the Supplemental Materials (Unit 5, Lesson 6). Be sure to explain that the rule for
keeping the grass a certain length could involve all three reasons:
To Keep People Safe: If the grass gets too high, it may prevent drivers from seeing around
the corner. This may lead to accidents.
To Keep Things Orderly or Organized: The neighborhood looks better and more inviting
when people keep their lawns mowed.
To Make Sure Everyone is Treated Fairly: If everyone else has to keep their lawn a certain
length, the Summers should too.
4. Explain to students that sometimes, even when we want to follow a rule, it may be difficult.
Provide students an example or ask for their suggestions of a situation when it was difficult to
follow a rule. For example: What if you had to go to the bathroom really badly but the class rule
said you had to wait your turn? Would it be hard to follow that rule? What would you do? As
you elicit students responses, guide them to recognize that sometimes it is hard to follow rules.
Guide the discussion so that students see that they would consider the consequences of
breaking the rule Do I break the rule or have an accident in school?
5. Create two signs for the classroom that read: It is okay to break the rule and It is NOT okay to
break the rule. Place the two signs on two opposite sides of the room. Display and read
Scenario #2 to the students, who are still in their groups from Steps 2 and 3.

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SS010506
Lesson 6
Scenario #2: A rule for the community pool says No swimming after dark. A dad walks by the
community pool and sees a kindergartener fall into the pool. The kindergartener cannot swim.
It is dark outside. Is it okay for the dad to break the rule? Why or why not?
Instruct students to again discuss what they would do and come to a group decision. Allow
students about five minutes to discuss. Then, point out the signs posted in the room: It is
okay to break the rule and It is NOT okay to break the rule. Instruct students that their group
should move to the sign that they agree with (the sign that represents their groups decision).
6. Discuss Scenario #2 with the whole class by having each group report out its decision and
reason(s). As students identify their reasoning, list them on the board under a heading: When
Is It Okay Not to Follow a Rule. Some student examples may include: to save a life, to help
others, etc. Guide students to recognize that while rules help us live peacefully with each other,
sometimes it is okay not to follow a rule. Ask students: When would it be okay not to follow a
rule? Guide students to recognize that in this situation, someones life was in danger. Strictly
following the rule might result in someone getting hurt. Guide students to think through the
consequence of following the rule and not following the rule. Which consequence would they
want? Make sure the following reason is added to the class list of When Is It Okay Not to
Follow a Rule -- When the consequence of following the rule is worse than the consequence
for breaking the rule.
7. In this step students will address a new scenario on their own and move to the posted signs
used earlier in the lesson. To do so, display Scenario #3 and read it to the class.
Scenario #3: A school rule says that students must wear their winter jackets outside if there is
snow on the ground. A fifth grader is in gym class at the other side of the school when the fire
alarm goes off. Is it okay if the fifth grader does not go back to his classroom to get his coat?
Is it okay for him to go outside without a jacket? Why or why not?
Allow students time to think about the situation and the reasons for their decision. Then instruct
students to move to the sign that they agree with (It is okay to break the rule and It is NOT
okay to break the rule that are already posted in the room). Once students have moved,
discuss the reasons why they decided the way they did. Add these reasons to the class list of
reasons When Is It Okay Not to Follow a Rule. Be sure to point out that in scenarios 2 and 3
someones life was in danger. Strictly following the rule might result in someone getting hurt.
Both of these involve emergency situations where there is not time to get permission to break
the rule.
8. Be sure to distinguish scenario 1 from scenarios 2 and 3. Ask students: How is scenario 1
different than the other two scenarios? Besides both being emergency situations, scenario 1 did
not involve a conflict between two rules. It was just a matter of someone not wanting to follow
the rule. In scenarios 2 and 3, there were two rules that conflicted, forcing a decision about
which rule to follow.
9. Next, extend students thinking by asking them if it is ever okay to not follow a rule, even if there
is not another conflicting rule. In deciding whether to follow a rule, people also should consider
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SS010506
Lesson 6
the rights of others, the rule of law, and the importance of compassion, courage, and honesty.
Display and read the following scenario to students:
Scenario #4: A community has a rule that only people with blonde hair can use the community
library. People who do not have blonde hair want to use the library. Several community
members with dark hair decide to go to the library. When the librarian tells them to leave
because of their hair color, they sit down in front of all of the library computers and refuse to
leave. Is it okay for these people to break the rule? Why or why not?
reasons When Is It Okay Not to Follow a Rule. Guide students to recognize that while rules
help us live peacefully with each other, sometimes it is okay not to follow a rule, especially
when it is unfair or does not respect the rights of others.
10. Conclude the lesson by reading students a book about Martin Luther King Jr. such as Martin
Luther King Jr. Day by David F. Marx or Happy Birthday, Martin Luther King by Jean Marzollo.
After reading either book, discuss the following questions with the class:
What law(s) did Dr. King not like? (laws that treated African-Americans differently than
others).
What problem did he see with the law(s)? (He thought the laws did not treat people equally
or fairly)
Why did he want to change the law(s)? (To make the laws fair for all people)
What did he do to change the law(s)? (He led marches, made speeches, etc. Dr. King
brought attention to unfair laws through non-violent protest)
How did Dr. King make the country a better place? (He brought attention to unfair laws and
worked to get them changed).
Why do we have a national holiday honoring Dr. King? (He showed compassion and
courage to challenge unfair laws and make the country better for all Americans).
Be sure to let students know that Dr. Kings actions were so significant that the country has a
Assessment
A lesson assessment has been included in the Supplemental Materials (Unit 5, Lesson 6).

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SS010506
Lesson 6
Lesson 7: What Symbols Represent Us as Citizens of the United

States
family or school.Citizens are members of a group who live in a particular place and have rights and
responsibilities as members of that group.
People can be citizens of their town, state and country.
A symbol is a picture that is used instead of a word or group of words.
People use symbols to represent an idea or quality that they have as a member of a particular
group, such as a school, community or country.
Some symbols of the United States are the American flag, the Statue of Liberty, the Bald
Eagle, and the White House.
Every country in the world has symbols that give its citizens a sense of national pride.
Lesson Abstract:
In this lesson students explore the meaning of citizenship and examine national symbols. They
begin by broadening their understanding of rules, rights, and responsibilities from family and
school to their town and country. They are introduced to the idea of symbols - pictures that
represent an idea or quality of a group. Students then investigate several symbols of the United
States (Bald Eagle, Flag, Statue of Liberty, White House, and Uncle Sam) and create an
informational display about their assigned symbol. After presenting their assigned U.S. symbol to a
small group of their peers, students listen to books about each symbol and/or watch a light show of
the Statue of Liberty. The lesson concludes with students exploring a quote about the Statue of
Liberty and writing reflectively about what the United States means to them.
Key Concepts:
citizen
country
freedom
patriotism
rights
responsibilities
symbols
rules/laws
equality

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SS010506
Lesson 6
American Flag
Computer and display device
Internet Access
Student Resource
Douglass, Lloyd. American Flag (Welcome Books American Symbols Series). New York:
Rosen Books, 2003.
- The Statue of Liberty (Welcome Books American Symbols Series). New York: Rosen
Books, 2003.
-. The Bald Eagle (Welcome Books American Symbols Series). New York: Rosen Books,
2003.
-. The White House Welcome Books, American Symbols Series). New York: Rosen Books,
2003.
Teacher Resource
Lesson Sequence
1. Begin the lesson by reminding students that rules set limits for what people can do. Rules also
define the rights and responsibilities we have as members of a group. Create a chart on the
board or on chart paper with the following headings: Family, School, Town, and Country.
2.
Ask students for an example of a rule they may have as a member of a family. Record
students ideas under the heading. Then ask students to identify a rule at school and record a
few responses. Have students work with a partner to think of a rule that exists in their town.
Allow students a few minutes to brainstorm and encourage students to think of some rules in
the town that may keep people safe (stop signs, stop lights, crossing in crosswalks, etc.).
3.
After eliciting students responses and recording a few on the board or chart, explain to
students that the people who created our country believed that having rules would help protect
people. One rule we have in this country is that the President cannot tell you what to say. So in
our country, there are rules for everyone even the President. (Teacher Note: Freedom of
expression comes from the First Amendment to the Constitution freedom of speech).
4. Distribute the I Am a Citizen chart to each student. Have students work independently to fill
in the first row Rules for each listed on the handout.
5. Remind students that rules reflect the rights and responsibilities people have as members of
groups. Point out the portion of the chart entitled Rights and Responsibilities to students.
Have students think about a right and a responsibility they have as a member of their family.
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SS010506
Lesson 6
Have students share some of their responses with the whole class. Allow time for students to
fill in the column entitled Family by identifying a right, a responsibility, and the name of their
family on their charts.
6. Explain to students a citizen is a person in a school, town, or country that has rights and
responsibilities as a member of that group. Have students work in small groups of three or four
and identify a right and a responsibility they have as a citizen of their school and town. Have
students share some of their responses with the whole class. Allow time for students to fill in
the columns entitled School and Town by identifying a right, a responsibility, and the name
of their school and town on their charts.
7. Reconvene the whole class and remind students that one rule we have in our country is that
the President cannot tell you what to say. Explain to students that this is because in our
country citizens have a right the right to free speech. Explain that because we have the right
to speak freely, we also have the responsibility to let others speak freely. Instruct students to
fill in the column entitled Country by identifying a right, a responsibility, and the name of their
country. Discuss students responses to ensure they properly identify the United States as the
country. (Teacher Note: If you have students who are not U.S. citizens, assist students in filling
out this portion of the chart.)
8. Explain that sometimes people use symbols to identify themselves as part of a group. For
instance, the Detroit Tigers have a tiger and an Old English D to symbolize their team. Ask
students to think about the symbol that represents their school. Then explain that there are
symbols that represent our country as well. Divide students into five groups and assign each
group one of the following symbols to investigate:
American Flag
Bald Eagle
Statue of Liberty
Uncle Sam
The White House
9. Distribute the handouts A Symbol of My Country to students based on their assigned

national symbol. Also distribute to students the appropriate text on each symbol . Have
students use the text to obtain information about their assigned symbol.
10. Once students have completed the handout, A Symbol of My Country, divide the class into
groups of five with each group member representing a different symbol. Have the group
members explain their symbol to the rest of their group using the handout from Step 6 to
create a visual display.
11. To further students understanding, the books listed below can be read to the class:
American Flag
Bald Eagle
The Statue of Liberty, and
The White House(from the Welcome Books American Symbols Series.)

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Lesson 6
12. Conclude the lesson by showing students the light show of the Statue of Liberty at (Link).
After the light show, read the portion of the poem, The New Colossus, by Emma Lazarus
that is inscribed on the Statue of Liberty. Display the portion of the poem for students to see
as you read it. Read it through completely once. Read the poem a second time, stopping
after each phrase to discuss its meaning. In doing so, address how the author invokes
feelings and appeals to the senses to drive home her message. Questions such as the
following may assist your discussion:
Where is the statue? How do you know? What words tell you this?
How does the author describe the Statue of Liberty?
When the author says it is a mighty woman with a torch, what senses (hear, touch,
smell, see, taste) is the author trying to appeal to?
How does the author describe the flame? What other ways could you describe a
bright light?
The word exiles means people who were kicked out of their country. What feelings
does the use of the word mother evoke in the phrase Mother of Exiles?
What is the mother asking for? How do you know? What words tell you this?
How does the author describe the people coming to the United States?
What feelings does this poem cause you to have? Does it make you happy, sad,
scared, relieved, excited, or comforted?
What is the golden door? (Guide students to understand that the door is a symbol a
gateway or opening to a new country).
13. Display the document Symbols of the United States located in the to the class. Ask
students to think about what the United States means to them. Have students refer to their
handouts from Steps 6 and 7, as well as the poem discussion in generating ideas. Elicit
students responses and record them on the document. Then have students write a
sentence or two answering the question: What does the United States mean to you?
Assessment
To assess students understanding of the symbols of the United States, have them complete the
lesson assessment included in the Supplemental Materials (1, Unit 5, Lesson 7, Page 21).

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Unit 5: How Do We Get Along With Others?
SS010508
Lesson 8
Lesson 8: Creating Fair Rules for our Neighborhood


family or school.
Citizens have rights and responsibilities concerning rules in their community.
Lesson Abstract:
In this lesson students review geographic and civic concepts learned previously in this unit and
earlier in the year. They create a neighborhood and use street addresses to identify the location of
their houses in the neighborhood. Students then learn that there are problems in the
neighborhood, and then propose rules that would address the problems. Using the concept of
majority rules, students decide on rules for their neighborhood. They consider how these rules will
help them live together peacefully, as well as the rights and responsibilities they have as members
of the neighborhood. The lesson concludes with students listening to a story about another
neighborhood and their challenges with rules.
1 G.1.0.2: Give examples of places that have absolute locations (e.g., home address, school
address).
1 - C2.0.1:
1 - C5.0.1:
1 - C5.0.2:
1 - P3.1.1:
Identify public issues in the school community.
1 - P3.1.2:
Use graphic data to analyze information about a public issue in the school
community.
1 - P3.1.3:
Identify alternative resolutions to a public issue in the school community.

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1 - P3.3.1:
SS010508
Lesson 8

1 - W.1.
sense of closure.
1 - SL.1:
Participate in collaborative conversations with diverse partners about grade 1

topics and texts with peers and adults in small and larger groups.
discussion.
1 - SL.3:
1 - L.2:

(portions omitted)
1 - L.6:
Key Concepts:
authority
citizen
consequences
enforcement
fairness
freedom
majority rules
power
responsibility
rights
rules/laws
vote
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SS010508
Lesson 8
2 long strips of butcher paper one red and one blue
3x5 index cards (enough for all students plus one extra
Construction paper
Markers or crayons
Milk cartons (enough for all students plus one extra)
Other art supplies as desired
Tape or glue
Student Resource
Swope, Sam. The Araboolies of Liberty Street. NY: Farrar, Straus and Giroux, 2001.
Teacher Resource
Lesson Sequence
Teacher Note: Prior to this lesson, collect a class set of school milk cartons. Be sure to wash
them out when collecting them. Create two sets of address card using 3x5 index cards, labeling
one set 1-15 and the other set 1-10 (or as many as needed for the number of students in the
classroom). Be sure to have one more house than children.
1. Create a map of a community on the floor of the classroom by placing two strips of butcher
paper (approximately 5 inches wide and 8-10 feet long) on the floor. Distribute milk cartons
along the streets and place an address sign in front of each house. Tell the children they are
going to create an imaginary school neighborhood. Point out the names of the streets (Blue Jay
Street and Cardinal Street) and the address signs of the houses to the class. Then, have the
children select where they would like to live and seat themselves behind the house symbol and
address number on the floor map. It is helpful to do this with some direction instead of all
students getting up and moving at the same time. For instance, ask students, Who would like to
live on Blue Jay Street? Allow those students to get up and move to a house. A sample map
has been included in the Supplemental Materials (Lesson 8, Unit 5).
2. Once all students have found a house in the neighborhood, review with students the concept of
an address by asking the students to answer some of the following questions for the entire
class:
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SS010508
Lesson 8
What street do you live on?

What is your address?
Who lives next to you? What is their street address?
Who lives across the street? What is their street address?
For additional practice, call out an address on the map and have the child who lives at that
address stand up.
3. Explain to students that maps have directional signals on them to help people describe where
they are. Place signs on the four walls of the room to indicate north, south, east, and
west. Ask students some questions about location such as:
Who lives (which addresses are) on the east side of Blue Jay Street?
Who lives on the west side of Blue Jay Street?
Who lives on the north side of Cardinal Street?
Who lives on the south side of Cardinal Street?
4. Allow time for students to decorate their houses with markers, crayons, construction paper, or
other suitable art materials.
5. Tell the children that some problems have occurred in their neighborhood. Display the
Neighborhood Problems and Complaints sheet located in the Supplemental Materials (Lesson
8, Unit 5) for students. Read the list of concerns to the children. Some of the problems are:
dogs running around without leashes, abandoned cars on peoples lawns, trash left on the
sidewalks, garbage cans left out indefinitely, and loud music played at all hours of the day and
night. Ask students how they may resolve these problems. Guide students to remember that
some of the reasons people make rules include:
family or school.
Use the Lesson Graphic Organizer to review these ideas with students. Guide students to
identify and discuss the need for rules in the neighborhood.
6. Once students see the need for rules, ask them who might be responsible for making rules for
the entire neighborhood. Elicit students responses and guide students to recognize that their
neighborhood community is a group of people. As members of the community/neighborhood
group, they could make some rules for their own neighborhood to help them live together
peacefully. Explain to students that they can make rules, but these rules should be fair and
cannot violate other laws. For example, they cannot make rules that say everyone must attend
the same church because this would violate a right the right of individuals to freely choose
their religion.
7. Model for students how to think about creating rules for their neighborhood. To do this, display a
copy of Considering a Neighborhood Problem located in the Supplemental Materials (Lesson
8, Unit 5) to students. Discuss the problem of the garbage cans with the class, using the
following questions:
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SS010508
Lesson 8
Why do you think having garbage cans out all the time might be a problem? Discuss how it
makes the neighborhood look and that it can be dangerous for cars and bikes when they
blow around on the street.
Lets look at the data. What does the first chart tell us? There are more garbage cans
owned by people on Blue Jay Street.
How many garbage cans are owned by people on Blue Jay Street? 40
How many cans are owned by people on Cardinal? 20
What does the second chart tell us? The amount of garbage cans that are left out.
How many cans are always left out on Blue Jay Street? 5
How many are always left out on Cardinal Street? 15
Which street has a bigger problem with the garbage cans? Cardinal Street
8. Continue discussing the problem and possible resolutions. Discuss each of the proposed rules
for addressing the garbage can issue that are listed on the document from Step 7. Ask students
why each would be a good rule or why it would not. Have students share their thinking. Allow
students to propose an alternative solution if they desire. After the discussion, display the
Proposed Neighborhood Rule sheet, located in the Supplemental Materials (Lesson 8, Unit 5)
and select one of the rules (or the student generated one) to write down as the proposed rule.
Then ask students to think about what type of consequences would happen if someone does not
follow the rule. Guide students to consider that their neighbors might get mad, they could be
reported to the police, the police could give people who break the rule a ticket, they could have
to pay money to the neighborhood community for breaking the rule.
9. Divide the class into small groups and have the children (with adult assistance) think about and
record some rules for the neighborhood that will address the problems identified in the
8, Unit 5) and used in Step 5. It may be worthwhile to group students using their neighborhood
region such as: north side of Blue Jay Street; south side of Blue Jay Street; east side of
Cardinal Street, and west side of Cardinal Street.
10. Reconvene the large group and have each small group identify some rules for the
neighborhood. Record the rules on the easel. After the rules are identified, have the group
discuss each rule and vote either in favor of the rule or opposed to the rule. Use the idea of
majority rules to decide which rules the neighborhood will adopt. Also discuss students rights
and responsibilities regarding the neighborhood rules. For instance, students have the
responsibility to follow the rules.
11. Conclude the lesson by reading The Araboolies of Liberty Street and have the children write an
evaluation of the rules in the neighborhood. Were the rules fair or unfair? Who made the rules
on Liberty Street? Why did this person have power and authority to make the rules? Explain. Is
it a good idea for one person to make rules for an entire neighborhood?
Assessment
Students responses in Step 11 may serve as the assessment for this lesson. Additionally, a more
formal lesson assessment has been included in the Supplemental Materials (Lesson 8, Unit 5) for
your convenience.
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SS010506
Lesson 6
Lesson 6: Is It Ever Okay to Break a Rule?

When rules conflict, people think about which rule is best to follow.
Breaking rules leads to consequences so people should think about the costs of not
following rules.
In deciding whether to follow a rule, people also should consider the rights of others, the
rule of law, and the importance of compassion, courage, and honesty.
If a rule is unfair or does not respect the rights of others, it is important to speak out
against it or work to change it just like Dr. Martin Luther King, Jr. did.
Lesson Abstract:
In this lesson students examine whether it is ever okay to break a rule. After reviewing the reasons
for rules, they examine a few scenarios and develop criteria for when it might be okay to not follow
a rule. They explore situations where rules conflict, emergency situations, and where rules or laws
are unfair, as well as consider the consequences of breaking rules. They extend their thinking by
weighing the importance of the rights of others, the rule of law, compassion, courage, and honesty
in deciding whether to follow a rule. The lesson concludes with students listening to a story about
Dr. Martin Luther King, Jr. and exploring how his actions with respect to unfair laws resulted in a
1-H2.0.7
Identify the events or people celebrated during United States national holidays
and why we celebrate them (e.g., Independence Day, Constitution Day, Martin
Luther King, Jr. Day, Presidents Day).
1 - C1.0.1:
safety).
1 - C5.0.2:
honesty).
Common Core Standards

1 - RL.1:
1 - RL.2:
Retell stories, including key details, and demonstrate understanding of their

central message or lesson.

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SS010506
Lesson 6
1 - RL.3:
1 - SL.1:
Participate in collaborative conversations with diverse partners about grade topics

discussion.
1 - SL.2:
1 - SL.3:
1 - L.6:
Key Concepts:
conflict
consequences
fairness
responsibility
rules/laws
2 large poster boards or butcher paper for signs
Chalk or white board
Large black marker
Student Resource
Marzollo, Jean. Happy Birthday, Martin Luther King NY: Scholastic, 1993.
Marx, David F. Martin Luther King Jr. Day. NY: Childrens Press, 2001.
Teacher Resource
Lesson Sequence

Page 2 of 5
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1.
SS010506
Lesson 6
Begin the lesson by reviewing with the children the reasons people create rules (to keep each
other safe, to keep things orderly or organized, and to make sure everyone is treated fairly).
Have students brainstorm with a partner and then discuss and list the reasons on the board.
Alternatively, the teacher could use the lesson graphic organizer from Lesson 1, which has
been included in the Supplemental Materials (Lesson 6) for your convenience.
2. Divide students into groups of three or four students each. Tell them that they are going to
consider a couple situations and decide as a group what they should do. Display the sheet
Scenarios located in the Supplemental Materials (Unit 5, Lesson 6) for students as you read
the first scenario. Cover the remaining scenarios so the students focus just on the first one
during this step. Introduce the following problem to students:
Scenario 1: A neighborhood has a rule that requires homeowners to keep lawns short. Lawns
cannot be higher than 5 inches high. The Summers live in the neighborhood but go on vacation
for the entire summer away from home. They do not cut their lawn and it grows to 8 inches
high. Is it okay for the Summers to break the rule about the lawn? Why or why not?
Instruct students to work in their groups to discuss the problem. Encourage students to think
about the reasons for their decision. Allow students about five minutes to discuss the scenario
and come to a group decision.
3. Have the students report out each groups decision and reasoning. Guide the discussion so that
the class revisits the reasons we have rules (to keep each other safe, to keep things orderly or
organized, and to make sure everyone is treated fairly), using the Lesson Graphic from Lesson
1 located in the Supplemental Materials (Unit 5, Lesson 6). Be sure to explain that the rule for
keeping the grass a certain length could involve all three reasons:
To Keep People Safe: If the grass gets too high, it may prevent drivers from seeing around
the corner. This may lead to accidents.
To Keep Things Orderly or Organized: The neighborhood looks better and more inviting
when people keep their lawns mowed.
To Make Sure Everyone is Treated Fairly: If everyone else has to keep their lawn a certain
length, the Summers should too.
4. Explain to students that sometimes, even when we want to follow a rule, it may be difficult.
Provide students an example or ask for their suggestions of a situation when it was difficult to
follow a rule. For example: What if you had to go to the bathroom really badly but the class rule
said you had to wait your turn? Would it be hard to follow that rule? What would you do? As
you elicit students responses, guide them to recognize that sometimes it is hard to follow rules.
Guide the discussion so that students see that they would consider the consequences of
breaking the rule Do I break the rule or have an accident in school?
5. Create two signs for the classroom that read: It is okay to break the rule and It is NOT okay to
break the rule. Place the two signs on two opposite sides of the room. Display and read
Scenario #2 to the students, who are still in their groups from Steps 2 and 3.

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SS010506
Lesson 6
Scenario #2: A rule for the community pool says No swimming after dark. A dad walks by the
community pool and sees a kindergartener fall into the pool. The kindergartener cannot swim.
It is dark outside. Is it okay for the dad to break the rule? Why or why not?
Instruct students to again discuss what they would do and come to a group decision. Allow
students about five minutes to discuss. Then, point out the signs posted in the room: It is
okay to break the rule and It is NOT okay to break the rule. Instruct students that their group
should move to the sign that they agree with (the sign that represents their groups decision).
6. Discuss Scenario #2 with the whole class by having each group report out its decision and
reason(s). As students identify their reasoning, list them on the board under a heading: When
Is It Okay Not to Follow a Rule. Some student examples may include: to save a life, to help
others, etc. Guide students to recognize that while rules help us live peacefully with each other,
sometimes it is okay not to follow a rule. Ask students: When would it be okay not to follow a
rule? Guide students to recognize that in this situation, someones life was in danger. Strictly
following the rule might result in someone getting hurt. Guide students to think through the
consequence of following the rule and not following the rule. Which consequence would they
want? Make sure the following reason is added to the class list of When Is It Okay Not to
Follow a Rule -- When the consequence of following the rule is worse than the consequence
for breaking the rule.
7. In this step students will address a new scenario on their own and move to the posted signs
used earlier in the lesson. To do so, display Scenario #3 and read it to the class.
Scenario #3: A school rule says that students must wear their winter jackets outside if there is
snow on the ground. A fifth grader is in gym class at the other side of the school when the fire
alarm goes off. Is it okay if the fifth grader does not go back to his classroom to get his coat?
Is it okay for him to go outside without a jacket? Why or why not?
reasons When Is It Okay Not to Follow a Rule. Be sure to point out that in scenarios 2 and 3
someones life was in danger. Strictly following the rule might result in someone getting hurt.
Both of these involve emergency situations where there is not time to get permission to break
the rule.
8. Be sure to distinguish scenario 1 from scenarios 2 and 3. Ask students: How is scenario 1
different than the other two scenarios? Besides both being emergency situations, scenario 1 did
not involve a conflict between two rules. It was just a matter of someone not wanting to follow
the rule. In scenarios 2 and 3, there were two rules that conflicted, forcing a decision about
which rule to follow.
9. Next, extend students thinking by asking them if it is ever okay to not follow a rule, even if there
is not another conflicting rule. In deciding whether to follow a rule, people also should consider
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SS010506
Lesson 6
the rights of others, the rule of law, and the importance of compassion, courage, and honesty.
Display and read the following scenario to students:
Scenario #4: A community has a rule that only people with blonde hair can use the community
library. People who do not have blonde hair want to use the library. Several community
members with dark hair decide to go to the library. When the librarian tells them to leave
because of their hair color, they sit down in front of all of the library computers and refuse to
leave. Is it okay for these people to break the rule? Why or why not?
reasons When Is It Okay Not to Follow a Rule. Guide students to recognize that while rules
help us live peacefully with each other, sometimes it is okay not to follow a rule, especially
when it is unfair or does not respect the rights of others.
10. Conclude the lesson by reading students a book about Martin Luther King Jr. such as Martin
Luther King Jr. Day by David F. Marx or Happy Birthday, Martin Luther King by Jean Marzollo.
After reading either book, discuss the following questions with the class:
What law(s) did Dr. King not like? (laws that treated African-Americans differently than
others).
What problem did he see with the law(s)? (He thought the laws did not treat people equally
or fairly)
Why did he want to change the law(s)? (To make the laws fair for all people)
What did he do to change the law(s)? (He led marches, made speeches, etc. Dr. King
brought attention to unfair laws through non-violent protest)
How did Dr. King make the country a better place? (He brought attention to unfair laws and
worked to get them changed).
Why do we have a national holiday honoring Dr. King? (He showed compassion and
courage to challenge unfair laws and make the country better for all Americans).
Be sure to let students know that Dr. Kings actions were so significant that the country has a
Assessment
A lesson assessment has been included in the Supplemental Materials (Unit 5, Lesson 6).

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SS010506
Lesson 6
Lesson 7: What Symbols Represent Us as Citizens of the United

States
family or school.Citizens are members of a group who live in a particular place and have rights and
responsibilities as members of that group.
People can be citizens of their town, state and country.
A symbol is a picture that is used instead of a word or group of words.
People use symbols to represent an idea or quality that they have as a member of a particular
group, such as a school, community or country.
Some symbols of the United States are the American flag, the Statue of Liberty, the Bald
Eagle, and the White House.
Every country in the world has symbols that give its citizens a sense of national pride.
Lesson Abstract:
In this lesson students explore the meaning of citizenship and examine national symbols. They
begin by broadening their understanding of rules, rights, and responsibilities from family and
school to their town and country. They are introduced to the idea of symbols - pictures that
represent an idea or quality of a group. Students then investigate several symbols of the United
States (Bald Eagle, Flag, Statue of Liberty, White House, and Uncle Sam) and create an
informational display about their assigned symbol. After presenting their assigned U.S. symbol to a
small group of their peers, students listen to books about each symbol and/or watch a light show of
the Statue of Liberty. The lesson concludes with students exploring a quote about the Statue of
Liberty and writing reflectively about what the United States means to them.
Key Concepts:
citizen
country
freedom
patriotism
rights
responsibilities
symbols
rules/laws
equality

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SS010506
Lesson 6
American Flag
Computer and display device
Internet Access
Student Resource
Douglass, Lloyd. American Flag (Welcome Books American Symbols Series). New York:
Rosen Books, 2003.
- The Statue of Liberty (Welcome Books American Symbols Series). New York: Rosen
Books, 2003.
-. The Bald Eagle (Welcome Books American Symbols Series). New York: Rosen Books,
2003.
-. The White House Welcome Books, American Symbols Series). New York: Rosen Books,
2003.
Teacher Resource
Lesson Sequence
1. Begin the lesson by reminding students that rules set limits for what people can do. Rules also
define the rights and responsibilities we have as members of a group. Create a chart on the
board or on chart paper with the following headings: Family, School, Town, and Country.
2.
Ask students for an example of a rule they may have as a member of a family. Record
students ideas under the heading. Then ask students to identify a rule at school and record a
few responses. Have students work with a partner to think of a rule that exists in their town.
Allow students a few minutes to brainstorm and encourage students to think of some rules in
the town that may keep people safe (stop signs, stop lights, crossing in crosswalks, etc.).
3.
After eliciting students responses and recording a few on the board or chart, explain to
students that the people who created our country believed that having rules would help protect
people. One rule we have in this country is that the President cannot tell you what to say. So in
our country, there are rules for everyone even the President. (Teacher Note: Freedom of
expression comes from the First Amendment to the Constitution freedom of speech).
4. Distribute the I Am a Citizen chart to each student. Have students work independently to fill
in the first row Rules for each listed on the handout.
5. Remind students that rules reflect the rights and responsibilities people have as members of
groups. Point out the portion of the chart entitled Rights and Responsibilities to students.
Have students think about a right and a responsibility they have as a member of their family.
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SS010506
Lesson 6
Have students share some of their responses with the whole class. Allow time for students to
fill in the column entitled Family by identifying a right, a responsibility, and the name of their
family on their charts.
6. Explain to students a citizen is a person in a school, town, or country that has rights and
responsibilities as a member of that group. Have students work in small groups of three or four
and identify a right and a responsibility they have as a citizen of their school and town. Have
students share some of their responses with the whole class. Allow time for students to fill in
the columns entitled School and Town by identifying a right, a responsibility, and the name
of their school and town on their charts.
7. Reconvene the whole class and remind students that one rule we have in our country is that
the President cannot tell you what to say. Explain to students that this is because in our
country citizens have a right the right to free speech. Explain that because we have the right
to speak freely, we also have the responsibility to let others speak freely. Instruct students to
fill in the column entitled Country by identifying a right, a responsibility, and the name of their
country. Discuss students responses to ensure they properly identify the United States as the
country. (Teacher Note: If you have students who are not U.S. citizens, assist students in filling
out this portion of the chart.)
8. Explain that sometimes people use symbols to identify themselves as part of a group. For
instance, the Detroit Tigers have a tiger and an Old English D to symbolize their team. Ask
students to think about the symbol that represents their school. Then explain that there are
symbols that represent our country as well. Divide students into five groups and assign each
group one of the following symbols to investigate:
American Flag
Bald Eagle
Statue of Liberty
Uncle Sam
The White House
9. Distribute the handouts A Symbol of My Country to students based on their assigned

national symbol. Also distribute to students the appropriate text on each symbol . Have
students use the text to obtain information about their assigned symbol.
10. Once students have completed the handout, A Symbol of My Country, divide the class into
groups of five with each group member representing a different symbol. Have the group
members explain their symbol to the rest of their group using the handout from Step 6 to
create a visual display.
11. To further students understanding, the books listed below can be read to the class:
American Flag
Bald Eagle
The Statue of Liberty, and
The White House(from the Welcome Books American Symbols Series.)

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SS010506
Lesson 6
12. Conclude the lesson by showing students the light show of the Statue of Liberty at (Link).
After the light show, read the portion of the poem, The New Colossus, by Emma Lazarus
that is inscribed on the Statue of Liberty. Display the portion of the poem for students to see
as you read it. Read it through completely once. Read the poem a second time, stopping
after each phrase to discuss its meaning. In doing so, address how the author invokes
feelings and appeals to the senses to drive home her message. Questions such as the
following may assist your discussion:
Where is the statue? How do you know? What words tell you this?
How does the author describe the Statue of Liberty?
When the author says it is a mighty woman with a torch, what senses (hear, touch,
smell, see, taste) is the author trying to appeal to?
How does the author describe the flame? What other ways could you describe a
bright light?
The word exiles means people who were kicked out of their country. What feelings
does the use of the word mother evoke in the phrase Mother of Exiles?
What is the mother asking for? How do you know? What words tell you this?
How does the author describe the people coming to the United States?
What feelings does this poem cause you to have? Does it make you happy, sad,
scared, relieved, excited, or comforted?
What is the golden door? (Guide students to understand that the door is a symbol a
gateway or opening to a new country).
13. Display the document Symbols of the United States located in the to the class. Ask
students to think about what the United States means to them. Have students refer to their
handouts from Steps 6 and 7, as well as the poem discussion in generating ideas. Elicit
students responses and record them on the document. Then have students write a
sentence or two answering the question: What does the United States mean to you?
Assessment
To assess students understanding of the symbols of the United States, have them complete the
lesson assessment included in the Supplemental Materials (1, Unit 5, Lesson 7, Page 21).

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SS010508
Lesson 8
Lesson 8: Creating Fair Rules for our Neighborhood


family or school.
Citizens have rights and responsibilities concerning rules in their community.
Lesson Abstract:
In this lesson students review geographic and civic concepts learned previously in this unit and
earlier in the year. They create a neighborhood and use street addresses to identify the location of
their houses in the neighborhood. Students then learn that there are problems in the
neighborhood, and then propose rules that would address the problems. Using the concept of
majority rules, students decide on rules for their neighborhood. They consider how these rules will
help them live together peacefully, as well as the rights and responsibilities they have as members
of the neighborhood. The lesson concludes with students listening to a story about another
neighborhood and their challenges with rules.
1 G.1.0.2: Give examples of places that have absolute locations (e.g., home address, school
address).
1 - C2.0.1:
1 - C5.0.1:
1 - C5.0.2:
1 - P3.1.1:
1 - P3.1.2:
Use graphic data to analyze information about a public issue in the school
community.
1 - P3.1.3:

Page 1 of 5
September 30, 2011

1 - P3.3.1:
SS010508
Lesson 8

1 - W.1.
sense of closure.
1 - SL.1:
Participate in collaborative conversations with diverse partners about grade 1

topics and texts with peers and adults in small and larger groups.
discussion.
1 - SL.3:
1 - L.2:

(portions omitted)
1 - L.6:
Key Concepts:
authority
citizen
consequences
enforcement
fairness
freedom
majority rules
power
responsibility
rights
rules/laws
vote
Page 2 of 5
September 30, 2011

SS010508
Lesson 8
2 long strips of butcher paper one red and one blue
3x5 index cards (enough for all students plus one extra
Construction paper
Markers or crayons
Milk cartons (enough for all students plus one extra)
Other art supplies as desired
Tape or glue
Student Resource
Swope, Sam. The Araboolies of Liberty Street. NY: Farrar, Straus and Giroux, 2001.
Teacher Resource
Lesson Sequence
Teacher Note: Prior to this lesson, collect a class set of school milk cartons. Be sure to wash
them out when collecting them. Create two sets of address card using 3x5 index cards, labeling
one set 1-15 and the other set 1-10 (or as many as needed for the number of students in the
classroom). Be sure to have one more house than children.
1. Create a map of a community on the floor of the classroom by placing two strips of butcher
paper (approximately 5 inches wide and 8-10 feet long) on the floor. Distribute milk cartons
along the streets and place an address sign in front of each house. Tell the children they are
going to create an imaginary school neighborhood. Point out the names of the streets (Blue Jay
Street and Cardinal Street) and the address signs of the houses to the class. Then, have the
children select where they would like to live and seat themselves behind the house symbol and
address number on the floor map. It is helpful to do this with some direction instead of all
students getting up and moving at the same time. For instance, ask students, Who would like to
live on Blue Jay Street? Allow those students to get up and move to a house. A sample map
has been included in the Supplemental Materials (Lesson 8, Unit 5).
2. Once all students have found a house in the neighborhood, review with students the concept of
an address by asking the students to answer some of the following questions for the entire
class:
Page 3 of 5
September 30, 2011

SS010508
Lesson 8
What street do you live on?

What is your address?
Who lives next to you? What is their street address?
Who lives across the street? What is their street address?
For additional practice, call out an address on the map and have the child who lives at that
address stand up.
3. Explain to students that maps have directional signals on them to help people describe where
they are. Place signs on the four walls of the room to indicate north, south, east, and
west. Ask students some questions about location such as:
Who lives (which addresses are) on the east side of Blue Jay Street?
Who lives on the west side of Blue Jay Street?
Who lives on the north side of Cardinal Street?
Who lives on the south side of Cardinal Street?
4. Allow time for students to decorate their houses with markers, crayons, construction paper, or
other suitable art materials.
5. Tell the children that some problems have occurred in their neighborhood. Display the
8, Unit 5) for students. Read the list of concerns to the children. Some of the problems are:
dogs running around without leashes, abandoned cars on peoples lawns, trash left on the
sidewalks, garbage cans left out indefinitely, and loud music played at all hours of the day and
night. Ask students how they may resolve these problems. Guide students to remember that
some of the reasons people make rules include:
family or school.
Use the Lesson Graphic Organizer to review these ideas with students. Guide students to
identify and discuss the need for rules in the neighborhood.
6. Once students see the need for rules, ask them who might be responsible for making rules for
the entire neighborhood. Elicit students responses and guide students to recognize that their
neighborhood community is a group of people. As members of the community/neighborhood
group, they could make some rules for their own neighborhood to help them live together
peacefully. Explain to students that they can make rules, but these rules should be fair and
cannot violate other laws. For example, they cannot make rules that say everyone must attend
the same church because this would violate a right the right of individuals to freely choose
their religion.
7. Model for students how to think about creating rules for their neighborhood. To do this, display a
copy of Considering a Neighborhood Problem located in the Supplemental Materials (Lesson
8, Unit 5) to students. Discuss the problem of the garbage cans with the class, using the
following questions:
Page 4 of 5
September 30, 2011

SS010508
Lesson 8
Why do you think having garbage cans out all the time might be a problem? Discuss how it
makes the neighborhood look and that it can be dangerous for cars and bikes when they
blow around on the street.
Lets look at the data. What does the first chart tell us? There are more garbage cans
owned by people on Blue Jay Street.
How many garbage cans are owned by people on Blue Jay Street? 40
How many cans are owned by people on Cardinal? 20
What does the second chart tell us? The amount of garbage cans that are left out.
How many cans are always left out on Blue Jay Street? 5
How many are always left out on Cardinal Street? 15
Which street has a bigger problem with the garbage cans? Cardinal Street
8. Continue discussing the problem and possible resolutions. Discuss each of the proposed rules
for addressing the garbage can issue that are listed on the document from Step 7. Ask students
why each would be a good rule or why it would not. Have students share their thinking. Allow
students to propose an alternative solution if they desire. After the discussion, display the
Proposed Neighborhood Rule sheet, located in the Supplemental Materials (Lesson 8, Unit 5)
and select one of the rules (or the student generated one) to write down as the proposed rule.
Then ask students to think about what type of consequences would happen if someone does not
follow the rule. Guide students to consider that their neighbors might get mad, they could be
reported to the police, the police could give people who break the rule a ticket, they could have
to pay money to the neighborhood community for breaking the rule.
9. Divide the class into small groups and have the children (with adult assistance) think about and
record some rules for the neighborhood that will address the problems identified in the
8, Unit 5) and used in Step 5. It may be worthwhile to group students using their neighborhood
region such as: north side of Blue Jay Street; south side of Blue Jay Street; east side of
Cardinal Street, and west side of Cardinal Street.
10. Reconvene the large group and have each small group identify some rules for the
neighborhood. Record the rules on the easel. After the rules are identified, have the group
discuss each rule and vote either in favor of the rule or opposed to the rule. Use the idea of
majority rules to decide which rules the neighborhood will adopt. Also discuss students rights
and responsibilities regarding the neighborhood rules. For instance, students have the
responsibility to follow the rules.
11. Conclude the lesson by reading The Araboolies of Liberty Street and have the children write an
evaluation of the rules in the neighborhood. Were the rules fair or unfair? Who made the rules
on Liberty Street? Why did this person have power and authority to make the rules? Explain. Is
it a good idea for one person to make rules for an entire neighborhood?
Assessment
Students responses in Step 11 may serve as the assessment for this lesson. Additionally, a more
formal lesson assessment has been included in the Supplemental Materials (Lesson 8, Unit 5) for
your convenience.
Page 5 of 5
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SS010509
Lesson 9
Lesson 9: Sloppy Sally Comes to the Neighborhood

When people live together in a community, rules help them get along with each other.
Rules reflect the rights and responsibilities people have as citizens of a community.
One responsibility citizens have with respect to rules in their community is that they should
work together to make sure the rules/laws are followed.
Lesson Abstract:
In this lesson students apply what they have learned about rules, fairness, power, and authority.
Students practice their citizenship skills by taking on the role of citizens in an imaginary
neighborhood created in Lesson 8. Students are confronted with a situation in which a new
neighbor then moves in and violates the agreed upon rules of the neighborhood that the children
created in Lesson 8. Students are challenged about how to address the rule-breaking behavior.
They brainstorm and role play different ways they can resolve the problem. During the lesson, the
children learn that property owners have certain rights that cannot be restricted by neighbors. They
then write reflectively about their experiences.
1 - C2.0.1: Explain how decisions can be made or how conflicts might be resolved in fair and just
1 - C5.0.1:
1 - C5.0.2:
1 - P3.1.1:
1 - P3.1.3:
1 - P4.2.1:
Develop and implement an action plan to address or inform others about a public
issue.
1 - P4.2.2:
Participate in projects to help or inform others.

Page 1 of 5
September 30, 2011

SS010509
Lesson 9
1 - RL.7:
Use illustrations and details in a story to describe its characters, setting, or events.
1 - W.1:
sense of closure.
1 - SL.1:

discussion.
1 - SL.2:
1 - SL.3:
1 - L.2:

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
(portions omitted)
1 - L.6:
Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using frequently occurring conjunctions to signal
simple relationships (e.g., because).
Key Concepts:
authority
citizen
conflict
consequences
enforcement
fairness
freedom
majority rules
power
responsibility
Page 2 of 5
September 30, 2011

SS010509
Lesson 9
rights
rules/laws
Equipment/Manipulatives/Other
The neighborhood community created in Lesson 8, which included streets, houses with addresses,
and a park.
A toy car (Matchbox or Brio work well)
A toy dog (Legos, Lincoln Log, or Brio work well)
5x8 piece of green construction paper, cut to resemble long grass
An adult to play the role of Sloppy Sally
Student Resource
Pinkwater, Daniel Manus. The Big Orange Splot. NY: Scholastic, Inc., 1977.
Teacher Resource
The Big Orange Splot. YouTube. Afterschooldigital. 4 Dec. 2008. 11 August 2011
<http://www.youtube.com/watch?v=5cPfjzYJcok>. (children reading the story)
The Big Orange Splot. YouTube. Littlegreenghoul. 17 March 2011. 11 August 2011
<http://www.youtube.com/watch?v=93m5ro3ACpY&feature=related>. (animated but sound
is low)
Lesson Sequence
Teacher Note: Two additional adults are needed for this lesson. One adult should play the
character of Sally Chapman (see lesson below), while the other will be the police. The teacher
could play the role of the police if necessary (but not Sally).
1. In a large group, reintroduce the map of the imaginary neighborhood from Lesson 8 to the
children. Have the children recall where they live by asking each child his or her address and
having them sit at their house on the map. Below is a picture of the map. A larger version has
been included in the Supplemental Materials (Lesson 9, Unit 5).
2. Ask if any of the children have ever heard of neighborhood meetings. Elicit the childrens
responses and guide them to see that sometimes people who live near each other form
neighborhood associations and have meetings so they can come together and talk about their
Page 3 of 5
September 30, 2011

SS010509
Lesson 9
neighborhood. Suggest to the class that they form a Blue Jay/Cardinal Association (names of
the intersecting streets in the imaginary neighborhood) in case any problems or common issues
arise in their neighborhood.
3. Tell the children that a new neighbor has moved into a vacant house in the neighborhood. Her
name is Sally Chapman. Have an adult play this character. Sally enters the imaginary
neighborhood and proceeds to break many of the neighborhood rules developed in Lesson 8.
The children watch as Sally lets her dog run loose without a leash, throws trash on the sidewalk,
puts a toy car on the front lawn of her house, pulls all the flowers out of the front yard, prepares
to paint her house a loud color, and breaks other neighborhood rules. Welcome the new
neighbor and introduce the children as neighbors. Sally abruptly greets everyone and
announces that she will return soon after running some errands. Have Sally leave the room.
4. Ask the children if they notice anything about Sallys behavior. As they respond, guide them to
see that she has broken some of the neighborhood rules. Ask the children what they can do
about Sallys behavior. After listening to their responses guide the children to call a Blue
Jay/Cardinal neighborhood association meeting. Begin to conduct a simulated meeting by first
reviewing why they think calling a meeting is a good idea. As the children respond, guide them
to see that Sally has broken many of the rules of the neighborhood and they should try to solve
the problems that she is causing. Suggest that the children divide into small groups (possibly by
sides of the streets in the neighborhood, such as the east side of Cardinal St. as one group, the
north side of Blue Jay Street as another, etc.). Instruct the groups to discuss how to resolve the
problems with the new neighbor. Tell the children to come up with an idea and select a member
of their small group to be the spokesperson for their group.
5. Have Sally return to the neighborhood. Students should return to their homes as well. Have a
spokesperson from each small group visit Sally at her house to try to persuade her to follow the
rules of the neighborhood, using the idea that they came up with in their small groups from Step
4. (Teacher Note: Before the lesson, tell the adult playing Sally not to comply with the
childrens requests for change. Suggest that the neighbor respond to the children by saying that
the house is her property and she can do as she wishes.) Allow students to enact their ideas.
After several failed attempts by the children to change the new neighbors ways, have Sally
leave the room.
6. Call a whole neighborhood association meeting. Have each small group report to the
association about their visit to Sally. Ask the class if they have any other suggestions for
persuading Sally Chapman to follow the neighborhood rules. Elicit the childrens responses and
guide them to understand that they cannot restrict a neighbors freedom in some areas such as
paint color or flowers, but they should investigate if she has broken some neighborhood rules,
which are also city laws. For example, dogs must be leashed. Ask what they could do if she has
broken neighborhood rules, which are also city/state laws. If no one suggests calling the police
to enforce the laws, ask the children what happens in their own neighborhood when a city law
is broken, like a car going faster than the posted speed limit.
7. Simulate the calling of the police. The teacher, (or potentially another adult) playing the role of
the police, should then visit Sally at her home to inform her which rules she is violating and the
consequences if she does not obey the rules/laws.
Page 4 of 5
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SS010509
Lesson 9
8. Have Sally change her attitude and agree to follow the required neighborhood/city rules/laws.
Be sure to distinguish the right of Sally to paint her house whatever color she wishes, since it is
not one of the neighborhood rules. Explain to the children that Sally does have some rights to
do with her property as she wishes. Have Sally explain the she believes the neighborhood rules
are for the Common Good, and the neighborhood will be a better place if she abides by the
rules.
9. Read the story, The Big Orange Splot by D. Manus Pinkwater. There are several YouTube
videos of the story if you cannot obtain the book. After students listen to the story, using the
following questions to discuss the book:
Why were Mr. Plumbeans neighbors upset about the orange splot on his house?
How did Mr. Plumbean respond when he was asked to paint his house?
What happened after each neighbor went to talk to Mr. Plumbean?
Was it okay for Mr. Plumbean and his neighbors to paint their houses differently than each
other? Why or why not?
How is the story of The Big Orange Splot similar to the situation with Sloppy Sally?
In what ways is the story of The Big Orange Splot different than our situation with Sloppy
Sally? Guide students to recognize that there were rules in place for the Sloppy Sally
situation but no rules about the houses in The Big Orange Splot.
10. Conclude the lesson by asking students to write an opinion piece about whether it is important
for neighborhoods to have rules. Students should introduce the topic, state an opinion, supply
a reason for the opinion, and provide some sense of closure.
Assessment
Make up another simulation that involves a neighbor refusing to follow a community rule such as
shovel snow on his/her steps, walkways, and sidewalks. Individually, ask each child what he/she
would do to resolve the problem. Listen to the responses to see if the child understands how to
resolve local problems.

Page 5 of 5
September 30, 2011

Unit 5 Lessons

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Unit 5 Lessons

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1st Grade Families and Schools

Unit 5: How Do We Get Along with Others?

Lesson 1: Why Do We Need Rules?

Rules set limits for what people can do.

Common Core State Standards

Add drawings or other visual displays to descriptions when appropriate to clarify

Demonstrate command of the conventions of standard English capitalization,

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

1st Grade Families and Schools

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Lesson 2: What Is Fairness?

Fairness means behaving in just and reasonable ways.

Common Core State Standards

Compare and contrast the adventures and experiences of characters in stories.

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

1st Grade Families and Schools

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Lesson 3: What Makes Rules Fair?

Common Core State Standards

1st Grade Families and Schools

Participate in collaborative conversations with diverse partners about grade 1 topics

1st Grade Families and Schools

1st Grade Families and Schools

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Lesson 4: Who Gets to Make the Rules?

Rules set limits on what people can and cannot do.

Common Core State Standards

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Participate in collaborative conversations with diverse partners about grade 1 topics

Add drawings or other visual displays to descriptions when appropriate to clarify

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

1st Grade Families and Schools

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Lesson 5: How Do We Enforce Rules?

Rules set limits on what people can and cannot do.

Common Core State Standards

Compare and contrast the adventures and experiences of characters in stories.

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Participate in collaborative conversations with diverse partners about grade 1 topics

Michigan Citizenship Collaborative Curriculum

1st Grade Families and Schools

Who Enforces the Rule?

What is the Consequence if

Teacher stops you and

Principal calls you into

Michigan Citizenship Collaborative Curriculum