American Democracy and the Promise of Justice

Classroom Activities

Activity One: Introduce the unit with mentor texts

Part One

Materials: Let’s Chat about Democracy: Exploring Forms of Government in a Treehouse, t-chart on chart paper with question, chart to track content from text (examples below), student journals

To introduce the unit on the understanding of our democracy, students will learn about the various systems of government discussed in throughout the text.  Students will listen to Let’s Chat about Democracy: Exploring Forms of Government in a Treehouse by Michelle A. Balconi and begin to collect some facts.

Begin by asking some questions to activate background knowledge: What makes a good citizen? What makes a good leader? How do members of a community help each other? Why do we need rules?

Ask students the question posted on the chart, “What rules will help us all get along?” Record any answers and ideas on the left side titled “What We Know.” Read aloud

Prepare T-Chart

Prepare text content chart

On the 2^nd chart, track the learning that occurs during the reading, recording any thoughts and ideas the students might generate as they think about the text.

Return to the t-chart of responses and on the right-side section titled “What We Have Learned.” In their journals, students should transfer the information from each completed chart. 

Part Two

A second introductory resource is the picture book, We the Kids: The Preamble of the Constitution of the United States by David Catrow. This book will help students learn the structure of our set of understandings that we live by and help them recognize that they can understand and explain these understandings to others. 

Questions to ask before reading:

Why do we need to have a government?

How could we make sure that everyone understands the rules of our government?

Questions to ask after reading:

How do you think the Preamble helps us?

What happens if we don’t agree?

How do you think we can fix any problems we have with each other?

What do you think make sure everyone is included?

Does our government help you every day? How?

What could we do as leaders to help people in our democracy?

What kinds of information can you share with others that explain the way we live in a democracy?

At the end of the book, use the Preamble, written in kid-friendly language, to reinforce the learning. Students will refer to the model for a number of activities throughout the unit so returning to it and making it available for inquiry will enhance the students’ understanding.

From these two resources, my students will develop fundamental vocabulary and conceptual understanding to begin the activities and games that will come later in the unit.

Activity Two:  Government/Democracy Terminology

Students will be using a new set of vocabulary to discuss the concepts within this unit and it is important to have this available through anchor charts. Prepare a chart (or word wall) to ensure the students will have access to these Tier III words they discover throughout the unit. This will be an ongoing, interactive process.

Anarchy, choice, civilization, civil rights, common good, communism, community, conflict, consensus, constitution, country, Declaration of Independence, democracy, dictatorship, due process, equal opportunity, equal rights, equality, federal, Fourth of July, freedom, government, inalienable rights, Independence Day, justice, liberty, monarchy, nation, patriotism, Preamble, property, public service, Pursuit of Happiness, reform, unity, values, welfare

Activity Three: Democracy Awareness Games

Fairness game

Before the lesson, consider two groups by the month they were born or first letters of first names. (e.g. January-June and July-December or A-M, N-Z). Then do the following:

• Place the students into the two groups (without explaining why they are being separated) and direct students in each group to sit in different areas of the room.
• One group will be the “favored group.” Then without explaining why, give each student in the favored group a new pencil. Mention that only one group will get new pencils, and that group also will be getting other special privileges (such as extra recess time, being first in line, etc.) Students in the other group likely will protest.
• After a few minutes (or until someone in the other group says, “That’s not fair!”) stop the exercise.
• Explain the exercise to students. Which group were you in, the favored group or the non-favored group? How do you know? Encourage and discuss all responses.

Ask: Do you think that giving pencils to one group was fair or unfair? How did you feel about getting the pencils? How did you feel about not getting them? Why did you feel that way? Write the word, “fair” on an easel or white board. Ask students to think about what the word, “fair” means to them. Students work in pairs and share their ideas about the definition of fair.

Have them share their ideas aloud and record the responses on the easel. Come up with one definition as a class.

Ask: How might the exercise be done in a fair way? Would it be fair to give the pencils to students who earned them? Would it be fair if all students got them? Would it be fair if you picked 10 students names out of a hat to get the pencils?

Give each student two small paper circles and markers. Ask students to draw a happy face on one circle and a sad face on the other. Read different situations being fair and unfair. Ask students think about each situation and to hold up the happy face if they think the situation is fair, and to the sad face if they think the situation is unfair. Record their responses. Use the following scenarios (and others) as examples:

• Your older sister gets to stay up later than you.

• Your brother got money for his birthday and you didn’t.
• Your friend brings her ball to school but won’t let you play with it.
• Nick always gets to be the line leader.
• You save a seat for someone in the cafeteria.
• Your friend lets you cut in line in front of him at the drinking fountain.

Discuss the responses to the situation that were unfair. “Why are they unfair? Which do you think is the most unfair? Why?” Tell students to pick one of the unfair situations and talk with a classmate about how they could turn it into a fair situation. Share answers with the class.

Ask the class: “Do you think the rules in a classroom are fair?” Invite students to share examples, then pose the following questions:

• Why do you think it is important that the rules in the classroom are fair?
• How would you feel if only certain kids got special privileges based on what they were wearing or whether they were a boy or girl?
• What does treating people fairly mean?
• Have you ever seen anyone being treated unfairly or treated someone unfairly yourself? (students can discuss this or draw/write about in their journals)
• What might you do if you think someone is being treated unfairly?

On the left side of their journal page, students will draw a picture of something they think would be unfair or that has happened to them that was unfair. It can be unfair in class, in their family, on a team or in the community. Below the picture describe the event.  On the right side, draw a picture of how that same situation could change to become fair and describe how the event would change to become fair. 

Activity Four: Writing Our Own Constitution

Review the importance of having rules. Introduce the book Shh! We're Writing the Constitution by Jean Fritz and share that it will help them understand how and why the U.S. Constitution was written. Write the following heading on the board or on chart paper: "What kinds of rules do we need in our classroom to maintain order and fairness?" Review, if needed, the meaning of the words "order" and "fairness."  Brainstorm with the class what their thoughts were about rules they need in their classroom this school year to maintain order and fairness. Write their responses underneath the heading on the board or chart paper. Then place students in groups of 2–4. Have them choose three rules from the list they brainstormed and generate three Classroom Standards. Each standard should be stated in the positive. For example, if one of their rules was "Don't yell in the classroom," then a positively stated Classroom Standard would be "We use our inside voices in the classroom."

Each group then shares their positively stated Standards with the class. Record Standards on chart paper. Help students revise the list to total of six standards.

Discuss the following questions with the class:

Will the posted Standards help us work together?

Will the Standards help each student do his/her best work?

Are the Standards stated in the positive?

Are the standards realistic?

Remind the students that a Classroom Standard is stated positively for all to follow. Referring to the process of the Constitutional Convention written in Jean Fritz' book, ask the students to decide as class on whether these should be their Classroom Standards for the school year by voting "yea" or "nay."

Once all students have agreed upon the Classroom Standards, with support, have each student copy and illustrate the current list of Standards to be shared at home with their parents or guardians.

The six Classroom Standards on a poster now entitled "Our Classroom Constitution." All students and teachers should read the standards aloud together and then all must sign in agreement.

Activity Five: Field Trip to City Hall

We are fortunate to have access to free field trips within the city limits. A trip to City Hall located on the New Haven Green would offer the students an opportunity to see where our local government happens. Students will prepare questions to ask leaders of our city and share their experience through their journals and through “sharing” with their peers in the classroom.