Introduction
Did you even think about why we have rules? The best answer to that is to think of a world without rules. But how many rules do we need and who should decide what these rules are? I ask the students what they want to accomplish this year in school (to be successful, to be safe, to get good grades, to have friends, to be prepared for the future, etc). I then tell them that these are the things that we ALL want, but if we don't have rules which we all accept, those things don't happen.
I then tell the students I am going to place my faith in the students to come up with rules which will be in the best interest of everyone - rules which help them do the things they said they wanted to do in school.
Procedure
I begin by asking students about schoolyard rules, or rules in their families.
Each student receives a worksheet with stated objectives, a copy of the Preamble and identification of the activities each student will complete for this lesson.
We read the worksheet with the students and make sure that they underline the purpose for the activity: to gain a personal understanding of their rights and responsibilities as members of a democratic classroom.
I read the preamble to the Constitution with the students. (Actually, we watch "We The People," from Schoolhouse Rock!) After each sentence, I stop and ask for interpretation from the students. 'What does it mean to 'ensure domestic tranquility?'' and etc. Students take the paper home and write a seven-ten sentence paragraph telling me how they interpret the preamble. I encourage students to discuss this topic with parents and family members, but to write the response themselves.
At the same time, I tell students to write down three or four rules which they consider important for the classroom. These rules must answer the following rules:
Students return to class the next day with their 'We the People' paper (the preamble) and the set of rules. I create groups with four students in each one.
Students identify which rules they have in common. Each group decides which rules they wish to have adopted by the class. They present these rules to the rest of the class, and are allowed to give short explanations for each one. After all of the groups have spoken, the whole class decides which rules they wish to adopt. These rules include 'rules for the teacher.'
I only adopt those rules which have unanimous adoption. If one student dissents, we discuss the rule in question, listen to others who may voice questions or concerns, and then vote again. If there isn't unanimous approval, we 'table' the rule.
At the end of the day, I review each class's list of rules. I have been able to combine each class's set of laws into four general areas:
Resources
Specific Objectives
At the conclusion of the lesson, students will be able to read and interpret historical documents and demonstrate through group activities and consensus their understanding of the preamble for the Constitution.
Evaluation
There will be a brief quiz following the completion of this lesson
Did you even think about why we have rules? The best answer to that is to think of a world without rules. But how many rules do we need and who should decide what these rules are? I ask the students what they want to accomplish this year in school (to be successful, to be safe, to get good grades, to have friends, to be prepared for the future, etc). I then tell them that these are the things that we ALL want, but if we don't have rules which we all accept, those things don't happen.
I then tell the students I am going to place my faith in the students to come up with rules which will be in the best interest of everyone - rules which help them do the things they said they wanted to do in school.
Procedure
I begin by asking students about schoolyard rules, or rules in their families.
Each student receives a worksheet with stated objectives, a copy of the Preamble and identification of the activities each student will complete for this lesson.
We read the worksheet with the students and make sure that they underline the purpose for the activity: to gain a personal understanding of their rights and responsibilities as members of a democratic classroom.
I read the preamble to the Constitution with the students. (Actually, we watch "We The People," from Schoolhouse Rock!) After each sentence, I stop and ask for interpretation from the students. 'What does it mean to 'ensure domestic tranquility?'' and etc. Students take the paper home and write a seven-ten sentence paragraph telling me how they interpret the preamble. I encourage students to discuss this topic with parents and family members, but to write the response themselves.
At the same time, I tell students to write down three or four rules which they consider important for the classroom. These rules must answer the following rules:
- What is in the best interest of everyone in the classroom, including the teacher?
- What rules will help us be successful in school?
- What rules will make the preamble work in our classroom?
Students return to class the next day with their 'We the People' paper (the preamble) and the set of rules. I create groups with four students in each one.
Students identify which rules they have in common. Each group decides which rules they wish to have adopted by the class. They present these rules to the rest of the class, and are allowed to give short explanations for each one. After all of the groups have spoken, the whole class decides which rules they wish to adopt. These rules include 'rules for the teacher.'
I only adopt those rules which have unanimous adoption. If one student dissents, we discuss the rule in question, listen to others who may voice questions or concerns, and then vote again. If there isn't unanimous approval, we 'table' the rule.
At the end of the day, I review each class's list of rules. I have been able to combine each class's set of laws into four general areas:
- respect,
- participation,
- preparedness and
- teacher-rules.
Resources
- worksheet
- "We The People," (video) SchoolHouse Rock
- Powerpoint: Dogs Allowed
Specific Objectives
At the conclusion of the lesson, students will be able to read and interpret historical documents and demonstrate through group activities and consensus their understanding of the preamble for the Constitution.
Evaluation
There will be a brief quiz following the completion of this lesson