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Rules in Different Places

Lesson Plan Item

General Information
Grade Kindergarten Class Social Studies Length of Lesson 40 Minutes
Lesson Title Rules in Different Places
Unit Title Laws
Unit Compelling Question How are laws different in other countries than in the U.S.?
Historical Context:

The judicial branch is in charge of making laws for the United States.  The founding fathers developed a system whereby each proposed law goes through a process before being approved or denied. Laws developed early in mankind's history and are constantly being revised and changed in response to current events. The first United States law passed was by George Washington.  It was an act to regulate the Time and Manner of administering certain oaths.  In the United States there are four different types of laws:  criminal, civil, common, and statutory.  Every year new laws are written and existing laws are changed based on current events.

~ Allyson Simpson, Simpson College


2018.012.007.  This photograph shows Iowa Governor Harold Hughes signing the Fair Housing Bill into law in 1967.

Before the Fair Housing Bill was passed, the Iowa Legislature passed a law to establish a Civil Rights Commission in 1965. Its purpose was to enforce the Iowa Civil Rights Act of 1965 and investigate complaints of discrimination based on race, national origin, and religion. The Fair Housing Bill was created in response to reports that African Americans had difficulties obtaining decent housing.  The Fair Housing Act was passed by Lyndon B. Johnson and protected individuals from discrimination (based on race, gender, disability, religion or national origin) when purchasing or renting property. The Act was part of the Civil Rights Act of 1968 and is enforced by the US Department of Housing and Urban Development. 

~ Matthew Miller, Teaching Iowa History Team
Lesson Supporting Question What are some laws that we have in the U.S.? What are some laws in other countries? How are our laws different from each other?
Lesson Overview

Students will be introduced to laws from around the world and discuss why these are good laws to have. Students will also look at laws from the U.S. from long ago and determine if those laws are good laws as well, while learning how to start thinking like a historian. We will discuss as a class how laws serve society.

Primary Sources Used
Resources Needed
Lesson Target
  • The Kindergarten students will be able to compare laws that the United States have and other countries have by answering a set of questions about laws. This will be measure by how students respond to the questions and answering.  
  • The Kindergarten students will be able to construct their own law that they would want to have be signed to make a change in their community, school, home, etc. This will be measured by worksheet given to students at the beginning and we work on after the lesson.
Lesson Themes No themes are assigned for this lesson.
Lesson Procedure
Step Procedure Time Differentiation plan / Additional Information
Bell Ringer

Students will be asked if they know what a historian is and what they do.
After brainstorming, students will answer out loud what they believe a historian is.

I will then discuss we will be being historians in class today. Students will be given hats to wear during certain parts of the lesson to show when we are being a historian and when we are learning.  
5 Min For students that are struggling with questions that I am asking, I will differentiate them for students that I see may be struggling. I want all students to be able to answer during the activity, so this will help me with knowing if students are understanding the lesson. 

At this time students will be ask to put on their hats and come to the carpet.
Asking students in their brain, thinking like a historian, what are these photos saying to you? What is going on? Who is in it? 

Do this for both photos with the students. 
7 Min  

Students will answer the set of questions like a historian would.
I will then tell them what is actually going on in the photos and what laws are being passed.

Students will get a chance to find out what a law is. 
10 Min  
Transition Students will transition by taking off their thinking like a historian caps and move to where we will discus again about now what it is to be a law. Students will set their hats behind them.  3 Min  

I will then show slides 42-46 on the TCI Lesson Guide. 
Students will be prompted with questions about what is going on in each picture.

 Each photo telling us a law from around the world and whether that law is good or bad.
7 Min If students are not able to sit on carpet due to behaviorally issues, injury, or special needs they can sit around the carpet in chair or with what their needs can be met with. 

At this time, I will ask students whether the laws that we learned about are helpful to us or not helpful to us. 
I want students to really think about this, since they will have the chance to make a law themselves. 

Students will be asked to share out one law that they would want for their community, school, home, etc. 
7 Min  
Transition Students will be asked to go back to their seats. There is a worksheet already at their desk that they will be doing for the assessment part of the lesson. 3 Min Any words that students may struggle with will be written on the board for extra help. If students are not able to write or draw for this portion, they can be assigned to discuss to a partner what law they would want to make. 
Closure To end the lesson, students will be able to show me and other students the law that they have created. Students will turn in their laws to the teacher.  5 Min  
Formative Assessment
(How will you use the formative assessments to monitor and inform instruction?)
  • I am assessing the students by taking anecdotal notes of student’s responses to a set of questions that I will be asking after looking at the two pictures and the slideshows. I will also be assessing the students knowledge by having them write and draw a picture about a law that they want to create in their community, school, home, etc. I will use both assessments to help with teaching the next lesson. As well as knowing if I need to go back and re-teach the lesson differently if students were not understanding it after reading their papers.
Summative Assessment
(How does the lesson connect to planned summative assessment(s)?)
  • This lesson is a build up to a summative assessment. At such a young age, I wanted to only focus on one large standard and break it down for them in a fun an exciting way. This lesson focus is on looking at laws around the world, not only the laws that the United States has. I wanted to start with the higher up laws that they are able to see with the primary document and then get easier with the slide show of different laws from around the world. Students are going to be able to relate more to the slideshow than the primary document during this.
Author Information
Author Kara Campfield Reviewer Dr. Chad Timm, Simpson College Created 08/16/2019 Last Edited 09/06/2019
Lesson Plan Development Notes: Social Studies Methods, Simpson College, Spring 2019

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