||Gallery walk: Hang different images showing different behaviors around the room (littering, walking a dog, picking up garbage, spray painting the city, etc.) Have students walk around and look at each of the pictures and decide whether it is a good behavior or bad. Then as a class we will read the “10 ways to be a good citizen” and discuss each one putting an emphasis on number 3 (follow rules and laws).
||Students will look at a variety of different images showing good and bad behavior in the community. The teacher will shift their questions/discussion based on student responses.
Lead a whole group discussion over rules. Start by
asking students “What is a rule and why do we
have them? ” After these questions are
asked and students have shared their thoughts
(think-pair-share). The teacher will then explain
what a rule is (Rules are guidelines or instructions
on doing something right or good. Rules help us stay fair and safe.) Now pose the question, “what would happen if a rule doesn't apply to everyone? “ ( mostly a student will say that is not fair or that would not be fair to…) This will lead you to the next question, “what makes something fair?” call on two-four students to share then move on to the next question. “Can you think of a time something wasn’t fair because the rules didn't apply to everyone?” Have students share out then transition the discussion. Although we have many rules now, these rules haven't always been around. Some rules change or are made new to help people in our world. Back in the 1900’s, women weren't allowed to do a lot of things that men were able to do like work outside of the house and even vote. Today we are going to put on our history hats and think like historians (explain that historians are people who study and learn about history). Today you are going to act like a historian by looking at different images from different time periods. You will use your history hat to help you compare and contrast what you see. You will also be deciding if you think the rules in these images are fair to everyone or if they need to be changed .
||Teachers will ask students what they think rules are and why we have them before just telling them. Teachers can differentiate their answer based on the students' readiness. The images shown will be based on the students' readiness.
||Students will go to their seats and think like historians as they review images from the 1900s and the 2000’s. Students will complete a compare and contrast chart regarding women's rights in those times. Students will also discuss whether or not the rules are fair and valid. Students will be thinking like a historian as they discuss and decide the similarities and differences during this time.
||There will be a variety of images for students to look at and compare/contrast. Each table group will have different images that represent the same thing. Images will be at tables based on their readiness. Groups will also be based on readiness and planned ahead of time.
||Hand students four sticky notes, two of one color and two of a different color. (Have students write their name on each of their sticky notes) For example, provide each student two blue sticky notes and two red sticky notes. The blue notes will represent a fair rule and people following the rules. The red sticky note will represent an unfair rule or people who are not following the rules. There will be ten different images around the room that show different rules being followed and not followed. The students must walk around the room and place their sticky notes under the images based on what they see/think. This activity will show if students understand rules and why they are important to being a good citizen. This will also show the teacher if the students were able to depict what following the rules looks like.
||Exit slip-Sticky Note- Students answer the question to the best of their ability. Teacher will use this data to plan for the next lesson.