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Rules Rule

Lesson Plan Item

General Information
Grade 1st Grade Class N/A Length of Lesson 20-30 Minutes
Lesson Title Rules Rule
Unit Title Global Citizenship
Unit Compelling Question How do you become a global citizen?
Historical Context:

This lesson focuses on rules and rights, through looking at primary sources related to Iowa’s struggle to give women the right to vote. During this lesson students think like historians as they  compare images from women’s suffrage and women's marches in the 1900s to political women today and women's marches. This lesson compares women's rights from the 1900’s to today. The lessons main focus is to explain how rights and rules are important and affect how people act as well as what they can/can not do. Students will learn about how times have changed as well as remained the same by examining and thinking like a historian would during these times. Students will be observing primary documents from the 1900s as well as 2000s. The artifacts used will show how women did not have a lot of rights and how the rules the government had in the 1900s were not fair to all. For example, in the 1900’s women did not have the right to vote. Many women were fighting for their right to vote and run for office. In 1920 the 19th amendment was finally passed which granted women the right to vote.  Students will learn about how rules and rights are important to creating a safe and fair environment. This lesson will teach students that some rules are not fair as well as how rules and laws may change or be created over the years.

Lesson Supporting Question How do rules affect our actions?
Lesson Overview

Students will learn what rules are as well as how they affect us and our actions. This will be done by a group discussion regarding rules, fairness, and how they affect people. This will then lead to a discussion regarding women's rights and how they were not always treated fairly. Students will compare and contrast women's rights/laws to identify the similarities and differences. To do this students will think like historians as they review images of women from the 1900’s and the 2000’s. The images will show that overtime women became more vital in the world as they began to receive more rights. This will help students picture how women did not have the same rights in the 1900’s as men did as well as what women's rights are like today.  Students will combine what they learned about rules, rights, and fairness to express what it means to be a good global citizen. Through this all students will be learning how and why we should be global citizens.    

Primary Sources Used
Resources Needed
Lesson Target
  • Students will understand what rules are as well as how they affect us and our actions. Students will be able to identify actions and rules that help us become good citizens.
Lesson Themes No themes are assigned for this lesson.
Lesson Procedure
Step Procedure Time Differentiation plan / Additional Information
Bell Ringer  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).      5 Min  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 .
9 Min  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  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.      9 Min  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.
Closure  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.       5 Min  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.
Formative Assessment
(How will you use the formative assessments to monitor and inform instruction?)
  • The formative data I will be collecting will be from student conversation, teacher-student conversation, and their compare/contrast worksheet. I will observe and listen to my students as they are answering my questions, talking in their groups, and as they are working on their compare and contrast sheet.
Summative Assessment
(How does the lesson connect to planned summative assessment(s)?)
  • Students will investigate, compare and contrast how different communities have different cultures and laws as well as how these affect people's actions. Students will identify a democratic problem in today’s society then conduct research regarding their topic. With this research they will create a poster to present a PSA. This must exemplify an action to help the civic problem they chose (ex. Creating a law/rule, changing something in their community, etc.). The students will create a large poster with images, facts, and their opinion on how they can help and why they chose this topic. Students will also include how doing this will make them a good citizen and how it will help others. This summative assessments connects to this lesson through the students' understanding of rules and laws and how much of an impact they have. This assessment engages students in creating a poster where they must create a law/rule or some form of change in their community to solve the democratic problem they chose. Students will be choosing their topic based on something they wish to help/change. They will explain how their actions can help as well as make them a good citizen.
Author Information
Author Soundra Buehler Reviewer Dr. Chad Timm, Simpson College Created 06/18/2020 Last Edited 06/18/2020
Lesson Plan Development Notes: Social Studies Methods, Simpson College, Spring 2020

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