Uniform Blues

from SCORE H/SS!

http://rims.k12.ca.us/activity/uniform_blues/

Description: Many parents in your community have requested that the school district require students in grades K-6 to wear uniforms to school. A school board meeting has been aranged to discuss the matter, and to make a decision. The school board has promised a fair meeting with equal time for all groups concerned. Your job is to role-play a character in one of the 7 groups in this lesson and create a presentation for the school board. The school board has promised a fair meeting with equal time for each the group. You need to do research on how school uniforms affect grades and behavior in school. You may also want to talk about how being forced to wear uniforms affects your rights an American citizen. Standard 4.5.3

Author: Kim Page, CTAP TOA

Lesson ID: 1167

Assembly Kids' Stuff - Your Idea Becomes a Law

http://www.assembly.ca.gov/acs/acsframeset16text.asp

Description: In California, anyone of any age may suggest an idea for a new state law. Maybe your ideas could make good state laws. Play this game to design your own bill and watch it become law. Standards 3.4.4, 3.4.5, and 4.5.2, 4.5.3, 4.4.4, and 4.4.5

Author: California Stae Assembly

Lesson ID: 103

Cherokee Removal

http://lincoln.lib.niu.edu/teachers/lesson5-cherokee.html

Description: Examine the issue of Cherokee removal from the perspectives of Andrew Jackson, members of Congress, and members of the Cherokee nation. Adopt one of the perspectives and engage in debate with their classmates over the issue of Cherokee removal. Standard 8.8.2

Author: Jennifer Erbach, Abraham Lincoln Historical Digitization Project

Lesson ID: 475

Class Constitution

http://www.teachervision.com/lesson-plans/lesson-2177.html

Description: Learn the purpose of the U.S. Constitution and then analyze the language and meaning of the Preamble. Work in cooperative groups to write a class constitution incorporating the appropriate elements of the U.S. Constitution. Standards 3.4.1, 4.5.1, 5.7.3 and 8.2.6

Author: TeacherVision.com

Lesson ID: 229

Due Process Freedom: Does the Constitution Protect Your Right to Fair Play?

http://www.abanet.org/publiced/lawday/schools/lessons/46_dueprocess_play.html

Description: One of the great fears of the founders and framers was the tendency of powerful governments to act unfairly and unreasonably. The due process clause in the Fifth Amendment was intended by the framers to prevent such abuse of power on the part of the federal government. The due process clause in the Fourteenth Amendment protects against state of local government abuse of power. This clause has been interpreted by the courts to extend most of the rights in the Bill of Rights, that originally applied only to the federal government, to protect people against unfair actions by state and local governments. Students first read about what due process means. Then they are involved in a problem-solving activity that raises questions about who should have the right to a lawyer in a criminal case. The lesson ends with a discussion of the importance of the right to due process in criminal proceedings, as well as a discussion of other situations in which the right to due process applies. Standards 4.5.1 and 5.7.3

Author: Center for Civic Education

Lesson ID: 1320

How Does Government Affect Me?

http://pbskids.org/democracy/mygovt/index.html

Description: In its simplest form, a government determines the way in which a country, state, county, township, city, or village is run. At every level, governments make laws that citizens must obey and create policies about everything connected with daily life. Click your way around this virtual town and see how governments at various levels affect how the town is run. Standards 2.3.1, 3.4.4, and 4.5.3

Author: Democracy Project, PBS By the People

Lesson ID: 1546

Levels of Government in California

http://www.LearnCalifornia.org/doc.asp?id=805

Description: Students examine a series of problems and decide which level of government is most appropriate for solving the problem. They will also identify their local elected officials using research materials. Standard 4.5.4

Author: Learn California.org, California State Library

Lesson ID: 650

North Coast Landscapes: Components of Communities, Similarities and Differences

http://www.humboldt.edu/~economic/landscapes/lessonthree_3.html

Description: Describe the components that make up communities. Use these components to describe different types of communities in California. They will move from a general discussion of communities to a more specific discussion by beginning to describe the network of communities in Humboldt County. Standards 3.1.1 and 4.5.5

Author: Deborah Keeth, CSU Humboldt

Lesson ID: 756

Our Community and the Environment - a Critical Inquiry

http://www.21stcenturyschools.com/Environmental_Unit.htm

Description: This six-week, interdisciplinary unit integrates History-Social Science and Science, particularly, the environment. This provides cohesion and connections between disciplines, adding meaning to the students' learning processes. The class is divided into four Expert Groups through a drawing. The Expert Groups are: Land, Air, Water, and Man?s Impact on the Environment. Each expert group studies a unique set of materials. Students are allowed to exchange groups if someone will trade with them. Standards 3.5.1, 3.5.3 and 4.5.5

Author: 21st Century Schools

Lesson ID: 1413

Picture Books and the Bill of Rights

http://www.constitutioncenter.org/education/ForEducators/LessonPlans/BillofRights/5489.shtml

Description: Acquaint students with sections of the Bill of Rights through the use of picture books. Explain some of the basic freedoms and rights that Americans have, which are outlined in the Bill of Rights. Read How Uncle Murray Saved the Seder, Look for Daniela, The 500 Hats of Bartholomew Cubbins, etc. Role play the story, concentrating on one freedom or right. Make up "What If" questions about the story, concerning the freedoms being discussed. Write a letter or make an imaginary phone call to the main character telling him/her about his/her rights that are guaranteed for all Americans. Standard 3.4.1 and 4.5.1

Author: Theresa Dinius, National Constitution Center

Lesson ID: 819