€¦ · web viewlesson 1 uses the plot of dreamworks’ shrek the third as a springboard into...

Delaware Recommended Curriculum

This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards.

Unit Title: The Role of a Leader

Designed by: Fran O’Malley, Democracy ProjectInstitution: University of Delaware

Contributors: Alison Selders, Cape Henlopen School DistrictJennifer Chalmers, Christina School DistrictQuazonia Quarles, Christina School District

Content Area: Social StudiesGrade Level: 1

Summary of UnitLesson 1 uses the plot of DreamWorks’ Shrek the Third as a springboard into exploring the question, how should leaders be selected. Lesson 2 uses a story about a class that elects representatives to propose names for a class pet as a way of exploring the question, how should a representative represent us?

Unit Content [from the Civics Clarification Document]

To simply know leaders are sometimes chosen by election and expected to represent the people does not reflect understanding. Understanding begins with discovering why. Elections are a means of democracy, thus they serve the purpose of democracy, which is to constrain government to serve the people.

There is more to the principle of elections than mere distrust of authority, of course. An embedded concept of democracy is rule for the people.1 Elections help ensure that those who would lead us must first win the trust of a majority, and the continued prospect of elections keep the winners sensitive to the interests and views of their constituents.2 The concept of representation3 addresses the principle of rule by

1 The phrase “rule for the people” expresses the idea that government exists only to serve the people.2 A constituent is someone who authorizes a representative to act on his or her behalf. The voters of a state or legislative district are the constituents of a state or district representative.3 Although simple in theory, the meaning of representation is somewhat ambiguous in practice. In theory, a faithful representative would act according to the wishes of the majority of his or her constituents. Laws and policies are usually complex, however, and most voters are too uninformed and unconcerned to form a viewpoint. Aside from elections, there is no clear, democratically valid way for representatives to find out what the majority of their constituents want. Polls and constituent contact can be highly misleading. Also, constituents usually do not want their representative to be a weathervane in shifting political winds.

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http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/ss/Civics_K-3_3-10.doc

and of the people.4 At this grade level, students should not be expected to understand all the complexities and problems of representative democracy, but they should be introduced to the idea that representatives wear two hats. First, they are expected to vote the way the majority of their constituents want them to vote on an issue. The other hat often contradicts the first; they are expected to be leaders who vote for what they see as the best interest of their constituents even if a majority of them do not agree. Students should understand why both roles are necessary.

Examples for teaching the above principles can come out of class or school elections. A teacher might use open-ended questions that have no definite right or wrong answers. Open-ended questions are best to invite the open debate and discussion that is most conducive to understanding.

1. Is it better for the students to elect a class president or the teacher to appoint one? Why?2. What would you say to a class president who only helps her friends and ignores what everyone else in the class wants?3. Jimmy is on the Student Council of his school. The students that elected him want him to vote to have candy machines in the halls, but he has heard too much candy is bad for people. How should he vote on the issue? Why?4. Bob says being elected President of the Student Council at his school means he is the boss of the students. Is he right?5. What does represent mean?

4 “Rule by and of the people” expresses the idea of citizens both participating in and constituting government. In practice, citizens “constitute” government only in the sense that government is led by their elected representatives, though there are many ways that citizens can participate in their own governance. For example, voting, serving on juries, volunteering for public service, lobbying, contributing to parties, and running for office are among the ways to participate.

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Stage 1 – Desired ResultsWhat students will know, do, and understand

Delaware Content Standards Civics Standard One K-3a: Students will understand that leaders are sometimes chosen by election, and that elected officials are expected to represent the interests of the people who elected them.

CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Big Ideas Elections Representation

Enduring UnderstandingsStudents will understand that:

Elections are a means of democracy, thus they serve the purpose of democracy, which is to constrain government to serve the people.

Representatives wear two hats. First, they are expected to vote the way the majority of their constituents want them to vote on an issue. The other hat often contradicts the first; they are expected to be leaders who vote for what they see as the best interest of their constituents even if a majority of them do not agree.

Essential Questions Should leaders be elected? How should an elected official represent the interests of the people?

Misconception Addressed A representative is always supposed to do what the majority of constituents

want him or her to do.

Knowledge and SkillsStudents will know…

Leader - a person who directs or is in charge of something. Election - a way of making a choice whereby people vote and the person

who receives the most votes wins. Vote – a choice that gets counted. Majority rules – a way of making decisions in which the option receiving

the most votes wins.

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http://www.corestandards.org/ELA-Literacy/SL/1/1/

http://www.corestandards.org/ELA-Literacy/SL/K/6/

http://www.corestandards.org/ELA-Literacy/RL/K/3/

Representative - a person or group that speaks or acts as support for the group.

Constituents – The people who are represented by a leader.

Students will be able to… Evaluate methods by which people become leaders. Explain the use of voting as a method of group decision making. Explain why representatives do not always follow the instructions of those

who they were elected to represent.

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Stage 2 – Assessment EvidenceEvidence that will be collected to determine whether or not Desired Results are achieved

Transfer TaskThe summative task for this unit is ongoing throughout the year. Teachers are to present students with repeated opportunities to participate in the decision-making process (e.g. should we have snacks at 10:00 or 10:30, should we go outside or remain inside for recess, should our class trip be to the fire station or to potato chip factory, should our reward be a movie or extra recess time etc.), allow them to discuss options, select one or more “leaders” to gather and represent others’ ideas, then present recommendations to the teacher.

Essential Question Measured by the Transfer Task How should leaders be elected? How should an elected official represent the interests of the people?

Prior Knowledge

You have just learned about different ways that people get to be leaders. You also learned there are at least two different ways that leaders who are elected can represent the people who elected them.

Problem Your teacher has some decisions to make and wants you, as young citizens, to have a role in making those decisions.

Role/Perspective

You are a citizen of your classroom. There are some decisions that have to be made throughout the school year and you will help to make them. There will be times when you are selected to serve as a representative for other students in your class. Sometimes, each group will decide which method should be used to select its representative. At other times, your teacher may appoint representatives or tell you which method to use. Representatives will have to decide whether they will do what the others in their groups want them to do or what the representative thinks is best for those in the group.

Product/Performance

Your task will be to find out what other students think should be done, consider what they say, then recommend to your teacher what you think should be done and why.

Criteria for Exemplary Response

When presenting your recommendation, you… explain how you were chosen to be the representative; explain why that method was a good one or a bad one; explain what others wanted you to do; explain what you will recommend to your teacher; provide one or more good reasons for your recommendation.

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Rubric

Scoring Category

Below the Standard

Score Point 1Approaching the

Standard Score Point 2

Meets The Standard

Score Point 3

Exceeds the Standard

Score Point 4

Evaluating the Method

Used to Select the

Leader

Representative identifies the method but does not or cannot explain why the method used to select him or her was good or bad.

Representative explains the method used to select him or her as representative but argues ineffectively why it was good or bad.

Representative explains good or bad aspect(s) of the method then argues effectively for its use or non-use.

Representative explains good and bad aspect(s) of the method then argues convincingly for its use or non-use.

Justification for Decision

Representative does/cannot justify his or her recommendation to the teacher.

Representative explains positions of self or those he or she represents but offers an undeveloped justification for his or her recommendation.

Representative explains positions of self or those he or she represents then justifies a recommendation effectively.

Representative explains positions of self and those he or she represents then justifies a recommendation convincingly.

Use of Standards-

based Vocabulary

No standards based vocabulary used or used inappropriately in all cases.

Standards-based vocabulary used but inappropriately at times.

Standards-based vocabulary used appropriately in most instances.

Standards-based vocabulary used appropriately in every instance.

Total Score __________

Exceeds the Standard: 9-12 points.Meets the Standard: 6-8 points.

Near the Standard: 4-5 points.Below the Standard: 0-3 points.

Student Self-Assessment and Reflection

How a teacher uses the information from assessments determines whether that assessment is formative or summative. Formative assessments should be used to direct learning and instruction and are not intended to be graded.

The Checks for Understanding at the end of each instructional strategy should be used as formative assessment and may be used as writing prompts or as small-group or whole-class discussion. Students should respond to feedback and be given opportunities to improve their work. The rubrics will help teachers frame that feedback.

An interactive folder of graphic organizers, charts, and classroom webs could be used to organize a collection of student work and exhibit student growth and reflection.

Stage 3 – Learning Plan

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Design learning activities to align with Stage 1 and Stage 2 expectations

Lesson One: The King Has Croaked

Lesson DescriptionAfter reading Shrek the Third: A Good King is Hard to Find or viewing portions of Shrek the Third, students will examine alternate ways of filling positions of leadership as a way of exploring the question “should leaders be elected?”

RationaleThose who live in a democratic society should understand why elections are used widely to select leaders.

Essential Question Should leaders be elected?

Enduring Understanding Elections are regarded by many as the best way to fill positions of leadership

in a democracy because both democracy and the outcomes of elections are based on the will of the majority. Elections also empower people to grant and retract authority and provide legitimacy for those who hold power.

Vocabulary Leader – a person who directs or is in charge of something. Election – a way of making a choice whereby people vote and the person who

receives the most votes wins.

Materials Needed Paperback ($3.99): Shrek the Third: A Good King is Hard to Find by Catherine

Hapka. Available from www.icanread.com Alternative is to show all or some of the movie Shrek III.

Resource 1: Story Map – Shrek the Third (one copy for every 2 students). Resource 2: Proclamation Resources 3-14: Methods for Selecting Leaders (one copy of each). Transparency copies of Resources 3 and 14 (one copy of each). Copies of Resource 15: T-Chart Summary (one copy for each pair of students). (Optional) Resource 16: Character Map for Shrek III Characters - (one copy for

each pair of students). PowerPoint Story: The Class Pet by Fran O’Malley. Illustrated by Alison Selders.

Instructional Strategies

1. Introduce the lesson. Tell students that we are going to talk about leaders and how they are chosen in this lesson. Our essential question is “should leaders be elected?”

2. Brainstorm: a. What is a leader?b. Who are some leaders that you know?

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http://www.icanread.com/

c. What are the qualities of a good leader?

3. Show a picture of King Harold as a frog from the DreamWorks movies Shrek II or Shrek III. Ask students – does anyone know who this might be? (King Harold of the Kingdom of Far Far Away - was turned into a frog in Shrek II)

4. Read the book Shrek the Third: A Good King is Hard to Find aloud or show appropriate portions of the Dreamworks movie (Shrek the Third) that illustrate problems that arise after the King dies and the Kingdom’s method of choosing leaders leads to conflict. Then, collaborate with the students to complete the Problem/Solution Story Map (see Resource 1) with the students. Ask them…

a. What was the central problem in the story? (the struggle to determine who would be king)

b. How was the problem resolved? (a distant member of the Royal family named Arthur accepted the crown after defeating the evil Charming and winning popular support)

5. Recap Shrek the Third. The King croaked. The Kingdom of Far Far Away was without a king (leader) and some bad things happened.

a. What were some of the bad things that happened after the king croaked?

Shrek had to leave his pregnant wife Fiona – p. 9; Arthur was teased by his classmates – p. 11; the boat carrying Shrek, Donkey, and Puss crashed – p. 17; Prince Charming made the city look terrible – p 21; Charming captured Shrek in an attempt to take over as king –

p. 25; Charming almost stabbed Shrek – p. 27; Charming and Arthur almost get into a fight - p. 27.

b. Why did the bad things happen? (the method that Far Far Away used for selecting a leader was unacceptable to some and undesirable for others. Shrek did not want to be king. Arthur did not want to be king. And the person who wanted to be king - Charming - was evil).

c. What method did the Kingdom of Far Far away use to select a king? (may not be clear to students. The line of succession was supposed to be determined by bloodline but some like Charming did not see this as a legitimate method. He wanted to be king was willing to use force to achieve his goal).

Tell students that the people of Far Far Away don’t want to have to go through what they just went through ever again. The new King Arthur, being the good guy that he is, has issued his very first Proclamation. Make a trumpet noise then unfurl Resource 2 and read it aloud as if it were being delivered by a king’s messenger. Then, ask for a volunteer to explain the King’s proclamation. Be sure to check for comprehension and paraphrase if needed.

6. Small Group work: place students in small groups then ask them to come up with some reasons why one method for selecting a leader might be better than other methods? (answers in adult language might include: everyone has a chance to become a leader; the method is fair since everyone has a chance to be chosen; a person chose by election is viewed a legitimate representative; the person elected has the support of most people; elections allows people to show policy preferences i.e. it allows you to choose people

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who support the same things; the method does not leave the people stuck with the same leader for too long; a person does not have to run in an election so the method does not produce a leader who does not want to serve etc.).

7. Ask students to work in small groups to come up with a list of ways that the people of Far Far Away (or anywhere) might use to select a leader. Ask volunteers to offer possibilities and record them on the board.

8. Present students with all or some of the options that appear below. Say “here are some ways that might be used to select a leader:”

Lottery – pick a name out of a hat. Measure for Size – tallest person becomes leader. Appoint – have teacher select the leader. Race – fastest person becomes the leader. Auction – leadership goes to the highest bidder. Wrestle – whoever wins becomes leader. Quiz – whoever earns the highest score becomes leader. Age – whoever is the oldest becomes the leader. Coin toss – the person who calls heads gets to be the leader. Blood testing – leader has to belong to the same family as earlier

leaders.

9. Model How to Analyze One Method (see Resource 3): Tell students that one way to select a leader is to calculate their wealth (or find out if they have lots of money). Ask students how this method would work (i.e. count and see who has the most money). Then ask students to describe what is good or not good about this method. Record their answers on the board. Sample answers include:

Good (Advantages) Person is probably smart. Person will be less likely to take bribes.

Not Good (Disadvantages) Very few people will have the chance to be a leader. Richest person might not want to be the leader. This method is not fair because poor people will not have a

chance to be a representative. People might not like this person. Rich people may not understand what poor people need or

want.

10. There are two options for Procedure 10.

Option 1 Jigsaw (more challenging): Place students in pairs or small groups. Distribute copies of all or some of Resources 4-13 (not 14) – Method for Selecting Leaders (one to each pair or group). Or, simply write each method on an index card and give one to each group. Have each pair work collaboratively to identify the advantages and disadvantages of one method then report back to the class as a whole.

If you choose Option 1, use Resource 14 (elections) last and be sure to do it with the entire class.

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Option 2 Whole Group Semantic Feature Analysis (less challenging): With some classes you may want to analyze a sample of methods outlined in Procedure 8 and work with the students in whole group to identify the merits and drawbacks of fewer methods for selecting leaders. Resource 16 shows a sample Semantic Feature Analysis for methods of selecting leaders. You can work with the entire class to analyze the methods that appear on Resource 16 or substitute methods of your own choosing.

Be sure to analyze elections last and with the entire class regardless of which option (i.e. Option 1 or 2) you choose for Procedure 10.

11. Sticky Poll: Write the various methods that one might use for selecting leaders on the chalk board. Distribute a sticky note to each student. Have them write their names on the sticky note then invite the students to place their sticky notes under the method that they believe is the best method for selecting leaders.

Alternative Strategy – human graph: have students stand in a line below or next to a sign that describes their preferred method for selecting leaders.

12. T-Chart Summary: project a copy of Resource 15 and have the students use

the results of their sticky poll or graph to list “good” from “bad” ways of selecting leaders.

DebriefRevisit the essential question for this lesson. Ask students “should leaders be

elected? Explain why.” Review some or all of the reasons why an election is a preferred method in our

country. The reasons are described in the parentheses in Procedure 6.

Bibliography Hapka, Catherine (2007). Shrek the Third: A Good King is Hard to Find. HarperCollins Publishers. NY.

Extensions/Enhancements1. Have the students create a “Character Map” for Shrek, Prince Charming,

and Arthur (see Resource 16). Then, use each of the methods outlined in Procedure 8 to select a leader from among the three main characters in Shrek the Third – Shrek, Arthur, and Charming. See who wins using each method then poll the students to see if they would be happy with the results as citizens of Far Far Away.

2. Present students with a list (or pictures) of leaders in their school, community, or nation and how they became leaders (e.g. elected, appointed, test etc.). Ask them why some might be elected while others are not?

3. YouTube contains clips from the movie Shrek the Third that might be used to introduce the lesson. The opening scene where King Harold as a frog croaks (again and again) offers a somewhat humorous introduction to the lesson.

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Lesson Two: The Class Pet

Essential Question How should an elected official represent others?

Delaware Social Studies StandardsIntegrated in the Instructional Strategies

Civics Standard One K-3a: Students will understand that leaders are sometimes chosen by election, and that elected officials are expected to represent the interests of the people who elected them.

Instructional Strategies

Strategy 1: Gathering InformationBuilding Vocabulary: Tell students that the day’s lesson will focus on the word “representative.” Ask if anyone thinks they know what the word means. Field responses then offer the following definition – “a person who is chosen to act or speak for someone else.”

Strategy 2: Extending InformationFrayer Model - representative. Project or draw a copy of a Frayer Model so that it is visible to the entire class. Walk students through the various components, soliciting responses to the prompts

What is the definition of “representative?” What are some characteristics of a representative? Can anyone think of any examples of representatives? Who would like to come up and draw what you think a representative looks

like?Write reasonable responses into the Frayer Model spaces.

Strategy 3: Extending InformationTell the students that you will be reading them a story about a teacher who

purchases a very unusual pet for her class. Say, “I bet no one can guess what the pet will be” while showing them the cover page of the story.

Problems will arise when the students in the story are given an opportunity to name the new pet. Ask your students to pay close attention to why the problems arose.

Story/Discussion – The Class Pet: Project the PowerPoint version of and read the story entitled up to slide #18 (see separate PowerPoint).

Stop presenting and reading at slide #18 and lead a discussion around the questions:

o What is a representative?o Was Michelle a good representative? Why?

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o Was Barak a good representative? Why? Focus the discussion on whether a representative should be a trustee or an instructed delegate (without using those terms).

Finish the Class Pet story after the discussion.

Common Core ConnectionsCCSS.ELA-Literacy.RL.K.3 With prompting and support, identify [or describe] characters, settings, and major events in a story. Have students identify… the major characters in the story (e.g. Ms. Abelle, naked mole rat, Barack), the setting (e.g. classroom), and the major events (revealing the naked mole rat, election of representatives,

Barak choosing the name Arfur, selection of Arfur as the pet’s name).

Strategy 4: Extending InformationTrying on Hats

Teacher will need 2 hats and two small signs: one sign for each hat. One sign should read “Instructed Leader;” the other sign should read “Trusted Leader.” Explain to the students that leaders can wear one of 2 different hats when they are representing other people.

Put on the hat with the “Instructed Leader” sign and say, “sometimes a representative follows the instructions of the people who he or she represents. Just like Michelle did in our story of The Class Pet when she listened to the students in her group and suggested “Weiner” for a name.” Does everyone understand?

Take off the “Instructed Leader” hat and put on the “Trusted Leader” hat.

Then say, “sometimes a representative does not follow the instructions of the people who he or she represents. Instead, the representative leads by doing what he or she thinks is best for others. This type of representative believes that people chose him or her because they trust him or her or because he or she makes good choices. This is what Barak did in the story of The Class Pet when he listened to the students in his group but believed that he had a better idea. He led rather than listened. Does everyone understand?

Discuss: Do you think that a representative is bad if he or she does not do what others

want him to do? Why? When might it be good for a representative to not do what others want? (e.g.

the representative has more information or when the people in a group want something that really isn’t good for them or that hurts others)

Common Core ConnectionsCCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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http://www.corestandards.org/ELA-Literacy/SL/1/1/

http://www.corestandards.org/ELA-Literacy/SL/K/6/

http://www.corestandards.org/ELA-Literacy/RL/K/3/

Check for Understanding Randomly pick one student to come up and put on (or hold up…lice

precaution) either the “Instructed Leader” or “Trusted Leader” hat and paraphrase what the teacher said i.e. explain one way that a person can represent others.

Randomly select another student to come up and put on (or hold up) the other hat and paraphrase what the teacher said i.e. explain a different way that a person can represent others.

Extension: Think-Pair Shares - Give the students some scenarios in which representatives have to make a decision and ask them which “hat” should be worn by the representative. For example,

“Everyone in representative Kyra’s group wanted to have Goldfish for a snack but Kyra voted to have gummi bears because she liked them so much.”

“Most students want to go outside for recess but it’s extremely cold (or hot). The representative voted to stay inside.”

“Most students want to watch a movie but the representative voted to read the book on which the movie is based.”

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Resource 2

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Hear ye, hear ye!

King Arthur has proclaimed that his first act as king shall be to invite you to help the Kingdom of Far Far Away find the very best method for selecting leaders. Never again shall the problems caused by the death of King Harold plague this land. You shall think about the different methods that could be used to select leaders and pick one that you think is best for the Kingdom of Far Far Away.

Resource 3 (for Modeling)Method for Selecting Leaders

Calculate Wealth

How would this method work?Count how much money each person has. The person with the most money

gets to be the leader.

Why might this be a good method for selecting a leader?

Person is probably smart. Person will be less likely to take

bribes.

Why might this not be a good method for selecting a leader?

Very few people will have the chance to be a leader.

Richest person might not want to be the leader.

This method is not fair because poor people will not have a chance to be a representative.

People might not like this person. Rich people may not understand what

poor people need or want.

Rate this Method

0 1 2 3 4 5 Not Good Excellent

Resource 4

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Method for Selecting Leaders

Lottery

How would this method work?



Rate this Method


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Resource 5Method for Selecting Leaders

Measure




Rate this Method


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Appoint




Rate this Method


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Race




Rate this Method


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Auction




Rate this Method


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Wrestle




Rate this Method


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Test




Rate this Method


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Age




Rate this Method


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Coin Toss




Rate this Method


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Bloodline




Rate this Method


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Election




Rate this Method


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Resource 15T-Chart Summary

Which methods for selecting leaders are good? Which are not good?

(+) (-) Good Methods for Methods that are Selecting Leaders Not Good

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Resource #16Semantic Feature Analysis

Directions: Look at each method for selecting leaders in the 1st column and place a check under each description (row 1) that fits each method.

Everyone has an equal

chance to be the leader

The leader will be

liked by most

people

People get to choose

the leader

You get a leader

who wants to be leader

You get to pick someone who likes what

you likeToss a CoinHave a RaceUse HeightUse a TestAppoint the LeaderHold an Election

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Resource 16

Character Mapfor

___________________________

Why he might make Why he might not a good leader make a good leader

_____________ _____________ _____________ _____________

_____________ _____________ _____________ _____________

_____________ _____________ _____________ _____________

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Resource #17Frayer Model

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Representative

Draw it

€¦ · web viewlesson 1 uses the plot of dreamworks’ shrek the third as a springboard into...

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