Rules and Government<\/p>\n
Why do we need government? What are different types\u00a0of decision-making? What are the advantages and\u00a0disadvantages of different forms of government?<\/p>\n
A government is made up of the people, institutions and\u00a0practices put in place to manage the land, resources and\u00a0people living within its borders.<\/p>\n
In this unit, students reflect on rules and laws in their\u00a0community. Students review different decision\u2011making\u00a0models and explore their strengths and limitations\u00a0through dramatic presentations of real life examples.\u00a0Students discuss the purpose of government and review\u00a0basic government types. Afterwards, students reflect on\u00a0why we need government and what it means for them as\u00a0citizens.<\/p>\n
We are learning to:<\/p>\n
I CAN\u2026<\/p>\n
Social Studies Gr. 5<\/em> B3, B3.1, B3.5 Alien Encounter<\/em><\/p>\n 1. Ask students to imagine they are aliens visiting planet\u00a0Earth for the first time. They are trying to make sense\u00a0of how society functions by observing the community\u00a0surroundings, the behaviour of people, their interactions\u00a0with one another, and society\u2019s general order and\u00a0organization. It might seem strange that cars drive on\u00a0the right side of the road (traffic laws), children go into a\u00a0building each day to work without pay (school) and adults\u00a0exchange coloured paper for food (money). Explain to\u00a0students that, without understanding the process and\u00a0reasons for decisions, our society would seem confusing\u00a0or unfair.<\/p>\n 2. As a class, make a list of rules or behaviours in your\u00a0community that students think might seem strange to an\u00a0outsider (alien). Questions to prompt discussion:<\/p>\n 3. \u2018Elbow Partner\u2019 activity: Be an Alien<\/em>. Have one student\u00a0take on the role of the alien, the other the human. The\u00a0human explains a rule on the class list to the alien. The\u00a0alien can ask questions and make suggestions to improve\u00a0the rule. Then have students swap roles and repeat.<\/p>\n 1. Ask students to consider decision-making processes at\u00a0the school. Are students involved in making decisions? If so,\u00a0how? Do you have a leadership group or student council?\u00a0How are they chosen? What decisions do they make? (e.g.,\u00a0planning of a spring\/winter carnival, dance, graduation).<\/p>\n 2. Pose any of the following questions and lead a class\u00a0discussion. Use a graphic organizer (Venn diagram,\u00a0T-chart, KWL) to chart the responses.<\/p>\n 3. Review the three decision-making models on Activity 1.1<\/a>\u00a0(autocratic, democratic, consensus). To explore the\u00a0strengths and limitations of the different decision-making\u00a0models, divide students into groups and have each group\u00a0prepare a skit for one of the scenarios (Activity 1.1<\/a>). At\u00a0the end of each skit, have the rest of the class choose the\u00a0best decision-making model for the scenario (autocratic,\u00a0democratic or consensus) and provide a reason.\u00a0Alternatively, students could fill out the activity sheet and\u00a0discuss the answers as a class afterwards.<\/p>\n 4. Discuss the concept of government and the need for\u00a0rules and laws in society. Guiding questions:<\/p>\n 5. Using the accompanying slide deck<\/a> and\/or the\u00a0\u2018Government and Democracy<\/a>\u2019 video (2:26 min), review\u00a0some basic government types and how they can be\u00a0compared (e.g., democracy, dictatorship, monarchy).\u00a0Connect the government types to three decision-making\u00a0terms: autocratic, democratic, consensus.<\/p>\n Have a brief closing discussion about different types of\u00a0government or decision-making models, or ask students\u00a0to write a reflection on one or more of the following\u00a0questions:<\/p>\n Title Rules and Government Guiding Question Why do we need government? What are different types\u00a0of decision-making? What are the advantages and\u00a0disadvantages of different forms of government? OVERVIEW A government is made up of the people, institutions and\u00a0practices put in place to manage the land, resources and\u00a0people living within its borders. In this unit, students reflect […]<\/p>\n","protected":false},"author":2,"featured_media":756,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-973","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-elementary-lessons"],"_links":{"self":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/973","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/comments?post=973"}],"version-history":[{"count":5,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/973\/revisions"}],"predecessor-version":[{"id":1202,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/posts\/973\/revisions\/1202"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media\/756"}],"wp:attachment":[{"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/media?parent=973"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/categories?post=973"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/civix.ca\/resources\/wp-json\/wp\/v2\/tags?post=973"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nOral Communication<\/em> 1, 2, 1.3, 2.3
\nWriting<\/em> 1, 1.4, 1.5
\nMedia Literacy<\/em> 3, 3.2, 3.4<\/p>\nMINDS ON<\/h3>\n
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ACTION<\/h3>\n
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CONSOLIDATION<\/h3>\n
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TIPS FOR TEACHERS<\/h3>\n
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SUPPLEMENTARY TOOLS<\/h3>\n
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