LeftNavContentLevel 1 (Pre K - Grade 2) Level 1 NCSS standards Level 1 Center for Civic Education Standards Lesson 1: I Am a Person Timeline of My Life My Bill of Rights The Rights Song (MP3) The Rights Song (lyrics) The Boy Who Cried Wolf Lesson 2: I Am a Member of Groups The Grouping Game We're Group Members Word Find Part of a Team (MP3) Part of a Team (lyrics) Lesson 2 Answer Sheet Lesson 3: I Am a Citizen U.S. Bill of Rights The United States of America Map Democracy (MP3) Democracy (lyrics) The Good Citizen Game Lesson 3 Answer Sheet Lesson 4: I Am a Patriot Yankee Doodle Song (MP3) Yankee Doodle Song (lyrics) The Statue of Liberty Coloring Page Hello! In Many Languages The Pledge of Allegiance Coloring Page The Star-Spangled Banner (MP3) The Star-Spangled Banner (lyrics) State Trivia Chart How to Fold the Flag/Flag Etiquette Level 1 Resources Level 1 Sources Page ContentLesson 2 I Am a Member of Groups Lesson Overview: This lesson focuses on the child as part of a group. In Part 1, they'll play a grouping game and do a word find. In Part 2. they'll review My Bill of Rights, and discuss others' rights and rules. In Part 3, they'll perform an experiment with yarn, sing a song, role-play and participate in a three-legged race. Learning Objectives: The children will: Tell they are members of many diverse groups. Identify the names of groups and members. Recognize others have rights like they do. Connect rights with rules. Define responsibility. Associate working together with success. Content Standards Addressed: Common Core State Standards Part 1: Our Differences Reproducible: The Grouping Game Make a copy of the reproducible. Cut out the cards along the solid lines. Randomly distribute one card to each child and allow them time to color. Directions: 1. Announce a category (shape, food, toy, beach item, candy, sports item). 2. Each child will decide if his or her card belongs in that category. 3. If the card belongs in that category, he or she will come to the front of the room. 4. Each child who comes up will tell what object is on his or her card. Notes: All the objects pictured on the cards fall into more than one category so a child may come up more than once during the game. For instance, the whole pizza card could fall into either the "circle" or "food" category. Although the cards are labeled, some children may need help understanding the picture. Discussion Questions: To which groups did they belong? Were they with the same people every time? Humans are members of many groups. The members of these groups have something in common, like where they live or what they like to do. To which groups do the children belong? (Possible answers: family, classroom, neighborhood, team, church) How are the groups the same? How are they different? (Example: family members usually share a last name and often live together, but are different ages. Team members usually look alike because they wear the same uniform, but each plays a different position and has different abilities.) Reproducible: We're Group Members Word Find Invite the children to look for the names of groups and group members in the word find. Encourage cooperation by allowing them to work together to find the words. You can find the answers here. Part 2: Our Responsibilities To Others Review: Review the My Bill of Rights handout. What behaviors do they expect from others because of these rights? Point to the smiling face on the reproducible and read (or have a child read) the sentence (Other people have rights, too!). Ask the children to color the face a bright yellow and draw a line with the crayon through the sentence to "highlight" it. Emphasize everyone has rights and is important. We have a responsibility to make sure others keep their rights just as we want to keep ours. Discuss: Reread the page, changing the perspective from "I" to "other people". Examples of points to cover: Other people have the right to be respected. We have the responsibility to give them a turn, and use appropriate language when speaking to them. Other people have the right to have feelings. We have the responsibility to listen to them. Other people have the right to be safe and healthy. We have the responsibility to practice good health habits, like washing our hands. We should also keep our hands to ourselves. Other people have the right to have fun. We have the responsibility to treat their belongings carefully and share what we have with them. Everyone has the same rights. But what if two children want to get a drink from the drinking fountain at the same time? They both have the right to get a drink if they're thirsty. What should they do? In that case, rules help us decide. What are rules? Rules tell us how to behave so everyone stays safe and feels respected. Who makes rules? It depends where the child is and who's in charge. At home, parents do. At school, the principal and teachers do. What rule should the children at the drinking fountain follow? (Take turns, 5-second drink, etc.) Groups often have rules. Discuss examples of: Class rules. School rules. Bus rules. Family rules. After each example, ask why the rule was made. For example, running inside the school is not allowed because someone could be knocked down and get hurt. Activity: Guest Speaker Invite a school or city leader to speak about rules and enforcing them. The children may want to ask the guest the reasons for some of the rules you've discussed. Part 3: Our Relationships Why is it helpful to be part of a group? The children will discover the answer using two ordinary pieces of yarn. Experiment: Cut short lengths of yarn and give two to each child. Ask them to carefully examine one of the pieces. They'll observe the yarn is made of two or more strands. Instruct them to pull apart the individual strands. Can they easily break them? Now ask them to try to break the whole piece of yarn. Is it as easy? Point out it was easier for them to break the separated strands because they weren't woven tightly together anymore. Discuss: When groups of people don't cooperate, they're pulled apart easily, like the piece of yarn. Working together helps get the job done. One type of group is a sports team. Why is it important for a team to stick together? (They have a better chance of winning.) What do teams say and do to show they care and support each other? (They sit together, they shout encouraging phrases like, "Way to go!" or they high-five each other. They help each other improve by practicing together.) When teams work together, how do the members feel? (They feel good about themselves and being on the team.) Is it ever OK to put someone down, even someone from the opposing team? (Negative feelings rub off on others, which brings everyone down.) When we encourage and care for others, they will work together with us to make things better. MP3: Part of a Team The lyrics to this song can be copied, if desired. The children will enjoy singing, moving and/or marching to the music. After listening, discuss the song using the discussion questions: "When our differences come together, it will always make us better": Since we're all different, how will coming together make us better as part of a team? (Each person can do what he or she does best for the good of the team.) "When we follow the rules, the rules become tools to make us better": How do rules become tools to make us a team? (Each teammate wants to know how they can help the team do better. Rules tell people what's expected of them.) "Hey, how 'bout we stay together as part of a team?": What happens if team members don't work together? (They probably won't be successful because everyone will have their own ideas about what to do.) Review the values that were introduced in Lesson 1. Responsibility, honesty and trustworthiness help us get along because they show we care. Caring, or compassion, is another important value. Caring people imagine themselves in another's position and help with whatever's needed. Activity: Role Play Ask the children to imagine a classmate making each of the following statements. How is this person feeling? How would they show they care? "My pet rabbit isn't playful and my mom told me it's probably sick. I'm worried about it!" (Possible answers: be a good listener or share one of your disappointments.) "I just moved from another town and I don't know any kids in my new neighborhood. I don't have anyone to play with." (Possible answers: introduce them to others or invite them over.) "I just saw a spider on the wall in my bedroom and I'm scared of spiders!" (Possible answers: help capture the spider, talk about the benefits of spiders or share feelings about scary creatures.) "I always bring my lunch. Today I forgot it at home and my stomach is starting to hurt." (Possible answers: Go with child to tell some one in charge or share lunch.) "I wanted to play with you, but you were busy and ignored me." (Possible answers: Say "I'm sorry", or watch for another time to play with child.) Remind children sharing and listening "cements" relationships, so we can depend on each other in the future. Activity: Three-Legged Race Organize a three-legged race. Pair up children by height. Tie their legs gently together with a soft cloth and allow a few minutes for practice. If they have trouble getting the hang of running tied together, suggest they put their arms around each other's shoulders and run as if they're one person. After the race, discuss how working together is often better than "doing your own thing."