Lesson Title:  
Understanding a Democratic Society  
 
Grade Level:  
Grade Three Lesson 3
 
Unit of Study:  
Our Local History: Discovering Our Past and Our Traditions
 
History-Social Science Standard:  
3.4   Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. Government.
 
Correlation to K-8 California Adopted Textbooks:  
Harcourt Brace:  Unit 1, Introduction. What is a community? Lesson 2. Unit 3: Communities grow and change. Lesson 5. Unit 5: Living Together in a community, state, and nation. Lesson 2.
  
McGraw-Hill: Communities. Unit 3: Building a Government. Chapters 6, 7, and 8.
 
Setting the Context:
Effective citizenship requires the knowledge of a democratic government. Understanding rules and laws, including who makes them and who enforces them, leads to a greater understanding of why a citizen should and must follow them. However, when rules and laws are not enforced or are unfair to a group of people, history has shown us that they can be changed. Through dedication, hard work, and nonviolence, César E. Chávez worked to turn his ideas into action in order to improve conditions for migrant farm workers. In this lesson, students will first learn about rules, laws, and a foundational understanding of democracy. These are the concepts that César E. Chávez understood and valued. In lesson 4, students will learn how César E. Chávez participated as a leader of American citizens to influence public policy and change laws and conditions for a group of people in need.
 
Focus Questions:
What is a law and why do laws exist?
Who makes our rules and laws?
What is the basic structure of the United States Government?
 
Expected Learning Outcomes:
Students will be able to state examples of local laws and explain why they exist.
Students will be able to describe who makes the laws in a democratic society.
Students will be able to distinguish between the roles of local, state, and federal government.
 
Assessment:
Select a law and explain in writing why the law was made, why it is a good law, and what would happen if the law did not exist.
Write a letter to a local council member to inquire about local laws and his or her responsibilities to the citizens.
Compare and contrast the responsibilities of levels of government on a Venn diagram
 
Key Concepts:  
Change, Continuity, Interdependence
Work
 
Essential Vocabulary:
law
government
local
state
federal
vote
 
Primary Sources:   
Minutes from a local board meeting, quotes from Chávez
 
Visuals:  
Photographs, graphic organizers, charts

Procedure
 
Motivation:  
Display the primary source photo of Chávez breaking his fast with Jesse Jackson and Ethel Kennedy present. Tell students that in 1988, Chávez fasted for 36 days to protest the use of pesticides in farm fields. Many people came to express their support. Lead a discussion with the following questions: Why was Chávez protesting? What did he want changed? Point out that many harmful pesticides are no longer used in farming. Why are they no longer used? Elicit that there are laws that attempt to prevent the use of known harmful pesticides. Pesticides are not  good for farm workers, consumers, or the environment. A new law was made to protect citizens. Ask students: What are laws? Why do they exist? Write these questions on chart paper and record their responses. Add to the chart throughout the lesson. (Appendix A)
 
Making Connections:  
Ask students if there are “laws” in the classroom? We usually call them “rules”, but they are the “laws” of the classroom community. Explain that classrooms and schools have rules that we must follow in order to be happy and safe. In our communities we have laws that protect us and keep us safe. Ask students to describe what the playground would be like if there were no rules or the rules were not enforced. Rules and laws are necessary for an orderly and safe playground  and an orderly and safe community.

Vocabulary Activities:
1)	Click on the “Vocabulary Activity” icon . Students will read a short paragraph accompanied by slides of maps and pictures. Essential words will be highlighted. Students can click on the word to view a definition of the word.
 
Paragraph:  A government runs our country (map of U.S.). (photo of White House, photo of State Capitol Building  - highlight California on map and a photo of Los Angeles City Hall - highlight Los Angeles on map)  Citizens of the United States vote for people who make the laws that we all live by. Cities have Local Governments. (photo of a mayor) California has a State Government (photo of the Governor) and the United States has a federal government (photo of the President). Each level has different responsibilities to the citizens of this country.  
 
	Definitions:
Government - a group of elected citizens who make the rules for a town, city, county, state or country
	Vote - to say what you think a group should do
	Law - a rule that helps make a community a safe place to live
	Local - having to do with a particular city, town, or small community
	State - having to do with a particular state
	Federal - having to do with a country
 
2)	 Students will play a game in which they match the vocabulary word to the correct definition. Use Appendix B for cards for this game.
 
3)	Students will type in the correct vocabulary word in a cloze activity by using Appendix C.
 
4)	 Print out the vocabulary word cards and display in the classroom for future reference and environmental print. (Appendix D)
 
Guided Instruction (adapted from the California Third Grade Course Model)
1)	In pairs, small groups, or as a whole class, have students complete the “Who Makes the Rules and Laws?” graphic organizer (Appendix E). They will predict who makes the rules they follow to determine that rules are a part of their lives at home, at school, and in the community. Debrief and discuss students’ thoughts and perceptions. 
  
Practice/Assessment Opportunity:
Have students select a law that they know about. For example, bike riders under the age of eighteen must wear a helmet or the speed limit is 65 mph on the freeway. Then have students explain in writing why the law was made, why it is a good law, and what would happen if it did not exist.
 
Write a letter to a local council member to inquire about local laws and his or her responsibilities to the citizens.
 
2)	 Invite a local government official, police officer or principal to discuss the importance of rules and laws. Explore local government on-line resources. City Council Meeting minutes are usually posted on City Web sites. Take the opportunity to explore this primary source document.
 
3)	Read aloud House Mouse, Senate Mouse by Peter and Cheryl Barnes (Scholastic, New York) to introduce how laws are made. Discuss that citizens elect officials in government. American citizens over the age of 18 must register to vote to participate in elections. Registered voters have the opportunity to vote in Local, State and Federal elections.
 
4)	Review the three levels of government – Local, State and Federal. Print out Government Sort cards (Appendix F) that include vocabulary and phrases related to government. In pairs or small groups, have students sort the cards into three categories: Local Government, State Government, and Federal Government. Some of the categories overlap and may vary according to your local community. At the end of the sort, allow students time to share their results and explain why they made their choices. Discuss the similarities and differences of the various classification systems. Go over the possible correct answers for the sort and discuss as necessary.
 
Possible answers to Government Sort Activity:
	Federal Level
Makes the laws for the nation
Prints the coins and money
Runs the armed forces and provides national defense
Deals with other nations
Meets in Washington, DC
Runs the Postal Service
President
 
State Level
Makes laws for the State
Builds and maintains prisons
Helps fund public education
Meets in the State capitol
Issues drivers licenses
Governor
 
Local Level
Makes laws for counties, cities and towns 
Provides law enforcement, fire protection 
Provides roads, parks, hospitals, water 
Meets at City Hall 
Mayor 
 
Practice/Assessment Opportunity
The next day, have students sort the cards again into the different level of government. Have them print out or glue down the cards and write a caption sentence for each level.
 
5)	 While students complete individual diagrams, lead a discussion about the three levels of government and the responsibilities of each level. Help students compare and contrast the similarities and differences of the responsibilities of each level of government. Begin with the Federal Government and ask, “What does the Federal Government do that no one else does?”  Continue with each level and then compare.
 
Practice/Assessment Opportunity:
Have students write government riddles in which the answer is local, state, federal or a combination of government levels. Allow students time to share their riddles and then create a class Government Riddle Book.
 
Use Venn diagrams to write compare and contrast sentences (Appendix G). Use the structured compare and contrast graphic organizers and writing papers. (Appendix H)
 
6)	 Inform students that many rules and laws are passed because interested citizens and groups become involved. César E. Chávez valued our democratic society. He said, “…if we make democracy work, I’m convinced that’ s by far the best system and it will work if people want it to.”  Display this quote and lead a discussion to help students interpret this thought. Knowing the democratic system and being an active part of it was how Chávez was able to become an instrument of change.
 
Integrating Language:  
Note taking
Friendly letter writing
Summarizing
Interrogative sentence writing
Using notes to write compare/contrast paragraph
Mini-lesson on comma use
 
Enrichment:
Write letters to your Congressman or other government officials.
 
Service Learning:  
Identify the Problem - Many people, both young and old, have little idea on how the government works. People of all ages need to be better educated on the workings of government at all levels. César Chávez was keenly aware of this as he tried to get more people involved, especially registered to vote. 
 
Development of Plan - Following this lesson, students will have a better idea on how the Local, State, and Federal Government operates. Have students brainstorm how they can get this information out to the general public. Things to include might be their Venn diagram, a listing of government officials, and the addresses and phone numbers of important government officials.
 
Initiate Action - Students will develop a government guidebook or brochure and distribute to area shelters, schools, government offices, etc.
 
Reflection - Students should check back within the month to see how many guides have been taken. They should chart the locations and how many have been distributed. Answer the following questions: (1) Where have the most/least been distributed?  (2) Is there a specific reason for this or why do you think so many have gone out from this one site. (3) What might be a way to better distribute the information the next time?   

Appendix A
   What are laws?	 
  Why do laws exist?	   

Appendix B
 
Cut the cards apart. Match the vocabulary word to its definition.
 
		    Words					Definitions
 Government	To say what you think a group should do	  
Vote	 Having to do with a particular city, town or small community	 
 Law	A group of elected citizens who make the rules for a town, city, county, state or country	  
Local	Having to do with a particular state	  
State	Having to do with a particular country	 
Federal	 A rule that helps make a community a safe place to live	  

 

Appendix C
 
Use one of the vocabulary words to fill in each blank.

Government               vote                law               local
 
State                   Federal	 

1.	Citizens of the United States _________ for people who make the __________ we all live by.
 
2.	A ___________ runs our country.
 
3.	California has a __________ government and the United States has a __________ government.
 
4.    Cities have __________ governments.

 

 

Appendix D
 
 Government	  
  vote	
law	  
Local	  
 State	
  Federal	

 

 

Appendix E
 
  	Who Makes the Rules?	Who Enforces the Rules?	How do You Help?	  
   Family	 			   
Classroom				  
School	 			  
 Community				   

 

 

Appendix F
 
FEDERAL LEVEL	  
Makes the laws for the nation	  
 Prints the coins and money	
Runs the armed forces and provides national defense	  
 Deals with other nations	  
Meets in Washington, DC	  
Runs the Postal Service	  

 
 
 President	  
  STATE LEVEL	
Makes laws for the state	  
 Builds and maintains prisons	
Helps fund public education	  
 Meets in the state capitol	
 Issues drivers licenses	  

 

  	  

 	  

 

 

Appendix G

 State

 Local

 

 

 

 

 

 

 

 

 Federal

 

Appendix H
 
  What is being compared and contrasted?	How are they the same?	How are they different?	  

 

 WRITING COMPARE AND CONTRAST SENTENCES

 Use some of these signal words when you write compare sentences:
 too    the same as    alike    both    similar    have in common    resemble    in the same way    as well as

 
 
01. 

 
02.  

 
03. 

 

 Use some of these signal words when you write contrast sentences:
 but    different    even though    yet    however    in contrast     on the other hand    instead    otherwise

 

01.

 
 
02.

 
 
03.