Grade 5: Learning Objectives
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Knowledge: Grade 5 students should be able to-
- Define terms such as power, authority, governance, citizenship, law, constitution, justice, honesty, self-discipline, due process, equality, civic values, politics, majority rule, and minority rights
- Describe how constitutions, rules, and laws are developed in democratic societies such as the United States, Canada, and nations of Latin America in order to maintain order, provide security, and protect individual rights
- Explain how the rights of citizens in the United States are similar to and different from the rights of citizens in other nations of the Western Hemisphere
- Discuss how the structures and functions of governments in the United States, Canada, and various nations of Latin America are similar and different
- Summarize how citizens can support the proper use of authority and how they can combat the abuse of political power in the United States, Canada, and various nations of Latin America
- Explain how various political documents such as the Constitutions of the United States and other Western Hemisphere nations, the Bill of Rights of the United States and Canada, the Declaration of Independence, and the British North America Act define the political values, beliefs, and principles of constitutional democracies
- Discuss how citizenship includes an awareness and celebration of various national holidays in the United States, Canada, and various nations of Latin America
- Explain why various international organizations such as the United Nations and the Organization of American States were formed and how they promote peace, economic development, cultural understanding, and humanitarian cooperation
- Students should be able to get information by-
- Locating sources of print and nonprint information about the governments of the United States, Canada, Mexico, and other nations of Latin America
- Identifying available and appropriate sources of information about the structures and functions of governments in the United States, Canada, Mexico, and other nations of Latin America including information from trade books, textbooks, monographs, reference works, photographs, periodicals, Internet sources, magazines, and newspapers
- Identifying information about the constitutions and basic legal, political, and historic documents of governments of the Western Hemisphere
- Contacting governmental agencies to collect information about the constitutions, laws, and rights of citizens in the United States, Canada, Mexico, and other nations of Latin America
- Interviewing governmental officials such as Members of Congress, United States Senators, or state representatives to collect information about the structure and functions of the federal government in the United States
- Reading from text and trade books, monographs, letters to the editor, newspaper and magazine articles, government documents, interviews, and transcripts of radio and television programs about the structure and functions of governments in the United States, Canada, Mexico, and other nations of Latin America
- Viewing photographs, documentaries, videotapes, DVDs, television broadcasts, museum exhibits, movies, and artwork depicting important political events and milestones in the histories of the founding of governments in the United States, Canada, Mexico, and other nations in Latin America
- Contacting or visiting the website for the United Nations to collect information about the challenges to governments in the Western Hemisphere
- Listening to patriotic music and songs from the United States, Canada, Mexico, and other Latin American nations to determine the civic values and principles that unite their people
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Students should be able to organize information by-
- Preparing charts that compare the structures and functions of governments in the United States, Canada, Mexico by including information such as authority base, election processes, lawmaking processes, leadership qualities, law enforcement procedures, and judicial systems
- Outlining information about the rules, laws, and constitutions of the United States, Canada, Mexico, and other nations of the Western Hemisphere
- Classifying information about the rights of citizens in the United States, Canada, Mexico, and other nations of Latin America
- Completing a chart that lists the Members of Congress and United States Senators in New York State and the names of the governmental leaders in Canada, Mexico, and other nations of Latin America
- Drawing pictures or constructing collages that show how various national holidays are celebrated in the United States, Canada, Mexico and other nations of the Western Hemisphere
- Making posters that list the rights of citizens in the United States, Canada, and Mexico including voting, serving on juries, protesting, and contacting legislators
- Preparing a multimedia display that presents the history, objectives, and structure of the United Nations showing how the United Nations promotes peace, economic development, and cultural understanding
- Completing a chart that compares the values, beliefs, and principles expressed in important political documents such as the Declaration of Independence, United States Constitution, British North America Act, and Canadian Bill of Rights
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Students should be able to present information by-
- Preparing classroom presentations about the different types of constitutional democracies that exist in various nations in the Western Hemisphere
- Designing and constructing a classroom bulletin board or multimedia display that highlights different national holidays in various Western Hemisphere nations including the United States, Canada, and Mexico
- Writing letters and emails to government officials in different Western Hemisphere nations requesting information about their constitutions, structures and functions of government, and rights of citizens
- Publishing a classroom "Government Fact Book" that includes important information about the structures and functions of various Western Hemisphere nations
- Visiting the United Nations website at www.un.org in order to collect and present information about how the agencies in the United Nations promote peace, educational training, economic development, and cultural understanding
- Preparing and presenting a classroom skit about how the rights and responsibilities of citizens are similar and how they differ in various nations in the Western Hemisphere
- Preparing a classroom "United Nations Day" simulating a public policy problem or issue that challenges several Western Hemisphere nations. This day should focus on the background causes for the problem or issue, alternative solutions, the consequences of various alternative solutions, and recommended solutions and action steps.
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Civic Dispositions*: Students should learn and demonstrate the following civic values and attitudes-
- Willing to listen to others points of view or positions on issues even if one strongly disagrees (i.e., civility and civil conversation)
- Willing to view and assess a problem or issue from different points of view or perspectives (i.e., perspective taking)
- Willing to put oneself into another's shoes
- Willing to allow others to express their opinions, without interruption, after expressing one's own opinion
- Willing to participate in open-ended and respectful discussions, without using name calling or verbal attacks on those who disagree with one's own position or arguments
- Willing to show respect for the rule of law
- Willing to consider other points of view or arguments before forming conclusions or making judgments
- Willing to tolerate ambiguity and resist simplistic solutions to complex issues and problems
- Willing to respect the civil rights of others
- Willing to participate in classroom, school, and community activities
- Willing to respect others' space and property
- Willing to demonstrate personal responsibility
- Civic dispositions or traits of private and public character important to the preservation and improvement of American constitutional democracy: **
- Becoming an independent member of society
- Respecting individual worth and human dignity
- Assuming the personal, political, and economic responsibilities of a citizen
- Participating in civic affairs in an informed, thoughtful, and effective manner
- Promoting the healthy functioning of American constitutional democracy
(*Adapted from: Judith Torney-Purta and Susan Vermeer, Developing Citizenship Competencies from Kindergarten through Grade 12: A Background Paper for Policymakers and Educators (Education Commission of the States, 2004), p. 21. and Dialogue on Brown v. Board of Education (American Bar Association- Division for Public Education, 2003), p. 7.)
(**Taken from: NAEP (National Assessment of Educational Progress) Civics Assessment, Civic Dispositions, p. 73. For more information see: http://nces.ed.gov/nationsreportcard)
