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Civic Ideals
Grade Range: K-5
Resource Type(s): Reviewed Websites, Lessons & Activities
Duration: 60 minutes
Date Posted:
10/19/2016
This historical investigation is aligned with the C3 Framework and is from C3teachers.org.
This inquiry is an exploration into the concept of responsibility, beginning within the home and then expanding to school and the community. In examining the idea that we all have important responsibilities, students should consider the question of what could happen if they choose to act irresponsibly. Through interaction with the formative performance tasks and featured sources, students build their knowledge and understanding such that they should be able to develop an argument that answers the compelling question “Why do I have to be responsible?”
National Standards
Historical Thinking Standards (Grades K-4)
Standards in History (Grades K-4)
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades K-2)
2: Applying Disciplinary Tools and Concepts
D2.Civ.2.K-2. (Civics): Explain how all people, not just official leaders, play important roles in a community.
D2.Civ.3.K-2. (Civics): Explain the need for and purposes of rules in various settings inside and outside of school.
D2.Civ.6.K-2. (Civics): Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
D2.Civ.7.K-2. (Civics): Apply civic virtues when participating in school settings.
D2.Civ.8.K-2. (Civics): Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
D2.Civ.10.K-2. (Civics): Compare their own point of view with others' perspectives.
D2.Civ.11.K-2. (Civics): Explain how people can work together to make decisions in the classroom.
D2.Civ.12.K-2. (Civics): Identify and explain how rules function in public (classroom and school) settings.
D2.Civ.3.K-2. (Civics): Explain the need for and purposes of rules in various settings inside and outside of school.
D2.Civ.6.K-2. (Civics): Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
D2.Civ.7.K-2. (Civics): Apply civic virtues when participating in school settings.
D2.Civ.8.K-2. (Civics): Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
D2.Civ.10.K-2. (Civics): Compare their own point of view with others' perspectives.
D2.Civ.11.K-2. (Civics): Explain how people can work together to make decisions in the classroom.
D2.Civ.12.K-2. (Civics): Identify and explain how rules function in public (classroom and school) settings.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 3-5)
2: Applying Disciplinary Tools and Concepts
D2.Civ.2.3-5. (Civics): Explain how a democracy relies on people's responsible participation, and draw implications for how individuals should participate.
D2.Civ.3.3-5. (Civics): Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.
D2.Civ.4.3-5. (Civics): Explain how groups of people make rules to create responsibilities and protect freedoms.
D2.Civ.6.3-5. (Civics): Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
D2.Civ.7.3-5. (Civics): Apply civic virtues and democratic principles in school settings.
D2.Civ.8.3-5. (Civics): Identify core civic virtues and democratic principles that guide government, society, and communities.
D2.Civ.10.3-5. (Civics): Identify the beliefs, experiences, perspectives, and values that underlie their own and others' points of view about civic issues.
D2.Civ.12.3-5. (Civics): Explain how rules and laws change society and how people change rules and laws.
D2.Civ.3.3-5. (Civics): Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.
D2.Civ.4.3-5. (Civics): Explain how groups of people make rules to create responsibilities and protect freedoms.
D2.Civ.6.3-5. (Civics): Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
D2.Civ.7.3-5. (Civics): Apply civic virtues and democratic principles in school settings.
D2.Civ.8.3-5. (Civics): Identify core civic virtues and democratic principles that guide government, society, and communities.
D2.Civ.10.3-5. (Civics): Identify the beliefs, experiences, perspectives, and values that underlie their own and others' points of view about civic issues.
D2.Civ.12.3-5. (Civics): Explain how rules and laws change society and how people change rules and laws.
4: Communicating Conclusions and Taking Informed Action
D4.2.3-5. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
D4.3.3-5. (Communicating and Critiquing Conclusions): Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
D4.3.3-5. (Communicating and Critiquing Conclusions): Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
