Grade Range: K-5
Resource Type(s): Reviewed Websites, Lessons & Activities
Duration: 60 minutes
Date Posted: 10/21/2016
Through the compelling question “Do we have to have rules?” this annotated inquiry investigates the relationship between rules and values as well as the role that rules play in maintaining a civil society. This question acknowledges outright that many students wonder about their roles in and responsibility for rule making. It gives voice to their legitimate concerns about the source of rules, the benefits of following them, and the consequences of not doing so. This inquiry taps into a common set of ideas that students have about the authority of rules and validates their honest hesitancy to follow rules simply because they are told to do so. Students learn that there is a key relationship between what we value and the rules we develop, follow, and enforce. Rules and laws are intended to express the shared values of a community, acting as statutes to uphold and protect such principles as fairness, equality, respect, and safety.
Historical Thinking Standards (Grades K-4)
Standards in History (Grades K-4)
Common Core State Standards (Grades K-12)
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.SL.4 (Presentation of Knowledge and Ideas): Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades K-2)
D2.Civ.3.K-2. (Civics): Explain the need for and purposes of rules in various settings inside and outside of school.
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.
D4.2.K-2. (Communicating and Critiquing Conclusions): Construct explanations using correct sequence and relevant information.
D4.3.K-2. (Communicating and Critiquing Conclusions): Present a summary of an argument using print, oral, and digital technologies.
D4.4.K-2. (Communicating and Critiquing Conclusions): Ask and answer questions about arguments.
D4.5.K-2. (Communicating and Critiquing Conclusions): Ask and answer questions about explanations.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 3-5)
D3.3.3-5. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources in response to compelling questions.
D3.4.3-5. (Developing Claims and Using Evidence): Use evidence to develop claims in response to compelling questions.
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).
D4.4.3-5. (Communicating and Critiquing Conclusions): Critique arguments.
D4.5.3-5. (Communicating and Critiquing Conclusions): Critique explanations.