This teapot was made in England about 1766-1770, possibly by the Cockpit Hill Factory, Derby, Eng
Grade Range: K-5
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/19/2016
This inquiry is an exploration into government that begins by looking at the historical roots of democracy in the United States and then focuses on state government. The inquiry features a case study of a piece of legislation, initiated by a class of New York State elementary school students that resulted in yogurt becoming the official state snack of New York. In examining the idea that we have a voice in our government, especially through state representation, students develop an argument supported by evidence that answers the compelling question “Why does New York have a state snack?”
Historical Thinking Standards (Grades K-4)
United States History Standards (Grades 5-12)
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.3 (Text Types and Purposes): Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
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.7 (Research to Build and Present Knowledge): Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
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.2.K-2. (Civics): Explain how all people, not just official leaders, play important roles in a community.
D2.Civ.5.K-2. (Civics): Explain what governments are and some of their functions.
D2.Civ.8.K-2. (Civics): Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
D2.Civ.14.K-2. (Civics): Describe how people have tried to improve their communities over time.
D2.His.2.K-2.(History): Compare life in the past to life today.
D2.His.3.K-2. (History): Generate questions about individuals and groups who have shaped a significant historical change.
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)
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.12.3-5. (Civics): Explain how rules and laws change society and how people change rules and laws.
D2.Civ.13.3-5. (Civics): Explain how policies are developed to address public problems.
D2.Civ.14.3-5. (Civics): Illustrate historical and contemporary means of changing society.
D2.His.2.3-5. (History): Compare life in specific historical time periods to life today.
D2.His.12.3-5. (History): Generate questions about multiple historical sources and their relationships to particular historical events and developments.
D2.His.16.3-5. (History): Use evidence to develop a claim about the past.
D3.2.3-5. (Gathering and Evaluating Sources): Use distinctions among fact and opinion to determine the credibility of multiple sources.
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).