Unit 1: Good Citizens
Embedded Files
Impact Chapter: 1
ReadyGen Alignment: Module 1A
Text Alignment: Where is Home Little Pip (being helpful/kind)
Unit Overview: How do people learn and work together?
In this unit, kindergartners will explore the concept of being a good citizen and learn how individuals can make a positive impact in their communities. Through engaging activities, discussions, and real-life examples, students will develop an understanding of civic participation, the qualities of an informed and engaged citizen, and the importance of rules and decision-making. They will gain insight into their unique identities and learn how to be responsible and contributing members of their school, community, state, and country. This unit will lay the foundation for future social studies learning and nurture their sense of civic responsibility and engagement.
Prepared Graduates:
Express an understanding of how civics participation affects policy by applying the rights and responsibilities of a citizen.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation(s):
4. Civics:
Understand that civic participation takes place in multiple groups and in various forms (4.1)
Participate in making fair and reasoned decisions using democratic traditions (4.2)
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Differentiate among examples of civic participation. For example: voting, debating, running for office, protesting, and volunteering. (4.1.a)
Explain the qualities of an informed and engaged citizen. (4.1.b)
Practice citizenship skills including, courtesy, honesty, equity, and fairness when working with others. (4.1.c)
Explain why rules are needed. (4.2.a)
Create and follow classroom rules. (4.2.b)
Explain how a class rule may promote fairness and resolve conflict, and compare against a rule that does not. (4.2.c)
Contribute to making and maintaining class community decisions. (4.2.d)
Explain the difference between democratic decision-making and decisions made by authorities. For example: a parent, teacher, principal, and a police officer. (4.2.e)
Colorado Essential and Nature of Skills
Recognize and describe patterns in the sequence of events from the past (Critical Thinking and Analysis).
Historians arrange events in the order of their occurrence.
Historians examine change and/or continuity over a period of time.
Inquiry Questions
Why is it important to know the order of events?
How is your life and/or family different from other children and families of the past?
What happened yesterday and today, and what might happen tomorrow?
How have you grown and changed over time?
Disciplinary, Informational, and Media Literacies
Apply disciplinary concepts of change and continuity to the study of the past.
Gather information and present orally.
Academic Vocabulary and Language Expectations
Citizen, cooperate, law, respect, responsibility, right, rule, unique
Possible Assessments:
Inquiry Project
In this chapter’s Inquiry Project, students work with a small group to make a book about good citizens. They draw and label pages showing things good citizens do. See pp. T6-T7 for more information (Impact Teacher’s Manual).
Lesson Tests (1-5) and Chapter Overview Assessment Chapter 1
Instructional Resources & Notes:
Chapter 1 from Impact
Research Companion
Inquiry Journal
Explorer Magazine
Supplemental Resources
Primary Source Lesson: Are Rules Good?
Primary Source Lesson: Responsibilities
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