How We
Organize Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Our Central Idea for this Unit was “Governments Influence Behaviour”. To go in depth, we looked at “The purpose of governments”, “How governments are structured” and “Types of governments”.
We started the Unit by asking the children for their views and opinions on rules in the classroom and in our environment. What would happen if there were no rules on the road? In schools? At the mall? We were delighted by the children’s participation and knowledge of the importance of rules.
As a group activity, the children got together to create a list of what the ideal classroom would look like in their eyes. Some of their responses were quite funny! We discussed all their answers and looked at the positives and negatives for learning. In the end, each class created their Essential Agreements. These are the rules which we will follow for the year.
We started the Unit by asking the children for their views and opinions on rules in the classroom and in our environment. What would happen if there were no rules on the road? In schools? At the mall? We were delighted by the children’s participation and knowledge of the importance of rules.
As a group activity, the children got together to create a list of what the ideal classroom would look like in their eyes. Some of their responses were quite funny! We discussed all their answers and looked at the positives and negatives for learning. In the end, each class created their Essential Agreements. These are the rules which we will follow for the year.
We went into further detail with the ideas of positive and negative by introducing incentives and consequences. The children were given 10 scenarios that might happen in a classroom. The children had to decide on a positive outcome and a negative outcome for each event.
The children made up a chart where their own positive and negative consequences and incentives were shown. Each day for a week, we used these rules to see how the classroom would behave.
The children made up a chart where their own positive and negative consequences and incentives were shown. Each day for a week, we used these rules to see how the classroom would behave.
Moving out of the classroom, and into the wider world, we explored governments. We decided to focus on three specific government types; democracy, anarchy and monarchy. The children watched a series of videos which highlighted each government type. They took notes and we had a discussion on the information we found.
We created a Venn Diagram. These diagrams allow us to see the connection between various items. We looked at how democracy, anarchy and monarchy are all related. We could see that the children had learned a lot of information from their involvement in this group activity. The noise level was high but so was their participation and learning.
As a Formative Assessment, the children had to choose any two government types and complete a Venn diagram individually. We were very impressed by their answers.
We created a Venn Diagram. These diagrams allow us to see the connection between various items. We looked at how democracy, anarchy and monarchy are all related. We could see that the children had learned a lot of information from their involvement in this group activity. The noise level was high but so was their participation and learning.
As a Formative Assessment, the children had to choose any two government types and complete a Venn diagram individually. We were very impressed by their answers.
From there, we headed to our final Summative Assessment. The children were told that they had to create a short role-play/drama where they would highlight the functions and leaders of a government type. The children were divided into groups at random. In little under a week of preparation, the children managed to create some fantastic dramas. They explained how people become leaders of the governments and how rules are made.
To conclude, I must say that along with the children, all us teachers had an amazing time with this unit. It was a fantastic unit to start the school year. It got everyone up and involved in decision making, participation, being creative and respecting everyone. The hidden message at the end was even though we don’t like some rules, we know that we need them. In school it seems like rules are a bad thing, but the children discovered a different side to school rules, and the importance of them in the classroom.
To conclude, I must say that along with the children, all us teachers had an amazing time with this unit. It was a fantastic unit to start the school year. It got everyone up and involved in decision making, participation, being creative and respecting everyone. The hidden message at the end was even though we don’t like some rules, we know that we need them. In school it seems like rules are a bad thing, but the children discovered a different side to school rules, and the importance of them in the classroom.
Types of Governments
Over the course of the next two weeks, the children will be learning about different types of governments. We want to make them aware of the various behaviours that occur within governments of different countries. Here are "several" videos that we will be showing the children to help with the explanation.
Try out Epic City! A game where the goal is to build the largest city possible, all while keeping the people who live there happy. Use it to learn how different parts of a city system interact with each other and how you need to become a balanced city designer to keep your city happy.