“We are citizens of our classroom, school, and community”

Kindergarten (Civics and Government)

Unit Overview:

As students explore similarities and differences between themselves and their classmates, traits unique to each student will emerge.
With those diversities present in their classroom, and through classroom practices and routines developed by the teacher, students will
begin practicing civic dispositions to identify and solve problems.
The unit sequence follows a progression to scaffold student thinking. Guiding questions are provided to help students answer the
Overarching Inquiry Question. The suggested inquiry activities may take multiple class sessions, or could span an entire year. Do not
feel that each lesson sequence should be completed in one class period.

Overarching Inquiry Questions:

How do our differences make us stronger and strengthen our community? How can we make a difference in our community?

All units are created to support the Overarching Inquiry Question. Inquiry-Based Learning supports the Profile of the South
Carolina Graduate where students use skills to explore their inquiries related to the content as indicated in the standards instead of
the teacher merely providing the information.

Skills Emphasis at a Glance:

● Establish Relationships
● Interpret
● Communicate and Conclude
● Informed Participation

Standard(s)

Standard 4: Utilize the college and career skills of a political scientist to understand and display civic dispositions in one’s personal

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community
● K.CG.1 Identify similarities and differences between people and discuss ways to protect and respect all people by practicing
civic dispositions
● K.CG.2 Explain the purpose of rules and laws, and discuss the consequences of breaking them
● K.CG.3 Establish and practice classroom rules and procedures for listening and responding appropriately to others
● K.CG.4 Collaborate with others to identify a classroom or school issue and propose a resolution using civic dispositions
● Additional indicators from other themes may also work well here. For example, when considering a problem to solve as a
community, K.E.4 (Identify an economic want or need at one’s school or community level and create a solution) may also be
applicable here depending on the community issue that is suggested by the students.

I Can Statement(s):

1) I can identify and follow classroom rules and procedures.

2) I can identify similarities and differences between people and discuss ways to protect and respect all people by practicing
civic dispositions.
3) I can identify why laws and rules are made, and understand there are consequences if they are broken.
4) I can work with others to find a solution(s) to a classroom or school issue.

Unit Sequence of Teacher Instructional Practices and Actions Instructional Guidance and Materials
Students will Take to answer the Overarching Inquiry Instructional Guidance and resources listed below are offered as
Question suggestions for educators to assist students in reaching the goals
of the proposed sequence.

1) I can identify and follow classroom rules and procedures.

Guiding Question 1: How can we make our class a safe and
happy place for everyone?
● Prior to the beginning of this unit, create a text set that
includes literature, videos, and articles that tell about
children caring for one another at school.
Throughout this unit, the teacher will use literature to lead
children to discover solutions to problems that might arise during
the school year. In the work conducted to answer this question,
children will decide, as a class, what they need of themselves and
one another for the class to be a safe and happy place for all.

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● Write the guiding question on the board or an interactive
anchor chart. Additional guiding questions will be added
to this anchor chart as well as student responses, so make
sure to save room for these.
● Lead a discussion with students to unpack the guiding
question together. Make sure students understand the
concepts of “safe” and “happy.” Have students turn-and-
talk about this question, and ask them how they can make
the class a safe and happy place for everyone (“Don’t put
others down,” “listen when the teacher gives directions,”
etc.). It is important to point out that some things we do to
make ourselves happy may bother others (sneezing
without covering your mouth, singing or humming while
others are reading, etc.). It is important to teach students
to be considerate and respectful to all.
● Read aloud a book of your choice. Lead a discussion of
ways that the children in the book make their class a safe
and happy place.
● Have students get into pairs and discuss what they can do
to make the classroom a safe and happy place. Have
students share their suggestions whole-group. List on the
“How can we make our class a safe and happy place for
everyone?” anchor chart the positive ways that the
children suggest could make their class a safe and happy
place.
○ Alternatives to answering the question: Children
may write or draw on large sticky notes to post to
the anchor chart.
○ To model writing with dialogue, on a new chart
In planning for this unit, consider the reading strategies you
might model for students during interactive read-alouds. Also,
consider the civic dispositions (compassion, cooperation,
empathy, honesty, and respect) or leadership traits celebrated at
your school. As with much of this unit, this portion focuses on
social-emotional learning (SEL), and provides a wonderful
opportunity to integrate SEL into your classroom. The skill
associated with this entire section of the unit is establishing
relationships between rules and rule-following in order to create a
safe and happy learning environment.
Books and Materials:
● Responsive Classroom Social-Emotional Learning
program “designed to create safe, joyful, and engaging
classrooms and school communities for both students and
teachers”
● The Morning Meeting Book by Roxann Kriete explains to
K-8 teachers how to implement Morning Meeting into
their classrooms.
● Sharing the Blue Crayon by Mary Anne Buckley
● Never Spit On Your Shoes by Denys Cazet
● Do Unto Otters by Laurie Keller
● Have You Filled a Bucket Today? by Carol McCloud
● Chrysanthemum by Kevin Henkes
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paper, the teacher may write exactly what the

children say on the chart as dialogue, and include
each child’s name. For example, “Don’t run in the
classroom,” Johnny said. Susie said, “Don’t throw
sand on the playground.”
● Revisit the guiding question and have students answer it
orally or through the use of an exit ticket.

Guiding Question 2: What rules do we need for our classroom This guiding question allows students to build on Guiding
to be a safe and happy place? Question 1 by offering their own ideas of what rules must be put
● Add Guiding Question 2 to the interactive anchor chart. into place to maintain a safe and happy classroom environment. It
Unpack the question with students. is important to consider questions you ask students to lead them
● Children will answer this question on large sticky notes to make the connections to the importance of rules. It is also
and attach to the chart. important to consider the support you provide your students to
● Lead a discussion about the rules the children have posted make connections between rules and a safe and happy classroom.
to the chart. Ask children to explain why the rule is
important. Ask children if their rule would make our Books and Materials:
class a safe and happy place. Allow turn-and-talk time for ● What If Everybody Did That? By Ellen Javernick
children to talk about the rules they posted with a partner. ● Hands Are Not For Hitting by Martine Agassi
● Read aloud a book of choice that involves children ● Officer Buckle and Gloria by Peggy Rathmann (excellent
following (or not following) rules. read aloud)
● Lead a discussion about the rules the children had in the
book. What rules did they follow? Or, not follow?
● Revisit sticky notes children put on the chart earlier and
re-ask the question, “What rules do we need for our
classroom to be a safe and happy place for everyone?”
Lead a discussion and allow children to add, or remove,
rules from the chart.
● Lead children to rank the rules from most important to
least important by moving the sticky notes up or down on

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the chart. Make sure to ask students to explain why they
rank the rules as they do.
● Revisit the guiding question and have students answer it
orally through a whip-around (have students circle up and
each take a turn answering the question).
Guiding Question 3: What does a good listener look like and
sound like?
● Add Guiding Question 3 to the interactive anchor chart.
Unpack the question with students.
● Children will sit in a circle and play the telephone game
then participate in a discussion to discuss the guiding
question.
● Read aloud a book of choice that shows major differences
in the plot depending how well the characters listen.
● Construct a class T-chart with words and pictures
explaining what good listeners look like and sound like.
Keep this anchor chart posted as you continue to build
your classroom culture.
● As you end your study of what good listeners look like
and sound like, have students answer the guiding question
by demonstrating what it looks like to exhibit these
characteristics.
Guiding Question 4: What are appropriate ways to have a
conversation with others?
● Add Guiding Question 4 to the interactive anchor chart.
Unpack the question with students.
● Provide a prop, like a stuffed animal, and invite two
It is important for students to see and hear what it means to be a
good listener. This guiding question hones in on the teacher and
students modeling this behavior for the class and referring back
to it with examples witnessed on subsequent days.
Books and Materials:
● Crunch, the Shy Dinosaur by Cirocco Dunlap
● Strega Nona by Tomie dePaola
● Listen Buddy by Helen Lester
● Turk and Runt by Lisa Wheeler
● Lacey Walker, Nonstop Talker by Christianne Jones
● Interactive Modeling: A Powerful Technique for
Teaching Children It is important for modeling to be done
properly and positively. If incorrect modeling is used,
then children may get confused about what they are
expected to do.
● Video of children taking turns and listening (the right
way) like this one found on YouTube.
Again, modeling how to have appropriate conversations with
others is important so that students coming from a variety of
backgrounds can learn what they should and should not do when
having conversations with classmates or others. Be sure to
consider the cultures that individuals come from when working
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children to have a conversation about the animal.
● The teacher should use the T-chart created in the “What
does a good listener look like and sound like?” lessons to
guide the class to talk about the conversation.
● The teacher should ask questions to lead the whole class
in a discussion about the two classmates’ conversation
model.
○ Did the two classmates look at one another during
the conversation?
○ Were both classmates focused on one another?
○ How did the classmates use their voices?
● As you close out this section of the unit, have students
once again describe what is appropriate and what is
inappropriate when having a conversation with others.
Guiding Question 5: What would be a good rule for all of us to
follow?
● Add Guiding Question 5 to the interactive anchor chart
and unpack this with students.
● Revisit the anchor chart with the rules created in the
Guiding Question 2 inquiry by reading them aloud and
having some discussion.
● Read aloud Officer Buckle and Gloria, or play a recorded
version.
● Lead children to realize that Officer Buckle wrote a rule
through this. Allowing students to showcase how they converse
with one another will offer teachers insight into the out of school
literacies and practices they use on a day to day basis. Teachers
should emphasize there may be differences in the communication
styles of home and school and that neither is wrong.
Books and Materials:
● Interactive Modeling: A Powerful Technique for
Teaching Children It is imperative for modeling to be
done properly and positively. If incorrect modeling is
used, then children may get confused about what they are
expected to do.
● Perhaps show a video of children taking turns and
listening (the right way) like this one found on YouTube.
● Crunch, the Shy Dinosaur by Cirocco Dunlap
● Strega Nona by Tomie dePaola
● Listen Buddy by Helen Lester
● Turk and Runt by Lisa Wheeler
● Lacey Walker, Nonstop Talker by Christianne Jones
In life, there will always be rules that must be followed. In some
instances, we have more than one rule to follow at the same time;
however, there may be rules that are more important than others.
In this inquiry, children will think deeply and reflect on the rules
they chose as a class during Guiding Question 2’s inquiry to
determine if they have the “right” rules and rank for this class to
be a safe and happy place.
Books and Materials:
Literature:
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for everything, and have children turn-and-talk to think ● Officer Buckle and Gloria by Peggy Rathmann (excellent
about this. Allow some discussion. read aloud)
● Group children in pairs or quads, and ask the children to
come up with one rule that would be a good rule for all of
us to follow.
● Children will present their one rule to the whole class.
All groups will present their rule, even if another group
has the exact same rule. Make sure to point out to the
children, if this is the case, that this must be a very
important rule if it is coming up multiple times.
● Once all groups have presented, then the class will debate
and decide what rules the class needs, how the rules
created in Guiding Question 2 should be changed, and the
whole class will agree on the rank of these rules. These
rules will be the class rules for the school year.

Guiding Question 6: How do we solve problems peacefully?
● Add Guiding Question 6 to the interactive anchor chart
and unpack this with students.
● Students will engage in a conversation about why it is
important to follow rules.
● Use two puppets and role play scenarios, for example:
○ Moving about without touching anything or anyone,
○ Gathering silently in a circle,
○ Lining up to go somewhere as a class,
○ Children playing with a set of blocks,
○ Leaving a play area to return to seats.
● Discuss the right and wrong way to respond to each of
these. Refer back to the puppets to help solve classroom
problems.
Consider leading children to conduct research on peacemakers
from history to help them answer this question. For this inquiry,
the class will be creating a “Peacemaker Timeline.”
Books and Materials:
Professional resources:
Below are listed additional resources that could be used to aid the
teacher in their instructional progression:
● Interactive Modeling: A Powerful Technique for
Teaching Children It is imperative for modeling to be
done properly and positively. If incorrect modeling is
used, then children may get confused about what they are
expected to do.

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● Children should notice and apply the acceptable or Below is a list (not all-inclusive) of significant historical figures
appropriate ways to solve problems peacefully. who helped bring peace to the world.
● Student will create a Peacemaker timeline (from Sharing ● Martin Luther King, Jr.
the Blue Crayon, p. 108) ● Eleanor Roosevelt
○ Hang a string across the classroom as a timeline ● Abraham Lincoln
with the title “We Are Peacemakers” ● George Washington Carver
○ Hang a card that says the year and how the class is ● Betsy Ross
full of peacemakers (Example: 2020: We use kind ● Dalai Llama
words to bring peace to our school.), and attach ● Wangari Maathai
pictures of students under the card. ● Cesar Chavez
○ As the year progresses, add famous events and ● Shirin Ebadi
people who brought peace to the world. Each card ● Mother Teresa
should contain the date and a short description of
the peaceful act. Keep in mind to include both
deceased and living peacemakers.
○ Allow students the opportunity to suggest
additional names to the timeline. Student
recommendations must be supported with
evidence.
○ The last pictures to hang on the timeline in the
spring would be new photos of the students under
a card that says the year they will graduate from
high school. Each student will write a sentence
describing his or her hopes and dreams and how
he or she will bring peace into the world.
● Revisit the guiding question with the class and make sure
they have the opportunity to answer the question. Take a
picture of each child with a personalized sign that says, “I
have a dream...” or “I will be a peacemaker by…” Have

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students fill in the rest, and hang these up in the hallway.

Guiding Question 7: How can we learn to take turns? Taking turns is a necessary part of becoming a Kindergartener
● Add Guiding Question 7 to the interactive anchor chart and a productive citizen. Students can learn to take turns, part of
and unpack this with students. sharing, through the use of games in the classroom. Through
● Have several games set up in stations that children will be repeated experiences such as this, the concept of taking turns will
allowed to play in groups. Games like math-related transfer into their everyday lives.
games, Don’t Break the Ice, Yeti in my Spaghetti, Jenga,
Checkers, Connect Four, UNO, and other games that Be sure to model how to play the games that are suggested in the
require turn-taking. lesson sequence. Ask for student leaders who know how to play
● Group children and explain how they will rotate between the game to model how to play it to teach the whole class.
the stations.
● After allowing children to play at least two of the games, Books and Materials:
call the whole group to the circle meeting area. ● Interactive Modeling: A Powerful Technique for
● The teacher will lead a discussion in turn taking. A Teaching Children
suggested way to begin the conversation could be to say, ● Video of students taking turns (YouTube)
“You all had to take turns to play all of the games that you
just played.” Have students brainstorm initial responses
by talking with their group members about HOW they
played their games. The children’s conversations should
lead them to answer the question, “How do we take
turns?”
● Allow children to work in their own groups to decide the
best “rules” for taking turns. Children might write their
rules on big sticky notes and stick them to a chart of their
own. Remind the children to rank their rules on their
chart.
● Allow each group to share their rules with the whole class
● Allow the children to participate in a debate to decide the
best “rules” for taking turns. Children might write their

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rules on big sticky notes.

● Revisit the guiding question with the class and make sure
they have the opportunity to answer the question, How
can we learn to take turns?

Guiding Question 8: Are the rules fair for everyone? The concept of fairness is something that students struggle with
● Add Guiding Question 8 to the interactive anchor chart initially, so making sure they understand what it is for something
and unpack this with students. Make sure to focus on the to be fair or unfair is important. Have students consider what
concept of “fairness.” steps they should take if they see a rule or situation as unfair, and
● Have students work together to look at sets of rules from practice this with students.
different places (the pool, other classrooms, the skating
rink, the cafeteria, the playground, etc) and determine if Prepare a set of pictures of rules posted in different places.
they’re fair or not. Prepare a set of cards from the lesson “What’s Fair” from
● Engage students in determining if these scenarios from Teaching Tolerance
the lesson “What’s Fair” from Teaching Tolerance are fair
or not. Books and Materials:
● Ask the class the following question: “Do you think the ● Let Them Play by Margot Theis Raven
rules in the classroom are usually fair?” Invite students to ● New Shoes by Susan Lynn Meyer
share examples, then pose the following questions: ● Ruby Bridges Goes to School by Ruby Bridges
○ Why do you think it is important that the rules in
the classroom are fair?
○ How would you feel if only certain kids got
special privileges based on what they looked like
or whether they were a boy or girl?
○ What does treating people fairly mean?
○ Have you ever seen anyone being treated unfairly
or treated someone unfairly yourself? (students
can discuss this or draw/write about in their
journals)
○ What might you do if you think someone is being

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treated unfairly?
Guiding Question 9: Why do I have to be responsible?
● Add Guiding Question 9 to the interactive anchor chart
and unpack this with students.
● Read any version of The Little Red Hen. Discuss the need
to share the work so that everyone does their share for the
common good of all.
● Make a list of classroom jobs that will rotate among the
children. List the responsibilities of each job. Remind
the children often that if everyone takes responsibility and
does a little bit, no one has to do too much.
● Children will draw a picture of themselves acting
responsibly and describe the picture to a partner.
● Review the guiding question with your students. Tie this
in to the class’s understanding to the Overarching Inquiry
Questions, “How do our differences make us stronger and
strengthen our community? How can we make a
difference in our community?”
As you begin looking with the students at what responsibility is
and means to each person in the classroom, consider what
classroom jobs your students could have to help run your
classroom (line leader, sanitation expert, etc.). Make sure
students understand the connection between responsibility and a
job. Be intentional about connecting classroom jobs to earlier
discussions about taking turns or making the classroom a safe and
happy place. Formatively assess through student drawings to
ensure that they are making meaningful connections between
their classroom jobs and responsibility.
Teachers are encouraged to hold students accountable at their
classroom jobs.
Books and Materials:
● Teaching Laws, Rights, and Responsibilities to Kids
● The Little Red Hen any version
● David Gets in Trouble by David Shannon
● No, David! By David Shannon
● I Just Forgot by Mercer Mayer
● The Pigeon Wants a Puppy by Mo Willems
● I Wanna Iguana by Karen Kaufman Orloff
● The Berenstain Bears and the Messy Room by Stan
Berenstain
● How Do Dinosaurs Clean Their Rooms? By Jane Yolen
● The Mitten by Jan Brett
● Arthur’s Pet Business by Marc Brown
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2) I can identify similarities and differences between people and discuss ways to protect and respect all people by practicing
civic dispositions.
Guiding Question 1: What are civic dispositions?
● Add Guiding Question 1 to the interactive anchor chart
and unpack this with students. Activate their prior
background knowledge through questioning about the
words “civic dispositions.” You may also wish to use the
words you use in your school (“Leadership traits,” for
example).
● Create a “Civic Dispositions Wall” on which you put
students’ names, book characters’ names, and names of
people in the news, etc. Similar to a word wall, a Civic
Dispositions Wall will help your students track examples
of people who have these characteristics. A simple
example is found in Appendix 1.
● Roleplay civic dispositions in your classroom. There are
many scenarios that will work for this.
○ Assign partners.
○ Read each role play card (listed under
“Instructional Guidance and Materials”) for the
partners. Remind them that they will act out the
situation by talking to each other about the
problem. Both partners should talk.
○ Give them time to practice. Teacher rotates
through the group giving guidance as needed.
○ Each pair of partners role play their situation in
front of the class.
● Miss Nelson is Missing by Harry Allard
“Civic Dispositions” are characteristics that we want all citizens
to have in our nation. Compassion, cooperation, empathy,
honesty, and respect are common civic dispositions that are
useful in identifying and solving problems. Consider what other
leadership traits we celebrate in our community, how to celebrate
these traits each time they are witnessed in class, and remind
students of their responsibilities within the classroom community.
Student-friendly definitions of each of the civic dispositions:
● Compassion: Concern for others
● Cooperation: Working together and working through
disagreements
● Empathy: To understand how someone else is feeling
● Honesty: Being truthful with yourself and to others
● Respect: Treating yourself, others, and all things with
kindness
Teachers are encouraged to refer to the Peacemaking Timeline
from the previous section (Guiding Question 6) and have students
connect the individuals referred to on the timeline to specific
dispositions explored.
Books and Materials:
● Compassion video from “G-Force Kids” (Youtube)
● Cooperation video from Sesame Street (Youtube)
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○ Class members comment on how each situation
was handled and identify the quality of good
citizenship that was shown in the situation.
● Close out this portion of the unit by reviewing the
question, discussing the connection to the learning target
“I can identify similarities and differences between people Role play scenarios - “What should you do?”
and discuss ways to protect and respect all people by
practicing civic dispositions.”
● Empathy video from Sesame Street (Youtube)
● Honesty video - Howard B. Wigglebottom and the
Monkey on his Back (Youtube)
● Respect video from Sesame Street (Youtube)
Compassion:
● You are playing with friends at recess. You notice one
person alone who seems sad. What should you do?
● Someone fell down and scraped their knee on the
concrete. They begin to cry. What should you do?

Cooperation:
● Your team has been put in charge of taking care of the
class fish. You have to feed the fish every day, clean the
tank once a week, and make sure the tank is always
plugged in. How do you decide who does what so that the
fish are taken care of? What should you do?
● You have been assigned to a group for a social studies
project but you do not get along with one of the group
members. What should you do?

Empathy:
● You and your friend both auditioned for the same part in
the school play. You got the part, and your friend is
upset. What should you do?
● A new student has just become part of our class. She is
very shy and quiet. You remember what it was like when
you started Kindergarten. What should you do?

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Guiding Question 2: How are civic dispositions part of the
books and stories from literature?
● Ask children to watch for these qualities and to point
them out when they see them. Keep an on-going checklist
to record when children identify these qualities in books,
pictures or by example.
● Have them make comments on the books that they read
from their own book bins, leaving their own “tracks in the
snow” through the use of sticky notes. This way other
students can easily see when they are reading about a
character who possesses the trait of “cooperation,”
“empathy,” etc.
● Do several character studies when a student spots a
Honesty:
● You found something that is not yours on the classroom
floor, but you want to keep it. What should you do?
● You accidentally broke a toy truck in the block station.
Talk with your friend about what you will say to your
teacher. What should you do?
Respect:
● A friend of yours begins screaming at the teacher when
the teacher asks him to be quiet. Later, you are sitting
with him at lunch. What should you say?
● You notice another student tearing out pages from the
encyclopedia in the library. You walk over to get a book
and the librarian asks how your day is going. What
should you do?
This particular part of the unit can be used when reading any
literature. Considering the characters and the traits they possess,
have students be on the lookout for particular civic dispositions
any time you do a read-aloud. You could consider having
students leave sticky notes on books they read when they notice a
character showcasing a particular civic disposition. The skill
associated with this portion of the unit is establishing
relationships.
Books and Materials:
Compassion:
● The Rainbow Fish by Marcus Pfister
● The Other Side by Jacqueline Woodson
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character that has one or more of these characteristics.
Also, make a big deal out of it when students demonstrate
these characteristics in your classroom. Consider adding
their name to the Civic Dispositions Wall. This will build
their schema while also helping to provide smooth
classroom management.
● Horton Hears a Who! by Dr. Seuss
● Chrysanthemum by Kevin Henkes
● The Paper Crane by Molly Bang
Cooperation:
● Hands are Not For Hitting by Martine Agassi
● Share and Take Turns by Cheryl Meiners
● Little Blue Truck by Alice Schertle
● Dinofours - I Am Not Your Friend by Steve Metzger
● We Share Everything by Robert Munsch
● Swimmy by Leo Lionni
● I Can Cooperate by David Parker
Empathy:
● Song and Dance Man by Karen Ackerman
● A. Lincoln and Me by Louise Borden
● Summer Wheels by Eve Bunting
● The Hatmaker’s Sign by Candace Fleming
● The Purple Coat by Amy Hest
● Grandfather’s Journey by Allen Say
● Owl Moon by Jane Yolen
● One by Kathryn Otoshi
Honesty:
● When Bluebell Sang by Lisa Campbell Ernst
● Martha Blah Blah by Susan Meddaugh
● Down the Road by Alice Schertle
● The Peddler’s Gift by Maxine Rose Schur
● Too Many Tamales by Gary Soto
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Guiding Question 3: What are some examples of unique beliefs
and backgrounds in our school or local community?
● Add Guiding Question 3 to the interactive anchor chart.
Unpack this question with your students and allow them
the space to discuss what “unique,” “beliefs,” and
“backgrounds” are and how different people have unique
characteristics that should be celebrated. Make sure to
use an asset-based (focus on positive, rather than what is
missing/deficit) lens with this particular discussion.
● Timelines are an essential social studies tool that can be
utilized with the young learner. Teachers are encouraged
to begin the school year off with a class timeline that can
be added to throughout the year.
● Students will create a timeline of their lives up until
school by drawing pictures to illustrate aspects of their
lives to explore aspects of themselves to determine their
individuality within their classroom community and their
● Hip Cat by Jonathan London
● Mouse Practice by Emily Arnold McCully
● Snowflake Bentley by Jacqueline Briggs Martin
Respect:
● Words Are Not For Hurting by Elizabeth Verdick
● The Ugly Duckling by Hans Christian Anderson
● The Wednesday Surprise by Eve Bunting
● Grouchy Ladybug by Eric Carle
● Nana Upstairs, Nana Downstairs by Tomie dePaola
● Wilfrid Gordon McDonald Partridge by Mem Fox
● George and Martha by George Marshall
Diversity and uniqueness are to be celebrated. Having students
look at themselves and others as beautiful mosaics that represent
culture, a variety of ideas and beliefs, etc. is one of the goals of
this unit.
Consider what questions are you asking students to help them
determine events from their lives to include on the timeline? For
example, “When were you born?” “When did you take your first
steps?” Consider which graphic organizer or template you can
use to assist students with the creation of their timelines.
Books and Materials:
There are many resources that can be used to help students with
their own social-emotional learning (SEL) in your class. A few
are listed below.
● The Sanford Harmony Online Learning Portal provides
PreK-6th grade teachers with everything they need to
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 “We are citizens of our classroom, school, and community”
Kindergarten (Civics and Government)

part within the community at large. Have them share their successfully integrate Harmonys’ social-emotional
timelines with one another, noting similarities and learning program into the classroom, including training,
differences (example: “I learned to walk when I was 8 lessons, activities, videos, stories, games, and songs. The
months old, “Well I learned to walk when I was 1 year module on Diversity and Inclusion contains some great
old”). resources for teaching this standard with your students.
● Create a questionnaire with your students to send home to ● Kindness in the Classroom lesson plans (K-8): “Our new
families to complete as a way to learn about the diverse Kindness in the Classroom® curriculum is a Tier 1
makeup of the class. Questions may include the evidenced-based social emotional learning curriculum
following: designed to help schools create a culture of kindness. Use
● What is your favorite type of music to listen to? the tabs below to find everything you need to effectively
● What is your favorite movie and/or television teach important kindness skills to your kids.” Each level
show? teaches lessons on the following skills: Respect, Caring,
● What languages do you speak? Inclusiveness, Integrity, Responsibility, and Courage.
● What do you and your family do when your family ● PBS Arthur Website - Contains great lesson ideas,
member has a birthday? articles, games, etc. for teaching civic dispositions.
● Do you and your family celebrate any other major
holidays? If so, which ones?
● After families complete these, have students compare
their questionnaires with one another to look for
similarities and differences.
● You will use the information from the comparisons to
lead the students in a discussion regarding how they come
from diverse backgrounds with different beliefs and
experiences but remain a part of one classroom where the
concepts explored in this unit are displayed in order for
the class to operate a safe and happy classroom for
everyone.
● To close, look once again at the guiding question with
your students so that they can track their own

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 “We are citizens of our classroom, school, and community”
Kindergarten (Civics and Government)
understanding, growth, and uniqueness.
Guiding Question 4: How have members of our local
community worked together to make our school or community a
better place?
● Add Guiding Question 4 to your interactive anchor chart
for this unit. Discuss with your students and point out
words that they may be unfamiliar with such as “local,”
“community,” and the concept of a “better place.”
● Provide students with opportunities to explore ways the
members of the community come together to help it be a
better place. The community might be the classroom,
school, town, or city, people who make up the
community, and the roles they play in it.
● Have students brainstorm things they wish were part of
their community to improve it.
● Invite the mayor, city council members, school
improvement council members, and PTO members (or
others who are applicable) to come in and talk about how
to make positive change in the community and school.
Have students record what they say and synthesize notes
at the end of the class interviews.
● To close, ask students to track their growth in this guiding
question through a whip around (have students circle up
and each student answers the guiding question). Tie this
in to the class’s understanding to the Overarching Inquiry
Questions, “How do our differences make us stronger and
strengthen our community? How can we make a
difference in our community?”
Working together is a cornerstone of our democracy, and we need
to constantly model collaboration with one another as
professionals, show students how working together leads to great
achievement, and give students opportunities to grow in their
own collaboration. This part of the unit asks the teacher and
student to consider the wonderful things that have been created in
your community as a result of collaboration. Consider listing
these achievements and the people that made these “things”
happen. Constantly ask how groups (civic groups, community
members, politicians, etc.) come together to protect the beauty of
the community, and ask how students can do this as well. The
news will provide a great resource to find examples happening
within your community. It’s especially great when you can make
connections of students making their communities a better place.
You may take a look specifically at your school and ways in
which the community has come together to provide playground
equipment, benches, furniture, new school buses, etc. when
needed. You may also think about memorials in town, parks that
are protected from litter, etc. Perhaps there is a need for more
park space to play or new playground equipment. Perhaps your
community has a littering problem and they would like to seek to
solve it. There are lots of possibilities to pursue in this sort of
work.
Books and Materials:
● Augsburg College: Primary Service Learning Project
Ideas
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 “We are citizens of our classroom, school, and community”
Kindergarten (Civics and Government)
3) I can identify why laws and rules are made, and understand there are consequences if they are broken.
Guiding Question 1: How do rules/laws keep us safe and make
working and living together fair?
● Add the guiding question to the interactive anchor chart.
Unpack the question with the students.
● Pose the guiding question, have students turn and talk to
discuss their ideas. After students have the opportunity to
discuss questions, call on a few students to share their
thoughts with the class.
● In a large, open space, play a game such as Red Light,
Green Light, do not give any rules or directions.
○ After a few rounds, bring the students together to
discuss how the game went. If necessary, guide
the discussion about how it was confusing or not
fair. Introduce the following rules and play again.
■ Players line up on one side and the person
who is calling out “Red Light” and “Green
Light” stands in the middle of the
field/gym. Whenever “Green Light” is
called out, players can run forward.
However, when “Red Light” is called out,
they must stop immediately.
● Have students discuss questions about the differences
between rules and laws and examine how these are put in
● Kid World Citizen
● We Are Teachers: Service Learning Project Ideas
● Learning to Give
This guiding question allows students to develop an
understanding that rules and laws in the classroom, home and in
the community are present to keep us safe and productive. As a
result of this inquiry, students should be able to explain why a
rule/law is/is not fair and what they can do to make it so. The
skill associated with this entire “I Can” statement is interpreting.
Students should spend time looking at rules and laws and
interpreting them as well as the consequences that happen when
rules and laws are not followed.
Books and Materials:
● David Goes to School by David Shannon
● No David by David Shannon
● No Rules for Rex! By Daisy Alberto
● Officer Buckle and Gloria by Peggy Rathman
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 “We are citizens of our classroom, school, and community”
Kindergarten (Civics and Government)

place to keep us safe. Question suggestions include:

○ What is a rule? Guidelines we follow to keep us
safe and treat one another with fairness and
respect
○ What is a law? Rules that all people in a
community must follow
○ Why do we follow rules and laws?
○ What are some rules you follow at home? At
school?
○ What are some laws we follow in our community?
● Revisit the guiding question and have students respond to
it orally or with an exit ticket.

Guiding Question 2: What happens when we do not follow rules This guiding question allows students to build on Guiding
or laws? Question 1 for this “I Can” statement. It is important for students
● Add Guiding Question 2 to the interactive anchor chart. to identify what may happen if rules and laws are not followed.
Unpack the question with students.
● Set up an “intersection” with directional lanes, speed limit Books and Materials
sign and stop signs clearly marked. Gather students close ● What if Everybody Did That by Ellen Javernick
to the intersection. ● Howard B. Wigglebottom (10:24) (story about a rabbit
● Assign a few students to pretend to be driving cars on the who has a hard time following directions.)
street. Tell them to follow the rules and laws by driving ● The Worst Day of My Life Ever (4:48) (story about a boy
on the correct side of the street and stopping at the stop who does not listen and breaks the rules.)
sign. Then introduce students into the scene who are not
following the laws. They can drive on the wrong side of
the road and ignore the stop sign and speed limit. After a
few minutes, stop the scene and ask these questions:
○ What would happen with real cars on the real
street?
○ Why are laws important when driving?

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 “We are citizens of our classroom, school, and community”
Kindergarten (Civics and Government)

○ Would it be fair to the drivers on one road if the

drivers on the other road never stopped at the
traffic light or stop sign?
● Divide students into small groups and assign a topic: bus,
playground, home, classroom or cafeteria. Have them
think of two rules or laws that are specific to their topic.
Have them turn and talk. Ask each group to tell the rest of
the class the rules they discussed for their topic.
Emphasize that the rules and laws are meant to keep the
situation safe, orderly, and fair.
● This is a great opportunity to conduct a read-aloud and/or
show videos of situations where rules/laws are not being
followed. Afterward, facilitate a discussion during which
students identify the consequences that happen when
rules/laws are not followed.
● Read aloud No David or David Goes to School by David
Shannon. Tell the students that they are going to be
detectives. They are going to need to figure out what
some of the rules are in the story by using the illustrations
and what they already know. Pause to chart the different
rules and what happens when they are not followed.
● Give students a sheet of paper where they choose a rule or
law and have them fold it in half. On the top portion of
the paper, have students illustrate themselves following
the rule/law. On the bottom portion of the paper, have
them illustrate what would happen if no one followed that
rule.
● Revisit the guiding question and have students respond to
it orally or with an exit ticket. Tie this in to the class’

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 “We are citizens of our classroom, school, and community”
Kindergarten (Civics and Government)
understanding to the Overarching Inquiry Questions,
“How do our differences make us stronger and strengthen
our community? How can we make a difference in our
community?”
4) I can work with others to find a solution(s) to a classroom or school issue.
Guiding Question 1: What does it mean to collaborate with
others?
● Add the guiding question to the interactive anchor chart.
Unpack the question with the students by reading it aloud
and having them offer ideas about what collaboration is
and what it means to be a good collaborator.
● Create a two-column chart to display ways members of
the classroom collaborate (one column) and ways
members of the school collaborate (one column).
● Read books and watch videos to demonstrate what
collaboration looks like, sounds like, feels like, etc. Track
examples of collaboration and examples in which people
are not collaborating well on chart paper. Refer to these
to create collaboration norms for your classroom, and
refer to these norms when students are collaborating well
and when they are not collaborating well with one
another.
● Identify, note, and discuss the civic dispositions evident in
the books and videos.
● Have students answer the guiding question, “What does it
mean to collaborate with others?”
During this inquiry, students will collaborate to find solutions for
an issue at school or within the community. This is an
opportunity to review with students what it means to collaborate
and what civic dispositions they possess that can be utilized to
address school and/or community issues. It is important to remind
students that collaboration brings together shared ideas and/or
skills and actions. Review what collaboration looks like, sounds
like, feels like, etc. and the relationship between collaboration
and cooperation. Students should consider and experience models
of students collaborating with one another, adults collaborating
with one another, and students and adults collaborating with each
other to make positive change. During this inquiry students will
utilize knowledge to engage in informed decision making.
Books and Materials:
● Wangari’s Trees of Peace by Jeanette Winter
***There are several books that recount the story of
Wangari Maathai.
● Wangari’s Trees of Peace (Video Read Aloud)
● Stone Soup retold by Heather Forest
● Stone Soup (Animated Stories for Kids) (Video Read
Aloud)
● Little Blue Truck by Alice Schertle
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 “We are citizens of our classroom, school, and community”
Kindergarten (Civics and Government)
Guiding Question 2: What are issues we are concerned about in
our classroom or school?
● Add Guiding Question 2 to the interactive anchor chart
and discuss with your class.
● Discuss issues and concerns in the classroom or school.
These could include sharing materials in the learning
centers, leaving the class or hallway restroom untidy, the
need for healthier snacks, litter on the playground, or any
other issue or concern identified by the students.
● Students create a board or select a container dedicated to
student-identified issues or concerns. Whenever students
have a concern, they can draw or write on a small piece of
paper or adhesive note and submit the issue or concern for
the class to discuss during this period of instruction or
during a class meeting.
● Revisit the guiding question once more with the class.
Guiding Question 3: How can we collaborate to resolve these
● Little Blue Truck! Read Aloud (Video Read Aloud)
● The One Day House by Julia Durango
● The Breaking News by Sarah Lynne Reul
● How Crayons Saved the Rainbow by Monica Sweeny
● Swimmy by Leo Lionni
● The Short Giraffe by Neil Flory
***This book details how many solutions may be tried
before the solution that resolves the concern is found.
As this inquiry continues, it is important for students to spend
time discussing issues that are most important to the school
throughout the year. Sometimes current events arise that give the
teacher and class pause to stop and ask, “What can we do about
this?” For example, a local disaster, offering food to the
homeless, taking care of a class pet, and many other issues are
age-appropriate for students in Kindergarten.
Books and Materials:
● Work Together as a Team (1:58) This video shows three
students work together to solve a simple problem as one
student is attempting to build a block tower.
● Webster Elementary 'Kids Helping Kids' (1:35) This
video shows elementary students collaborate with adults
and a local business to help students who may not have
enough food to eat.
● Contest Tasks Kids to Solve Community Issues (5:46)
This video shows students identify a community problem
and collaborate to resolve it.
As this inquiry continues, consider the following:
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 “We are citizens of our classroom, school, and community”
Kindergarten (Civics and Government)
concerns? What actions will we take to resolve the concern?
● Add Guiding Question 3 to the interactive anchor chart
and discuss with the class.
● Have a discussion with students about some concerns that
they have brought up over time. Discuss what and who
may be needed to resolve the problem or concern.
● Discuss how to utilize each person’s knowledge, life
experiences, and strengths throughout the process of
addressing the concerns/issues.
● Have students work in small groups or with a partner to
brainstorm ideas as to how to resolve the issue. Have
students use a combination of drawings and writing to
record their ideas to share with the class.
● Considering the ideas discussed in the small groups or
pairs, develop a plan of action to resolve the issue of
concern.
● Follow the plan of action making modifications, as
needed.
● Bring closure by revisiting the nature of the concern and
what actions were taken to work toward addressing the
concern. Also, discuss how different people’s life
experiences, knowledge, and strengths were utilized to
address the concern.
● Circle back to the Overarching Inquiry Question, discuss
how strengths of the members of the class have been
utilized to make the community stronger and make a
positive difference within the community.
● How are you having students determine if the concern is a
valid one and worth pursuing?
● How are you assisting your students in identifying
reasonable steps to solve this problem?
● How are you communicating to the public about the plan
of actions students are working to take?
Consider selecting a class or school issue or concern to address..
Classroom-level concerns may include students not being kind to
one another, students not showing their best work or
demonstrating civic dispositions, or even trying to solve the
problem of who cleans up after and feeds the class pet.
School-level concerns that may be applicable include
strengthening community partnerships with a local food bank by
holding a canned food drive, raising money for new playground
equipment, helping students make healthier choices at lunch, or
any other of a variety of age-appropriate problems that may be
solved using student civic dispositions of compassion,
cooperation, empathy, honesty, and respect.
Books and Materials:
● Work Together as a Team (1:58)
Three students work together to solve a simple problem as
one student is attempting to build a block tower.
● Webster Elementary 'Kids Helping Kids' (1:35)
Elementary students collaborate with adults and a local
business to help students who may not have enough food
24
 “We are citizens of our classroom, school, and community”
Kindergarten (Civics and Government)

to eat.
● Contest Tasks Kids to Solve Community Issues (5:46)
Students identify a community problem and collaborate to
resolve it.

References:
Additional Resources:

25
Appendix 1: Civic Dispositions Wall

26