Subject: Social Studies
Teacher: Kate Talbert
Lesson Title: Democratic Values
Grade: 5
Objectives:
Students will:
 Perform a skit to illustrate one of the eight Core Democratic Values
 Define a Core Democratic Value and explain its connection to the founding documents
(i.e. U.S. Constitution, Bill of Rights, Declaration of Independence)
Standards:
Social Studies
5.C&G.2 Analyze life in a democratic republic through rights and responsibilities of citizens.
5.C&G.2.1 Understand the values and principles of a democratic republic.
5.C&G.2.2 Analyze the rights and responsibilities of United States citizens in relation to the
concept of “common good” according to the United States Constitution (Bill of Rights).
5.C&G.2.4 Explain why civic participation is important in the United States.
Speaking & Listening
5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Writing
5.W.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
Language
5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening
Theater Arts
5.C.1 Use movement, voice, and writing to communicate ideas and feelings.
5.C.2 Use performance to communicate ideas and feelings.
Materials:
 Index Cards
 Chart paper/Whiteboard/Blackboard
 Writing journals (1 per student)
 Vocabulary Cards (see attached)
Vocabulary:
Assemble, Citizens, Civic Responsibilities, Common Good, Sovereignty, Justice, Liberty,
Democratic, Patriotism, Diversity, Majority
Procedures:
** Lesson should last approximately 45 to 60 minutes
 Write the word "believe" in very large letters on the board. Give an example of
something you believe which is superficial (e.g., “I believe that chocolate is the best
flavor of ice cream”). Next, give an example of something you believe which is serious
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(e.g., “I believe that people should be treated with respect”). Then ask the students to
share something which they believe. Elicit both frivolous and serious responses. Create a
list of student responses on chart paper, whiteboard, chalkboard, or overhead.
Once a variety of responses has been generated, state each belief and ask, "All those who
believe or agree with (state belief), please stand." Emphatically point out to students that
this is a commonly held belief among their peers (if the majority stands). Repeat this with
several beliefs.
In order to connect student experience and understanding to the concepts of this lesson,
state serious civic beliefs such as:
o "Stand if you believe it is important to vote."
o "Stand if you believe it is important to express your opinion."
o "Stand if you believe all people are created equal."
o "Stand if you believe it is important to tell the truth."
Directly teach that these common fundamental beliefs, which citizens believe are
important, are called Core Democratic Values, and they have their origin in the
founding documents (U.S. Constitution, Bill of Rights) just as our personal beliefs have
their origin in family, personal experience, and/or peers. Ask students what they think the
connection is between the Core Democratic Values and the founding documents. Be sure
to emphasize that the writers of the founding documents were inspired by the desire to
protect their values as citizens and so they expressed their ideals and expectations in the
founding documents. The Bill of Rights and Constitution emphasize the importance of
protecting our individual rights. The Declaration of Independence outlines the importance
of government to act in accordance with values. All the documents show the value of
popular sovereignty -which government must be for the people and by the people. These
documents show the lasting power and need for collective action to state and preserve our
values.
Write the eight Core Democratic Values on the chalkboard: Truth, Justice, Equality,
Diversity, Patriotism, Individual Rights, Common Good, and Popular Sovereignty.
Engage students in a discussion to come up with a definition for each core value. Write
the definitions on the board. Ask students if they think any of the Core Democratic
Values are similar to the list of their own beliefs which were written on the board in the
beginning of the lesson. At this time be sure to emphasize that the ideal is all citizens
acting responsibly with consideration of the Core Democratic Values.
Divide students into eight small groups (3 to 4 students per group). Give each group an
index card with a one of the eight Core Democratic Values written on it. Each group must
think of a common conflict in the classroom or on the playground and then think of a
positive way to solve the conflict using their assigned value. For example, group A is
assigned the value of “Pursuit of Happiness.” Some students in the group pretend to jump
rope on the playground. Some other students start playing hopscotch in the same general
space as the jump-ropers because the jump-ropers are on the hopscotch board. They roleplay a little conflict about invading each other’s space. One student says, “We all have
the right to be happy as long as we don’t take away someone else’s right to be happy.”
The group then either decides that the jump-ropers will move away from the hopscotch
board or the hopscotch players agree to draw a new outline.
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Allow groups approximately 10-15 minutes to prepare their skit.
After the groups have created and practiced their role-plays, they can perform them for
the rest of the class. The rest of the class can give them feedback for improving the skit or
for making the Core Democratic Value clearer.
If desired, students can continue to work on their skits over the period of a few days.
When the skits are polished, the students can present them to other classes in order to
teach their peers some valuable problem-solving strategies
Assessment: The assessment for this lesson will be in the form of a journal entry. Reflecting
upon the lesson taught and the eight Core Democratic Values learned, students will respond to
the following prompt: "Which Core Democratic Value holds the most importance to you? Define
it in your own words and tell why you value it most. Then tell why you think the writers of the
founding documents wanted to ensure the protection and promotion of that value."
Differentiation:
This lesson can be adapted in the following ways:
 Provide ELL students with vocabulary cards for each of the Core Democratic Values.
 Academically gifted students can work on researching one of the Core Democratic
Values and developing a product to demonstrate what he/she learned during the research
process.
 Students with learning disabilities and ELL students can be placed in groups with higher
achieving students who can help support them. These students could also be placed in a
group with a peer tutor.
Resources: Adapted from: http://learningtogive.org/lessons/unit8/lesson1.html
Vocabulary Cards
Truth: Verdad
Justice: Justica
Equality: Igualdad
Diversity: Diversidad
Patriotism: Patronism
Individual Rights: Derechos Individuales
Common Good: Bien Común
Popular Sovereignty: Soberania Popular