GLCE
Verbs
Know – What
will students
know upon
learning this?
Understand
that – What
will students
understand?
Do – What
will students
do to show
they
understand?
Vocabulary
1-C1.0.1
Identify
Students will
know how to
explain some
rules they have
in their
classroom and to
keep all the
students safe.
Students will
know some
common rules
and what
happens if they
are broken. One
common rule is
provide order in
the classroom
which includes
being quiet
when the
teachers asks,
raise hand to
answer
questions, and
be quiet in the
hallways.
Predictability is
in place so the
students have a
routine and a set
amount of rules.
Students like to
feel safe
predictability
provides that for
them.
Students will
know how to
converse about
what
responsibilities
are, and explain
what they mean.
Students will
also learn when
responsibilities
should and
should not be
used. Students
should be able to
Students will
understand
that
rules are not
enforced to
get someone
in trouble, but
to keep a
classroom
functioning.
Create as a
class a set of
classroom
rules. Have the
students write/
discuss/draw
why we have
each rule and
what would
happen if we
didn’t have the
rules.
Rules
Order
Predictability
Safety
I can tell why
rules are
important in
school.
Students will
understand
that we all
have
responsibilitie
s and will be
able to
describe why.
Students will
also
understand
why
responsibilitie
s are so
Students will
get a
worksheet with
a list of
common/ basic
responsibilities
discussed in
class and
students will
have to
describe/
explain each
one such as
where and
Responsibilit
y
Rights of
others
I can talk
about
responsibilitie
s I have at
home and at
school.
Identify some
reasons for
rules in school
(e.g., provide
order,
predictability,
and safety)
1-C5.0.1
Describe some
responsibilitie
s people have
at home and at
school (e.g.,
taking care of
oneself,
respect for the
rights of
others,
following
rules, getting
along with
Describ
e
I Can
others) .
1-C1.0.2
Give
examples of
the use of
power with
authority in
school (e.g.,
principal,
teacher, or
bus driver,
enforcing
school rules)
Give
1-C1.0.3
Give
hear a
responsibility
and talk about
what it means.
important.
when they can
be used. Ask
students what
would happen
if no one did
the dishes?
Have them
respond and
explain why
we need
responsibilities
.
Students will
know why
people have
certain powers
or authorities.
Students will
know how to
list people who
have authority
in our school.
Students will
be able to list
teachers,
principal,
volunteers, bus
drivers, and
teacher aids in
the classroom
as people with
authority at
school.
Students will
know they are
allowed to
teach them and
tell them what
to do because
they are trained
and have the
knowledge to
teach us what
is right. They
can tell
students to
obey the rules
and they can
teach them
new things.
Students will
Students will
understand
that there are
people in
school with
authority to
set and
enforce rules
for them.
Students will
discuss as a
class first
who we think
authority
figures are,
then students
will be asked
to write down
examples of
authority
figures in the
school
system. After
we can
discuss and
ask if anyone
thought of a
new figure.
Authority
Enforcing
I can give
examples of
who has
authority in
my school.
Students will
Students will
Authority
I can tell
Give
examples of
the use of
power
without
authority in
school (e.g.,
types of
bullying,
taking cuts in
line)
1-C2.0.1
Explain how
decisions can
be made or
how conflicts
might be
resolved in
fair and just
ways
(e.g.,majority
rules)
Explain
know that
sometimes
power is used
by students
who are not
authority
figures.
Students will
learn about
bullying and
taking cuts in
line and how it
is not the right
thing to do.
Students will
know that there
are other ways
to fellow
classmates
might take the
role of an
authority
figure like by
trying to tell
others what to
do.
Students will
know how to
describe/
discuss how
decisions can
be made.
Students will
know that we
cannot always
decide on
something that
we like, we
have to
compromise.
Students will
know that
majority rules
is used in
making a
decision, and it
means we
choose the side
that most
people agree
with. Majority
understand
that some
students take
the power
and authority
in the wrong
way.
get into
groups of
three or four
and each will
give an
example of
using power
without
authority.
Students will
share with
another group
after this. We
will create a
classroom list
and talk about
how we will
not use power
without
authority in
our
classroom.
Students will
understand
that conflicts
can happen
and the result
might not
always go in
our favor,
but that is
okay.
Students will
engage in a
small class
debate. I will
assign groups
to take a
certain side.
This will
demonstrate
that not
everyone can
win in a
debate and if
that happens
we still need
to be nice to
each other.
After the
debate we
will have a
class
discussion to
talk about
majority rules
and conflicts.
examples
students
using power
they
shouldn’t.
Decisions
Majority
Rules
Conflicts
Resolved
Compromise
I can explain
how we can
make
decisions in a
group.
1-C5.0.2
Identify
situations in
which people
act as good
rules is used
when the class
is spilt on two
or more
choices, the
teacher might
say who wants
to read out
loud, those
students who
want to read
would raise
their hand and
the teacher will
count. Next,
the teacher
might ask who
wants to do
math first?
Students will
raise their hand
and she will
count.
Whatever
choice has the
most votes,
wins, that
activity would
be first.
Students will
know that
voting is an act
of placing their
idea or choice
out for others
to see. If a
teacher asks
what activity
the class
should do first,
journal or read,
students have
the chance to
vote, they can
choose which
one they want.
Identify Students will
know how to
pick out good
deeds and good
citizens when
We will
discuss the
importance of
getting along
with one
another, and
how we
should be
friends with
everyone.
Students will
understand
that people
act as good
citizens
Students will
get into
groups and
act out a
certain role,
Effective
Participation
I can pick
out ways
how people
act as a good
citizen.
citizens in
the school
community
(e.g.,
thoughtful
and effective
participation
in the school
decisions,
respect for
the rights of
others,
respect for
the rule of
law, voting,
volunteering,
compassion,
courage,
honestly)
they see them.
Students will
know what a
good deed is,
and hopefully
be able to carry
out good
deeds.
Students will
know that
effective
participation is
helping the
school
community or
classroom in a
good way.
Example: we
see trash on the
ground we pick
it up instead of
leaving it on
the floor. If we
see a friend in
need we can
help them.
Participation in
school decision
is putting in an
opinion on
important
topics like,
classroom
rules and
responsibilities
. Students will
know how to
respect the
rights of
others. They
will know that
rights of others
are respecting
their personal
space and
treating them
nicely.
Students will
know what
voting looks
like. We ask a
when they do
good deeds
for others
and follow
the rules.
the rest of the
class will
have to
decide if the
act is people
acting like
good citizens
in the school.
question and
depending on
your
knowledge,
you decide
which way you
would choose
to vote. Then
you raise your
hand to be
counted.
Sometimes,
you write your
vote on a
ballot. Students
will know how
to use
compassion,
courage, and
honestly in all
they do in the
classroom, that
might be
voting,
respecting
others, or
participating in
a good way.