SAGE Curriculum for
Elementary Level
The curriculum for gifted in elementary school follows a rotation
program over a 5 year period. These interdisciplinary thematic study units form
the core of the elementary gifted program as follows:
Year 2:
Law and Leadership
Employs problem solving, decision making and learning
leadership/citizenship skills, as students complete
assignments and experiences related to interpreting Georgia law as it applies
to them.
Medieval Times
Discovery of the Middle Ages: reading, writing, and research on
customs, literature, clothing, buildings, history, music, arts, and knights and
kings; fairy tales in the oral traditions of the
times with opportunities for puppetry and play writing.
Space Exploration
Uses problem solving, research, and experimentation to study space
travel and solar system
curriculum not included in their regular classrooms while also
developing broad-based concepts of exploration in areas other than space.
*Tessellations
Any repeating pattern of interlocking shapes that cover a plane
with a pattern, infused in the thematic
lessons throughout the year, with emphasis on symmetry and the stained glass
art of Medieval Times.
LAW
AND LEADERSHIP
GIFTED
UNIT
Employs
problem solving, decision making and learning leadership/citizenship skills, as
students complete assignments and experiences related to interpreting Georgia
law as it applies to them.
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LAW AND LEADERSHIP GIFTED UNIT Employs problem solving, decision
making and learning leadership/citizenship skills, as students complete assignments
and experiences related to interpreting Georgia law as it applies to them. |
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Week 6 |
Essential
Question: How did the founding fathers
create and implement the U.S. Declaration of Independence? Legal Vocabulary For Students http://www.justice.gov/usao/eousa/kidspage/glossary.html History for Kids –
Declaration of Independence http://www.historyforkids.org/learn/northamerica/after1500/government/declaration.htm Kids Connect -
Declaration of Independence http://www.kidskonnect.com/subject-index/16-history/436-declaration-of-independence.html Congress For Kids http://www.congressforkids.net/Independence_declaration_1.htm Social Studies for Kids http://www.socialstudiesforkids.com/articles/ushistory/declaration.htm America’s Freedom Documents-Declaration of Independence http://www.earlyamerica.com/earlyamerica/freedom/doi/ Declaration of Independence Powerpoint
presentations from Mr. Donn http://government.pppst.com/declaration.html Book: Will You Sign Here, John Hancock? By Jean Fritz Can’t You Make Them Behave, King George? By
Jean Fritz And Them What Happened, Paul Revere? By Jean Fritz Online Activities: Constitution Day http://cfbstaff.cfbisd.edu/davidj/Special%20Events/Constitution%20Day/constitution_day.htm Declaration of
Independence Jeopardy Game http://www.superteachertools.com/jeopardy/usergames/Mar201012/game1269265877.php Declaration of
Independence Jeopardy Game http://jeopardylabs.com/play/declaration-of-independence4 Fun Trivia Game http://www.funtrivia.com/playquiz/quiz824349725f8.html People Trivia Contest http://www.peoplequiz.com/quizzes-2687- A_Patriotic_Quiz_about_the_Declaration_of_Independence.html Fun Art Activity:
Cascading Star Mobile http://www.independencedayfun.com/159/cascading-star-mobile/ SURPRISE FOCUS OF THE DAY:
The Trial of Goldilocks vs. the Three Bears (continued) American Bar
Association http://www.americanbar.org/aba.html
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Week 7 |
Essential Question: Why
did the founding fathers create and implement the U.S. Bill of Rights? America’s Freedom
Documents – U.S. Bill of Rights http://www.earlyamerica.com/earlyamerica/freedom/bill/ Kidipede-U.S.
Bill of Rights http://kidipede.net/learn/northamerica/after1500/government/billofrights.htm Social Studies for Kids-U.S. Bill of Rights http://www.socialstudiesforkids.com/wwww/us/billofrightsdef.htm Gifted Childrens’
Bill of Rights http://www.nagc.org/uploadedFiles/PHP/Bill%20of%20rights.pdf Gifted Kid’s Bill of Rights http://www.lessontutor.com/ml3.html Congress for Kids – Bill of Rights http://www.congressforkids.net/games/billofrights/2_billofrights.htm Bill of Rights Powerpoint
Presentations http://government.pppst.com/billofrights.html Bill of Rights Powerpoint
Presentations from Mr. Donn http://government.pppst.com/billofrights.html Articles of the Confederation http://government.pppst.com/articles.html Online Activities: Constitution Day http://cfbstaff.cfbisd.edu/davidj/Special%20Events/Constitution%20Day/constitution_day.htm Bill of Rights
Match Game http://www.texaslre.org/BOR/billofrights.html Bill of Rights
and Amendments Trivial Game http://www.funtrivia.com/playquiz/quiz7685e4760.html Save the Bill
of Rights Game http://constitutioncenter.org/BillOfRightsGame/ Jeopardy Games Bill of Rights Jeopardy Game http://www.superteachertools.com/jeopardy/usergames/Apr201015/game1271253698.php SURPRISE FOCUS OF THE DAY: The Trial of the Wicked Witch vs. Snow
White American Bar
Association http://www.americanbar.org/aba.html |
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Week 8 |
Essential Question: How
did the founding fathers create and implement the U.S. Constitution? America’s Freedom Documents-U.S. Constitution http://www.earlyamerica.com/earlyamerica/freedom/constitution/ Things That Are Not In the
U.S. Constitution http://www.usconstitution.net/constnot.html U.S. Constitution Powerpoint
presentation from Mr. Donn http://government.pppst.com/constitution.html Book: Shh! We’re Writing the Constitution by
Jean Fritz Where Was Patrick Henry on the 29th
of May? By Jean Fritz Activity:
U.S. Constitution Jeopardy Game online http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm Online Activities: Trivia Game
http://www.surfnetkids.com/games/ancient_rome_quiz.htm Free Videos from
Mr. Donn http://videoclips.mrdonn.org/government.html SURPRISE
FOCUS OF THE DAY: The Trial of the
Wicked Witch vs. Snow White (continued) American Bar Association http://www.americanbar.org/aba.html |
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Week 9 |
Essential Question: What
are childrens’ legal rights around the world? U.S. Department of Labor http://www.dol.gov/dol/topic/youthlabor/ Timeline on Child Labor Laws http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html Fair Labor Standards Act http://www.stopchildlabor.org/USchildlabor/fact1.htm Effects and Consequences of the Industrial Revolution http://www.icsd.k12.ny.us/legacy/acs/library/ushistory/laborwebquest/index.html Immigration, Unions and Child Labor Laws of the 1900s Virtual Tour of Ellis Island http://teacher.scholastic.com/activities/immigration/tour/ Kid Info and the Industrial Revolution http://www.kidinfo.com/american_history/industrial_revolution.html Industrial Revolution for Kids from Mr. Donn (includes free videos, ppts,
games) http://americanhistory.mrdonn.org/industrial.html Powerpoint Presentations on Child Labor http://socialstudies.pppst.com/childlabor.html Child Labor in U.S. History http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html Teaching with Documents:
Child Labor http://www.archives.gov/education/lessons/hine-photos/#documents Teaching Activities with Documents: Child Labor (above site) http://www.archives.gov/education/lessons/hine-photos/activities.html UNICEF on the Rights of Children Internet Safety for Kids http://kidshealth.org/parent/positive/family/net_safety.html Math: Child Labor
in the U.S. http://eh.net/encyclopedia/article/whaples.childlabor Online Activity: BBC Victorian
Britain and Child Labor http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/ Child Labor
Laws Activities http://www.wartgames.com/themes/world/childlabor.html Book: Oliver Twist by Charles Dickens SURPRISE FOCUS OF THE DAY:
The Trial of the Village of Sheepfold vs. Joey Wolfcrier American Bar
Association http://www.americanbar.org/aba.html |
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Week 10 |
Essential Question: What are
the legal human rights around the world? United Nations Agreements on Human Rights http://www.hrweb.org/legal/undocs.html Guide to Human Rights Laws http://www.hg.org/human-rights.html Stanford Encyclopedia of Philosophy: Human Rights http://plato.stanford.edu/entries/rights-human/ Moral vs. Legal Rights http://www.iep.utm.edu/hum-rts/#SH3a Human and Legal Rights Under International Law http://www.gsdrc.org/go/topic-guides/human-rights/human-rights-legal-framework The Civil Rights Movement and Segregation http://americanhistory.mrdonn.org/CivilRights.html CRIME Crime Definitions http://www.criminalattorney.com/crime_definitions.htm Probable Cause Incident http://www.criminalattorney.com/news/illegal-search/ SURPRISE FOCUS OF THE DAY:
The Trial of the Village of Sheepfold vs. Joey Wolfcrier
(continued) American Bar
Association http://www.americanbar.org/aba.html |
LAW AND LEADERSHIP ANTICIPATION GUIDE
|
1. There
are no legal rights for children in the U.S. 2. UNICEF has political power in the
world. 3. The Bill of Rights include
children’s rights in this country. 4. People have the right to a great education
in the U.S. 5. The U.S. Constitution is based on laws set
by other countries. 8. Homeowners have the right to put fences up
in their yards. |
Law and Leadership
Essential Questions
LAW AND LEADERSHIP GIFTED UNIT
ESSENTIAL QUESTIONS
|
Why is it important to study the Law
and Leadership skills? What can we learn about Old
Babylonian society from Hammurabi's Code? How Did the Athenians
invent Democracy? How did the laws in
republic Rome influence the future of the legal system? How did the Doomsday Book
created by William the Conqueror change the way medieval people followed laws
and paid taxes? How did the creation of
the Magna Carta change the rights of the common man
vs. the laws of a King? What fundamental British
laws have we utilized to develop the U.S. legal system? How did the founding fathers create
and implement the U.S. Declaration of Independence? Why did the founding fathers create and
implement the U.S. Bill of Rights? How did the
founding fathers create and implement the U.S. Constitution? What are childrens’ legal rights around the world? What are the legal human
rights around the world? |
LAW AND LEADERSHIP GPS STANDARDS
(Donated from Laurie Lawrence)
Reading
ELA5R2
The
student consistently reads at least twenty-five books or book equivalents
(approximately 1,000,000 words) each year. The materials should include
traditional and contemporary literature (both fiction and non-fiction) as well
as magazines, newspapers, textbooks, and electronic material. Such reading
should represent a diverse collection of material from at least three different
literary forms and from at least five different writers.
ELA5R1
The
student demonstrates comprehension and shows evidence of a warranted and
responsible explanation of a variety of literary and informational texts.
a. Identifies and analyzes the elements of
setting, characterization, and conflict in plot.
g.
Applies knowledge of the concept that theme refers to the message about life
and the
world that the author
wants us to understand whether implied or stated.
i. Makes judgments and
inferences about setting, characters, and events and supports
them with elaborating and
convincing evidence from the text.
ELA5R3
The
student understands and acquires new vocabulary and uses it correctly in reading and writing.
Writing
ELA5W1
The student produces writing that establishes
an appropriate organizational structure, sets a context and engages the reader,
maintains a coherent focus throughout, and signals a satisfying closure.
ELA5W2
The
student demonstrates competence in a variety of genres.
ELA5W3
The student uses research and technology to
support writing.
ELA5W4
The
student consistently uses a writing process to develop, revise, and evaluate
writing.
Conventions
ELA5C1
The
student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of
conventions and grammar in both written and spoken formats.
Listening/Speaking/Viewing
ELA5LSV1
The student participates in
student-to-teacher, student-to-student, and group verbal interactions.
ELA5LSV2
The
student listens to and views various forms of text and media in order to gather
and share information, persuade others, and express and understand ideas.
Characteristics of Science
S5CS1
Students
will be aware of the importance of curiosity, honesty, openness, and skepticism
in science and will exhibit these traits in their own efforts to understand how
the world works.
S5CS2
Students
will have the computation and estimation skills necessary for analyzing data
and following scientific explanations.
S5CS3
Students
will use tools and instruments for observing, measuring, and manipulating
objects in scientific activities.
S5CS4
Students
will use ideas of system, model, change, and scale in exploring scientific and
technological matters.
S5CS5
Students
will communicate scientific ideas and activities clearly.
S5CS6
Students
will question scientific claims and arguments effectively.
S5CS7
Students
will be familiar with the character of scientific knowledge and how it is
achieved.
S5CS8
Students
will understand important features of the process of scientific inquiry.
SS
SS6CG1
The student will compare and contrast various forms of government.
a. Describe the ways
government systems distribute power: unitary, confederation, and federal.
b. Explain how
governments determine citizen participation: autocratic, oligarchic, and
democratic.
c.
Describe the two predominate forms of democratic governments: parliamentary and
presidential.
SS8H4
The student will describe the impact of events that
led to the ratification of
the United States
Constitution and the Bill of Rights.
a. Analyze the
strengths and weaknesses of both the Georgia Constitution of 1777 and the
Articles of Confederation and explain how weaknesses in the Articles of
Confederation led to a need to revise the Articles.
b.
Describe the role of Georgia at the Constitutional Convention of 1787; include
the role of Abraham Baldwin and William Few, and reasons why Georgia ratified
the new constitution.
SS8CG1
The student will describe the role of citizens under
Georgia’s constitution.
a. Explain the basic
structure of the Georgia state constitution.
b. Explain the
concepts of separation of powers and checks and balances.
c. Describe the
rights and responsibilities of citizens.
d. Explain voting
qualifications and elections in Georgia.
e. Explain the role
of political parties in government.
f.
Identify wisdom, justice, and moderation as the three principles of the Pledge
of Allegiance to the Georgia Flag.
S8CG2
The student will analyze the role of the legislative
branch in Georgia state government.
a. Explain the
qualifications, term, election, and duties of members of the General Assembly.
b. Describe the
organization of the General Assembly, with emphasis on leadership and the
committee system.
c.
Evaluate how the legislative branch fulfills its role as the lawmaking body for
the state of Georgia.
SS8CG3
The student will analyze the role of the executive
branch in Georgia state government.
a. Explain the
qualifications, term, election, and duties of the governor and lieutenant
governor.
b. Describe the
organization of the executive branch, with emphasis on major policy areas of
state programs; include education, human resources, public safety,
transportation, economic development, and natural resources.
c.
Evaluate how the executive branch fulfills its role through state agencies that
administer programs and enforce laws
SS8CG4
The student will analyze the role of the judicial
branch in Georgia state government.
a. Explain the
structure of the court system in Georgia including trial and appellate
procedures and how judges are selected.
b. Explain the
difference between criminal law and civil law.
c. Describe the adult
justice system, emphasizing the different jurisdictions, terminology, and steps
in the criminal justice process.
d. Describe ways to
avoid trouble and settle disputes peacefully.
e.
Evaluate how the judicial branch fulfills its role in interpreting the laws of
Georgia and ensuring justice in our legal system.
SS8CG5
The student will analyze the role of local governments
in the state of Georgia.
a. Explain the origins,
functions, purposes, and differences of county and city governments in Georgia.
b. Compare and
contrast the weak mayor-council, the strong mayor-council, and the
council-manager forms of city government.
c. Describe the
functions of special-purpose governments.
d.
Evaluate the role of local government working with state agencies to administer
state programs.
SS8CG6
The student will explain how the Georgia court system
treats juvenile offenders.
a. Explain the difference
between delinquent behavior and unruly behavior and the consequences of each
b. Describe the
rights of juveniles when taken into custody.
c. Describe the
juvenile justice system, emphasizing the different jurisdictions, terminology,
and steps in the juvenile justice process.
d.
Explain the seven delinquent behaviors that can subject juvenile offenders to
the adult
The government course provides students with a
background in the philosophy, functions, and structure of the United States government.
Students examine the philosophical foundations of the United States government
and how that philosophy developed. Students also examine the structure and
function of the United States government and its relationship to states and
citizens.
SSCG1
The student will demonstrate knowledge of the
political philosophies that shaped the development of United States
constitutional government.
a. Analyze key ideas
of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of
Rights.
b.
Analyze the writings of Hobbes (Leviathan), Locke (Second Treatise on
Government), and Montesquieu (The Spirit of Laws) as they affect our concept of
government.
SSCG2
The student will analyze the natural rights philosophy
and the nature of government expressed in the Declaration of Independence.
a. Compare and
contrast the Declaration of Independence and the Social Contract Theory.
b.
Evaluate the Declaration of Independence as a persuasive argument.
SSCG3
The student will demonstrate knowledge of the United
States Constitution.
a. Explain the main
ideas in debate over ratification; include those in The Federalist.
b. Analyze the
purpose of government stated in the Preamble of the United States Constitution.
c.
Explain the fundamental principles upon which the United States Constitution is
based; include the rule of law, popular sovereignty, separation of powers,
checks and balances, and federalism.
SSCG4
The student will demonstrate knowledge of the organization
and powers of the national government.
a. Describe the
structure and powers of the legislative, executive, and judicial branches.
b.
Analyze the relationship between the three branches in a system of checks and
balances and separation of powers.
SSCG5
The student will demonstrate knowledge of the federal
system of government described in the United States Constitution.
a. Explain the
relationship of state governments to the national government.
b. Define the difference
between enumerated and implied powers.
c. Describe the
extent to which power is shared.
d. Identify powers
denied to state and national governments.
e. Analyze the
ongoing debate that focuses on the balance of power between state and national
governments.
f. Analyze the
supremacy clause found in Article VI and the role of the U.S. Constitution as
the “supreme law of the land.”
g.
Explain the meaning of the Pledge of Allegiance to the flag of the United
States.
SSCG6
The student will demonstrate knowledge of civil
liberties and civil rights.
a. Examine the Bill
of Rights with emphasis on First Amendment freedoms.
b. Analyze due
process law expressed in the 5th and 14th Amendments.
c. Explain selective
incorporation of the Bill of Rights.
d. Explain how
government seeks to maintain the balance between individual liberties and the
public interest.
e.
Explain every citizen’s right to be treated equally under the law.
SSCG7
The student will describe how thoughtful and effective participation in civic
life is characterized by obeying the law, paying taxes, serving on a jury,
participating in the political process, performing public service, registering
for military duty, being informed about current issues, and respecting
differing opinions.
SSCG8
The student will demonstrate knowledge of local,
state, and national elections.
a. Describe the
organization, role, and constituencies of political parties.
b. Describe the
nomination and election process.
c. Examine campaign
funding and spending.
d. Analyze the
influence of media coverage, campaign advertising, and public opinion polls.
e.
Identify how amendments extend the right to vote.
SSCG9
The student will explain the differences between the House of Representatives
and the Senate, with emphasis on terms of office, powers, organization,
leadership, and representation of each house.
SSCG10
The student will describe the legislative process
including the roles played
by committees and
leadership.
a. Explain the steps in
the legislative process.
b.
Explain the function of various leadership positions within the legislature.
SSCG11 The student will describe the
influence of lobbyists (business, labor, professional organizations) and
special interest groups on the legislative process.
a. Explain the
function of lobbyists.
b. Describe the laws
and rules that govern lobbyists.
c.
Explain the function of special interest groups.
SSCG12
The student will analyze the various roles played by
the President of the
United
States; include Commander-in-Chief of the Armed Forces, chief executive, chief
agenda setter, representative of the nation, chief of state, foreign policy
leader, and party leader.
SSCG13
The student will describe the qualifications for
becoming President of the
United
States.
a. Explain the
written qualifications for President of the United States.
b.
Describe unwritten qualifications common to past presidents.
SSCG14
The student will explain the impeachment process and
its usage for elected officials.
a. Explain the
impeachment process as defined in the U.S. Constitution.
b.
Describe the impeachment proceedings of Andrew Johnson and Bill Clinton.
SSCG15
The student will explain the functions of the
departments and agencies of the federal bureaucracy.
a. Compare and
contrast the organization and responsibilities of independent regulatory
agencies, government corporations, and executive agencies.
b.
Explain the functions of the Cabinet.
SSCG16
The student will demonstrate knowledge of the operation
of the federal judiciary.
a. Explain the
jurisdiction of the Supreme Court, federal courts and the state courts.
b. Examine how John
Marshall established the Supreme Court as an independent, coequal branch of
government through his opinions in Marbury v.
Madison.
c. Describe how the
Supreme Court decides cases.
d.
Compare the philosophies of judicial activism and judicial restraint.
SSCG17
The student will demonstrate knowledge of the
organization and powers
of state and local government
described in the Georgia Constitution.
a. Examine the
legislative, executive, and judicial branches.
b. Examine the
structure of local governments with emphasis on county, city, and town.
c. Identify current
state and local officials.
d. Analyze the
relationship among state and local governments.
e.
Evaluate direct democracy by the initiative, referendum, and recall processes.
SSCG18 The
student will demonstrate knowledge of the powers of Georgia’s state
and local governments.
a. Examine the powers
of state and local government.
b. Examine sources of
revenue received by each level of government.
c.
Analyze the services provided by state and local government.
SSCG19
The student will compare and contrast governments that are unitary, confederal, and federal; autocratic, oligarchic and
democratic; and presidential and parliamentary.
SSCG20
The student will describe the tools used to carry out
United States foreign policy (diplomacy; economic, military, and humanitarian
aid; treaties; sanctions and military intervention).
SSCG21
The student will describe the causes and effects of
criminal activity.
a. Examine the nature
and causes of crimes.
b. Explain the
effects criminal acts have on their intended victims.
c. Categorize
different types of crimes.
d.
Explain the different types of defenses used by perpetrators of crime.
SSCG22
The student will demonstrate knowledge of the criminal
justice process.
a. Analyze the steps
in the criminal justice process.
b. Explain an
individual’s due process rights.
c. Describe the steps
in a criminal trial or civil suit.
d.
Examine the different types of sentences a convicted person can receive.
SSWH1
The student will analyze the origins, structures, and interactions
of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500
BCE.
a. Describe the
development of Mesopotamian societies; include the religious, cultural,
economic, and political facets of society, with attention to Hammurabi’s law
code.
b. Describe the
relationship of religion and political authority in Ancient Egypt.
SSWH3
The student will examine the political, philosophical,
and cultural interaction of Classical Mediterranean societies from 700 BCE to
400 CE.
a. Compare the
origins and structure of the Greek polis, the Roman Republic, and the Roman
Empire.
b. Identify the ideas
and impact of important individuals; include Socrates, Plato, and Aristotle and
describe the diffusion of Greek culture by Aristotle’s pupil Alexander the
Great and the impact of Julius and Augustus Caesar.
c.
Analyze the contributions of Hellenistic and Roman culture; include law,
gender, and science.
SSWH7
The student will analyze European medieval society
with regard to culture, politics, society, and economics.
a. Explain the
manorial system and feudalism; include the status of peasants and feudal
monarchies and the importance of Charlemagne.
b. Describe the
political impact of Christianity; include Pope Gregory VII and King Henry IV of
Germany (Holy Roman Emperor).
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LAW
AND LEADERSHIP
Virtual
Tours
Supreme
Court Tour
U.S.
Capitol Virtual Tour
Virtual
Tour of the Vatican
U.S. Capitol Buildings (All in One Day!)
LAW AND LEADERSHIP
PROJECT: CREATE A TRIAL BASED ON A NURSERY RHYME
Nursery rhymes are a part of our childhood and have contributed to
molding our society today. Although they
are an enjoyable read, and fun to memorize, they are often based on true
historical events. We are recreating and
performing simulated trials in our class based on such fairy tales as
Goldilocks and the Three Bears, Snow White vs. the Wicked Witch, and the Three
Little Pigs vs. the Big Bad Wolf.
For our Law and Leadership project, I am asking that the students get into
groups to create trials based on their favorite nursery rhymes. Some suggested rhymes may be Humpty Dumpty, Mary Had a Little Lamb, and
Little Jack Horner. The students will research the crime
committed in the nursery rhyme they choose to research, write it up in a way
that can be presented in class and then perform the trial in the classroom as
their culminating activity for the unit.
Much of the work for these plays will be done in the classroom, but
students will probably want to get together to practice their
performances. Students will be graded on
their performance based on rubrics.
I am really looking forward to seeing the students’ creativity in
action. This project is designed to be a
learning experience while the students have fun. Part of the fun is writing the trial, but
most of the fun will be deciding how to present it to their peers. If you have any questions concerning this
project, please call or email me.
Connie
Frank, SAGE Educator
Fairview
Elementary