Grade 2
Social Studies
Unit: 08
Lesson: 01
Suggested Duration: 4 days
Grade 02 Social Studies Unit 08 Exemplar Lesson 01: What is the Purpose of Government?
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson addresses the functions of government. The lesson also helps students understand what services the government provides and how
those services are paid for.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
2.11
Government. The student understands the purpose of governments. The student is expected to:
2.11A Identify functions of governments such as establishing order, providing security, and managing conflict.
2.11B Identify governmental services in the community such as police and fire protection, libraries, schools, and
parks and explain their value to the community.
2.12
Government. The student understands the role of public officials. The student is expected to:
2.12C Identify ways that public officials are selected, including election and appointment to office.
2.13
Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and
other individuals. The student is expected to:
2.13C Identify other individuals who exemplify good citizenship.
2.13D Identify ways to actively practice good citizenship, including involvement in community service.
Social Studies Skills TEKS
2.19
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Social Studies Unit 08 PI 01
Draw pictures to illustrate the functions of government (establish order, provide security, and manage conflict). Write captions for the pictures that explain what
government does and how it does it.
Standard(s): 2.11A , 2.19B
ELPS ELPS.c.2I , ELPS.c.3E
Key Understandings
Governments establish order, provide security, and manage conflict.
— Why do people form communities with governments?
— How do governments establish order, provide security and manage conflict?
Vocabulary of Instruction
order
functions of government
conflict
security
Materials
Last Updated 05/09/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 6 Grade 2
Social Studies
Unit: 08
Lesson: 01
Suggested Duration: 4 days
chart paper
construction or manila paper
glue
index cards
manila paper
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on
the public website.
Handout: Functions of Government Sort
Teacher Resource: Functions of Government Sort KEY
Resources
Use local resources and references as appropriate.
Advance Preparation
1.
2.
3.
4.
5.
6.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Label pieces of chart paper: voting, volunteering, following laws, and helping others.
Prepare materials and handouts as needed.
Background Information
Students learn about the functions of the U.S. government. They will also discuss ways that local citizens can make the community better. This lays the ground work for
what students will learn about U.S. government throughout elementary school and into middle and high school.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one
approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may
create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within
the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE
NOTE: 1 Day = 50 minutes
Suggested Day 1 ‒ 10 minutes 1. Post the question, “What is government?”
Materials:
2. Students share what they know.
3. Provide information to help students make the connection between rules and
government such as the following:
We need rules in school to keep us safe and allow us to work in an
orderly manner, and avoid conflict (provide security, establish order,
and manage conflict).
We need these same things in the general community. This is what
government does.
manila paper
chart paper
Purpose:
Students will learn about the purpose of
government.
TEKS: 2.11A, 2.19B
Instructional Note:
The purposes of government that are used here are taken directly
from TEKS 1.11B and 2.11A
EXPLORE/EXPLAIN
Suggested Day 1 (continued) ‒ 40 minutes
1. Distribute to each student a piece of manila paper folded in half.
Materials:
Last Updated 05/09/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 6 Grade 2
Social Studies
Unit: 08
Lesson: 01
Suggested Duration: 4 days
2. On the left half, students draw what school would be like if no one decided what
the rules were, no one decided what they were going to learn, or when they could
eat lunch or play on the playground.
paper, manila drawing paper (1 per student)
3. Students share their work.
4. On the right half of the paper students draw what school is really like, with rules in
place.
5. Students share their work.
6. Students discuss the similarities and differences, the critical attributes, and then
create a Venn diagram comparing the two.
7. Students turn the paper over and repeat the process, this time thinking about the
community.
First they draw what the community would be like with no rules. (People driving
wherever they want, as fast as they want. People can hurt each other. People
don’t have to pick up their trash, etc.)
Then they draw what the community is like when people follow rules (cars
stopping at stop signs, waiting for crosswalk lights, people waiting in line, etc.)
8. Then, in pairs, students create a Venn Diagram comparing the “no rules”
community and the “rules” community.
EXPLORE
Suggested Day 2 ‒ 20 minutes
1. Label four pieces of chart paper: Volunteering, Following Rules, Voting, and
Helping Others
Materials:
2. Post the four pieces of chart paper in different parts of the room.
chart paper
index cards
3. Students consider the labels on the posters. Brief discussion of the meaning of the
Purpose:
terms may be required.
4. Students travel around the room visiting each piece of paper, adding words or
pictures that illustrate the title of the chart paper. Providing sticky notes or other
method for students to prepare before touring could save time.
Students explain how they can make their
community a better place, while revisiting the
characteristics of good citizenship.
5. As students travel around the room adding words and pictures to the posters, they TEKS: 2.13C, 2.19B
Instructional Note
can add a check mark next to words or pictures already posted by a peer if they
agree with it.
Students might need prompting to remember local
6. Facilitate a discussion to summarize learning and connect a working community
community members that exhibit these behaviors.
with its citizens taking responsibility in daily life.
People act as good citizens when they volunteer in the community,
follow the rules, vote, and help others.
EXPLAIN – Making the community a better place
Suggested Day 2 (continued) ‒ 15 minutes
1. Distribute index cards to students.
Materials:
2. Students think about, discuss, and then write names of people from the local
community who volunteer, vote, help others, and follow rules.
index cards (at least 4 per student)
3. Conduct another tour of the posters so students can add those names to each
poster and read the names others have added.
Misconceptions:
4. After the names are posted, students select one person and write a statement
about that person and how he/she exhibits good citizenship (volunteer, vote, help
others, and follow rules).
Students readily recognize police and fireman
services as provided by the government, but they
do not always know about other services provided
by the government as a result of taxes collected
such as schools, libraries, and parks.
EXPLORE – Functions of Government Sort
Suggested Day 2 (continued) ‒ 15 minutes
1. Place students in groups of three or four.
Materials:
2. Distribute the Handout: Functions of Government Sort to each small group.
Also distribute a piece of construction or manila paper.
3. Students cut out the cards of the handout.
Last Updated 05/09/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
construction or manila paper
glue
Attachments:
page 3 of 6 Grade 2
Social Studies
Unit: 08
Lesson: 01
Suggested Duration: 4 days
4. Working in their small groups, students sort the cards into a graphic organizer,
listing government services under the functions of government.
5. After students have agreed on the sort, they glue the boxes in place on a piece of
construction or manila paper.
Handout: Functions of Government Sort (1 per
small group)
Teacher Resource: Functions of Government
Sort KEY
Purpose:
Students explore the functions of government in
small groups, preparing for the PI and building
upon their understanding of the concept of
government.
TEKS: 2.11A, 2.11B, 2.12C, 2.19B
EXPLAIN
Suggested Day 3 ‒ 20 minutes
1. Students each choose one service card glued on the completed Handout:
Functions of Government Sort and circle it.
Attachments:
Handout: Functions of Government Sort
2. The student writes one sentence about how the government service on that card
helps citizens.
3. Group together two student pairs to create a group of four.
4. Students share their organizers with the other pair, including reading one of the
sentences about how the government service on that card helps citizens.
ELABORATE
Suggested Day 3 (continued) ‒ 30 minutes
1. Facilitate a discussion where students recall what they have learned about the
purpose of government, helping students connect the reasons people formed
communities (to help ensure their safety) and reasons they set rules for the
community (to help establish order and manage conflict). Members of the
community have a voice in setting the rules of the community and have a
responsibility to follow those rules (connect to their study of rules from the
beginning of the year).
Instructional Note:
A constitutional republic is a representative form
of government whose representatives derive their
authority from the consent of the governed, serve
for an established tenure, and are sworn to
uphold the Constitution.
2. Continue the discussion by encouraging students to answer the guiding questions
to provide support for the Key Understanding.
Governments establish order, provide security, and manage conflict.
— Why do people form communities with governments?
— How do governments establish order, provide security and manage
conflict?
EVALUATE – Performance Indicator
Grade 02 Social Studies Unit 08 PI 01
Draw pictures to illustrate the functions of government (establish order, provide security, and
manage conflict). Write captions for the pictures that explain what government does and how it
does it.
Standard(s): 2.11A , 2.19B
ELPS ELPS.c.2I , ELPS.c.3E
Suggested Day 4 ‒ 50 minutes
Purpose:
Students illustrate and write about the functions of
government. This concept will be built upon each
year.
TEKS: 2.11A, 2.19B
Instructional Note:
While reviewing the illustrations, consider asking
the student their thinking behind the picture.
Often children make connections adults do not
see at first glance.
Last Updated 05/09/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 6 Grade 2
Social Studies
Unit: 08 Lesson: 01
Functions of Government
Category Title:
Establish Order
Maintain Roads
Holding Elections
Fire Department
Police
Laws
Military
Court System
Disaster Relief
Category Title:
Protect
Category Title:
Manage Conflict
©2012, TESCCC
10/23//12
page 1 of 1
Grade 2
Social Studies
Unit: 08 Lesson: 01
Functions of Government Sort KEY
Category Title:
Category Title:
Category Title:
Establish Order
Protect
Manage Conflict
Laws
Fire Department
Court System
Maintain Roads
Police
Military
Hold Elections
Disaster Relief
©2012, TESCCC
02/16/13
page 1 of 1