TEACHING
GUIDE
TEACHING
Government
First Grade Reading Level
ISBN-10: 0-8225-6884-5 Blue
ISBN-13: 978-0-8225-6884-1
TEACHING
2
GOVERNMENT
Standards
Civics
• Understands ideas about civic life, politics, and government.
• Understands the essential characteristics of limited and unlimited governments.
• Understands the sources, purposes, and functions of law, and the importance of the
rule of law for the protection of individual rights and the common good.
• Understands the importance of political leadership, public service, and a
knowledgeable citizenry in American constitutional democracy.
• Understands the roles government plays in the United States economy.
History
• Understands how democratic values came to be, and how they have been
exemplified by people, events, and symbols.
Life Skills
• Demonstrates leadership skills.
Language Arts
• Uses the general skills and strategies of the writing process.
• Uses the general skills and strategies of the reading process.
• Uses listening and speaking strategies for different purposes.
Visual Arts
• Understands and applies media, techniques, and processes related to the visual arts.
Multiple Intelligences Utilized
• Linguistic, logical-mathematical, spatial, intrapersonal, and interpersonal
Copyright © 2007 by Lerner Publishing Group, Inc.
All rights reserved. International copyright secured. Student pages may be
reproduced by the classroom teacher for classroom use only, not for commercial
resale. No other part of this teaching guide may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means—electronic,
mechanical, photocopying, recording, or otherwise—without the prior written
permission of Lerner Publishing Group, Inc., except for the inclusion of brief
quotations in an acknowledged review.
LernerClassroom
A division of Lerner Publishing Group, Inc.
241 First Avenue North
Minneapolis, MN 55401 U.S.A.
800-328-4929
Website address: www.lernerclassroom.com
Manufactured in the United States of America
1 2 3 4 5 6 — IG — 12 11 10 09 08 07
Books in the Government series
include:
Citizenship
Government Services
Our Leaders
Rules and Laws
U.S. Symbols
What Is Government?
TEACHING
Lesson 1
Citizenship
Purpose: Students will identify characteristics of good
citizens.
Materials
• Government books
• How to Be a Good
Citizen minibook
p. 8
• crayons or colored
pencils
• stapler
• scissors
Objectives
• Define citizenship.
• Describe a citizen’s responsibilities.
• Illustrate citizenship.
• Compare ideas about citizenship.
• Construct a minibook about citizenship.
• Evaluate the importance of citizenship.
Activity Procedures
Prepare
(teacher)
• Copy the How to Be a Good Citizen minibook p. 8
for each student.
Pretest
(teacher, students)
• What is a citizen?
Read
(teacher, students)
• Read the Government books, especially Citizenship.
GOVERNMENT
Model
(teacher, students)
• Assemble the minibooks.
Step 1: Cut the page along the dotted lines.
Step 2: Using the glue flap, glue the two
sections together.
Step 3: Keeping the title page on top, fold
the pages accordion-style.
• Read the minibook with students.
• Discuss the pictures as you read each page.
• Brainstorm illustration ideas for the last page of the
book.
Practice
(students)
• Read the minibook with a partner or a group.
• Color the illustrations.
• Students will draw their own illustration on the last
page of the minibook.
Discuss
(teacher, students)
• Have students share the illustrations they drew on
the last page of their minibooks.
• What are some other ways people can be good
citizens?
• Why is it important to be a good citizen?
Evaluate
(teacher)
• Evaluate student responses during the discussion
period for evidence of understanding.
• Assess each student’s minibook for accuracy.
3
4
TEACHING
GOVERNMENT
Lesson 2
Leaders
Purpose: Students will identify leadership positions
in society.
Materials
• Government books
• Leaders minibook
pp. 9–10
• crayons or colored
pencils
• stapler
• chalkboard
• chalk
• pictures of the
current president,
governor, mayor, and
principal
Objectives
• Define authority and leader.
• Describe a leader’s role.
• Identify the constituents in common leadership
positions.
• Analyze qualities of a good leader.
• Construct a minibook about leaders in society.
• Give reasons leaders are needed.
Activity Procedures
Prepare
(teacher)
• Copy Leaders minibook pp. 9–10 for each student.
Pretest
(teacher, students)
• Name a leader you know. Who does this person
lead?
Read
(teacher, students)
• Read the Government books, especially Our Leaders.
Discuss
(teacher, students)
• Explain the concept of authority. Have students
think of examples of authority in their lives.
• Why do we need leaders?
Model
(teacher, students)
• Assemble the minibooks.
Step 1: Fold each sheet horizontally with the
printed side on the outside.
Step 2: Fold each sheet vertically so that the
cover page and page 3 are on the
outside.
Step 3: Match the templates so that the page
numbers are in sequential order. Staple
to bind them together.
• Preview the book with the students.
• On the board, list leaders and their constituents (for
example, governor – people in a state).
Practice
(students)
• Fill in the blanks of the minibook with the correct
words from the board.
• Color the illustrations.
• Complete the illustration on the last page of the
minibook.
• Read the minibook with a partner or in a group.
Discuss
(teacher, students)
• What would you like about being a leader? What
wouldn’t you like?
• Who do you think is a good leader? Why do you feel
that way?
• Show students the images of current leaders. Ask if
students can identify the people in the pictures.
• Explain the leadership roles of the people in the
pictures.
Evaluate
(teacher)
• Evaluate student responses during the discussion for
evidence of understanding.
• Assess each student’s minibook for accuracy.
TEACHING
Lesson 3
Symbols
Purpose: Students will create a book of United States
symbols.
Materials
• Government books
• pop-up book
template pp. 11–13
• crayons or colored
pencils
• scissors
• glue
Objectives
• Define symbol.
• List common U.S. symbols.
• Describe common U.S. symbols.
• Explain the significance of a country’s symbols.
• Construct a pop-up book about U.S. symbols.
• Suggest other symbols that could represent the
United States.
Activity Procedures
Prepare
(teacher)
• Copy the pop-up book template pp. 11–13 for each
student.
• Assemble one pop-up book for demonstration
purposes.
Pretest
(teacher, students)
• What is on the cover of the U.S. Symbols book? Why
do you think that picture was chosen?
Read
(teacher, students)
• Read the Government books, especially U.S. Symbols.
GOVERNMENT
Model
(teacher)
• Explain how to assemble the pop-up book.
Step 1: Cut pop-up templates pp. 11–13 in
half on the dotted lines.
Step 2: Fold each page in half on the solid
lines. The illustrations and text should
be on the inside.
Step 3: While folded, glue the backside of the
bottom of one page to the backside of
the top of another. Connect all of the
pages this way. The folded pages will be
stacked on top of each other.
Step 4: Create a cover for the book on the
backside of the top page.
Step 5: Cut out the pop-ups from p. 13 one at
a time, and fold the glue flaps back.
Step 6: Glue each pop-up to the correct page.
Step 7: Color the illustrations on each page.
• Read the pop-up book to the students.
Practice
(students)
• Assist students in assembling their own pop-up books.
Discuss
(teacher, students)
• What is a symbol?
• Why do we have so many symbols for our country?
• What would you choose as a new symbol for the
United States? Why do you think it is a good symbol
for our country?
Evaluate
(teacher)
• Evaluate each student’s pop-up book for accuracy.
• During one-on-one assessment time, have students
identify the symbols in the pop-up book. Record
your observations.
Extension
(students)
• Have students share their pop-up books with
students in a lower grade.
5
6
TEACHING
GOVERNMENT
Lesson 4
Levels of Government
Purpose: Students will identify the three levels of
government: federal, state, and local.
Materials
• Government books
• flip book template
pp. 14–16
• crayons
• scissors
• glue
• stapler
• photos of the
current president,
governor, and mayor
• pencils
• chalkboard and chalk
Objectives
• Define federal, state, and local government.
• Record the names of current government leaders.
• Describe the levels of government.
• Explain why we need levels of government.
• Construct a flip book.
• Express opinions about levels of government.
Activity Procedures
Prepare
(teacher)
• Copy photos of the president, governor, and mayor
for each student. (No larger than 21⁄2" x 3".)
• Copy flip book template pp. 14–16 for each student.
• Assemble one flip book for demonstration purposes.
Discuss
(teacher, students)
• Discuss the levels of government in the United States.
These levels are highlighted in What Is Government?
from the Government series.
Model
(teacher, students)
• Explain how to assemble the flip book.
Step 1: Cut the flip book templates pp. 14–16
on the dotted lines.
Step 2: Fold each side in on the solid lines.
They should fold over to cover the
middle section.
Step 3: Unfold each page and lay flat with the
printed side up.
Step 4: Stack the pages in the following order:
federal—bottom, state—middle, local—
top. Staple them together at the top.
Step 5: Fold in the sides of the top sheet. Wrap
the sides of the middle sheet around
the folded top sheet. Wrap the sides of
the bottom sheet around the other
folded sheets.
Step 6: Decorate the cover.
• Open and read the flip book one page at a time,
starting at the bottom.
• Write in the missing information on each page.
• Cut out the copied photos and glue them into the
correct frames.
• Color the illustrations.
• Students could draw their country, state, and city in
the blank spaces on each page.
Practice
(pairs)
• Have students share the information in their flip books.
Pretest
(teacher, students)
• Can the principal watch all the students in the
school at the same time? What about the president?
Can he watch all the people who live in the
country? Why would it be impossible?
Discuss
(teacher, students)
• Why do we need different levels of government?
• Which level of government would you most like to
work in? Why?
Read
(teacher, students)
• Read the Government books.
Evaluate
(teacher)
• Evaluate student responses during the discussion for
evidence of understanding.
• Assess each student’s flip book for accuracy.
TEACHING
Additional Resources
BOOKS
Alberto, Daisy. Pete for President! New York: The Kane
Press, 2004.
Two best friends decide to run for class president.
Readers will discover, along with the main
characters, that it takes more than speeches,
posters, and promises to win an election!
Gorman, Jacqueline Laks. Governor. Milwaukee, WI:
Gareth Stevens, 2005.
Using simple language and basic descriptions,
Gorman describes the responsibilities of a
governor. Mayor and Member of Congress are
other titles in this series.
Hamilton, John. Branches of Government.
Minneapolis: ABDO Publishing Company, 2005.
This is a straightforward explanation of how our
government works and the rights and duties of
citizens. This title is from the Government in
Action series.
Knudsen, Shannon. Mayors. Minneapolis: Lerner
Publishing Group, 2006.
This easy-to-read book explains how a mayor
interacts with and serves the community.
Interesting back matter includes historical
highlights and resources.
Nelson, Robin. Being a Leader. Minneapolis: Lerner
Publishing Group, 2003.
____. Following Rules. Minneapolis: Lerner Publishing
Group, 2003.
Simple text and photographs offer concrete
examples of how to be a good citizen. Other
titles in the Citizenship series are Being Fair,
Being Responsible, and Respecting Others.
Quiri, Patricia Ryon. The Presidency. New York:
Scholastic Library Publishing, 2006.
Readers are introduced to various aspects of the
presidency. Elections are also discussed.
GOVERNMENT
WEBSITES
The American Presidency: A Glorious Burden
http://americanhistory.si.edu/presidency/home
.html
This Smithsonian site presents the history and
operation of the American presidency. Visitors
explore the job of a president, the balance of
power between the Supreme Court and
Congress, and ways presidents have left their
mark in U.S. history.
Ben’s Guide to the U.S. Government
http://bensguide.gpo.gov/k-2/index.html
With Benjamin Franklin as a guide, students can
explore topics such as the U.S. Constitution, how
laws are made, the branches of the federal
government, and what it means to be a U.S.
citizen. The site also includes games and links to
other U.S. Government websites for kids.
The Democracy Project
http://pbskids.org/democracy/index.html
Visitors to this PBS site can see how government
affects their lives, become president for a day,
and decide which election issues are most
important to them.
Kids in the House
http://clerkkids.house.gov/
Learn about Congress, the federal government,
and lawmaking on this site. Educators should
check out the lesson plan library and the
downloadable kids’ games.
Primary Games
http://www.primarygames.com/social_studies.htm
Select the U.S. Symbols Match Game. Play this
interactive memory game by matching U.S.
symbols to reveal a picture of the White House.
What Is City Government?
http://phoenix.gov/EDUCATN/whatcity.html
Developed for teachers and students, this site
provides information on the structure and
function of local government.
Who’s Who in the Federal Government
http://exlibris.memphis.edu/resource/unclesam/
whos.html
Hosted by the University of Memphis, this site
provides names and biographical information
about officials in all three branches of
government.
7
8
How to
Be a
Good
Citizen
Pay attention to
current events.
Obey the law.
Help in my
community.
Vote for leaders.
I am a good
citizen.
Honor my country.
Place glue here.
Learn about my
country’s history.
Teaching Government
Teaching Government
8
I am a leader.
_____________
by
Leaders
The president is the leader
of a __________________.
A parent is the leader
of a __________________.
2
7
of a __________________.
4
A mayor is the leader
5
A principal is the leader
of a __________________.
Teaching Government
of a __________________.
A teacher is the leader
A governor is the leader
6
of a __________________.
3
Teaching Government
The flag has 13 stripes, one for
each original colony. The flag has
50 stars, one for each state.
American Flag
glue
The president lives in the White
House. It is in Washington, D.C.
White House
glue
11
12
Statue of Liberty
glue
Liberty Bell
The Statue of Liberty stands for
freedom. It was a gift from France.
glue
The Liberty Bell is in Philadelphia,
Pennsylvania. It first rang when the
United States became a country.
Teaching Government
Teaching Government
The Bald Eagle stands for strength,
courage, and freedom.
Bald Eagle
glue
glue
glue
13
glue
glue
glue
The local government is
in charge of our
community.
I live in
________________________.
local
• public schools
• fire departments
The local government is
responsible for many
things, including . . .
✄
✄
The leader of local
government is the
mayor.
Glue
Mayor
________________________
✄
Teaching Government
✄
14
Teaching Government
✄
________________________
Governor
Glue
state
________________________.
I live in the state of
The state government is
in charge of our state.
• health care
• elections
• state roads
The state government is
responsible for many
things, including . . .
✄
The leader of state
government is the
governor.
✄
✄
15
The federal government
is in charge of the
country.
My country is __________
________________________.
federal
• postal service
• working with other
countries
• military
• money
The federal government
is responsible for many
things, including . . .
✄
✄
The leader of the
federal government
is the president.
Glue
President
________________________
✄
Teaching Government
✄
16