Social Studies Unit: What Makes A Good Law?

Social Studies Unit: What Makes a Good Law?

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• Why do we need authority?
• How are laws made?
• What makes a good law?/What is the difference between good and bad laws?
• Make your own law

Name of Strategy: What is a good law? What are the criteria of a good law? (Discussion) One academic/expert resource that supports the use of this strategy (this can be an article from Young Learner, children’s book, website (look to class weebly for ideas): ·http://civiced.rutgers.edu/files/nj/HS-WhatMakesAGoodRule_Jan07.pdf Explain why you think this is a useful pedagogic strategy/teaching tool for this particular unit. This strategy is useful for this unit because students need to understand/think about what characteristics make a good law versus a bad law. Discussion will help the students bounce ideas off one another and consider different perspectives within the group. Characteristics that should be included are (NJ Center for Civic & Law-Related Education, 2007): ·Worthwhile purpose ·Fair ·Clear ·Possible to follow ·Enforceable ·Consistent with constitutionally guaranteed individual rights ·Flexible Describe how you would apply that strategy in this unit. This strategy will be third in the series of lessons. Establishing the need for authority and how laws are made will give the students background information needed to understand the characteristics of a good law. Discussion also helps students see different perspectives in the class. Identify one “type” of student who may struggle with this strategy, and what modifications could encourage the student’s full participation and success. One type of student that may struggle with this activity might be a student that has attention problems. This student could be allowed to stand at the back of the group or could be given the task of taking notes so that the student stays focused on the conversation. Name of Strategy: Good or Bad Law (Historical quest and modern day comparison) One academic/expert resource that supports the use of this strategy (this can be an article from Young Learner, children’s book, website (look to class weebly for ideas): ·http://civiced.rutgers.edu/files/nj/HS-WhatMakesAGoodRule_Jan07.pdf ·http://www.fws.gov/laws/lawsdigest/baldegl.html ·http://www.nps.gov/history/laws.htm ·https://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_laws.html Explain why you think this is a useful pedagogic strategy/teaching tool for this particular unit. This strategy will help students see how laws change over time and how laws make sense at the time but might not now. Students will use the criterion the class decided and apply them to the laws on the above websites. Questions for the students to ask when applying these laws are (NJ Center for Civic & Law-Related Education, 2007): Is this law fair? Is this law worthwhile? Is the law clear? Is the law possible to follow? Is the law enforceable? Does the law comply with the constitution? Is the law flexible to accommodate all citizens? Describe how you would apply that strategy in this unit. I would have this strategy be the fourth lesson in the series because student’s need to understand why we need laws, how laws are made, and what the criterion for good laws are before applying it to this strategy. This strategy will help students understand how laws are changed over time. Identify one “type” of student who may struggle with this strategy, and what modifications could encourage the student’s full participation and success. A student that might struggle with this activity might be a student that does not work well in groups. This student could do some of the research on his/her own and then share with the group. Powered by Create your own unique website with customizable templates. Get Started