K-12 Teaching and Learning From the UNC School of Education

Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

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Related pages

  • Moravian migration: Before a visit to Bethabara: Students investigate NCECHO site to learn about the 1753 Moravian settlement of Bethabara. Student teams present information to classmates in some visual product in one of five categories. Students also will visit the photos on NCECHO and answer analytical questions to increase understanding of the past as compared to today.
  • The Declaration of Independence: In this interdisciplinary lesson, students will examine the role of the Declaration of Independence in the development of the American Revolution and as part of the American identity. They will also analyze the argumentative structure and write their own declaration.
  • The Birchbark House: This study guide was created by a group of third grade enrichment students. They were planning to read this book but could find no published guide to go with it. They decided to create their own as they read.

Related topics


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Learning outcomes

Students will:

  • discover reasons for rules and laws.
  • create a new rule or law for our community.
  • produce a poster to reflect understanding.
  • use the internet to research laws.

Teacher planning

Time required for lesson

2 hours


  • Small ball
  • Construction paper or posterboard
  • Crayons, markers or colored pencils
  • Writing paper

Technology resources

Computers with internet




  1. The teacher invites 6 students to play a game in front of the class. The students are divided into 2 teams. The teacher tosses a small ball in the air and declares one team the winner for the first point as soon as a student touches the ball. The next time the teacher tosses the ball and declares one of the teams the winner when the ball lands on the floor. The teacher continues to arbitrarily announce that a team wins a point for various reasons. (Teacher does not say the reason for awarding points.) Stop the game as soon as students become frustrated.
  2. Discuss why the students in the game are frustrated. Ask how the game could be improved. After students suggest that rules are needed for the game, list the rules on the board.
  3. Invite 6 different students to play the game according to the rules listed. Discuss how the rules helped the players.
  4. Ask small groups of students to brainstorm and list rules or laws for our neighborhood and community. Groups will share and justify their list of rules and laws.
  5. Students work with a partner and create a new rule or law for their community. Then they make a poster to illustrate this new rule. During sharing time, students are asked to justify their idea.
  6. Students write an argumentative essay to the mayor or city council explaining what their new rule is and giving reasons and examples why they think the new rule would make their community better.


Students will be assessed through finished products including group lists of rules and laws for our community and neighborhood, posters, and writing assignment.

Supplemental information



  • North Carolina Essential Standards
    • Social Studies (2010)
      • Grade 1

        • 1.C&G.1 Understand the importance of rules. 1.C&G.1.1 Explain why rules are needed in the home, school and community. 1.C&G.1.2 Classify the roles of authority figures in the home, school and community (teacher, principal, parents, mayor, park...
      • Grade 2

        • 2.C&G.2 Understand the roles and responsibilities of citizens. 2.C&G.2.1 Exemplify characteristics of good citizenship through historical figures and everyday citizens. 2.C&G.2.2 Explain why it is important for citizens to participate in their...

North Carolina curriculum alignment

English Language Arts (2004)

Grade 2

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.04: Use oral communication to identify, organize, and analyze information.

Social Studies (2003)

Grade 2

  • Goal 2: The learner will evaluate relationships between people and their governments.
    • Objective 2.04: Evaluate rules and laws and suggest appropriate consequences for noncompliance.
    • Objective 2.05: Identify examples of responsible citizen participation in society and social environments.