Unit Plan 27 (Grade 4 Social Studies): Midyear Simulation — Our Capitol in Action

Focus: Stage a mock legislative session where students take on roles in a state capitol (legislators, governor, committee members, citizens) to propose, debate, and vote on a class law. Along the way, they learn how rules and laws promote fairness, safety, and the common good, how branches and roles in government work together, and how to support their ideas with claims, evidence, and clear communication.

Grade Level: 4

Subject Area: Social Studies (Civics • Inquiry/Skills)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Students bring together what they have learned about rules, laws, government roles, and citizenship by stepping into a legislative simulation. They imagine their classroom as a state capitol, propose ideas for a new class law or policy, research and gather evidence, and then participate in a mock legislative session with committees, debates, and a final vote. The unit emphasizes fairness, safety, the common good, and civil discussion, helping students see themselves as active participants in civic life.

Essential Questions

• How do rules and laws help promote fairness, safety, and the common good in our community and school?
• What are the roles of different parts of state and local government (like legislatures and governors) in making and enforcing laws?
• How can citizens—including kids—use discussion norms, evidence, and compromise to make group decisions?
• What does it look like to create an informed claim about a law and support it with reasons and evidence?
• How can a mock legislative session help us understand how real capitols and governments work?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Explain how rules and laws are designed to promote fairness, safety, and the common good in school and community settings.
2. Describe the basic roles of state/local government branches and roles (e.g., legislature makes laws, governor signs or vetoes, citizens share opinions) and connect them to their simulation roles.
3. Practice civic participation skills—listening, following discussion norms, using compromise, and voting—during class debates and the mock legislative session.
4. Develop a simple claim about a proposed class law, supported by at least one piece of evidence from observations, class data, or texts (with basic citation like title/author/source).
5. Communicate conclusions and propose an informed action (passing, amending, or rejecting a class law) during the mock legislative session using clear reasons and respectful language.
6. Reflect on what they learned about government, lawmaking, and their own role as a citizen through the simulation.

Standards Alignment — 4th Grade (C3-based custom)

• 4.C3.Civ.1 — Explain how rules/laws and due process promote fairness, safety, and the common good.
  • Example: Compare a school policy to a city ordinance and note consequences.
• 4.C3.Civ.2 — Describe roles of state/local government (branches, levels, agencies) and public services.
  • Example: Match departments (transportation, parks) to services provided.
• 4.C3.Civ.3 — Practice civic participation (discussion norms, consensus/compromise, classroom elections).
  • Example: Hold a class forum to resolve a recess issue and document outcomes.
• 4.C3.Inq.4 — Develop claims/explanations with evidence and citations (title/author/source).
  • Example: Write a paragraph explaining why a capital city was located near a river, citing two sources.
• 4.C3.Inq.5 — Communicate conclusions and propose informed actions (letters, exhibits, maps, slide decks).
  • Example: Create a conservation proposal for a local waterway with evidence.

Success Criteria — Student Language

• I can explain how rules and laws can help keep people safe and treated fairly.
• I can describe at least one role in our mock capitol (legislator, governor, citizen) and what that role does.
• I can use discussion norms, listen, and compromise when I disagree with others about a class law.
• I can state a claim about whether a class law is a good idea and support it with at least one piece of evidence.
• I can clearly share my ideas during our mock legislative session and vote based on what I think is best for the common good.
• I can reflect on what I learned about how our government makes laws and how I can participate respectfully.