Our Lesson Plan Directory

Question: What is Special About My City?

Sources: Sources showing traditions, symbols, and places in various Kentucky cities.

Task: Draw a picture that shows what makes your city special.

Vocabulary: community, symbol, logo, seal, city, local, culture, tradition, diversity, civic identity, settlement patterns, event

Explanation: The purpose of this lesson is to encourage students to identify with their own community as a special place to live.

Question: How has my city changed over time?

Sources: Sources showing the changes in Kentucky cities over time and how/why these change occur.

Task: Describe ways in which your city has changed over time.

Vocabulary: community, local, public, city, population, environment, neighborhood.

Explanation: The purpose of this lesson is to help students understand the evolving environment and nature of the community they live in. City populations in Kentucky continue to grow, resulting in more housing, people, traffic, and opportunities in neighborhoods.

Question: What is local government?

Sources: U.S., Kentucky, city/county map; pictures of capitol buildings for U.S., Kentucky, and county seats; images of or headlines about legislative bodies in action; pictures of leaders with role titles

Task: Discuss with a partner/group/class what you notice that is the same and what is different about the three levels of government.

Vocabulary: government, national, state, local, city, county, federal, legislative

Explanation: The purpose of this lesson is to teach students the distinctions between local, state, and national governments. The Commonwealth of Kentucky is made up of 416 cities and 120 counties. Citizens of Kentucky are also citizens of the county in which they live. People who live within city limits are citizens of that municipality, as well.

Question: Am I important to my community?

Vocabulary: volunteer, laws, rules, community, local, government, public, city, responsibilities, rights, civic

Explanation: Have students brainstorm to think of things that nobody should do and things that everybody should do. (This can be an activity page in the activity book. There could be a chart. There could also be a page with pictures of the right way to act and the wrong way, and the students can circle the correct behaviors of following the rules.)

Question: Can our communities meet all of our needs and wants?

Vocabulary: fire department, law enforcement, public utilities, public health, libraries, transit, recycling, sanitation, parks, animal control, schools, emergency medical service, public housing, social services, recreation, traffic, taxes, budget, historic, budget

Explanation: Read Aloud: But I Want It!

Question: How do city leaders help me?

Vocabulary: city manager, city, city council, clerk, commissioner, council member, administrator, government, local, mayor, official, taxes, budget, county, laws, rules

Explanation: Ask students to answer the following question: What do you think a mayor’s day looks like? In other words, what do you think a mayor does all day? Show a picture of your city’s mayor on the board while they answer the question.

Question: Who can become a city leader?

Vocabulary: elected, appointed, city manager, city, candidate, city council, clerk, commissioner, council member, election, administrator, government, local, mayor, official, vote

Explanation: Post the picture from the attachment below on the board. Using the same attachment, ask the students to tell you or write the answers from the questions in the document.

Question: Does it matter how local leaders are chosen?

Vocabulary: elected, appointed, city manager, city, candidate, city council, clerk, commissioner, council member, election, administrator, government, local, mayor, official, vote

Explanation: Read Aloud, Mama for Mayor