The Sign Walk

Adapted from "Premises for Law" by Arlene F. Gallagher, Social Education 39:3 (March 1975), p. 156. Used here with permission from the National Council for the Social Studies.

This lesson provides a way to begin talking about community rules and why we have them. Children should begin to see rules (such as those embodied in signs) as ways to resolve conflicts fairly and quickly, rather than as "orders."

Procedure

1. Make a collection of signs students see when walking around the school or neighborhood (except advertising signs). You may go for a walk with the class and record the text of the signs you see; or have each student bring in a list or set of drawings of signs he has seen.
2. Choose a variety of signs from your collection and ask the following questions about each one:

What does the sign say? Why do you think it was put where it is?
What would happen if the sign weren't there?
Would you have trouble with any other people? Would you be likely to hurt buildings, or land? Would you be hurt yourself?
Is the sign a good way to handle these problems?
Does the sign make the problems go away completely?
Can you think of a better sign, or is this sign just right?
If you wanted to change the sign, what could you do?




3. Next, turn to your own classroom.

Are there any rules people tend to forget?
Would a sign help? Are there conflicts that seem to come up again and again (such as who will use a certain area or toy)?
Would a rule help there?

4. Have children make picture signs for any appropriate rules. Look at the international traffic signs for some helpful inspirations.
5. The children should see rule-making as an ongoing process designed to fit the needs of certain people at a certain time. Have a review of signs in the classroom a few times a year.

Do we still need all these signs?
Should new ones be put up?

Return to the previous lesson.

Proceed to the next lesson.

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