Change in the Air: The Uncertain Future of Smelly Lake Village

Note that many lessons have fostered discussion amongst the teachers who have used them. You can join these discussions, and gain access to many additional features, just by signing up for an ePortfolio!

This lesson is most appropriate for High School classrooms.

Theme: What is the procedure for passing a local ordiance?

MCF Benchmark: Explain why people may agree on democratic values in the abstract but disagree when they are applied to specific situations.

Other benchmarks this lesson targets include:

  • Analyze their responses to oral, visual, written, and electronic texts, providing examples of how texts affect their lives, connect them with the contemporary world, and transmit issues across time.
  • Evaluate the power of using multiple voices in their oral and written communication to persuade, inform, entertain, and inspire their audiences.

Materials needed:

  • Two Handouts
    • 'Citizen Edna'
    • Proposed Ordinances for Smelly Lake Village
  • Art materials such as glue, markers and several pieces of poster board.
  • Lined paper

Methodological procedure:

Day One

  1. Review earlier lessons on smaller communities and the difference between a law and a local ordinance.
  2. Review the core democratic value of Common Good (a political decision that positively affects the lives of citizens).
  3. Review the following additional vocabulary:
    Village
    Township
    County
  4. Discuss these concepts:
    Public Discourse: A formal, lengthy discussion of an issue relating to a community. Citizens often input their opinions prior to a vote of the governing body.
    Local Ordinances: Laws created by municipal bodies that govern matters that are not covered by state or federal laws. (Example: Safety issues, building regulations, public behavior)
    Zoning Ordinances: A law created by a municipal body, decided upon by a zoning commissioner, that governs matters relating to the use of land.
  5. As students read along, have a strong, expressive reader present 'Citizen Edna' (Handout I).
  6. After reading, conduct a class discussion about these questions:
    FOR DEEP KNOWLEDGE: What is the process for passing local ordinances?
    FOR HIGHER ORDER THINKING: How would you end the story?
    FOR SUBSTANTIVE CONVERSATION: a) Explain the concept of Common Good. How does it apply to the story?
    b) Should every proposal for a local ordinance be considered?

Day Two

  1. Divide the class into three groups. Ask students to record their responses.
    Group One: Make a list of all the characters in the story. Which characters could form a coalition?
    Group Two: Describe Smelly Lake Village. Discuss the pros and cons of living in a small village.
    Group Three: What are the three proposals that could benefit from Public Hearings? Why does the village council support a change in the zoning ordinance?
  2. Record all groups' responses on the board and discuss observations.
  3. While students are in groups, ask students to write an appropriate end to the story. Explain that after the groups have elected a writer, they should create a script with an appropriate ending for the story. In the script, include decisions on all three proposals.
  4. Inform students that they will present a group skit tomorrow. Have students choose a character for the skit. For students who do not act in the skit, credit can be given to students who help create a set design and provide props.

Day Three

  1. Have students present plays.
  2. Discuss the reasons the groups chose their endings.

Author's notes:

Ideally, this is a three-day lesson, but time constraints may require a fourth day.

Do not lose sight of the purpose of this lesson. Make sure to stress to students that their skits must demonstrate a clear understanding of the procedure for passing a local ordinance.

For differentiation in your lesson plans, here are some possible alternative assessments (chose only one):

  1. With classmates, write a skit about local ordinances. Be prepared to present your skit to the class.
  2. Create an artistic expression that demonstrates your understanding of the subject. This may be a collage, montage, chart or any other form that expresses important ideas about local ordinances.
  3. You have already been the set designer for your group's skit. Congrats!

Assessment strategies:

Take Home Test

All students will answer the following questions:

  1. What is the process for passing local ordinances?
  2. How would you end the story? Assume that the reader does not know the beginning of the story.
  3. Explain Common Good and how it relates to 'Citizen Edna.'
  4. Should every proposal for a local ordinance be considered?
  5. Chose one of the items below and create:
    1. A fictional account describing a pertinent local issue and the outcome.
    2. A research mini-project that describes three actual local ordinances, providing website addresses and printouts of any written accounts. Include commentary on each decision.

Enrichment suggestions:

Extensions and enrichment activities can focus on real-world examples of unusual local ordinances. Students should provide websites and documentation.

Available downloads:

Handout I: "Citizen Edna", (34 K)
This lesson's simulation centers around the current plight of Edna Tomkins, a long-time citizen of Smelly Lake Village.

Handout II, (22 K)
Here you'll find a description of the three proposed ordinances for Smelly Lake Village

Suggested web sites:

None