Title: Responsibilities of citizenship Lesson Author: Joe Mehfoud and Terry McCauley Key Words: citizen, responsibility, duty, right Grade Level: 12 th grade VA/US Government Time Allotted: 45 minutes Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? It is important for students to understand what are the rights, duties, and responsibilities of being a law-abiding citizen, since they are/will be as voters active participating members of society. Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This unit can fit into any unit of study in a government classroom. It would best fit around election time Key Concept(s) include definition: Citizen: a legally recognized subject of a nation, state, or commonwealth Responsibility: having a duty to deal with something Right: something to which one has a just claim Duty: obligatory tasks, conduct, service, or functions that arise from one s position 1
NCSS Standard(s) SOL Information *As written in the Virginia SOL Curriculum Framework for the grade level NCSS Theme (s) with indicators: Theme #10 Civic Ideals and Practices Assist learners to understand the origins and interpret the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law Guide learner efforts to identify, analyze, interpret, and evaluate sources and examples of citizen s rights and responsibilities Facilitate learner efforts to locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues identifying, describing, and evaluating multiple points of view Provide opportunities for learners to practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic Help learners to analyze and evaluate the influence of various forms of citizen action on public policy Prepare learners to analyze a variety of public policies and issues from the perspective of formal and informal political actors Guide learners as they evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision-making; Encourage learner efforts to evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form of government Support learner efforts to construct policy statements and action plans to achieve goals related to issues of public concern Create opportunities for learner participation in activities to strengthen the common good, based upon careful evaluation of possible options for citizen action SOL* : GOVT.17 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by a) practicing trustworthiness and honesty; b) practicing courtesy and respect for the rights of others; c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism; f) practicing financial responsibility. GOVT.18 The student will understand that thoughtful and effective participation in civic life is characterized by a) obeying the law and paying taxes; b) serving as a juror; 2
c) participating in the political process; d) performing public service; e) keeping informed about current issues; f) respecting differing opinions in a diverse society; g) practicing personal and fiscal responsibility. Essential Knowledge (minimum for SOL Resource Guide) Characteristics of a good citizen Trustworthiness and honesty Courtesy Respect for the rights of others Responsibility Accountability Self-reliance Respect for the law Patriotism Financial responsibility Ways to participate thoughtfully and effectively in civic life Obey the law Pay taxes Serve as a juror Register and vote Perform public service Keep informed Respect the opinions of others Practice personal and fiscal responsibility Essential Skills (minimum for SOL Resource Guide) Distinguish between relevant and irrelevant information. (GOVT.1d) Evaluate information for accuracy, separating fact from opinion. (GOVT.1e) Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model. (GOVT.1f) Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. What does it mean to be a U.S. citizen? 3
The day s big question: What are some of the characteristics and responsibilities of a good citizen? Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 Students will be able to explain the role of citizens with regard to the selective service Obj. 2 Students will be able to describe their responsibilities, duties, and rights as United States citizens Obj. 3 Students will be able to explain why it is important to be a lawabiding citizen Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal make one over-riding assessment connect to your closure. Assessment 1. Make a list In groups of four students will create a list of the roles and responsibilities of citizens. They will be asked to write some of those answers on the board to engage the class and encourage participation Assessment 2. Class discussion We will have a classroom discussion on being a law-abiding citizen. Some questions to address will be what does it mean to be a law-abiding citizen and why is it important? Assessment 3. Citizenship Test As the closing activity each student will be asked to answer a sample of twenty questions from the U.S. citizenship test. Students will be encouraged to do their best and answer as many as possible until the end of class 4
Materials: Historical Source(s): List here and include copies in materials section below Additional Materials/Resources: List here and include copies in materials section- textbooks etc page numbers, websites etc Material A book passage Material B video clip http://www.youtube.com/watch?v=grnkqrhmuie Material C citizenship test 5
Procedure/Process: 1) JUST DO IT! The Hook : A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs the hook: Each student will read a passage from the selected book, Sergeant York by John Perry and respond to the following Should he have to serve? 2) Instructional sequence: Obj # See above. Just do it. Processing Activity and Procedure include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates Read and respond to the passage (see material A) Transition: Instruct students to get into groups of four Objective # 1 Discuss as a group the following questions: Should a conscientious objector have to serve in the military? How would you feel if you were drafted? What if it was against your religion? Check for Evidence of Understanding -Either Formal or Informal e.g. assessments- question frames, quiz, choice activities, discussion with frame and your THAT s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Students will participate in a Think, Pair, Share with a partner Move around the room and listen to student responses to the questions posed Transition: Instruct students to get out a sheet of paper Objective # 2 As a group have the students discuss what they think the roles and responsibilities of a citizen are and create a list of their thoughts Students will create a list to answer what are the roles and responsibilities of citizens. Check their list for evidence of understanding and have volunteers come up to the board and write something from their list and have a class discussion on why those things are important 6
Transition: Prepare to show video clip to the class Objective # 3 Show the first 30 seconds of the clip from the movie Public Enemies then discuss with students why it is important to be a lawabiding citizen (see material B) Class discussion, listen to student responses to check for understanding 3) Closure- THAT S A WRAP that goes to opening question- and also in part to assessment tools at least one key assessment tool. (Do you need a rubric) Students will be given a twenty question citizenship test to fill out and answer. Students will be encourage to do their best and answer as many questions as possible until the end of class (see material C) Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). Bullet your details and explanations. Lesson includes whole-class discussion along with group work to encourage participation and lessen the stress put on students to share during whole-class instruction A video clip is used to appeal to the audio/visual learner Students will be asked at one point to come up to the board and write their answers to engage them and further encourage participation and help the visual learner Students will analyze a passage from a book and discuss with a partner Some students may need help clarifying the passage (putting it in historical context) Students will practice their writing skills during the closure by responding to the questions 7
Materials (one resource per page- so it becomes a teacher or student handout, or overhead directions or ppt presentation. Include photocopies if need be. Can you provide elements of choices in materials or enrichment or support/anchor materials for different students?. Material A "That future disappeared in an instant on June 5, 1917, with the arrival of a little red postcard from Washington, D.C. It was from the federal government, ordering Alvin York to register with the local draft board. Every man between eighteen and forty-five years old in the county got a card just like it. On April 6 the United States had declared war on Germany which had been fighting against much of Europe since the summer of 1914 and threatened America's allies Britain and France." (19-20) "Alvin was a brave man, and a strong one. He was probably a better marksman than the best sharpshooter the army had. He would make an excellent soldier. Except that he didn't believe it was God's will for one man to kill another. The sixth commandment was unequivocal in Alvin's mind: "Thou shalt not kill" (Ex. 20:13). As a part of his religious conversion, York had become a pacifist. The onetime knife-wielding brawler now believed men and women were made in the image of God and that one man had no right to take another man's life. If a man was evil or wrong, Alvin trusted in God to sort matters out in His own time. He knew he could not kill another human being. At the same time, Alvin was a true patriot who took pride in American freedom. He now respected the law and followed it responsibly. His was an impossible situation: a law-abiding citizen called by his country to defy God's commandment." (20) 8
Material B 9
Material C Citizenship Test 1. What is the supreme law of the land? 2. What does the Constitution do? 3. The idea of self-government is in the first three words of the Constitution. What are these words? 4. What is an amendment? 5. What do we call the first ten amendments to the Constitution? 6. What is one right or freedom from the First Amendment?* 7. How many amendments does the Constitution have? 8. What did the Declaration of Independence do? 9. What are two rights in the Declaration of Independence? 10. What is freedom of religion? 11. What is the economic system in the United States?* 12. What is the "rule of law"? B. System of Government 13. Name one branch or part of the government.* 14. What stops one branch of government from becoming too powerful? 15. Who is in charge of the executive branch? 16. Who makes federal laws? 17. What are the two parts of the U.S. Congress?* 18. How many U.S. Senators are there? 19. We elect a U.S. Senator for how many years? 20. Who is one of your state's U.S. Senators?* 10
Evaluation Rubric: Complete the rubric for each lesson plan and attach cover sheet. (You should have 1 cover sheet and 10 rubrics.) Please Circle NCSS Theme and attach to the correct themed lesson. NCSS THEME I II III IV V VI VII VIII IX X Rating Scale (can include half points on the scale) 1) The lesson plan is focused on a specific NCSS thematic standard, is designed to answer a specific guiding question, and has a strong content/skills focus and rationale. (Students must make sure they meet all the required criteria as detailed above.) Not focused highly focused 2) The lesson plan is designed to clearly address specific social studies SOL with a clearly focused list of Essential Knowledge, Skills, and Understandings (See SOL Resource Guide), and NCSS performance expectations and indicators. (What are students going to do based on the theme? - See Expectations for Excellence.) Not addressed Clearly Addressed 3) The lesson plan includes clear, motivational, intriguing and relevant guiding questions (big question). Not addressed Clearly Addressed 11
4) The lesson plan includes well-written and explicit objectives Unclear objectives Clear objectives 5) The lesson plan includes a tightly focused bell ringer/motivational hook that relates to the lesson. (1-5 minutes)- (Independent student work) (Just Do it). Unclear Objectives Clear Objectives 6) The lesson plan includes detailed instructional activities that directly correlate with specific objectives. Not Focused Clearly Focused 7) The lesson plan contains clearly focused and detailed directions e.g. teacher voice directions in the lesson plan, ppt (visual) directions for students, question frames, and lecture outlines. Materials to show and tell what they are learning and how. (These are also part of the materials section)- A teacher should be ready to go with the lesson. Not Focused/Detailed Highly Focused/Detailed.2.4.6.8.10 12
8) The lesson plan includes a focused and clear closure that clearly connects with the content of the day s lesson and provides students with the opportunity to answer the guiding question (assesses student understanding) or clearly summarizes the day s key points in relation to the key question. Not Focused Highly Focused 9) The lesson plan provides a clearly designed assessment within the closure to measure student growth/with model answer(s) that is explicitly connected to the lessons essential understandings, objectives, and the strategies for learning Not Clear and Appropriate Highly Clear and Appropriate Please include the rubric with you work 13