Citizenship throughout time: Lesson 3
Subject: Social Studies Topic: Citizenship
Grade Level: 7th Expected Time: 2 hours
could be split into 2 lessons
Adapted from: chapter 19 lesson 3 The immigrants
Social studies for a Changing world
the United states and it's neighbors
the World Around Us
Macmillian/McGraw Hill school publishing company
Unit Essential Question:
1. What makes a person a good citizen
2. How should we decide who can become a citizen?
Guiding Questions:
NCSS Standards:
I. Culture and Cultural Diversity
II. Time Continuity and Change
VI. Power authority and governance
MMSD Grade 7 Social Studies Standards:
Behavioral Sciences:
4. Use concepts such as role, status, and social class in describing the interaction of individuals and social groups. (P) (6-6, 7-9, 8-2, 8-6) How are immigrants treated? What social class are they in?
9. Explain how most issues encountered in social studies are complex, need thoughtful analysis, and may lack simple solutions. (P) (6-3, 8-8) Multiple perspectives
History
6. Understand how people of different historical periods, places, and backgrounds understand their world. (P) (6-8, 8-7)
UW-Madison Teacher Education Standards:
Standard 9: Manages the learning environment
Lesson Objectives:
This is the middle lesson that I have created for a unit about citizenship. Students have already explored the definition of citizenship and the different paths to citizenship. In this lesson they are exploring how citizenship has changed throughout time. They will also be exploring how the historical context affects how citizenship is defined.
Lesson Opening:
Lesson Closure:
Grade Level: 7th Expected Time: 2 hours
could be split into 2 lessons
Adapted from: chapter 19 lesson 3 The immigrants
Social studies for a Changing world
the United states and it's neighbors
the World Around Us
Macmillian/McGraw Hill school publishing company
Unit Essential Question:
1. What makes a person a good citizen
2. How should we decide who can become a citizen?
Guiding Questions:
- How has American citizenship changed through history?
NCSS Standards:
I. Culture and Cultural Diversity
II. Time Continuity and Change
VI. Power authority and governance
MMSD Grade 7 Social Studies Standards:
Behavioral Sciences:
4. Use concepts such as role, status, and social class in describing the interaction of individuals and social groups. (P) (6-6, 7-9, 8-2, 8-6) How are immigrants treated? What social class are they in?
9. Explain how most issues encountered in social studies are complex, need thoughtful analysis, and may lack simple solutions. (P) (6-3, 8-8) Multiple perspectives
History
6. Understand how people of different historical periods, places, and backgrounds understand their world. (P) (6-8, 8-7)
UW-Madison Teacher Education Standards:
Standard 9: Manages the learning environment
Lesson Objectives:
- SWBAT explain what the Chinese Exclusion Act is.
- SWBAT identify the different laws throughout time that have affected citizenship and it’s definition.
- SWBAT consider the historical context that affected the immigration laws.
- Paper
- Pencils
- Overview of the history of naturalization
- netbooks or printed resources for students.
- Paper with the acts written on an individual one.
This is the middle lesson that I have created for a unit about citizenship. Students have already explored the definition of citizenship and the different paths to citizenship. In this lesson they are exploring how citizenship has changed throughout time. They will also be exploring how the historical context affects how citizenship is defined.
Lesson Opening:
- Students will watch a video of Ozawa case .
- Students will watch the Thind case.
- Students will share their reactions about how the judges made their decision and share their reactions about who was allowed to become a citizen.
- Students will split into 8 groups.
- Each group will be assigned one of the laws or supreme court cases from this history of naturalization page.
- The students will use the information on the page to create a tableau t represent the act.
- Students will organize their tableaus in chronological order, the tableaus will be photographed.
- The students will go back to their groups and do additional research on their act or law.
- They will create a skit, or narration, or sound-clip that is about a minute and a half long to explain their act in greater detail.
- Students will share their skits in chronological order.
- Students will split into 8 groups.
Lesson Closure:
- Students will rank order the acts on a sheet of paper based on which they think is most important in immigration history.
- The acts will be written out on 10 pieces of paper, 10 students will hold the pieces of paper and sort themselves in an order that they think represents the importance of the acts from most important to least important.
- Then the other students will offer suggestions to re-order, their suggestions will be followed one at a time and they will explain why they made the change they did. (See Brian Gibbs class sort activity)
- Video tape students skits
- Informally assess the class sort.