Rights and Resposibilities
Subject: Social Studies Topic: Citizenship
Grade Level: 7th Expected Time: 2 hours
could be split into 2 lessons
Unit Essential Question:
1. What makes a person a good citizen
2. How should we decide who can become a citizen?
Guiding Questions:
IV. Individual Development and Identity
VI. Power authority and governance
X. Civic Ideals and Practices
MMSD Grade 7 Social Studies Standards:
Behavioral Sciences:
9. Explain how most issues encountered in social studies are complex, need thoughtful analysis, and may lack simple solutions. (P) (6-3, 8-8)
Political Science:
1. Describe the purpose of government and how its powers are acquired, used, and justified. (P) (6-1, 6-4, 6-5, 8-1, 8-3, 8-4, 8-5, 8-6)
UW-Madison Teacher Education Standards:
Standard 13: Is a reflective practitioner
Lesson Objectives:
This the last informative lesson in this unit before the final project and assessment. The students have learned about the background of citizenship and the current process for citizenship. In this lesson students will be reviewing why people want to become citizens and will be considering their own rights and responsibilities as citizens.
Lesson Opening:
Assessment:
Grade Level: 7th Expected Time: 2 hours
could be split into 2 lessons
Unit Essential Question:
1. What makes a person a good citizen
2. How should we decide who can become a citizen?
Guiding Questions:
- What is the purpose of being documented or being a citizen?
- What are the rights and responsibilities of a citizen?
IV. Individual Development and Identity
VI. Power authority and governance
X. Civic Ideals and Practices
MMSD Grade 7 Social Studies Standards:
Behavioral Sciences:
9. Explain how most issues encountered in social studies are complex, need thoughtful analysis, and may lack simple solutions. (P) (6-3, 8-8)
Political Science:
1. Describe the purpose of government and how its powers are acquired, used, and justified. (P) (6-1, 6-4, 6-5, 8-1, 8-3, 8-4, 8-5, 8-6)
UW-Madison Teacher Education Standards:
Standard 13: Is a reflective practitioner
Lesson Objectives:
- SWBAT identify benefits of being documented in this country
- SWBAT Identify benefits of being a citizen as opposed to a lawful permanent resident in this country.
- SWBAT Identify different areas of life where thye have citizenship.
- SWBAT identify the sources of their right and responsibilities as citizens in different arenas.
- Short reading about benefits of citizenship
- Computer
- Projector
- Speakers
- Citizenship pyramid
- Social Studies notebook
- Pencils
This the last informative lesson in this unit before the final project and assessment. The students have learned about the background of citizenship and the current process for citizenship. In this lesson students will be reviewing why people want to become citizens and will be considering their own rights and responsibilities as citizens.
Lesson Opening:
- Students will watch 5 minutes of this video. While watching it and for the 2 minutes afterwards students will write down 6 reasons they saw from the video that it would be beneficial for someone to be documented.
- Students will read this story as a table and identify 6 reasons that a person would want to become a citizen even after they were legally documented.
- Students will brainstorm as a class what other places they might have citizenship in besides their country of citizenship.
- Students will brainstorm as a class where they learn about the right and responsibilities of being a citizen in the arenas they brainstormed. I will give an example about being a citizen of my home-town New Berlin.
- Students will receive a citizenship pyramid
- Students will individually fill out their citizenship pyramids.
- Students will share their citizenship pyramids with the class
- I will give students an overview of 3 types of citizens: Personally responsible, Participatory, and justice oriented.
- Students will pick one of the categories they are citizens in and outline what each type of citizenship would look like.
- Students will discuss the citizenship that is the most important to them individually. They will discuss which citizenship they believe has the most important right or responsibilities for them personally.
Assessment:
- Collect the lists students made while they were watching the video or reading.
- Informally observe students citizenship pyramid
- Informally observe students' discussions