Summary:
This unit introduces students to key ideas that are important
to developing an understanding of what citizenship is all about. They
consider their rights and responsibilities and think about issues of fairness,
in the context of the communities to which they belong. They consider
the role of citizens in a democratic society. The unit provides opportunities
for students to talk about and look at their previous experiences in school
and elsewhere, and think about how their involvement in their communities
will change over time. Students also learn about how the school runs and
their rights and responsibilities within the school community.
Grade/Level: 2
Time Required: Three Months
12 Classes - 50 minutes each
Subject(s): Social Studies
STANDARDS AND KEY CONCEPTS
Standards addressed by unit:
NY- New York State Standards
• Subject: Social Studies (1996)
• Learning Standard 5 : Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental
system of the U.S. and other nations; the U.S. Constitution; the basic
civic values of American constitutional democracy; and the roles, rights,
and responsibilities of citizenship, including avenues of participation.
• Level : Elementary
• Key Idea : Central to civics and citizenship is an understanding
of the roles of the citizen within American constitutional democracy and
the scope of a citizen’s rights and responsibilities.
Performance Indicator : Understand that citizenship includes an awareness
of the holidays, celebrations, and symbols of our nation
Performance Indicator : Examine what it means to be a good citizen in
the classroom, school, home, and community
Performance Indicator : Identify and describe the rules and responsibilities
students have at home, in the classroom, and at school
Performance Indicator : Examine the basic principles of the Declaration
of Independence and the Constitutions of the United States and New York
State
Performance Indicator : Understand that effective, informed citizenship
is a duty of each citizen, demonstrated by jury service, voting, and community
service
Performance Indicator : Identify basic rights that students have and those
that they will acquire as they age.
Standards compiled from learning activities:
NY- New York State Standards
• Subject: Social Studies (1996)
• Learning Standard 5 : Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental
system of the U.S. and other nations; the U.S. Constitution; the basic
civic values of American constitutional democracy; and the roles, rights,
and responsibilities of citizenship, including avenues of participation.
• Level : Elementary
• Key Idea : Central to civics and citizenship is an understanding
of the roles of the citizen within American constitutional democracy and
the scope of a citizen’s rights and responsibilities.
Performance Indicator : Examine what it means to be a
good citizen in the classroom, school, home, and community
Performance Indicator : Understand that effective, informed
citizenship is a duty of each citizen, demonstrated by jury service, voting,
and community service
Understandings: Big Idea:
Demonstrate their understanding of the necessity for establishing governments.
Student
understandings:
Students will understand that a government is a body that has the power
to make and enforce laws within an organization or group. Without a government,
society would fall apart.
Big
Idea:
Demonstrate their understanding of the basic civic values of American
constitutional democracy.
Student
understandings:
Students will understand that in a democracy, citizens in a free society
pursue their interests, exercise their rights, and take responsibility
for their own lives. They make their own decisions about where they will
work, what kind of work they will do, where they will live, whether to
join a political party, what to read, and so on. They will understand
that a democratic society is shaped by the freely chosen activities of
individuals and groups.
Big
Idea:
Demonstrate their understanding of the responsibilities of citizenship,
including avenues of participation.
Student
understandings:
Students will understand that citizenship is about making informed choices
and decisions, and about taking action, individually and as part of community.
Essential Questions: What makes up a community?
What are the different types of communities?
How communities different/Same?
Who are the people who work in our community?
Why does a community need rules?
What are the rules and laws of our country?
If a community had no rules, how would it function?
What is our role in a community?
Knowledge and Skills: Students will know:
Know the different features of a community.
Know the different roles and responsibilities within a community.
Understand how and why communities change over time.
Students will be able to recognize characteristics of a socially healthy
citizen.
Students will understand the importance of agriculture, industry, infrastructure,
education, and various social issues to the well-being of a nation.
Know the process by which laws are created and implemented.
Students
will be able to do:
The students will be able to identify the different roles and responsibilities
of members of society and compare the different roles and responsibilities
of members of society.
The students will demonstrate their understanding of community by identifying
pictures of their neighborhood and defining the purpose of each location.
Students will brainstorm jobs that make up any community.
The students will create a Venn diagram to show how their community is
different from other communities they know about.
Students create an ideal candidate that meets the requirements of a U.S.
president.
Learn about the rules governing U.S. citizenship and create their own
club with a unique charter and bylaws.
Justify the necessity for laws.
The student will identify why laws and rules are important.
The student will construct a list of laws for a community
PERFORMANCE TASKS AND ASSESSMENT
Performance Task(s): Explain
Write a paragraph on what citizenship means to you and how citizens contribute
to their community.
Students will hand in their paper.
Interpret
Take on the point of view of an immigrant from another country and explain
why you chose to come to this country to become a citizen.
Students will present their “point of view” assignment to
the class.
Apply by
Choose a community service project and create a product which will help
encourage people to their cause.
Students will create a product which they will distribute throughout their
communities and will hand in a sample of what they created.
See from the points of view of
Write an essay on why some members of a family immigrate to this country
while others decide to stay behind?
Students will hand in their paper.
Empathize with
Pretend you are here in this country illegally. Describe why you want
to stay and make a living in this country rather than your home country.
Students will hand in their paper.
Other Assessment Evidence: Students will hand in reports
on various topics related to citizenship.
Students will take quizes based on what they learned in class.
Students will keep journals of their work.
Students will keep portfolios of their work/research/projects.
Students will give presentations and participate in a dialogue relating
to their topic.
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