Overview/Annotation: / Students will learn about the status of citizenship in the United States. Using a graphic organizer and interactive game, students will decide what it means to be a citizen and how can citizenship be obtained.
Content Standard(s): / SS(7) Citizenship / 9. Identify individual and civic responsibilities of citizens of the United States.
SS(9-12) Contemporary Issues / 3. Compare civic responsibilities, individual rights, opportunities, and privileges of citizens of the United States with those of citizens of other nations.
TC2(6-8) / 5. Use basic features of word processing, spreadsheets, databases, and presentation software.
Local/National Standards: / National Council for Social Studies
NSS-C.5-8.5 Roles of the Citizen
- What is citizenship?
- What are the rights of citizens?
- What are the responsibilities of citizens?
- What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?
- How can citizens take part in civic life?
Primary Learning Objective(s): / Students will be able to
- define citizenship as it applies in the modern United States
- describe the process of becoming a United States citizen (naturalization)
Additional Learning Objective(s):
Approximate Duration of the Lesson: / 61 to 90 Minutes
Materials and Equipment: / Set of color note cards, hand-out
Technology Resources Needed: / Computer with Internet access, interactive board, digital projector
Background/Preparation: / This lesson should follow a discussion about rights and responsibilities of citizenship.
Procedures/Activities: / 1. As students arrive for class, give them a color card. (Will need one color per four or five students) Ask class the following question: What does it mean to be a part of a group? Write responses on board.
2. Define what it means to be a citizen.
3. Divide the class by color groups. (May have as many groups as needed. Need at least three groups.) Distribute graphic organizer: Give Me Five. Using reading assignment, have each group complete the worksheet. See attachment: Citizenship- Just the Facts.
4. While groups are working, distribute a completed sheet to one group, a half completed sheet to another group, and a blank sheet to another. Continue this pattern for the remaining groups. Students may use this resource to complete the assignment.
5. Review the graphic organizer on an interactive board pausing to make sure that all students have correct answers. Explain that certain groups had all the answers done for them.(This would correlate to full citizens.) Explain that some groups had half of the sheet competed for them. (This would correlate to legal aliens who have some of the same rights as full citizens.) Explain that some groups had no/wrong answers given to them. (This would correlate to illegal aliens.) Remind students that United States citizenship is a prize that many seek, but only a few receive.
7. Have students work as a group on the interactive game, Immigration Nation. This can be done in a computer lab setting.(
The interactive game involves decision making regarding citizenship of immigrants to the United States. Groups will report their decisions on the back of the graphic organizer. This game provides immediate feedback. Have each group report their correct decisions, point totals, and incorrect decisions.
8. Close the class by having each student recite the Oath of Allegiance to the United States. Explain that this is the final step of the naturalization process. Ask the students to think of the words and their meaning as they recite the oath.
Attachments:**Some files will display in a new window. Others will prompt you to download. / grouprubric.doc
CitizenshipJusttheFactsStudent.pdf
GivemeFive.rtf
Assessment Strategies: / Formative assessment while students are engaged with interactive media. Ask student to explain a way a person can become a citizen. Teacher may use a skills checklist to record findings.
Formative assessment of hand-out sheet by rubric. See attached sample.
Extension: / 1. Students may take a sample citizenship test to test their knowledge of the United States.
2. Have students to investigate the inscription on the Statue of Liberty's base. If you were to write one today, what would you have it say?
Remediation: / For students who may need extra assistance, highlighted notes may be used.
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.
Presentation of Material / Environment
Time Demands / Materials
Attention / Using Groups and Peers
Assisting the Reluctant Starter / Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.
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