Concept Lesson Plan: Democratic Citizenship in the United States

Name: Molly McAllister Grade Level: Elementary (2nd) Group Size Taught: whole (18 students) School: Moundville Elementary Date Taught: ______Teacher’s Signature: ______Date: ______Key Idea/Concepts/Skills of Lesson: Concept: Citizenship Type of Lesson: Concept Lesson Goals: (1.) Students will be able to discuss and express their perceptions of democratic citizenship before and after a lesson on democratic citizenship. (2.) Students will begin to understand (or be introduced to) many of the values, skills, and the knowledge that U.S. citizens must learn or possess in order to “equally” participate in our democratic way of life. (3.) Students will understand that they are U.S. citizens. Prerequisite Skills and/or Concepts: observation skills, discussion skills, writing or drawing skills Alabama Course of Study References for Democratic Citizenship Education and Democratic Governance: 2nd: 9.) Describe rights and responsibilities of citizens of the United States. 2nd: 9.) Explain the voting process and the use of results. 2nd: 9.) Describe responsibilities of state, national, and world leaders. 2nd: 10.) Discuss ways in which people in authority gain the right to direct or control others. 2nd: 11.) Explain how the diversity of people and customs in the United States and the world affect viewpoints and ideas.

National Standards References: X: Civic Ideals & Practices. a.) identify key ideals of the United States’democratic replublican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations. b.) identify examples of rights and responsibilities of citizens.

EXPLORATORY/INTRODUCTION – PHASE I OF THE LEARNING CYCLE Objective: Procedures: Assessment: The teacher will Students will be able to 1. Write the word “citizenship” in observe student partner sets and demonstrate their prior a web on the board (see example the contributions of each student knowledge of democratic Attachment A). to the discussion. citizenship by contributing their 2. Explain to students that we will personal ideas to a class discuss the word more in depth Recording: A checklist will be discussion. later, but for now, we want to used to record individual find out what students think about student’s accomplishment of the Materials: when they hear or see that word. objective (Attachment B). 1. One whiteboard What are things that we do that 2. One dry erase marker make us good citizens? 3. Ask students to think-pair- share. 3. Instruct students to turn to a partner and discuss the word and their thoughts on its meaning for only one minute. 4. Call time after one minute and ask the other partner to share what he/she thinks the word means. 4. After two minutes, ask partners to share what they said in the

1 think-pair-share. 5. Write all of the partner’s ideas on the web. INVENTION/DEVELOPMENT – PHASE II OF THE LEARNING CYCLE Objective: Procedures: Assessment: The teacher will While viewing a Power Point 1. The teacher will tell students observe students, listen carefully presentation, students will be able that we are going to take a look at to the discussion, and make note to participate in a whole class some pictures and words that of individual student’s discussion about the values, show a few of the things that “perceptions” of citizenship. skills, and knowledge that [democratic] citizens of the citizens, in a democracy, must United States know, do, and Recording: A checklist learn or possess. value (believe). (Attachment D) will be used to 2. Tell students that we will look record individual student’s Materials: at each picture and discuss it. accomplishment of the objective. 1. Citizenship Education 3. Explain that there are no right Power Point presentation and wrong answers in this lesson; (Attachment C). it is just a discussion. Encourage 2. Large concept web used all students to participate as much during the exploration as possible. phase. 4. During the class discussion, the teacher may prompt but not try to teach details. The discussion should be less teacher-centered and more student-centered. 5. Listen to students and ask open-ended questions, as needed. Examples: “What do you think about…?” CLOSURE: 1. Explain to students that, in the next part of the lesson, they will participate in an activity to show what they know about citizenship, but before starting, we will review what they understand from the lesson, so far. 2. Go back to the large concept web used during the Exploratory/Introduction phase of the lesson. 3. Write new ideas on the webs as students contribute to the discussion and add ideas. Guiding Questions  What are some things that citizens in the United States value (believe)?  What are some things that citizens in the United States need to learn to do?  What are some things that citizens in the

2 United States need to know?  Are you a citizen? Why or why not?  What are some things that you do, in everyday life, that show citizenship?  What are some things that you have seen other people do that shows citizenship?  Why do we vote? 4. Encourage all students to ask clarifying questions and participate in a ‘whole class’ review discussion. 5. Clarify misunderstandings before transitioning to the last phase of the lesson. EXPANSION – PHASE III OF THE LEARNING CYCLE Objective: Procedures: Assessment: Teacher will take Students will be able to express 1. Teacher will tell students that the finished product (writing or their perceptions of citizenship by they will participate in an activity drawing) from each student and drawing or writing something that about “showing citizenship” in analyze it for the following they believe they do that everyday life. criteria: the degree to which a demonstrates citizenship. 2. After giving a drawing/writing student is able to express his/her sheet (Attachment E) to each perceptions of their personal Materials: student, the teacher will explain citizenship activities. 1. One writing/drawing sheet the directions. Scoring: A rubric (Attachment F) (Attachment E) for each student. will be used to score individual 2. One pencil for each student For early elementary students: student’s accomplishment of the 3. Crayons for each student “Today we looked at pictures, objective. 4. Large web used during the and we talked about what the Exploratory/Introduction phase of word “citizenship” means in our the lesson. country (the United States). Everyone in our country, including children, are citizens, and we do things everyday in our class, on the playground, on sports teams, and with our families that show that we are good citizens. Can you think of some things that you do that show that you are a good citizen? (Discuss this as much as needed). On your paper, draw a picture of something that you do to be a good citizen. Finish the sentence “I show citizenship when…..”

4. Ask student volunteer (s) to repeat the directions for clarity

5. After students are finished,

3 allow them to share with the class.

Exploratory/Introduction Phase I Attachment A – Web example Attachment B – Assessment Checklist Invention/Development Phase II Attachment C – Power Point presentation Attachment D – Assessment Checklist Expansion Phase III Attachment E – Writing/drawing sheet Attachment F – Assessment scoring rubric

Attachment A

Example Web for Exploratory/Introduction Phase I

Draw a web on whiteboard for the Exploratory/Introduction Phase of the Lesson.

4 In the center of the web should be the word “CITIZENSHIP.” Write students’ ideas in the web before teaching the lesson.

(Students’ ideas)

(Students’ ideas) (Students’ ideas)

CITIZENSHIP

(Students’ ideas) (Students’ ideas)

Attachment B

Exploratory/Introduction Assessment Checklist

Objective: Students will be able to demonstrate their prior understanding of democratic citizenship

5 by contributing their personal ideas to a class discussion.

STUDENT NAME YES NO COMMENTS Tyrone

Taylor

Caleb B.

Gracie

Destini

Breanna

Jasmin

AyKeria

LaChrista

Ronterria

Caleb C.

Vanessa

D’Kendria

Attachment C

POWER POINT for Invention/Development Phase II -What is Citizenship?

6 Slide 1 – What is citizenship? Slide 2 – Who are U.S. citizens? Slide 4 – honest, integrity, fairness for all, self-discipline Slide 12 – equity, respect for diversity Slide 13 – freedom (religion, speech, freedom from want, freedom to assemble Slide 20 – everyone can be heard (voice) Slide 31 – rules & laws Slide 32 – rights & responsibilities Slide 33 – (examples) – right to go to school & responsibility to work hard and try to learn Slide 34 – democracy – everyone is important

Attachment D

Invention/Development Assessment Checklist

Objective: While viewing a Power Point presentation, students will be able to participate in a whole class discussion about the values, skills, and knowledge that citizens, in a democracy, must learn or possess.

STUDENT NAME YES NO COMMENTS Tyrone

Taylor

Caleb B.

Gracie

Destini

Breanna

Jasmin

AyKeria

LaChrista

7 Judah

Ronterria

Caleb C.

Vanessa

D’Kendria

Attachment E-1 CITIZENSHIP DRAWING

Draw a picture. It should be something that you do that shows “citizenship.” (Student will either write a few words to explain, or the teacher will transcribe student’s oral response)

I show citizenship by ______.

______

8 ______

______

Attachment E-4 CITIZENSHIP WRITING (Accommodation)

In my classroom, I ______

______

On the playground, we ______

______

I make a choice when we, ______

______

We have the right to, ______

______

I have the responsibility to, ______

______

I know that ______

______

9 I think that ______

______

Attachment F Expansion Phase III - Scoring Rubric

Teacher Name: ______

Student Name: ______

OBJECTIVE: Students will be able to write or draw something they believe they do that demonstrates [democratic] citizenship.

ASSESSMENT MEASURES: The product (drawing or writing) is used as an assessment.

0-1 2-3 4-5 6-7 Student did not Student accomplished Student accomplished Student accomplished accomplish the the objective to some the objective to an the objective to a great objective. extent. average extent. extent. Wrote or drew Wrote or drew From the writing or Wrote or drew something, but it is something that drawing, It is evident nothing that CATEGORY difficult to distinguish demonstrates that student demonstrated or understand the [democratic] understands many of [democratic] meaning or citizenship values, the values, skills, or values, skills, or relationship to skills, or knowledge. knowledge knowledge. [democratic] of[democratic] citizenship values, citizenship and is skills, or knowledge. ready to learn more.

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