Delaware Model Unit Gallery Template s6

Delaware Recommended Curriculum

This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards.

Lesson Title: Staying Informed: Responsibilities of Citizenship Content Area: Civics Grade Level: 9 ______Summary of Unit Former United States Supreme Court Justice Felix Frankfurter once stated that “In a democracy, the highest office is the office of citizen.” Citizenship in the United States carries many benefits that include highly coveted rights and privileges. Much of the civics education that students experienced in earlier grades focused on helping students understand and appreciate these rights and privileges.

The focus at the high school level shifts to helping students understand the responsibilities of citizenship that go beyond basic duties, such as voting, to those expected of adult citizens. Failure of citizens to participate actively in their own governance and monitor those who hold power creates conditions favorable to the erosion of the rights, privileges, freedoms and liberties that are guaranteed under our Constitution but remain vulnerable.

Instruction in this benchmark emphasizes participatory responsibilities. Students will understand why citizens need to inform themselves on issues involving all levels of government. This requires understanding the consequences of failing to fulfill these responsibilities.

American democracy imposes a cost on its citizens. For government to be effective, it must have an effective citizenry that understands what is required to maintain individual freedoms and liberties. Citizens have responsibilities that, if met, ensure the health of American democracy. Citizens should hold governmental officials accountable by: . Voting and keeping informed; . Contributing to the common defense through military service if necessary; . Checking the judicial powers of government and safeguarding the rights of the accused by serving on juries; . Contributing to public safety and order by obeying the law and reporting violations of the law; and . Performing public service when the need arises. ______

1 Learning Plan

Delaware Content Standards Civics Standard Three 9-12a: Students will understand that citizens are individually responsible for keeping themselves informed about public policy issues on the local, state, and federal levels; participating in the civic process; and upholding the laws of the land.

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Essential Question  Why is it important for citizens to become informed about candidates and stay informed after the election?

Instructional Strategies

Strategy 1: Gathering Information Text Analysis

Analyzing political cartoons is a skill that helps students understand the persuasive techniques of symbolism, exaggeration, analogy, irony, and the use of labeling while following current events. Political cartoon analysis requires students to use critical thinking skills and apply their knowledge of recent events to decide whether they agree or disagree with a cartoonist’s expression. For students unfamiliar with political cartoon techniques, resources are available at the Library of Congress.

Ask students to independently analyze the political cartoon available here by using the National Archives Cartoon Analysis worksheet.

Other possible political cartoons should focus on candidates running for office and provide some type of analogy. Suggestions include: . Election of 1912: Wilson vs. Roosevelt vs. Taft . Election of 1864: Lincoln vs. McClellan

After analyzing the cartoon independently, students should pair to discuss their answers. A class debriefing should follow with a discussion of political races and initial reasons why people should take time out of their busy lives to learn more about candidates for office.

2 Check for Understanding  Why is becoming informed about candidates a responsibility of citizenship? Explain your answer. Rubric 2 – This response gives a valid reason with an accurate and relevant explanation. 1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

Strategy 2: Gathering Information Close Reading

Provide students with an adapted text of the article from the Washington Post , “The Price of Political Ignorance” by George Will (published online on January 1, 2014).1 Then, follow these steps:  First, the teacher will read the text aloud.  Then, the teacher will read the text aloud again and stop to discuss some of the key vocabulary.  On the second reading, students should make notes on the vocabulary in the margin, and write any thoughts that they feel may be important. Emphasize that students are not expected to know all the words or understand everything in the text right away. The text will be read closely several times to uncover what it means.

Strategy 3: Extending and Refining Text-Dependent Questions Use the following method to address each of the questions on this version of the adapted text of the article, The Price of Political Ignorance.  Re-read the section of the text in the left column.  Take notes to help you respond to the questions.  Discuss the questions in groups of 2 – 3.  Write what you think is the best answer to each question.

1 © The Washington Post Company http://www.washingtonpost.com/opinions/george-will-the-price-of-political- ignorance/2014/01/01/7dbe2936-7311-11e3-9389-09ef9944065e_story.html?hpid=z3

Lexile 1390L

3 Strategy 4: Extending and Refining Research: Conducting a Survey or Public Opinion Poll American citizens see and hear poll and survey results in the media almost on a daily basis. The analysis of data is an important skill that students should master. They should not only understand how surveys and public opinion polls gather results, but also apply that knowledge to their own research.

One poll that could be showcased to help students understand the nature and uses of these resources is entitled Congressional Job Approval Ratings, 2001-2015.

The poll was prepared by Gallup. Results included:  When asked in February 2015, “Do you approve or disapprove of the way that Congress is handling its job,” only one in 5 Americans approved.

The survey focuses on the most recent Congressional perceptions; however, polls and surveys are used to collect a variety of data. For instance, Presidential approval ratings are recorded. Results after the first 100 days of President Obama’s administration can be accessed here. Other surveys focus on various public policy issues and provide insight into whether citizens support or are opposed to various government actions.

Have students access the Gallup website for an overview of the methodology used in polling.

Following are the general steps required for valid surveys: 1. Decide on the topic and make a hypothesis. In this case, students should ask about the topic being studied – becoming and remaining an informed citizen. 2. Write questions relating to your topic that are not leading or loaded. The teacher should assign the minimum number of questions. 3. Decide on the population (which group—just high school students or anyone available) and sample (random or representative of the population). Each survey should require the participant to mark gender, age, class, etc., depending on the population and sample decided. The teacher should then assign the minimum number of distributed surveys. 4. Administer the survey in the same manner to each participant (i.e., all recorded on paper or orally). 5. Tabulate the results. 6. Report the results question by question. 7. Analyze the data (i.e., what demographic differences are there in relation to gender, race, age, etc.?).

If students choose to administer the survey electronically, a useful resource is www.surveymonkey.com.

The class should discuss their findings and compile individual results to test the validity of individual polls.

4 Check for Understanding  According to the survey results, what could be done to encourage more people to take time to learn about candidates? Explain your answer with evidence from the survey. Rubric 2 – This response gives a valid method with an accurate and relevant explanation. 1 – This response gives a valid method with an inaccurate, irrelevant, or no explanation.