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Grade 10 Civics Unit1: Citizenship Length of Unit: 2 Weeks Essential Standards and National Standards for Social Studies

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Grade 10 Civics Unit1: Citizenship Length of Unit: 2 Weeks Essential Standards and National Standards for Social Studies Grade 10 Civics Unit1: Citizenship Length of Unit: 2 weeks Essential Standards and National Standards for Social Studies NCSS1: CULTURE What is culture and how does it influence political, economic, religious, social, intellectual and artistic aspects? NCSS2: TIME, CONTINUITY, AND CHANGE How do historical experiences among or within societies, peoples and nations reveal patterns of continuity and change? NCSS10: CIVIC IDEALS AND PRACTICES How are the ideals, principles and practices of citizens influenced by individual rights and responsibilities within a democratic society? UNIT FOCUS Questions Thinking Skill Category What is citizenship? (NCSS1, What are the rights of citizens? What are the duties and NCSS10) (NCSS2, NCSS10) responsibilities of citizens? (NCSS10) Content Knowledge Objectives Initial Define the meaning of citizenship in Identify the rights of citizens in the Identify the difference between a Understanding the United States. United States. duty and a responsibility of a citizen Describe, Recall, List, Draw, in the United States. Identify, Label, List, Match Developing An Explain the meaning of citizenship in Select a right of a citizen of the Categorize the duties and Interpretation the United States. United States and explain the responsibilities of a citizen in the Categorize, Classify, Compare, meaning of that right. United States. Contrast, Describe, Cause/Effect, Examine, Explain, Generalize, Hypothesize, Infer, Interpret, Predict, Summarize, Take A Perspective Making Connections Examine the changing definition of Compare and contrast the personal, Explain how a citizen of the United same verbs as for Developing an who was considered a citizen political and economic rights of States would fulfill their duties and Interpretation throughout the history of the United citizens. responsibilities. States. Critical Stance Evaluate the expansion of citizenship Select a right of a citizen of the Analyze the need for citizens in a Analyze, Assess, Defend, Design, in the United States. United States and judge the democratic society to meet their Evaluate, Judge, Rate importance of that right compared to duties and responsibilities. other rights. Unit Vocabulary Civics Citizen Selective Service Government Citizenship Jury State (Population, sovereignty, land, Naturalization Taxes government) Alien Responsibilities Democracy Immigrant Common Good Demography Rights Voter Registration Census Bill of Rights Public Policy Majority Suffrage Domestic Minority Duties Foreign Rule of Law Suggested Unit Assessments Common Core Skills English Language Arts Standards » History/Social Studies » Grades 9-10 Initial Understanding & Developing An Interpretation: Create a set of flash cards using all of the vocabulary terms for this unit. Craft and Structure RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Write three paragraphs describing what the student believes it means to be a United States Citizen. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Create a graphic organizer identifying Rights, Duties and Responsibilities of a United States citizen. Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. Complete the 100 question Citizenship test Activity. Craft and Structure RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Making Connections: Write a letter to a friend in a foreign country summarizing how to become a United States citizen through the naturalization process. Key Ideas and Details 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. Craft and Structure RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Create a song, poem or skit describing the “Face of America.” Key Ideas and Details 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. Craft and Structure RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Range of Writing WHST.9-10.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Critical Stance: Write an essay supporting or opposing Service Learning as a graduation requirement. Key Ideas and Details 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.) Key Ideas and Details 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. Craft and Structure RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Create a speech to a foreign dignitary explaining “The Face of America” using original research. Key Ideas and Details 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.) Key Ideas and Details 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. Key Ideas and Details RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Production and Distribution of Writing WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Performance Assessment: Unit 1 Performance tasks measure a student’s ability to integrate knowledge and skills across multiple Common Core standards and subject-specific objectives. Performance tasks are used to measure capacities such as depth of understanding, research skills, and complex analysis. Performance Task: Expansion of Suffrage Type of Performance Task: Informative-Explanatory Performance Task Common Core skills that are assessed in the Performance Task: Text Types and Purposes WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Production and Distribution of Writing WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Key Ideas and Details 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.) Craft and Structure RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Issue: How has the United States become more democratic through the expansion of suffrage? Directions: This task is based on the accompanying documents. Some of these documents have been edited for the purpose of this task. This task is designed to test your ability to work with historical documents. First, read the document and answer the questions then complete the culminating assignment. Culminating Assignment: Write a 3 to 5 paragraph essay in response to the following question: How has the United States become more democratic through the expansion of suffrage? Use evidence from the document to support your response as well as the concept of citizenship. Essay Rubric: Informative-Explanatory Writing Rubric (Grades 6-11) Source 1 Voting in Early America by Ed Crews Some colonies required a voter to own a certain amount of land or land of a specified value. Others required personal property of a certain value, or payment of a certain amount of taxes. Examples from 1763 show the variety of these requirements. Delaware expected voters to own fifty acres of land or property worth £40. Rhode Island set the limit at land valued at £40 or worth an annual rent of £2. Connecticut required land worth an annual rent of £2 or livestock worth £40 1. Define the words “specified value” in line 1 and “personal property” in line 2 of the text. 2. According to the text, what was the purpose of Connecticut requiring land or livestock ownership? Source 2 Voting Requirement in the Early 19th Century 3.
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