In this lesson, students will read and analyze an Alphabet Book for Young Citizens to reinforce their understandings of the distinctions between a right, a responsibility, and a provilege. They will then use the pages in their books to create a Citizen's Bulletin Board, an exhibit on citizenship, and civic improvisations that provide students with opportunities to deepen and apply their understandings. Students will begin exercising their rights and responsibilities with a better understanding of how such actions help secure their liberties and freedom.

Organized around the compelling question "How have Asian Americans and Pacific Islanders engaged civically and contributed to U.S. culture?" and grounded in inquiry-based teaching and learning, this lesson brings history, civics, and the arts together to learn about the experiences and perspectives of Asian Americans and Pacific Islanders (AAPI) in U.S. history. Primary sources, literature, and works of art created by AAPI individuals and related organizations provide an historical as well as contemporary context for concepts and issues including civic participation, immigration, and culture.

Students will learn more about a first responder or group of first responders in their community. They will then design and create a certificate to honor that individual or group.

In this unit, students learn that effective citizens are committed to protecting rights for themselves, other citizens, and future generations, by upholding their civic responsibilities and are aware of the potential consequences of inaction. Students also learn distinctions between a citizen's rights, responsibilities, and priviledges help to define the requirements and limits of personal freedom.

A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with Kindergarten, 1st or 2nd Grade, as fitted with standards.

A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with 1st or 2nd Grade, as fitted with standards.

A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with 1st or 2nd Grade, as fitted with standards.

See Objective 2, Standard 2 on this site After talking about rules and laws that people are expected to follow at home, at school and in the community give students the Rules and Laws Foldable (template provided). They will fold it in half the long way and then unfold the paper and cut along the dotted lines to the fold. They should now have a three flap book. Have students draw or write 3 rules or laws that they have to follow for each area (home, school, community). This assessment activity comes from the lesson plan Rules and Laws, but can also be used independent from that lesson plan.

A citizen is someone who is entitled to the legal rights granted by a state, and who is obligated to obey its laws and to fulfill certain duties. Living in the United States does not mean that someone is automatically a citizen. Permanent residents, people who have been lawfully admitted to the United States, are also granted certain legal rights and protections even if they are not citizens. For example, residents can live and work anywhere in the United States, attend public schools, join our armed forces and can also qualify for some Social Security benefits as well. Typically, people who are granted permanent resident status are immigrants who are related by birth or marriage to U.S. citizens or possess important job skills needed in the United States. Unlike citizens, permanent residents may not be able to hold public office or vote in elections. Why should someone consider becoming a citizen if they are not? Check out a list of all of the privileges of citizenship in the United States.

Chapter 4 is all about civics. While many teachers may be tempted to do this chapter first, it is placed here for a reason. Many of the concepts introduced in Chapters 1-3 are revisited here. Some of the content from 1st grade may serve as a great review at the start of the year.

In this resource, students will explore the protections and limitations on authority contained in the Bill of Rights and the process by which the First Congress created it. They will do this by compiling a list of their rights as students, analyzing the Bill of Rights, and studying primary source documents to trace the origin and development of the first ten amendments. Students will then consider how the Bill of Rights might be updated to reflect 21st century circumstances.

This activity is designed to help students understand the various civic duties and responsibilities that are expected of citizens and non-citizens living in the United States.

This activity is designed to help students understand the various civic duties and responsibilities that are expected of citizens and non-citizens living in the United States.

Understanding economics will help to make you a more successful person. Economics is a broad subject, just like any academic topic, that can be pursued from undergraduate programs at the university level, all the way to doctoral programs that require upwards of seven years of research to complete. However, our goal is to give you the most important basics of economic thinking so that you can not only earn an “A” in your high school economics class, but also learn how to be a more effective earner, saver, spender, and citizen.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

In this lesson, you'll use your detailed outline to write an initial draft of your report. You'll share your writing in triads and receive feedback. Your essay may be chosen for Author's Chair. You'll revise the body of your report and consider ways to embed multimedia elements.In this lesson, students will use their detailed outline to write an initial draft of their report. They’ll share their writing in triads and receive feedback. Their essay may be chosen for Author’s Chair. Students will revise the body of their report and consider ways to embed multimedia elements.

The First Grade text is meant to be explored visually by students like a traditional “big book”. Some teachers may also want their students to have a copy of the book as a digital text on an iPad, Chromebook, or other digital device. Either way, the way students interact with this book is different from other MI Open Book materials.

This collection uses primary sources to explore Japanese American internment during World War II. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

In this lesson, students will create a video where they describe and illustrate one of the amendments in the Bill of Rights.