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Summary of the Week: Students will learn about the rights and responsibilities of citizens.
Social Studies Standards: C5 Civic Participation Explain important rights and how, when, and where members of American society demonstrate their responsibilities by actively participating in civic life.
Teacher Background Knowledge: Being a citizen has both rights and responsibilities. Ensure that students understand that in order for society to function well, we all need to fulfill our responsibilities. Additionally, our history has examples of people who were systematically denied their rights as citizens. There are also people today, experiencing the same loss of rights. It is important to empower students with the understanding that we can, and have the responsibility to, act to change laws and protect people who are being denied their rights.
Enduring Understandings: 1. Geography determines how and where people live, move, and use what is
around them. 2. Economics is how people use the resources around them to meet their needs
and wants. 3. Culture is the resulting beliefs and behavior of people based on where they
live, move, and use what is around them. 4. People and events are interconnected over time and place. 5. The purpose of government is to protect the rights of the people. 6. When authority becomes destructive to people’s liberty and freedom, it is the
right of the people to alter or abolish that authority.
Essential Questions: 1. What does it mean to be a good citizen? 2. What are the rights and responsibilities of citizens of the United States? 3. What are universal human rights and how do we protect them?
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Vocabulary: citizen: a person who belongs to a country, state, or community. rights: freedoms that every person has as a citizen of a community, state, or country liberty: the freedom to think, speak, and make decisions universal human rights: basic rights that everyone around the world has
Notes for Teacher: The sequencing of the articles this week was designed to both scaffold and build upon each other.
Think Deeply: Can you think of something that needs to be done to improve your classroom, school, neighborhood or community? Good citizens work hard to make their communities better for everyone. Create a plan to improve an area that you feel needs support. Share this plan with others and see if you can unite citizens to improve your community!
English Language Arts Standards: 3.R.I.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 3.R.F.4 Read with sufficient accuracy and fluency to support comprehension. 3.R.F.4.a Read grade-level text with purpose and understanding. 3.SL.5 Presentation of Knowledge and Ideas: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Well-Being Questions: ● How would your life change if you had limited or no rights as a citizen of the
United States? What things would be difficult? ● What rights do you think people may take for granted? ● What are three things you can do today to respect a friend's rights?
Let’s Write: What does it mean to be a good citizen? Use examples from your own life and things you have experienced to write a poem about good citizens. Create an audio recording of your poem.
Weekly Assessment Questions: 1. Mark all that apply: Who would be considered a citizen of the United States?
a. someone born in the United States b. someone who travels to the United States c. someone born outside of the United States d. someone whose parents were born in the United States e. someone who chooses to become a citizen and goes through the
correct process f. someone who has a child in the United States g. someone who works in the United States
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2. Matching: Identify each as either a right or a responsibility. a. Paying taxes - responsibility b. Attending school - right c. Choose where to live - right d. Obey laws - responsibility
3. Matching: The Declaration of Independence grants all citizens the right to “life, liberty, and the pursuit of happiness.” Match the term from this phrase with its meaning.
a. life - right to be alive b. liberty - right to think, speak, and make decisions c. pursuit of happiness - right to do what you like to do
4. True or False: This child is being a good citizen. (an image of child picking up trash)
5. Open response: What does it mean to be a good citizen? (Answers will vary. Possible response - a good citizen actively participates in the community and works for the good of others.)
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Student Edition Week 4
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Article 1: Becoming a Citizen Lexile: 700-800L Word Count: 79 Lesson Plan:
1. Create an anchor chart titled “Good Citizens” with a stick figure of a human in the middle. As the students read this week’s edition, they will add the attributes of a good citizen to the poster.
2. Set a purpose for reading: “Today, we are going to read about what a citizen is and how someone can become a citizen. As you read, think about the way that best describes how you became or will become a citizen.”
3. Read the article. 4. Tell students that you want to add some attributes to the anchor chart. 5. Ask students:
a. What is a citizen? (a person who belongs to a country, state, or community)
b. What other information about citizens did you find that you think we should add to the chart? (Students may suggest that there are multiple ways to become a citizen.)
6. Watch the video “U.S. Citizenship.” 7. Ask students:
a. Is there anything else in this video that you want to add to the chart? 8. Display the chart for all students to see throughout the week. Students may
also make a small chart in their interactive notebooks. 9. Give each student a copy of the Good Citizens Word Sort graphic organizer. 10.Allow time for students to complete the word sort. 11.After students have sorted their lists, have them share with a partner to see if
they have the same characteristics listed in each column. 12.Ask students to look at their lists of characteristics and think of some examples
of people in their lives that reflect the characteristics of a good citizen. If time allows, students can share who they listed and why they chose that person.
13.Have students place their graphic organizers in their interactive notebooks. Article Assessment Questions:
1. What is a person who belongs to a country, state, or community called? a. president b. mayor c. parents d. citizen
2. You are a United States citizen if _________________. a. your grandparents were born in the United States b. you were born in the United States c. you were born outside the United States d. your children are born in the United States
3. If you want to become a citizen of the United States, you must _________________.
a. learn and do certain things
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b. be born outside the United States c. have parents who were born in the United States d. have children that live in the United States
Materials Needed: Large chart paper for anchor chart Graphic organizer Good Citizens Word Sort Online Related Media (Explore More): Video “U.S. Citizenship”
Article 2: Being a Good Citizen Lexile: 600-700L Word Count: 49 Lesson Plan:
1. Remind students that they are going to be adding attributes of a good citizen to the anchor chart at the end of the lesson.
2. Discuss the difference between rights and responsibilities. 3. Discuss the words “personal,” “political,” and “economic.” 4. Read the article.
Article Assessment Questions:
1. What is a freedom that every citizen in the United States has? a. responsibility b. citizen c. right d. participation
2. What is a way to actively participate in your community? a. volunteer in the community b. clean your car in summer c. make your bed in the morning d. take care of your dog
3. What is one of the types of rights mentioned in the article? a. volunteer to pick up trash b. political c. playing at a park d. cleaning the car
Materials Needed: Anchor chart from Lesson 1 Blank piece of paper - one per student Article 3: Rights of Citizens Lexile: 700-800L Word Count: 98
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Lesson Plan:
1. Create a class T Chart. Label one side “rights” and one side “responsibilities.” 2. Read the article Rights of Citizens.
a. What three rights are described? b. Can you remember what important document describes these rights? c. Invite students to give examples of what these rights mean to them.
3. Remind students that last week we learned that rights can be personal, political, or economic.
a. What other rights do we have? 4. Remind students about the rights that are referenced in the Bill of Rights. Invite
them to review their interactive notebook to refresh their memory. Write down the rights of citizens on the class T-chart.
5. Have a class discussion. a. What does the last sentence of the article mean “Governments
sometimes must balance individual rights with the common good to solve problems.”
Article Assessment Questions:
1. In the United States, rights are protected by which important document? a. the Constitution b. the Declaration of independence c. the law d. the government
2. What are freedoms that every person has as a citizen of a community, state, or country called?
a. freedom b. responsibility c. rights d. liberty
3. Which of the following rights means you can think, speak, and make decisions?
a. life b. liberty c. pursuit of happiness d. common good
Materials Needed: Chart paper for class T-chart
Article 4: Responsibilities of Citizens Lexile: 700-800L Word Count: 131
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Lesson Plan: 1. Read the article Responsibilities of Citizens. Invite students to underline the
things good citizens do. Add the list to the class T chart. 2. Show students the video “Rights and Responsibilities,” found in Related
Media. 3. Invite students to examine the images in this week's issue.
a. What do you see people doing in each of the pictures that is showing good citizenship?
b. How is what they are doing helping the community? c. Label the images as rights or responsibilities. Add to the class T-chart.
4. Show students the video “Being a Good Citizen,” found in Related Media 5. Discuss the four ways we can be a good citizen mentioned in the video.
(volunteering, voting, jury duty, military service). Invite students to label these behaviors as rights or responsibilities. Add them to the T-chart.
6. Have students write these three questions on a blank piece of paper: a. What makes a good citizen? b. What is a right that U.S. citizens have? c. What is a responsibility U.S. citizens have?
7. Instruct students to ask 3-5 adults to answer the questions and record their answers on the paper. This can be assigned as homework and continued the following day.
8. After students return, put them into groups of 3-5 to share their findings and come up with a collaborative answer to each question.
9. Ask each group to share their answers with the class and add them to the class T-chart.
Article Assessment Questions:
1. According to the article, how can citizens develop skills and knowledge? a. by contributing to economic development b. working for the common good c. having a voice in decisions d. through active participation
2. Which level of government should citizens be involved in? a. community b. state c. national d. all levels
3. How does being a good citizen help make the community better? a. It gives citizens a voice in decisions. b. Leaders make all the decisions. c. No decisions get made. d. It violates the rights of individuals.
Materials Needed: Chart paper for class T-chart Online Related Media (Explore More): Images of citizens
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Video “Rights and Responsibilities” Video “Being a Good Citizen”
Article 5: Universal Human Rights Lexile: 700-800L Word Count: 161 Lesson Plan:
1. Set a purpose for reading: “Today, we are going to read about universal human rights. You know what “rights” are. Let's read and see if we can learn about what the word “universal” means and why it is important when we talk about rights.”
2. Read the article. 3. Ask the students:
a. What does the word universal mean? (applies to everyone) b. Why is it important when we are learning about rights? (Everyone has
basic rights. Everyone should be treated fairly.) 4. Lead a discussion about how citizens can protect human rights. 5. Have students highlight/underline the sentence in the second paragraph of
the article, “Whenever we see people being treated unfairly, we need to do something to help.”
a. Can you think of a situation at school that doesn't seem safe, fair, and equal for everyone?
6. Give students the Making our School Fair graphic organizer, found in Related Media. Write down your ideas on the back of your graphic organizer.
a. Elicit ideas and choose something that the students are passionate about and can think of some solutions for. This could be things like: lunch lines are too long, recess equipment being dominated by certain students, etc.
b. Have students complete the first two sections of the graphic organizer (“Our School Situation” and “My Solution Ideas”). Students should brainstorm ideas to solve the problem individually.
7. Lead a discussion about the solution to the problem: a. Have students highlight/underline this sentence in the first paragraph:
“It is important that we respect others, even if we don’t understand or agree with them.”
b. Tell students to respect each other's ideas as you discuss the solutions to the problem. They should record others’ ideas on the graphic organizer in the section labeled, “Others’ Solution Ideas.”
c. Determine a solution together as a class and implement your plan. 8. Have students add their graphic organizer to their interactive notebooks.
Article Assessment Questions:
1. Fill in the blank with the best term. Even if we don’t agree or understand someone, we need to be ___________.
a. respectful
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b. angry c. happy d. mean
2. Who has universal human rights? a. only citizens b. everyone c. only non-U.S. citizens d. only adults
3. When you see a situation that is not fair or safe, what should you do? a. ignore it b. make jokes c. try to change it d. watch it
Materials Needed: Graphic organizer Making our School Fair
Article 6: Protecting Human Rights Lexile: 700-800L Word Count: 38 Lesson Plan:
1. Prior to today’s lesson, find a few humanitarian organizations that your students can learn more about. These can be national or local organizations. You will need enough to divide your class into groups of 3-4.
2. Show students the video “Humanitarian Efforts Intro,” found in Related Media. Ask students:
a. What organizations did we learn about in the video? (American Red Cross, World Food Program, U.S. Military)
3. List these three organizations and the others that you have found on the board.
4. Divide the class into groups and assign one humanitarian organization to each group.
5. Give each group the Protecting Human Rights graphic organizer, found in Related Media.
6. Give groups time to research and complete the graphic organizer and create their presentation board.
7. Have groups display their presentation boards and do a gallery walk to learn about the different humanitarian organizations.
8. As a closing discussion, ask students to identify the principles or characteristics of the organizations they studied. These concepts might include things like respecting the rights of others, helping to promote the common good, and actively participating in government to promote change. Help students connect the idea that good organizations and communities are made up of people who are good citizens.
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Article Assessment Questions: 1. Why do organizations like the American Red Cross help citizens?
a. to make money b. to protect human rights c. to get famous d. to follow the law
2. Which of the following is NOT a basic human right? a. life b. liberty c. the internet d. pursuit of happiness
3. How do organizations protect human rights? a. provide safe places to live b. sell food to people c. take supplies from people d. make clothes to sell
Materials Needed: Graphic organizer Protecting Human Rights Manila folders or large construction paper - one for each group Online Related Media (Explore More): Video “Humanitarian Efforts Intro”
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Name ___________________________________________________________ Date _____________
Our Community Studies Weekly – Michigan
Citizens
Week 4 Assessment
1. Check all that apply: Who would be considered a citizen of the United States?
A. someone born in the United States
B. someone who travels to the United States
C. someone born outside of the United States
D. someone whose parents were born in the United States
E. someone who chooses to become a citizen and goes through the correct
process
F. someone who has a child in the United States
G. someone who works in the United States
2. Identify each as either a right or a responsibility.
Paying taxes right
Attending school responsibility
Choose where to work right
Being a good citizen right
Choose where to live responsibility
Obey laws responsibility
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3. The Declaration of Independence grants all citizens the right to “life, liberty and the
pursuit of happiness.” Match the term from this phrase with its meaning.
life right to do what you like to do
liberty right to be alive
pursuit of happiness right to think, speak, and make decisions
4. Select the images that are showing good citizenship.
A.
B.
C.
D.
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Good Citizens Word SortAre these things traits of a good citizen? Write each word in the correct column.
Name: Date:
dishonest unfair fair unfriendly
kind rude selfish unreliable
honest trustworthy dependable peaceful
Characteristics of a Good Citizen Not Characteristics of a Good Citizen
Making Our School Fair
Name: Date:
Good citizens have a responsibility to change things that are not safe, fair, or equal. Think of a situation at your school that is not safe, fair, or equal for everyone. Brainstorm your own ideas for solutions. Respectfully listen to other’s ideas about how to correct the situation. Decide on a solution together. Try to make a change as a citizen of your school.
Our School Situation
Our Solution and Plan
My Solution Ideas Other’s Solution Ideas
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