Students create a graphic organizer that diagrams rights and responsibilities at our different levels of citizenship. Students will gain a deeper understanding of who they are as citizens of home, school, city, state, and nation and where their rights and responsibilities are derived from at each level. This lesson reinforcesResponsibility Launcher, and can be followed by “The Global You,” but may also be taught independently. Note: This lesson contains a PowerPoint presentation (see Lesson Prep).
Students will be able to:
· Define citizenship on five levels (home, school, city, state, nation)
· Describe key rights and responsibilities of citizens
· Identify the source of rights and responsibilities at each level of citizenship
· Recognize conflict between rights and responsibilities
· Suggest examples of the rights and responsibilities of citizenship in their own lives
Anticipate the lesson by asking students what they think it means to be a citizen. Do citizens have any rights? Do they have responsibilities? If so, where do those come from?
Distribute the Citizen Me pyramid guided notes. If you are doing the paper-only version, also distribute the reading page.
Tell students that they will be building a Citizenship Pyramid. They will be adding notes to each side during the lesson.
Run the Citizen Me PowerPoint presentation, pausing to discuss each slide and help students fill in their Citizenship Pyramids.
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Read the reading page with the class. Pause to have them fill in the examples on each side of their Citizenship Pyramids. Use your Teacher’s Guide to help you.
Distribute scissors and tape or glue so that students can cut out an assemble their pyramids. Help students see where to cut and fold correctly.
Distribute the “Bob’s Big Day of Citizenship” story.
Read the story with the class. You may want to challenge the class to raise their hands every time they spot a right or responsibility Bob is exercising/fulfilling.
Instruct students to use their pyramids to help them fill out the chart at the end of the story. Students should identify two rights or responsibilities (or one of each) for each level of citizenship. They should write what Bob did, then put a check mark to indicate whether that action was a right or responsibility.
Close by asking students to silently think of one right or responsibility they will carry out before they go to bed tonight and what level of citizenship it falls under.