Responsibilities of Citizenship
Social Studies
Grades 9-12

Unit Summary

This unit will give evidence of student achievement of Civics Standard Three 9-12a. 

The unit emphasizes participatory responsibilities.  Students will understand why citizens need to inform themselves on issues involving all levels of government, why they need to participate in the civic process, and why they should help uphold the laws of the land.  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; contribute to the common defense through military service if necessary; check the judicial powers of government and safeguard the rights of the accused by serving on juries; contribute to public safety and order by obeying the law and reporting violations of the law; and, perform public service when the need arises.
 

Stage 1 – Desired Results

Big Ideas

• Global Citizenship
• Public policy

Enduring Understandings

Students will understand 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.

Essential Questions

What are the consequences of citizens not participating in democracy?

• Why is it important for citizens to stay informed about candidates? 
• Why should citizens attempt to influence elected officials?
• Why do special interest groups play an important role in American citizens influencing their elected officials?

Content Connections

Students will know…

• why citizens are individually responsible for keeping themselves informed about public policy issues on the local, state, and federal levels.
• why participating in the civic process is important.
• why upholding the laws of the land is important.

Standards Integrated in the Instructional Strategies

• History Standard Two 9-12a
• Civics Standard Two 9-12a
• Civics Standard Three 9-12a
• Civics Standard Four 9-12a
• Civics Standard Four 9-12b

21st Century Skills

Students will be able to…

• adapt to varied roles and responsibilities.
• act responsibly with the interests of the larger community in mind.
• demonstrate ethical behavior in personal, workplace and community contexts.

Stage 2 – Assessment Evidence

Student Self-Assessment and Reflection

When students are required to think about their own learning, to articulate what they understand and what they still need to learn, achievement improves.
           – Black and William, 1998; Sternberg, 1996; Young, 2000.

How a teacher uses the information from assessments determines whether that assessment is formative or summative.  Formative assessment should be used to direct learning and instruction and are not intended to be graded. 

The Checks for Understanding at the end of each instructional strategy should be used as formative assessment and may be used as writing prompts or as small group or whole class discussion. Students should respond to feedback and be given opportunities to improve their work. The rubrics will help teachers frame that feedback.

An interactive notebook or writing log could be used to organize student work and exhibit student growth and reflection.

Transfer Task

This transfer task should be reviewed with students prior to beginning Lesson 1.

Essential Questions Measured by the Transfer Task

• What are the consequences of citizens not participating in democracy?

Click to find the transfer task.

Rubric

Click to find the rubric for the transfer task.

Stage 3 – Learning Plan

Click here for Lesson 1.
Click here for Lesson 2.
Click here for Lesson 3.