Families and Schools
What are the Characteristics of a Good Citizen?
SS0105
First Grade Social Studies: Families and Schools
Unit 5: What is a Good Citizen?
Big Picture Graphic
Overarching Question:
How do citizens shape a community?
Previous Unit:
How Do We Learn About
the Past?
This Unit:
Next Unit:
What is a Good Citizen?
Questions To Focus Assessment and Instruction:
1. Why do we follow rules and respect authority?
2. How can citizens work together to solve issues?
3. What are some important symbols of our country and why
are they important?
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Grade 2
Local Communities
Types of Thinking
Non-linguistic representations
Brainstorming
Problem-solving
Analysis
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Families and Schools
What are the Characteristics of a Good Citizen?
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Graphic Organizer
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Families and Schools
What are the Characteristics of a Good Citizen?
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Unit Abstract:
In this unit school is used as the context for teaching students foundational concepts relating to
citizenship. As students explore characteristics of a good citizen, they work to complete a class
graphic organizer summarizing what they are learning. Students then use the characteristics of a
good citizen to individually create booklets describing roles and responsibilities of good citizens.
The unit begins with a lesson in which students explore reasons for school rules as well as
reasons citizens need to follow rules. Next, students are introduced to the civics concepts of
power and authority as they compare ways principals use power with authority and ways bullies
use power without authority. The next lesson explores the connections between good citizenship
and fairness as students react to life without recess, explore an example of informational text and
then work in pairs to resolve a conflict in a fair way. The school responsibilities of a good citizen
are explored in the next lesson, connecting back to the discussion on the importance of following
rules from Lesson One. Students then apply several of the concepts and skills they have been
learning by working together to analyze and resolve a school problem, or issue such as bullying. In
a final lesson, students expand their understanding of citizenship as they explore the concept of
patriotism and identify important national symbols and tell why they are important.
Focus Questions
1. Why do we follow rules and respect authority?
2. How can citizens work together to solve issues?
3. What are some important symbols of our country and why are they important?
Content Expectations
1 - C1.0.1: Identify some reasons for rules in school (e.g., provide order, predictability, and
safety).
1 - C1.0.2:
Give examples of the use of power with authority in school (e.g., principal, teacher or
bus driver enforcing school rules).
1 - C1.0.3:
Give examples of the use of power without authority in school (e.g., types of bullying,
taking cuts in line).
1 - C2.0.1:
Explain how decisions can be made or how conflicts might be resolved in fair and just
ways (e.g., majority rules).
1 - C2.0.2:
Identify important symbols of the United States of America (e.g., Statue of Liberty,
Uncle Sam, White House, Bald Eagle).
1 - C5.0.1:
Describe some responsibilities people have at home and at school (e.g., taking care
of oneself, respect for the rights of others, following rules, getting along with others).
1 - C5.0.2:
Identify situations in which people act as good citizens in the school community (e.g.,
thoughtful and effective participation in the school decisions, respect for the rights of
others, respect for rule of law, voting, volunteering, compassion, courage, honesty).
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What are the Characteristics of a Good Citizen?
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1 - P3.1.1:
Identify public issues in the school community.
1 - P3.1.2:
Use graphic data to analyze information about a public issue in the school
community.
1 - P3.1.3:
Identify alternative resolutions to a public issue in the school community.
1 - P3.3.1:
Express a position on a public policy issue in the school community and justify the
position with a reasoned argument.
1 - P4.2.1:
Develop and implement an action plan to address or inform others about a public
issue.
1 - P4.2.2:
Participate in projects to help or inform others.
Integrated GLCE’s
W.GN.01.03: Write an informational piece that addresses a focus question (e.g., What is a
family?) using descriptive, enumerative, or sequence patterns that may include
headings, titles, labels, photographs, or illustrations to enhance the understanding of
central ideas (English Language Arts).
D.RE.01.01: Collect and organize data to use in pictographs. (Math).
D.RE.01.02: Read and interpret pictographs. (Math).
D.RE.01.03: Make pictographs of given data using both horizontal and vertical forms of graphs;
scale should be in units of one and include symbolic representations,
e.g., ☺ represents one child. (Math).
Key Concepts
authority
bullying
citizen
conflict
country
fairness
patriotism
power
public issues
responsibility
rules
symbol
United States of America
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What are the Characteristics of a Good Citizen?
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Lesson Sequence
Lesson 1:
A Good Citizen Follows Rules
Lesson 2:
A Good Citizen Respects Authority
Lesson 3:
A Good Citizen is Fair
Lesson 4:
A Good Citizen is Responsible
Lesson 5:
A Good Citizen Helps to Resolve School Issues
Lesson 6:
A Good Citizen Honors the United States of America
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Art Paper and Drawing Materials Such as Markers and Crayons
Chart Paper and Markers
Overhead Projector or Document Camera and Projector
Student Resource
Brimner, Larry Dane. School Rules. (Rookie Choices Series). New York: Scholastic, 2002.
Center for Civic Education. Fair Bears Learn About Justice (Foundations of Democracy
Series). California: Center for Civic Education, 1998.
- - -. Orb and Effy Learn About Authority (Foundations of Democracy Series). California: Center for
Civic Education, 1999.
- - -. The Zookeeper Learns About Responsibility (Foundations of
Democracy Series). California: Center for Civic Education, 1998.
Douglass, Lloyd. The Statue of Liberty (Welcome Books American Symbols Series). New York:
Rosen Books, 2003.
- - -. The Bald Eagle (Welcome Books American Symbols Series). New York: Rosen Books, 2003.
- - -. The White House (Welcome Books, American Symbols Series). New York: Rosen Books,
2003.
Finn, Carrie. Kids Talk About Fairness. New York: Picture Window Books, 2006.
Michigan Citizenship Collaborative Curriculum
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What are the Characteristics of a Good Citizen?
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Mayer, Cassie. Being Fair (Citizenship Series). Chicago, IL; Heinemann Raintree, 2008.
- - -. Being Responsible (Citizenship Series). Chicago, IL; Heinemann Raintree, 2008.
Meiners, Cheri J. Know and Follow Rules. Minneapolis, MN: Free Spirit Publishing, 2005.
Naylor, Phyllis Reynolds. King of the Playground. New York: Aladdin Paperbacks, 1994.
O’Neill, Alexis. The Recess Queen. New York: Scholastic, 2002.
Teacher Resource
American Bald Eagle Information. 3 September 2008 <http://www.baldeagleinfo.com/>.
Bald Eagle Printout. 3 September 2008
<http://www.enchantedlearning.com/subjects/birds/printouts/Eaglecoloring.shtml>.
Statue of Liberty National Monument. 3 September 2008 <http://www.nps.gov/stli/>.
White House Kids Homepage. 3 September 2008 <http://www.whitehouse.gov/kids/>.
Resources for Further Professional Knowledge
First Grade Social Studies Websites. 3 September 2008
<http://www.ahisd.net/campuses/cambridge/grade1/1stsocstud.htm>.
Center for Civic Education 3 September 2008
<http://www.civiced.org/index.php?page=lesson_plans>.
Citizenship Education. 3 September 2008
<http://www.ecs.org/html/educationIssues/CitizenshipEducation/CitEdDB_intro.asp>.
National Alliance for Civic Education. 3 September 2008 <http://www.cived.net/>.
National Center for Learning and Citizenship. 3 September 2008
<http://www.ecs.org/html/projectsPartners/nclc/nclc_main.htm>.
National Council for the Social Studies. 3 September 2008 <http://www.ncss.org/>.
Social Studies Lesson Plans and Resources. 3 September 2008
<http://www.csun.edu/~hcedu013/>.
Strategies for Teaching Social Studies. 3 September 2008
<http://www.udel.edu/dssep/strategies.htm>.
Teaching Social Studies. 3 September 2008
<http://www.proteacher.org/c/185_Teaching_Social_Studies.html>.
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Families and Schools
What are the Characteristics of a Good Citizen?
SS0105
Instructional Organization
Lesson 1:
A Good Citizen Follows Rules
Content Expectations:
1 - C1.0.1:
Identify some reasons for rules in school (e.g., provide order, predictability, and
safety).
1 - C5.0.2:
Identify situations in which people act as good citizens in the school community
(e.g., thoughtful and effective participation in the school decisions, respect for the
rights of others, respect for rule of law, voting, volunteering, compassion, courage,
honesty).
W.GN.01.03:
Write an informational piece that addresses a focus question (e.g., What is a
family?) using descriptive, enumerative, or sequence patterns that may include
headings, titles, labels, photographs, or illustrations to enhance the understanding
of central ideas. (English Language Arts).
Key Concepts: citizen, rules
Abstract: This lesson begins with an explanation of the term ‘citizen.’ Next, the teacher shows
students a large web on chart paper with the following phrase in the center circle: A Good
Citizen…” with 6 circles connected. The teacher explains that the class will be adding ideas to the
web as they complete each lesson in the unit. The teacher distributes a small 7-page booklet.
Students label the title page, “What is a Good Citizen?” The teacher explains that they will be
creating a book about good citizens. Returning to the web, the teacher writes the phrase “follows
rules” in one of the outer circles. The teacher then poses the following question: Why is it important
to follow school rules? In a Turn-and –Talk activity, students brainstorm answers to the question
with a partner and then share with the whole group. The teacher then reads the book Know and
Follow Rules or a similar book, to the class. As the book is read, the class creates a list on chart
paper of reasons the book gives for school rules including; rules help us learn, rules help people
show respect, rules remind people to be polite, rules help make things fair for everyone, etc. The
teacher then asks students to turn to the first page of their booklet and write ‘A good citizen follows
rules.’ on the lines provided. Students then create an illustration of a good citizen following a rule.
Lesson 2:
A Good Citizen Respects Authority
Content Expectations:
1 - C1.0.2: Give examples of the use of power with authority in school (e.g., principal, teacher or
bus driver enforcing school rules).
1 - C1.0.3:
Give examples of the use of power without authority in school (e.g., types of bullying,
taking cuts in line).
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Families and Schools
What are the Characteristics of a Good Citizen?
1 - C5.0.2:
SS0105
Identify situations in which people act as good citizens in the school community (e.g.,
thoughtful and effective participation in the school decisions, respect for the rights of
others, respect for rule of law, voting, volunteering, compassion, courage, honesty).
W.GN.01.03: Write an informational piece that addresses a focus question (e.g., What is a
family?) using descriptive, enumerative, or sequence patterns that may include
headings, titles, labels, photographs, or illustrations to enhance the understanding of
central ideas. (English Language Arts)
Key Concepts: authority, bullying, power
Abstract: In this lesson students explore the civics concepts of power and authority by connecting
to the importance of rules as well as discussing the issue of bullies and bullying. The lesson begins
with the teacher posing the following question: “Whose job is it to see that students in a school
follow the rules?” The teacher creates a list of student responses that includes people such as the
principal, teachers, bus drivers, etc. The teacher then explains the term ‘power’ and writes it next
to the list of people and poses the following question: “Do these people have any power in the
school?” As students share ideas the teacher guides them in understanding that the people listed
have the power to enforce school rules and to give out consequences to those who do not follow
the rules. Next, the teacher writes the term ‘authority’ next to the word ‘power’ and explains that the
people on the list have the authority, or right, to use their power in the school. The teacher guides
students in discussing why it is important to respect authority in a school. Returning to the web
from Lesson 1 the teacher writes “respects authority’ in one of the empty circles. Next, the teacher
asks students to turn to page 2 in their booklet and write the following sentence on the lines
provided: A good citizen respects authority. Students then illustrate this page of their booklet. The
teacher shares King of the Playground, or The Recess Queen or a similar book describing the
actions of a bully. Before reading, the teacher asks students what they think a bully is. As the book
is read, the teacher points out examples of the bullying. For example, the bully prevents another
child from using the swings or playing in the sandbox or similar incidents. The teacher explains that
the bully used power at school just like a principal or teacher uses power. Then, the teacher poses
the following question: “Did the bully have right, or the authority, to use power against others?”
Following a brief discussion the teacher creates a simple graphic organizer illustrated with stick
figures and the following labels: PRINCIPAL: Uses Power With Authority – BULLY: Uses Power
Without Authority. Finally, the class returns to the book and discusses possible reasons children
become bullies as illustrated in the book and strategies for children to use when dealing with
bullies.
Lesson 3:
A Good Citizen is Fair
Content Expectations:
1 - C2.0.1: Explain how decisions can be made or how conflicts might be resolved in fair and just
ways (e.g., majority rules).
1 - C5.0.2:
Identify situations in which people act as good citizens in the school community (e.g.,
thoughtful and effective participation in the school decisions, respect for the rights of
others, respect for rule of law, voting, volunteering, compassion, courage, honesty).
Michigan Citizenship Collaborative Curriculum
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What are the Characteristics of a Good Citizen?
SS0105
W.GN.01.03: Write an informational piece that addresses a focus question (e.g., What is a
family?) using descriptive, enumerative, or sequence patterns that may include
headings, titles, labels, photographs, or illustrations to enhance the understanding of
central ideas. (English Language Arts)
Key Concepts: fairness, conflict
Abstract: This lesson begins with the teacher asking students how they would feel if all recess
was taken away. As the issue of fairness comes up, the teacher writes the term ‘fairness’ on a
board or overhead and explains the meaning of the term. The teacher then reads students a book
about fairness such as Being Fair or Kids Talk About Fairness or a similar informational text and
guides students in deepening their understanding of fairness. Finally, students’ roles play a
playground conflict. The teacher asks students to work with a partner to come up with a fair way to
resolve the conflict. Partners then share their ideas in the large group. Students vote on the
solution they think will work best. Students again role play the conflict and act out the chosen
solution. The teacher returns to the web they have been creating and writes “is fair” in one of the
empty circles. As a summary activity, students are asked to turn to page 3 in the booklet they have
been creating and add the following sentence on the lines provided: A good citizen is fair, and
illustrate the page.
Lesson 4:
A Good Citizen is Responsible
Content Expectations:
1 - C5.0.1: Describe some responsibilities people have at home and at school (e.g., taking care
of oneself, respect for the rights of others, following rules, getting along with others).
1 - C5.0.2:
Identify situations in which people act as good citizens in the school community (e.g.,
thoughtful and effective participation in the school decisions, respect for the rights of
others, respect for rule of law, voting, volunteering, compassion, courage, honesty).
W.GN.01.03: Write an informational piece that addresses a focus question (e.g., What is a
family?) using descriptive, enumerative, or sequence patterns that may include
headings, titles, labels, photographs, or illustrations to enhance the understanding of
central ideas. (English Language Arts)
Key Concepts: responsibility
Abstract: This lesson begins with a review of family responsibilities, a concept that from Unit One.
The teacher creates a three-column chart labeled: Classroom Responsibilities, School
Responsibilities and Playground Responsibilities. In a class discussion, students are asked to
identify examples of responsibilities for each of the columns. If time permits a book such as Being
Responsible is then shared with the class. The teacher then returns to the web the class has been
creating and writes in one of the empty circles: is responsible. Finally, students return to the book
they have been creating and write the following sentence on the next available page: A good
citizen is responsible. Using ideas from the 3-column chart students illustrate this sentence.
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Families and Schools
What are the Characteristics of a Good Citizen?
Lesson 5:
SS0105
A Good Citizen Helps to Resolve School Issues
Content Expectations:
1 - P3.1.1:
Identify public issues in the school community.
1 - P3.1.2:
Use graphic data to analyze information about a public issue in the school
community.
1 - P3.1.3:
Identify alternative resolutions to a public issue in the school community.
1 - P3.3.1:
Express a position on a public policy issue in the school community and justify the
position with a reasoned argument.
1 - P4.2.1:
Develop and implement an action plan to address or inform others about a public
issue.
1 - P4.2.2:
Participate in projects to help or inform others.
W.GN.01.03: Write an informational piece that addresses a focus question (e.g., What is a
family?) using descriptive, enumerative, or sequence patterns that may include
headings, titles, labels, photographs, or illustrations to enhance the understanding of
central ideas. (English Language Arts).
D.RE.01.01: Collect and organize data to use in pictographs. (Math).
D.RE.01.02: Read and interpret pictographs. (Math).
D.RE.01.03: Make pictographs of given data using both horizontal and vertical forms of graphs;
scale should be in units of one and include symbolic representations,
e.g., ☺ represents one child. (Math).
Key Concepts: public issues
Abstract: In this lesson students explore how good citizens help to resolve school issues. The
lesson begins with the teacher reminding students about the story shared in lesson 2, King of the
Playground or a similar bullying book. The teacher asks how many of you know a bully and
supplies several examples of bullying behavior in the school community to prompt them. The
student answers are made into a simple bar graph or pictograph. The teacher guides student in
looking at the data chart and asks are bullies a problem in our school? (If students and the data
reveal that it is not a problem, explain that for many schools it is an issue or problem.) The teacher
explains to students that good citizens solve problems. In small groups, students are asked to
solve a bullying problem and discuss and brainstorm ways to deal with bullies. Each group shares
a solution that is captured on a chart labeled “Bully Problem Solutions” The teacher explains that
good citizens must communicate their ideas to solve problems and asks students how we could
share our solutions with the rest of the school. The teacher guides the discussion to include
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Families and Schools
What are the Characteristics of a Good Citizen?
SS0105
presentations, announcements, and posters. In small groups, students choose a solution they
think is the best and give a reason why they think so. Groups can create posters, announcements
or presentation others that communicate their position on the issue of bullying and explains their
chosen resolution. The teacher then returns to the web and writes the following in an empty circle:
“helps solve problems.” Students then return to their booklet and write and illustrate the following
sentence on the next available page: A good citizen helps solve problems.
Lesson 6:
A Good Citizen Honors the United States of America
Content Expectations:
1 - C2.0.2: Identify important symbols of the United States of America (e.g., Statue of Liberty,
Uncle Sam, White House, Bald Eagle).
W.GN.01.03: Write an informational piece that addresses a focus question (e.g., What is a
family?) using descriptive, enumerative, or sequence patterns that may include
headings, titles, labels, photographs, or illustrations to enhance the understanding of
central ideas. (English Language Arts)
Key Concepts: country, patriotism, symbols, United States of America
Abstract: In this lesson students expand their understanding of citizenship as they explore the
concept of patriotism and important national symbols. The lesson begins with the teacher
displaying an American flag and asking students what is this and why is it important. Next, the
teacher reviews the concept of country and reminds students that our country is called the United
States of America. The teacher then explains that it is important that students be good citizens of
their school, and good citizens on their country. The teacher further explains that one way to be a
good citizen is to honor the United States and respect its symbols such as the flag. The teacher
explains this is called patriotism. Then, using one of the books from a series such as the Welcome
Books American Symbols Series, the class recognizes two additional national symbols such as the
Statue of Liberty, the Bald Eagle or the White House and understands their importance. The
teacher then returns to the web and writes the following in the final circle: honors the United
States. Students then complete their citizen booklet by writing and illustrating the following
sentence on the last page: A good citizen honors the United States. As a homework assignment,
students are to read their books to another person.
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