Grade 8
Social Studies
Unit: 13
Lesson: 02
Suggested Duration: 5 days
Rights and Responsibilities as a Citizen
Lesson Synopsis:
In this lesson, students create a brochure to explain the naturalization process and how rights and responsibilities of U.S.
citizens reflect the American national identity.
TEKS:
8.19
Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is
expected to:
8.19C
Explain the importance of personal responsibilities, including accepting responsibility for one's behavior and
supporting one's family.
Identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues,
voting, and serving on juries.
8.19D
Supporting Standard
8.19E
Summarize the criteria and explain the process for becoming a naturalized citizen of the United States.
Supporting Standard
8.19F
Explain how the rights and responsibilities of U.S. citizens reflect our national identity.
Social Studies Skills TEKS:
8.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
8.30A
Use social studies terminology correctly.
8.30B
Use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources.
8.30D
Create written, oral, and visual presentations of social studies information.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Create a brochure summarizing the criteria and process for becoming a naturalized citizen of the United
States and identify examples of responsible citizenship. (8.19C, 8.19D, 8.19E; 8.30A, 8.30B, 8.30D)
5F
Key Understandings and Guiding Questions:
•
Citizens have rights and responsibilities within a government and society.
— What are the responsibilities of citizens in regard to the importance of personal responsibilities, including
accepting responsibility for one’s behavior and supporting one’s family?
— What actions are examples of responsible citizenship?
©2012, TESCCC
05/23/13
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Grade 8
Social Studies
Unit: 13 Lesson: 02
— How does an immigrant become a naturalized citizen of the United States?
— How do the rights and responsibilities of U.S. citizens reflect our national identity?
Vocabulary of Instruction:
•
naturalization
•
individual rights
•
citizenship
•
national identity
Materials:
•
Refer to Notes for Teacher section for materials.
Attachments:
•
Handout: Naturalization Frayer Model
•
Handout: Features of Citizenship Cards
Resources and References:
•
None identified
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
6. Cut apart the cards from the Handout: Features of Citizenship Cards
Background Information:
“For more than 200 years, the United States has remained strong because of our citizens and the common civic values
we share. Deciding to become a U.S. citizen is one of the most important decisions in a person’s life. If you decide to
apply for naturalization, you will be showing your permanent commitment to the United States. You will also be showing
your loyalty to its Constitution and its people. When you are naturalized, you agree to accept all of the responsibilities of
being a citizen. You agree to support the United States, its Constitution, and its laws. In return, you are rewarded with all
the rights and privileges that are part of citizenship. We welcome your interest and hope you will read on to learn more
©2012, TESCCC
05/23/13
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Grade 8
Social Studies
Unit: 13 Lesson: 02
about naturalization.”
Source: U.S. Citizenship and Immigration Services. (2011). A guide to naturalization. Retrieved from
http://www.uscis.gov/files/article/chapter1.pdf
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
NOTE: 1 Day = 50 minutes
ENGAGE – Naturalization Self-Test
Suggested Day 1 – 30 minutes
1. Students take a naturalization test.
Materials:
2. Facilitate a discussion about the experience of taking the
•
computer lab or printed naturalization test
•
Naturalization Self-Test
naturalization test. Possible questions to consider:
•
What was difficult about the naturalization test?
•
How did you feel while you were taking the test?
•
What would you need to do to be ready for a test like
this?
•
Do you think the test assesses citizenship or
responsibility? Why or why not?
Purpose:
• The purpose of this part of the lesson is to
engage students in discussion about the
criteria for naturalization.
TEKS: 8.19E
Instructional Notes:
• The naturalization test gives students an
opportunity to experience the process of
naturalization. Using this experience, facilitate
a discussion about the responsibilities of
American citizens, the role of history in
citizenship, etc.
Suggested Day 1 (continued)
EXPLORE – Naturalization Frayer Model
©2012, TESCCC
Suggested Day 2 – 50 minutes
05/23/13
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Grade 8
Social Studies
Unit: 13 Lesson: 02
Instructional Procedures
Notes for Teacher
1. Organize students into pairs.
Attachments:
•
Handout: Naturalization Frayer Model
2. Distribute Handout: Naturalization Frayer Model.
Purpose:
3. Partners use their experience and available resources to
complete Handout: Naturalization Frayer Model.
4. Facilitate a discussion with students about the Handout:
• The purpose of this part of the lesson is to
explain the process and criteria for
naturalization and how rights and
responsibilities of U.S. citizens reflect the
national identity.
Naturalization Frayer Model. Possible questions to consider:
•
How does an immigrant become a naturalized citizen of
the United States?
•
What are the responsibilities of citizens in regard to the
importance of personal responsibilities, including
accepting responsibility for one’s behavior and
supporting one’s family?
•
What actions are examples of responsible citizenship?
TEKS: 8.19C, 8.19D, 8.19E
Instructional Notes:
• Facilitate student thinking about the
expectations for naturalization that reflect
responsible citizenship. Encourage students
to look for patterns of how responsible
citizenship is communicated to naturalized
citizens and all other citizens.
Suggested Day 2 (continued)
EXPLAIN – National identity
Suggested Day 3 – 70 minutes
1. Prepare Handout: Features of Citizenship Cards.
Materials:
2. Divide students into small groups.
3. Cut apart and distribute Handout: Features of Citizenship
Cards to each group.
4. Students work in small groups to create a graphic organizer with
•
chart paper
•
markers
•
tape
•
American History scrapbook
Attachments:
Handout: Features of Citizenship Cards
the Handout: Features of Citizenship Cards.
Purpose:
5. Groups explain their graphic organizer to the class.
•
©2012, TESCCC
05/23/13
The purpose of this part of the lesson is to
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Grade 8
Social Studies
Unit: 13 Lesson: 02
Instructional Procedures
Notes for Teacher
explain how rights and responsibilities of U.S.
citizens reflect the national identity.
6. Facilitate a discussion. Possible questions to consider:
•
Why do you think there are common elements among
the graphic organizers?
TEKS: 8.19F
•
What are the responsibilities of citizens in regard to the
importance of personal responsibilities, including
accepting responsibility for one’s behavior and
supporting one’s family?
Instructional Notes:
•
What are examples of responsible citizenship?
•
How do the rights and responsibilities of U.S. citizens
reflect our national identity?
• During the Explain piece of this lesson,
students use both visual and written means of
explaining their understanding of how the
responsibilities of citizens are reflected in the
American national identity.
7. Students write their explanation in their American History
scrapbook.
ELABORATE – Responsible citizenship and national identity
Suggested Day 4 – 50 minutes
1. Organize students into groups of 3 or 4.
Materials:
•
American History scrapbook
2. Students brainstorm examples of responsible and irresponsible
citizens from the current events discussion in the previous
lesson. Students use their notes in the American History
scrapbook from the current events discussion to aid their
brainstorming.
Purpose:
• The purpose of this part of the lesson is to
explain how rights and responsibilities of U.S.
citizens reflect the national identity.
3. Facilitate a discussion with students about the examples.
Possible question to consider:
•
•
TEKS: 8.19C, 8.19D, 8.19F
What are the responsibilities of citizens in regard to the
importance of personal responsibilities, including
accepting responsibility for one’s behavior and
supporting one’s family?
What are examples of responsible citizenship?
©2012, TESCCC
05/23/13
Instructional Notes:
• In this part of the lesson, facilitate
discussion to enrich the previous current
events discussion in Unit 13, Lesson 1.
Facilitate higher order thinking by encouraging
students to make connections between the
Bill of Rights, personal responsibilities,
responsibilities of citizens, and the national
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Grade 8
Social Studies
Unit: 13 Lesson: 02
Instructional Procedures
Notes for Teacher
identity.
EVALUATE – Brochure for naturalization and responsible
citizenship
Suggested Day 5 – 50 minutes
• Create a brochure summarizing the criteria and process for
becoming a naturalized citizen of the United States and identify
examples of responsible citizenship. (8.19C, 8.19D, 8.19E;
8.30A, 8.30B, 8.30D)
Materials:
•
American History scrapbook
Purpose:
5F
• The purpose of this part of the lesson is to
evaluate student understanding of the criteria
and processes for naturalization and the
responsibilities of citizens.
TEKS: 8.19C, 8.19D, 8.19E; 8.30A, 8.30B, 8.30D
Instructional Notes:
• Students may use the American History
scrapbook to support the planning and
development of the brochure. It is important
that the brochure have a purpose beyond
production. For example, students might
share their brochures with a class of younger
students or make a presentation about
citizenship using the brochures.
©2012, TESCCC
05/23/13
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