TEACHING AMERICAN HISTORY
UNIT PLAN TEMPLATE
UNIT TITLE: Citizenship (approximately 8 hours of class time
depending on teacher choices)
Which Social Studies Standards will be taught in this unit?
SS5CG1 The student will explain how a citizen’s rights are protected under the U.S.
Constitution.
a. Explain the responsibilities of a citizen.
b. Explain the freedoms granted and rights protected by the Bill of Rights.
What will students understand as a result of this unit?
The student will understand how a citizen’s rights are protected under the
U.S. Constitution. Students will understand the responsibilities of citizenship. The student will
understand that people’s ideas and feelings influence their decisions.
What essential questions will focus this unit?
How do the beliefs and ideals of a society influence the social, political, and economic decisions of
that society?
Why is it important for us to be responsible citizens?
How do our responsibilities as citizens influence the decisions we make as a society?
How did the revolutionary movement influence the writing of the Bill of Rights?
How does the Bill of Rights influence the freedoms you have in your everyday life?
What evidence will show that students understand?
Performance Tasks, Projects, Quizzes, Tasks
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1st Amendment newspaper article
In My Own Word Bill of Rights Flip Book
Mock Trial
Mock Election
Citizenship Interview
Lesson Plan
Subject: Citizenship
GPS: SS5CG1 The student will explain how a citizen’s rights are protected under
the U.S. Constitution.
a. Explain the responsibilities of a citizen.
b. Explain the freedoms granted and rights protected by the Bill of Rights.
Learning Goal(s):
The student will understand how a citizen’s rights are protected under the
U.S. Constitution. Students will understand the responsibilities of citizenship. The
student will understand that people’s ideas and feelings influence their decisions.
Essential Question:
How do the beliefs and ideals of a society influence the social, political, and economic decisions
of that society?
Why is it important for us to be responsible citizens?
How do our responsibilities as citizens influence the decisions we make as a society?
How did the revolutionary movement influence the writing of the Bill of Rights?
How does the Bill of Rights influence the freedoms you have in your everyday life?
Activate Learning:
http://www.constitutioncenter.org/BillOfRightsGame/Final.swf
Using the website, students will participate in a whole group, teacher led discussion of each
amendment. Use this website either as an introduction to the unit or a daily introduction to
amendments being discussed.
Teaching Strategies:
Activity 1: Introduction to the Bill of Rights
**Teacher Background:
 Play Mason Audio File OR Flip Camera Video colonial guide from Philadelphia as introduction for
students
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 Matching Game
Activity 2: Citizenship Interview
 Discuss with students why someone would want to become an American citizen.
 Based on what is previously known, why would someone want to become and American, and
how they benefit from it.
 Watch 10 minutes video from
http://www.uscis.gov/portal/site/uscis/menuitem.5af9bb95919f35e66f614176543f6d1a/?vgnextoid=
8c141d30bb686110VgnVCM1000004718190aRCRD&vgnextchannel=8e336bc60bde6110VgnVCM10000
04718190
aRCRD about the naturalization process
 Give students a list of 5-6 topics that are covered on the citizenship test for immigrants.
 Students will create 10-12 questions based on these that they will ask a partner.
 After students have taken time to quiz their partners, put students in small groups.
 Each group will have a chance to answers questions from the actual naturalization test. Each
correct answer is worth one point. The team with the most points wins.
Activity 3: Create a Bill of Rights
 Students will create a Bill of Rights for the students in their classroom/grade/school.
 Brainstorm independently for 5 minutes about things that are important to them as students.
Share ideas aloud and create a large brainstorm with ideas from each student.
 In small groups, students should choose from the class brainstorm the 5 rights they think are
most important for students to have. Then have students develop 5 amendments to contribute
to the classroom’s Bill of Rights.
 Come together as a class and have groups share their 5 amendments. Work as a class to word
them correctly and in a concise way. Eliminate duplicates.
 Discuss whether or not important rights were left off. Develop those amendments as a class I
necessary.
 Discuss the importance of having a students’ Bill of Rights.
 Share the Children’s Bill of Rights from http://www.newciv.org/ncn/cbor.html and discuss
similarities and differences between that document and the class’s document.
 Teacher should copy final Bill of Right on large paper and hang in classroom.
Activity 4: Mock Election
 Discuss the right of citizens to vote for government officials. Briefly talk about how a vote works
and why it is important for citizens to express this freedom.
 Break students into 3 political parties. Have each group choose a presidential and vicepresidential candidate.
 Discuss candidates for each party — their bios, political resume, where they stand on issues, and
what they plan to bring to office. You may want your students to try creating their own slogans
or ads.
 Have students write about or discuss the current issues of importance being debated in your
classroom, school, or community. Bring students to the understanding that they should choose
to vote for a candidate based on their views of these issues. This is a good time for students to
look closely at candidates' campaign speeches.
 Hold a mock debate over the issues being discussed during the class election.
 Hold a mock vote.
Activity 5: Mock Trial
 Discuss the process by which people are tried for a crime. Also discuss which amendment
contains citizens’ rights to a fair trial and due process of the law.
 Video of judicial demonstration from Philadelphia.
 Carry out mock trial using the Mock Trial Guide found at
http://www.classbrain.com/artteensm/publish/article_67.shtml (Teacher can choose which
format to use based on the needs of their classroom.)
Activity 6: Complete and turn in Bill of Rights Flip Book (See below) Use attached rubric to grade.
Authentic Culminating Assessment
Culminating Assessment Activity: Bill of Rights Flip Book
Directions for making the book:
Use five sheets of computer paper. Holding them together vertically, fan the
sheets out, placing one on top of the other, approximately ½ inch apart, from
the bottom sheet. Hold them in that fanned position, and fold down all five
papers from the top, so there are equal sized sections. You should end up with a
wider title page on top and nine sections below. Staple the top edge to hold the
book together. Our example uses 3 sheets of paper.
Directions for book information to be included:
 Label the page edges as in the picture above.
 Title Page: Bill of Rights
 Each subsequent tab will be a Bill of Right
 The 9th tab will be Rights 9 and 10.
As with all other projects, be creative!
Use color, special lettering, add your own personal touches and make this
project something you are proud of! You may use cursive or print. You may also
use the computer to type. Clipart is okay to use for pictures.
Staple
Staple
Bill of Rights
First
Second
Third
Fourth
Fifth
Bill of Rights Flip Book Scoring Rubric
CATEGORY
4
3
2
1
Content Accuracy
(x2)
All facts in the flip 99-90% of the
89-80% of the
Fewer than 80% of
book are accurate. facts in the flip
facts in the flip
the facts in the flip
book are accurate. book are accurate. book are accurate.
Graphics/Pictures
Graphics go well
with the text and
there are 3
printed or 1
drawn for each
page - colored
Graphics go well
with the text and
there are 2
printed or 1
drawn for each
page or not
colored
Graphics go well
with the text and
there is 1 printed
and/or 0 drawn
for each page or
not colored
Additional Comments
Total Points: __________ out of 12
Score: _________
Graphics don't
make sense and
there are 0
printed and 0
drawn for each
page-not colored