CIVICS IN CONTEXT
Activities for Students in Levels 1-3
CONTENTS
Civics in Context provides a series of learning
State and Federal Powers
1
State Government
2
American Symbols
4
The Promises of Citizenship
5
War: Selective Service
6
Revolutionary America
7
The Louisiana Purchase
14
War in the 1800s
15
Civil War
16
Women’s Rights
20
War in the 1900s
21
Wartime Leaders–1900s
22
World War II
23
Cold War
24
Civil Rights Movement
25
September 11, 2001
27
American Indians
28
United States Geography
29
opportunities that encourage ESL students to
integrate new information with what they already
know. Each activity has been written and fieldtested by Motheread, Inc. instructors experienced
in teaching United States history and government
to English-as-Second-Language learners. In
cooperation with Wake Technical Community
College, this interactive contextual content and
approach has been used at several different sites
with students from all over the world.
This project has been supported by the North
Carolina Community College System Office with
funds from the U.S. Department of Education.
3008 Anderson Drive, Suite 103
Raleigh, NC 27609
919.781.2088
motheread.org
STATE & FEDERAL
POWERS
OBJECTIVE
Students will review
and note differences
in state and federal
powers.
RELATED CITIZENSHIP
TEST QUESTIONS
KEYWORDS
Under our Constitution, some powers belong to the federal government.
What is one power of the federal government?
state government
Under our Constitution, some powers belong to the states. What is one
power of the states?
ACTIVITY
federal government
MATERIALS
chart paper or
whiteboard markers
Review with students the following nine powers, noting for each whether
it rests with the state or federal government. Have students take turns
drawing pictures on chart paper or a whiteboard to represent each
power, while the rest of the class guesses which power is represented.
Students will need to identify the power that the picture represents and
determine if that power belongs to the state or federal government.
Lead students in a discussion of why one entity (state or federal) would
hold that power and not the other.
States
provide schooling and education
provide protection (police)
provide safety (fire departments)
issue a driver’s license
approve zoning and land use
Federal
to print money
to declare war
to create an army
to make treaties
1
STATE
GOVERNMENT
OBJECTIVE
Students will review
the governor’s name,
qualifications and term
limit.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
Who is the Governor of your state now?
four-year term
ACTIVITY
Discuss with students the qualifications for the North Carolina
governor as found in Article III of the North Carolina State
Constitution (see below). Have students identify and research
the current governor to determine if he or she meets the
qualifications. Explain that each governor can run for two
consecutive four-year terms. Based on the current governor’s
inauguration day, help students calculate when the next governor
could take office. If the current governor is serving a first term,
when could he or she run again?
Qualifications. No person shall be eligible for election to the office
of Governor or Lieutenant Governor unless, at the time of his
election, he shall have attained the age of 30 years and shall have
been a citizen of the United States for five years and a resident
of this State for two years immediately preceding his election. No
person elected to the office of Governor or Lieutenant Governor
shall be eligible for election to more than two consecutive terms
of the same office.
governor
inauguration
MATERIALS
a copy of the
qualifications for
North Carolina
governor on poster
board or whiteboard
2
STATE
GOVERNMENT
OBJECTIVE
Students will learn
about the state’s capital
city, its history, and
points of interest.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORD
state capital
What is the capital of your state?
ACTIVITY
Have the students research the state capital city and
develop a travel brochure. This could take the form of
a paper brochure or a multimedia presentation. Ask
students to include how the capital city was selected,
its location in the state, and events that take place
there. Remind them to look for items of interest to
visitors. Suggest they include links to their original
sources.
3
AMERICAN
SYMBOLS
OBJECTIVE
Students will
understand the
significance of the
Pledge of Allegiance.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
What do we show loyalty to when we say the Pledge
of Allegiance?
allegiance
pledge
loyalty
ACTIVITY
Review the Pledge of Allegiance with students and
discuss how those who recite it promise loyalty to the
flag and to the United States of America. Divide students
into three groups. Ask each group to research one of the
following pledge-related topics: the history of the pledge,
how to recite the pledge, and when the pledge is typically
recited. Provide time for each group to present to the rest
of the class.
4
THE PROMISES
OF CITIZENSHIP
OBJECTIVE
Students will review
promises made with
U.S. citizenship.
RELATED CITIZENSHIP
TEST QUESTION
What is one promise you make when you become a United States citizen?
ACTIVITY
Before class, write the following 12 promises on separate index cards.
True
give up loyalty to other countries
defend the Constitution and laws of the
United States
obey the laws of the United States
serve in the U.S. military (if needed)
serve (do important work for) the nation
(if needed)
be loyal to the United States
False
avoid visiting country of origin
hold a job
vote in every election (when possible)
respect law enforcement and government
officials
provide housing for your family
learn the English language
Six are true statements and six are false. Shuffle the cards. In class, read each card
aloud to the class and ask students to decide if the statement is true or false. If an
answer is true, discuss what possible reasons the United States may have in asking
citizens to make the promise. If an answer is false, discuss why the United States
would not ask citizens to make that promise. Following the activity, help students
discuss ways to keep the promises they will make.
KEYWORD
promise
MATERIALS
12 index cards
with a true or false
promise written on
each one
5
WAR:
SELECTIVE SERVICE
OBJECTIVE
Students will learn the
age and reason for
men to register for the
Selective Service.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORD
selective service
When must all men register for the Selective Service?
ACTIVITY
Men in the United States have to register for the
Selective Service at the age of 18, and are eligible
for the military draft through age 26. Have students
brainstorm important events that happen for people
between the ages of 18 and 26 in their countries.
Once they have generated a list, have them act out
the event while the rest of the students guess what
it might be. When everyone has had a turn, ask
volunteers to act out registering for the Selective
Service and discuss why it is required in the United
States. Ask students to offer reasons why they think
women are not required to register.
6
REVOLUTIONARY
AMERICA
OBJECTIVE
Students will
identify the author
of the Declaration of
Independence.
RELATED CITIZENSHIP
TEST QUESTION
KEY WORDS
Who wrote the Declaration of Independence?
independence
declaration
ACTIVITY
Have students research Thomas Jefferson and his
role in writing the Declaration of Independence. Help
them write short, first-person narratives in the voice
of Jefferson, including who he was, where he was
from, and how he came to write the Declaration.
Encourage students to find images of Jefferson to
include in their presentations.
7
REVOLUTIONARY
AMERICA
OBJECTIVE
Students will learn the
date the Declaration
of Independence was
adopted, July 4, 1776.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
When was the Declaration of Independence adopted?
adopted
ACTIVITY
MATERIALS
Ask the students what national holidays they
celebrate in their home countries and why. Talk about
July 4th as a national holiday celebrated in the United
States because our Declaration of Independence
was adopted on July 4, 1776. Ask students if July 4th
is celebrated in their communities. If so, describe
how they have participated in any traditions. How
do these traditions relate to independence? Talk
about what the class would need to host a July 4th
party. If possible, provide supplies to celebrate in
the classroom or invite students to bring items from
home.
supplies to host a
July 4th celebration
(optional)
national holiday
8
REVOLUTIONARY
AMERICA
OBJECTIVE
Students will be able
to name three of the 13
original states.
RELATED CITIZENSHIP
TEST QUESTION
There were 13 original states. Name three.
ACTIVITY
Show the students a map of the 13 original states
(New Hampshire, Massachusetts, Rhode Island,
Connecticut, New York, New Jersey, Pennsylvania,
Delaware, Maryland, Virginia, North Carolina, South
Carolina, Georgia). Ask students if their state is on
the map and, if so, to indicate where. Then point
to each of the 13 original states and ask if anyone
has visited any of them. Divide students to research
destinations that each state offers. Students should
work individually or in teams (depending on the class
size) to make sure each of the 13 original states is
included. Provide time for students to share what
they learn. Finish by asking students to arrange
themselves physically (based on their assigned state)
to create a map of the 13 original states.
KEYWORD
state
MATERIALS
a map of the 13
original states
9
REVOLUTIONARY
AMERICA
OBJECTIVE
Students will learn
what happened at
the Constitutional
Convention, and when it
took place.
RELATED CITIZENSHIP
TEST QUESTIONS
KEYWORDS
What happened at the Constitutional Convention?
convention
When was the Constitution written?
ACTIVITY
Use a search engine to find an image of the painting, Signing
of the Constitution, by Louis S. Glanzman. Tell students
that the Constitutional Convention took place over several
months, during which the founding fathers wrote the United
States Constitution. The document was finally signed
September 17, 1787. Divide the class into three groups and
have each group research and answer one of the following
questions: Who attended the Constitutional Convention?
Where were these representatives from? When did the
convention begin and end? What was (and is) the purpose of
the United States Constitution? Provide time for students to
present what they learn. If time allows, let students study the
painting more closely. Encourage them to offer suggestions
about what those represented may have been doing or
thinking.
constitutional
MATERIALS
a copy (printed or
online) of the painting
Signing of the
Constitution by Louis
S. Glanzman
10
REVOLUTIONARY
AMERICA
OBJECTIVE
Students will learn who
wrote the Federalist
Papers.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORD
pseudonym
The Federalist Papers supported the passage of the
U.S. Constitution. Name one of the writers.
ACTIVITY
Although the United States Constitution was signed
on September 17, 1787, it still needed approval by each
of the 13 state legislatures. Explain to students that
the Federalist Papers were essays that explained
and supported the passage of the Constitution. The
essays were written by three men writing as one:
James Madison, Alexander Hamilton, and John Jay.
Put students into groups and assign one of the three
writers to each group. Have each group create a brief
biography of the writer assigned, and present their
work to the rest of the class. Emphasize that the three
wrote together under the pseudonym Publius. Ask
the class to talk about why the three men may have
chosen to remain anonymous.
11
REVOLUTIONARY
AMERICA
OBJECTIVE
Students will
learn about
Benjamin Franklin’s
achievements.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
What is one thing Benjamin Franklin is famous for?
Postmaster General
ACTIVITY
Show students a picture of Benjamin Franklin. Explain
that he was a founding father of the United States,
and had many achievements during his lifetime.
Divide the class into five small groups or pairs. Give
each group or pair one of the following props: a map
of France; a picture of the Constitutional Convention;
a postage stamp; a magazine; or a library card. Ask
each group or pair to talk about which of Franklin’s
achievements the prop might represent. With the
full class, give each individual group time to share
a guess. Then provide a card which names the
achievement represented by the prop: (U.S. diplomat;
oldest member of the Constitutional Convention;
first Postmaster General of the United States; writer
of “Poor Richard’s Almanac”; started the first free
libraries). Encourage students to talk more about
each of these achievements.
diplomat
Poor Richard’s
Almanac
MATERIALS
a picture (printed or
online) of Benjamin
Franklin
a map of France
a picture of the
Constitutional
Convention
a postage stamp
a magazine
a library card
12
REVOLUTIONARY
AMERICA
OBJECTIVE
Students will explore
the importance of
George Washington as
our first president.
RELATED CITIZENSHIP
TEST QUESTIONS
Who is the “Father of Our Country”?
MATERIALS
a picture of George
Washington
Who was the first President?
ACTIVITY
Ask students to think of important “firsts” in their lives.
Some examples might include a first job or their first day in
the United States. Discuss why we remember “firsts.” Show
students a picture of George Washington, and tell them that
he was the first president of the United States. Ask why this
“first” is so important. Tell students he is also called the
“Father of our Country.” Provide students with time to list a
few things a father does within a family. When students have
completed their lists, compile their ideas on chart paper or
a whiteboard. Next, divide the class into two groups. Each
group should work together to research Washington’s role
as first president, and his accomplishments within that
role. When both groups have completed their research,
provide time for the full class to discuss what was learned
about Washington. Help them use the earlier list to make
comparisons between the role of a father and the role of
Washington as “Father of our Country.”
13
THE LOUISIANA
PURCHASE
OBJECTIVE
Students will study the
Louisiana Purchase
and the states that
were formed within its
boundaries.
RELATED CITIZENSHIP
TEST QUESTION
What territory did the United States buy from France
in 1803?
ACTIVITY
Begin by providing basic information about the
Louisiana Purchase. Make sure students understand
that the United States bought the land from France
in 1803, over 200 years ago. Provide a “Louisiana
Purchase” shape out of poster board and discuss
how the land was first purchased as a whole and
how states were founded later within its boundaries.
Outline the shape of each state that was formed out
of the Louisiana Purchase on the board. Ask students
to work together to identify the different states by
shape. Once they identify each state (with as much
or as little help as needed), ask if they have ever
visited any of these states. Encourage students to
share their experiences.
KEYWORD
purchase
MATERIALS
poster board cut in the
shape of the Louisiana
Purchase with states
outlined
14
WAR IN
THE 1800s
OBJECTIVE
Students will learn
about the wars fought
by the United States of
America in the 1800s.
RELATED CITIZENSHIP
TEST QUESTION
Name one war fought by the United States in
the 1800s.
MATERIALS
four large sheets of
white poster paper
ACTIVITY
Divide students into four groups and assign each
group one of the following wars: War of 1812;
Mexican-American War; Civil War; and SpanishAmerican War. Provide each group of students with a
large sheet of paper, asking them to create a poster
of facts about the assigned war. The poster should
include the following information: when the war
started and ended, who was fighting, and why the war
was fought. Each group should also include a few key
people related to the war. When students are finished,
have them present their posters to the full class. At
the end of presentations, ask students to display the
posters on a wall, placing them in the order the wars
were fought. Provide time for the class to look more
closely at each of the posters.
15
CIVIL WAR
OBJECTIVE
Students will identify
the U.S. war between
the North and the South
as the Civil War, or
the War Between the
States.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
Name the U.S. war between the North and the South.
Confederacy
ACTIVITY
First, have students look up the definition of a civil
war. Help them understand that a civil war is a war
between people within the same country. Explain
that the war that took place in the U.S. between the
southern and northern states is called the Civil War,
or the War Between the States., Write the words
“Confederacy” and “Union” on the board, explaining
that the southern states made up the Confederacy,
and the northern states made up the Union. Provide
students with an alphabetical list of both Confederate
and Union states. Then give each student the name
of a specific state to identify on a map whether it
was part of the south or the north. You may provide
small gray (Confederacy) and blue (Union) markers or
flags for students to use. Provide time for students
to research the state if necessary to determine the
correct answer.
Civil War
Union
MATERIALS
large map of the
United States
small gray and blue
flags or stickers
alphabetical list of
Confederate and Union
states
16
CIVIL WAR
OBJECTIVE
Students will explore
the reasons the Civil
War was fought: slavery,
economic reasons, and
states’ rights.
RELATED CITIZENSHIP
TEST QUESTION
Name one problem that led to the Civil War.
ACTIVITY
Ask students to role-play different types of conflict.
Provide one of three scenarios to each pair of
students. In the first scenario, one person is forced
to clean the house every day while the other person
gives orders (slavery). In the second scenario, one
person wants to spend money on a new computer
while the other wants to buy new clothes (economic
reasons). In the third example, one person opens
another’s mail or email, or listens in on a phone call
(states’ rights). After students have role-played, help
them to understand that these scenarios are very
simple illustrations of the serious conflicts that led
to the Civil War. Provide time for students to discuss
these conflicts, and why these types of disagreement
could lead to war.
MATERIALS
multiple copies of
three different
role-play scenarios
(as described in the
activity)
17
CIVIL WAR
OBJECTIVE
Students will
explore significant
contributions of
Abraham Lincoln:
freed the slaves
(Emancipation
Proclamation); saved
(or preserved) the
Union; and led the
United States during
the Civil War.
RELATED CITIZENSHIP
TEST QUESTION
What was one important thing that Abraham Lincoln did?
ACTIVITY
MATERIALS
multiple sets of
Abraham Lincoln
memory game cards
a penny for each
student
Give each student a penny and ask whose face is on it. Talk
about how important people in America’s history are found on
our currency. Ask students if they know what Lincoln did that
made him important enough to be on the penny. To help, play
a memory game about Abraham Lincoln. You will need more
than one set of cards so students can play in small groups.
Make sure pairs of cards include the following statements,
images, and information:
freed the slaves (Emancipation Proclamation)
saved (or preserved) the Union
led the United States during the Civil War
a picture of Lincoln
a picture of a penny
the years he served as president (1861-1865)
When pairs are finished playing the game, review the
statements or images on the cards, explaining the
significance of each.
18
CIVIL WAR
OBJECTIVE
Students will
understand that
the Emancipation
Proclamation is a
document that freed
the slaves in the
Confederacy (or most
Southern states).
RELATED CITIZENSHIP
TEST QUESTION
KEY WORDS
What did the Emancipation Proclamation do?
proclamation
emancipation
ACTIVITY
Have students look up the definition for the words
“emancipation” and “proclamation.” Help students
understand that the Emancipation Proclamation
was an official public announcement by President
Abraham Lincoln to free the slaves. Once students
understand the meaning of the two words, help
them write an emancipation proclamation in small
groups or pairs. Who or what would they set free? For
example, a proclamation could free children from
hunger, free countries from war, or free workers from
unfair employers. If needed, offer an opening phrase,
such as “On this day, we proclaim...” Provide time for
students to share their emancipation proclamations,
and to explain why they chose their topics.
19
WOMEN’S
RIGHTS
OBJECTIVE
Students will learn
about Susan B.
Anthony.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
What did Susan B. Anthony do? (fought for women’s rights,
fought for civil rights)
suffrage
ACTIVITY
Show students a picture of Susan B. Anthony and provide
them with basic information about her. If possible, show
them a Susan B. Anthony coin (available at banks or on the
Internet). Explain that, according to the U.S. Mint, the coin
was first issued in 1979 and was the first to feature a woman.
Ask students why the United States may have selected
Anthony for such an honor. Ask them to consider other
people who they think should be honored in the same way.
Help students use the Internet in a “before” and “after”
research activity. For which causes did Susan B. Anthony
fight? Some examples include anti-slavery, temperance,
women’s suffrage, and the right of women to own property.
What was true about these issues before Susan B. Anthony
began her efforts? What progress was made on these issues
during her lifetime? Which issues were addressed after her
death? Are we still addressing any of these issues today?
U.S. Mint
MATERIALS
a picture of Susan B.
Anthony
a Susan B. Anthony
coin
a brief biography of
Susan B. Anthony
20
WAR IN
THE 1900s
OBJECTIVE
Students will learn
about the wars fought
by the United States in
the 1900s: World War I,
World War II, the Korean
War, the Vietnam War,
and the (Persian) Gulf
War.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
Name one war fought by the United States in
the 1900s.
Korea
ACTIVITY
Provide students with a printed matching activity with
two columns. In the first column, randomly list wars
fought in the 20th century: World War I, World War II,
the Korean War, the Vietnam War, and the (Persian)
Gulf War. In the second column, randomly list the
years during which the U.S. entered each war: 1917,
1941, 1950, 1965, and 1990. Put students in pairs or
groups and ask them to match each beginning date
with the correct war. Once students identify each
beginning date, help them research the date each war
ended. Provide time for individuals to share what they
know about each of these conflicts.
World War
Vietnam
Persian Gulf
MATERIALS
multiple copies of the
matching game
21
WARTIME
LEADERS – 1900s
OBJECTIVE
Students will learn
about the wartime
roles of Woodrow
Wilson, Franklin
Roosevelt, and
Dwight Eisenhower.
RELATED CITIZENSHIP
TEST QUESTIONS
Who was President during World War I?
Who was president during the Great Depression and World War II?
Before he was President, Eisenhower was a general. What war was he in?
ACTIVITY
Tell students the United States had three important leaders during World
War I and World War II: Woodrow Wilson, Franklin Roosevelt, and Dwight
Eisenhower. Review the job each held during wartime. Ask students to work
in teams, pairs, or individually to research five important or interesting facts
about each of these leaders. You may choose to limit the research to include
only wartime facts. Once all students have completed their three lists, tell
them they are going to create a class list for each leader by playing a game
similar to “musical chairs.” Display the three “wartime leader” posters on
three different walls. Explain to students that you will play military or famous
wartime music while they circle the room in a line. When the music stops,
each student should move to the nearest poster to post one fact about that
wartime leader. During subsequent rounds, students will need to review
what facts have been posted and add a new fact from their list. Continue
this musical learning activity until all facts for each leader are listed. Recruit
three volunteers to share what the class has learned about each man.
KEYWORD
World War
MATERIALS
military or famous
war-time songs
from the WWI and
WWII era
three poster
boards with a
wartime leader’s
name and picture
at the top (one for
each leader)
22
WORLD WAR II
OBJECTIVE
Students will learn
which countries fought
the United States during
WWII: Japan, Germany,
and Italy.
RELATED CITIZENSHIP
TEST QUESTION
MATERIALS
Who did the United States fight in World War II?
markers
ACTIVITY
Print the letters J, I, and G on the board. Tell students
these letters spell “jig,” which is a type of dance.
Add that these letters also provide an easy way to
remember who the United States fought in World War
II: Japan, Italy and Germany. Help students find each
country’s location on a world map, and an image of
each country’s flag. Ask students to use markers
and card stock to recreate each flag, and to print
the name of that country’s wartime leader and one
fact about him on the back of their work. With the
full group, discuss what they’ve learned about each
country and its leadership. Provide time for students
to post their flags on the wall by each country’s date
of surrender.
card stock
world map
signs labeling the
World War II surrender
dates for Japan,
Germany, and Italy
(one for each country)
23
COLD WAR
OBJECTIVE
Students will
understand
the term “Cold
War” and why
communism was
the main concern
of the United States
during that period.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
During the Cold War, what was the main concern of the United States?
Cold War
ACTIVITY
MATERIALS
Begin by asking students to act out being cold. After they hug themselves
and shiver, write the term “Cold War” on the board, and say that it has
nothing to do with temperature, but has more to do with disliking someone.
For example, if you give someone the “cold shoulder,” you disagree without
having a physical fight. During the Cold War, the United States and Russia
disagreed strongly without confronting each other militarily. Help students
find Russia on a world map. Explain that after World War II, Russia was the
strongest nation within what was the Soviet Union or USSR. Great political
tension and military rivalry grew between the USSR and the United States,
in large part because the Soviet Union was a communist country and the
United States is a democracy. To help students understand the difference
between communism and democracy, divide the class into small groups
and ask each group to define what freedom means in the United States.
Provide time for each group to share definitions, and explain that the United
States was concerned about communism because it’s a political system
that restricts personal freedom. Help students research the basic tenets of
communism and compare what they find with their definitions of freedom in
the United States. Provide time for the entire class to discuss why the Cold
War may have developed between the United States and the USSR.
world map
communism
24
CIVIL RIGHTS
MOVEMENT
OBJECTIVE
Students will learn
basic information
about the civil rights
movement in the United
States.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
What movement tried to end racial discrimination?
racial
ACTIVITY
Begin by asking the students if they can define “discrimination.” Explain
that discrimination occurs when people are treated unfairly based on
characteristics such as race, age, or sex. Encourage students who have
witnessed or been a victim of discrimination to share their experiences.
Are there common forms of discrimination in their countries of origin?
Help students create posters to protest a form of discrimination they
think should be eliminated. Encourage each student to come up with
a short phrase or slogan, and a simple graphic to accompany the
words. When the signs are complete, gather the students and allow
time for each to share signs and slogans. Explain that they have just
participated in a miniature civil rights rally, and that very large protests
and rallies such as these took place in the United States in the 1960s.
These protests became known as the civil rights movement. You may
want to show students a few pictures of civil rights leaders from the
1950s and 1960s who are still living. Ask students if they think the civil
rights leaders were successful. Did the civil rights movement end racial
discrimination after the 1960s? If time allows, help students research
examples of recent racial discrimination in the news.
discrimination
civil rights
MATERIALS
white card stock or
poster board
popsicle sticks or
dowel rods
tape
markers
25
CIVIL RIGHTS
MOVEMENT
OBJECTIVE
Students will learn how
Martin Luther King, Jr.
fought for civil rights
and equality for all
Americans.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
What did Martin Luther King, Jr. do?
racial
ACTIVITY
Show students a video of Martin Luther King Jr.’s “I Have a
Dream” speech that he delivered at the march on Washington
in 1963. Explain the purpose of the march. After showing
the speech for the first time, show some of the footage
again, asking students to note the large number of people
listening. Emphasize that King was a key leader in the civil
rights movement, and that many wanted to hear him speak.
Help students understand that he fought for civil rights and
worked for equality for all Americans. Review once more the
portion of the speech that begins, “I have a dream.” Help
students identify the specific dreams King mentions. Why
would he have these dreams for himself, his family, and his
country? Ask the class to think about dreams they have for
themselves, their families, and the country. Provide time for
each student to write a short paragraph responding to the
prompt, “I have a dream . . .” If desired, provide students with
copies of the speech’s transcript.
discrimination
civil rights
MATERIALS
video of Martin Luther
King, Jr. delivering
his “I Have a Dream”
speech
copies of a transcript
of his speech
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SEPTEMBER 11, 2001
OBJECTIVE
Students will
understand the
significance of
September 11, 2001.
RELATED CITIZENSHIP
TEST QUESTION
KEYWORDS
What major event happened on September 11, 2001, in the
United States?
Pentagon
ACTIVITY
Ask students to describe some important buildings in their
home countries. If possible, show pictures of these buildings
as students offer examples. Then show students pictures of
the World Trade Center buildings and the Pentagon, pre-2001.
Discuss the location of the buildings, their uses, and what
they represent or represented. Show students a video of the
buildings under attack. Lead students in a discussion of why
these particular buildings were chosen by the terrorists who
attacked on September 11, 2001. Show students pictures of
One World Trade Center, the building erected near the attack
site in New York City. Ask students to discuss why the building
was rebuilt. Provide time for students to explore the official
9/11 Memorial Plaza website, where they can explore a map
of the 9/11 memorial and learn about individual victims who
died in New York City, Washington, D.C. and Shanksville, PA.
terrorist
MATERIALS
images of the World
Trade Center and
Pentagon, pre-2001
images of One World
Trade Center
video of the 9/11
attacks in New York
City and Washington,
D.C.
27
AMERICAN
INDIANS
OBJECTIVE
Students will be
able to identify at
least one American
Indian tribe.
RELATED CITIZENSHIP
TEST QUESTION
Name one American Indian tribe in the United States.
ACTIVITY
Give each student a non-alphabetical list of the American Indian
tribes below, asking them to put the list in alphabetical order. Then
ask students to select two tribes that either match their initials or
are near their initials in the alphabet. For example, Mary Smith could
select Mohegan and Seminole or Shawnee or Sioux. Debbie Wilson
would have to choose Cheppewa or Cherokee or Cheyenne or Choctaw
or Creek or Crow (nearest to Debbie) and Teton (nearest for Wilson).
Once students have selected two tribes each, ask them to produce
a fact sheet for both tribes. The fact sheet should include a short
history, where the tribe lives today, and how many members the tribe
has. Encourage students to include a photo and map. Encourage
each student to share information. If possible, make a copy of all fact
sheets for each student.
Alphabetical List: Apache, Arawak, Blackfeet, Cheppewa, Cherokee,
Cheyenne, Choctaw, Creek, Crow, Hopi, Huron, Inuit, Iroquois, Lakota,
Mohegan, Navajo, Oneida, Pueblo, Seminole, Shawnee, Sioux, Teton
KEYWORDS
tribe
MATERIALS
printed copy of
non-alphabetized
list of American
Indian tribes (one
per student)
28
UNITED STATES
GEOGRAPHY
OBJECTIVE
Students will be
able to identify the
Mississippi and
Missouri Rivers as
the two longest
rivers in the United
States.
Students will learn
the location of
Pacific and Atlantic
oceans.
RELATED CITIZENSHIP
TEST QUESTIONS
KEYWORDS
Name one of the two longest rivers in the United States.
West Coast
What ocean is on the West Coast of the United States?
What ocean is on the East Coast of the United States?
ACTIVITY
Tell the students you are going to study four major bodies of water
in the United States. Write Missouri River, Mississippi River, Atlantic
Ocean, and Pacific Ocean on the board. Explain that the two rivers are
the longest in the United States, and that the two oceans mark our
eastern and western borders. Place the two long pieces of butcher
paper that represent the rivers on the floor. Then place the sheets of
butcher paper that represent the oceans on two opposite walls. Divide
students into four groups, assigning each group to one of the bodies
of water. Ask students to research their body of water. For example,
students may learn about the route and length of the Missouri River
or the Mississippi River, or determine what states the rivers travel
and draw the route on the paper. Students in the “ocean” groups can
research which states border the ocean, its depth, climate, and effect
on the economy. Be sure the Pacific Ocean students include Alaska
and Hawai’i in their presentation.
East Coast
MATERIALS
four long sheets
of butcher paper
(to represent each
river and ocean)
markers
29
UNITED STATES
GEOGRAPHY
OBJECTIVE
Students will be
able to identify at
least one state that
borders Canada
and one state that
borders Mexico.
RELATED CITIZENSHIP
TEST QUESTIONS
Name one state that borders Canada.
Name one state that borders Mexico.
ACTIVITY
Show students a large map of the United States (including Alaska)
that partially includes Canada and Mexico. Explain to the class the
geographical meaning of the word “border.” Provide each student with
a blank outline map of the United States. Help students use the larger
map to fill in the names of all states that border Canada or Mexico
(see list below). When all maps are complete, ask students to mark
each border state they have visited or traveled through. Encourage
students to talk about their experiences in these states.
KEYWORD
border
MATERIALS
large map of the
United States that
partially includes
Canada and Mexico
blank outline
maps of the United
States (one per
student)
States that border Canada: Maine, New Hampshire, Vermont,
New York, Pennsylvania, Ohio, Michigan, Minnesota, North Dakota,
Montana, Idaho, Washington, Alaska
States that border Mexico: California, Arizona, New Mexico, Texas
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