EDT 434 Demonstration Lesson Plan

Application Question: Do citizens have a responsibility to one another?

Purpose, Background, and Context:

So what: Our country being a democracy means that citizens run it. Citizens in our
democracy have rights. For example, we have the right to freedom of speech, to
practice whichever religion we choose, and to vote.

The Framers intentionally planned our government carefully so its powers

would be limited. They separated the powers of our government among three
different branches each having ways in which they could check or limit the powers
of the other branches. These Framers also believed that the government would only
work well if there were good and committed citizens who took it upon themselves to
make sure it ran smoothly.
However, a good constitution and good leaders does not ensure a strong
democracy alone. If we want to protect our rights as citizens, we have certain
responsibilities to fulfill. The purpose of this lesson is to attempt to examine what
some of these responsibilities might be, and to see if we can come to a consensus on
what those responsibilities are. In this lesson, this will be accomplished through
analyzing other countries descriptions of a good citizen, analyzing what it means to
be a global citizen, and how your political beliefs can change how you view
citizenship responsibility.

Citizens in a democracy also have responsibilities and that will be the focus in this
lesson. A democracy needs an active citizenry in order to work. It is up to citizens
themselves to think on what responsibilities, if any, they have.
NCSS Thematic Strand:
5. Individuals, Groups, and Institutions
Institutions are the formal and informal political, economic, and social
organizations that help us carry out, organize, and manage our daily affairs.
It is important that students to know how they control and influence
individuals and culture, and how institutions can be maintained or changed.
10. Civic Ideals and Practices
An understanding of civic ideals and practices is critical to full participation
in society and is an essential component of education for citizenship, which
is the central purpose of social studies.
Learning how to apply civic ideals as part of citizen action is essential to the
exercise of democratic freedoms and the pursuit of the common good.
Through social studies programs, students acquire a historical and
contemporary understanding of the basic freedoms and rights of citizens in
a democracy, and learn about the institutions and practices that support and
protect these freedoms and rights, as well as the important historical
documents that articulate them.
Ohio Academic Content Standard:
3. Issues can be analyzed through the critical use of information from public
records, surveys, research data and policy positions of advocacy groups.
4. The processes of persuasion, compromise, consensus building and
negotiation contribute to the resolution of conflicts and differences
Grade Level: 11-12 Government Course
Class Periods Required one 50-minute period

Goals/Objectives/Student Outcomes/Performance Expectations:

Students will be able to apply how citizenship responsibilities effect their

daily lives
Students will be able to take into account extreme positions on citizenship
responsibilities and be able to synthesis both of these views.
Suggest examples of responsibilities that would be ideal in their own
society.

Materials:
Projector
Copies of Handouts found in resources
Dry erase markers
Procedure 1: Warm Up/Japanese Children Commute Video Discussion (7 minutes)
http://www.cbsnews.com/news/japanese-young-children-solo-commute-subwayschool/
Ask students how they got to school as a first grader. Ask them to compare that to the
following video. Show video detailing the commute of a Japanese First-Grader. At
one point in this video, the mother laughs at the suggestion that she let her child
commute to school alone in America. Based on this video do citizens of Japan seem
to have a responsibility to one another? Then ask them if that they can think of any
cases in the United States where they see citizens having a responsibility to help
other citizens.

EDT 434 Demonstration Lesson Plan

Observe students during all procedures, especially procedure 8, to check for
understanding.
Procedure 2: Structured Academic Controversy (10 minutes)
Pair students up into groups of four, and then divide them into pairs. Distribute the
two position articles. Students will analyze the documents in pairs and find three
major pieces of evidence over six minutes from the text to support their assigned
point of view. Students will present their positions to the other group citing evidence
from the document. The pair not presenting will take notes on the other groups
arguments.
One side presents the most salient arguments to the other side. The other side needs
to listen carefully, take notes, and then present the most salient arguments for their
Procedure 3: Structured Academic Controversy Role Reversal (10 minutes)

Extensions and Adaptations:

Create groups that best promote discussion and group learning

Print out larger print copies for those that need it

ESOL Adaptations:

Discuss best practice methods with ELL teacher prior to instruction

Check for understanding with students that need it in small groups
Provide article with video as a companion piece for those that need it
Provide audio files for documents that have them
Provide material in students natives language

Students will then switch sides and analyze the documents in pairs finding the most
salient pieces of evidence to support the point of view they did not take in procedure
two. Students will present their positions to the other group citing evidence from the
document. The pair not presenting will take notes on the other groups arguments.

Resources:

One side presents the most salient arguments to the other side. The other side needs
to listen carefully, take notes, and then present the most salient arguments for their

Appendices:

Procedure 4: Citizenship in Other Countries (10 minutes)

Distribute handouts detailing what it means to be a citizen in another country or to be
a global citizen. Have students read this in their structured academic controversy
groups where each group gets to study about a different countries citizenship
responsibilities or the concept of the global citizen. Allow students to read the
documents and then discuss what it means to be a citizen of that country or a citizen
of the world. Are the responsibilities listed ideal?
Procedure 8: Closing/Citizenship Responsibilities Brainstorm (10 minutes)
Ask students in their groups to brainstorm ten responsibilities they believe a citizen
has for three minutes. Have one student from each group write their ten
responsibilities on the board when finished. After everyone is finished, see if there is
any overlap and if there is a consensus on what it means to be a citizen and the
responsibilities that go with it. Do citizens have a responsibility to one another?
Assessment of Outcomes:

Structured Academic Controversy Handout

Instructional strategies, Course Packet

Alberti, M. (2011, September 21). Being a Citizen, Danish Style. Retrieved February
27, 2016.
Boaz, D. (1999, January 01). Key Concepts of Libertarianism. Retrieved February
28, 2016
CBSNews (2015, December 15). In Japan, First Graders Commute Solo to School on
the Train. Retrieved February 27, 2016
Discover Canada. (2012, April 12). Retrieved February 28, 2016
Green, M. F. (2012, March 11). Global Citizenship What Are We Talking About
and Why Does It Matter? Retrieved February 28, 2016
National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and
Assessment (3 ed.) (2010). Silver Spring, Maryland: National Council for the Social
Studies.
Reich, R. (2013, February 5). The Real Debate Over American Citizenship