TGC

FELLOWS UBD Lesson Template

Lesson Title: Role of Citizen in the Government Subject: Social Studies/Government
Prepared by: Katherine Korte

Materials Needed:
Notes on the difference between civic duties and civic responsibilities
Citizen Padlet
Civil Disobedience PDF

Global Competency:
U3: Political institutions have responsibilities to the people and the people have responsibilities within
political systems.
GC2: Examine perspectives of other people, groups, or schools of thought and identify the influences on
those perspectives.
GC3: Select and use appropriate technology and media to communicate with diverse audiences.

Where is the lesson going?
(Learning Target or SWBAT) K4: Students will know their civic duties and responsibilities.

Hook: Tailored Differentiation:

Use the Calculated Acts- Introductory Activity form PBS
As they examine the image, write the following questions on the Guided reading
board, and ask them to answer them in their notebooks or on a questions
separate sheet of paper:
Do you know what this event is? Primary source Think
What do you think these people are resisting or trying to Aloud
change?
What words would you use to describe their actions? Connection to multiple
Do you think they were successful in making a big change current and historical
happen? Why or why not? examples
Equip:
Civic duty/civic
K4-Students will listen to video 9 and compete ibook page 17 responsibility graphic
contrasting civic duties and civic responsibilities. organizer

Student voice/choice
on defining citizenship
Rethink and revise: and finding an
Students will read excerpts of Thoreaus Civil Disobedience focusing example of a good
on the central question, how should individuals respond to a citizen.
government that pursues policies they believe to be immoral.

Class will have a discussion based on reading and reading questions.
GC2-Class will go back to the Hook images and discuss factors that
would cause a person to break an unjust law and factors that would
cause a person to be critical of someone breaking an unjust law.


Evaluate:
GC3-Students will post on a citizen Padlet in which they must define
citizenship for themselves focusing on how their definition
broadened or became more complicated based on Civil
Disobedience discussion. Students will also define citizenship in
terms of local, national and global perspectives. Finally, students
will include a picture of good citizen and brief explanation on why
that person represents their definition of citizenship.



Notes:
Connect with global peers through the iEARN platform and ask Organization:
students to provide their definition of citizenship and their examples
of global citizens. Compare/contrast the examples provided and
identify factors that might lead to differences. For example, why
would some students of a particular country site religious leaders as
citizen examples rather than activist leaders?