Melissa Burch Civics Education Lesson Plan Grade 2

Standards: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States, and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. Benchmark 1: The student understands the rule of law as it applies to individuals; family; school; local; state; and national governments. Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant. Indicator 1: The student discusses the need for rules in the family, school, and community, with an understanding of both positive and negative consequences. Indicator 4: The student identifies privileges as benefits which can be granted or taken away (e.g., being first in line, attending a field trip, extended recess time).

Objectives: The students will think about and evaluate the rights and responsibilities that come with citizenship. The students will understand the true meaning of the Pledge of Allegiance. Students will understand what it means to be an American citizen. Students will understand the differences between a person born into citizenship, and a person who had to attain their citizenship.

Anticipatory Set
The teacher brings the students to the carpet and lets them listen to and watch a short video about the Pledge of Allegiance. She explains to the students that today they will be learning some new vocabulary words, what it means to be a citizen, and our rights and responsibilities as citizens of the United States. She explains to the students that we are learning about citizenship because it is very important to understand our role as citizens, the rules we must follow, and our rights and privileges.

Instruction
After watching the short video about the Pledge of Allegiance, the teacher tells the students they are going to learn some new vocabulary words. She writes the words on the smart board: Citizen- A member of a particular country who has the right to live there. Alien- A person born in another country.

Citizens rights- The rights given to a person because of citizenship. Privileges that are given to people who are citizens of a particular country.
Pledge- Promise Allegiance- loyalty The teacher goes through each word with the students and discusses the meaning in depth. She then hands out copies of the Pledge of Allegiance to each student. On the hand out she has added the meaning of each sentence which they will discuss together. For example; I Pledge Allegiance (I promise my loyalty) To the flag (The flag is the symbol of our country) Together they go through each line and discuss the meaning. After the class discussion, the students get in groups of four to practice saying the Pledge of Allegiance with every word correctly. The class then says it together. The teacher asks.. Which hand do we put over our hearts when we say the Pledge of Allegiance? Why do we face the flag? She gives the students time to talk within their groups and allows them to share what they are thinking. The teacher reads the book We Live Here Too, by Nancy Loewen. This book discusses what it means to be good citizens. The class discusses each page of the book. The teacher begins a discussion about rules. The teacher asks the students what kinds of rules we have at home or in school. She writes the students answers on the board.

Guided Practice
The students are sent back to their desks where they are given a sheet of paper with 5 boxes on it. They are instructed to write each vocabulary word in a box on the paper. They will then draw a picture depicting the vocabulary word in the box with the word. The teacher will walk around and observe the students as they work. She will periodically stop and ask the students to explain what they have drawn and why.
When all students are finished the teacher tells them that they are going to work in groups to make their own country. They must name their country, draw a picture of it on poster board, and develop rules for their citizens. They are to write the rules on the board with their country, and draw pictures to go with the rules. The students can be as creative as they would like to be, and they can make their project as colorful as they would like.

Closure
The teacher assesses her students as they work on their project; she observes not only the students work, but also whether or not all students are participating. The following day the students (groups) will present their poster, and the name of their country to the class. They will also explain the rules they have set for their particular country. The students will be assessed during this time as well. The completed vocabulary worksheet will also be used for assessment.

Independent Practice
The students are given 15 minutes to write in their journals. They are directed to reflect on what they have learned in the lesson. The teacher instructs the students to write about something they learned and/or found interesting.

Variations
Below Level Learners: This lesson is appropriate for below level learners because it incorporates group activities. The vocabulary requires students to draw a picture depicting the word, and this would be suitable for these students as well. Gifted Learners: This lesson is appropriate for learners of all levels. Gifted learners could be asked to elaborate more in their journal writing. They could be given a different prompt altogether (One that would require more in depth thinking and writing skills.) ELL students would benefit from the group activities, and visuals.