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Module 02 -- Responsibilities, Rights, and Privileges

Social Studies Fourth Grade 

Course: Social Studies Grade level: 4

Title: Responsibilities, Rights, and Privileges

Big Idea: Citizenship

|Content Standards and Objectives |Learning Targets |

|SS.4.1 | |

|Identify, explain and critique commonly held American democratic |Examine effective citizenship. |

|values, principles and beliefs (e.g., diversity, family values, | |

|community service, justice, liberty, etc.) through established |Compare and contrast the concepts of citizens’ responsibilities, rights |

|documents (e.g., Declaration of Independence, U.S. Constitution, |and privileges. |

|Bill of Rights, etc.). | |

| |Compare and contrast civic life of the past and present. |

|SS.4.15 | |

|Trace the beginnings of America as a nation and the establishment | |

|of the new government. | |

|Compare and contrast the various forms of government in effect |Examine and analyze the process that the US Founding Fathers used to |

|from 1774-1854 (e.g., Continental Congress, Articles of |ensure rights today. |

|Confederation, U.S. Constitution, Bill of Rights, etc.). | |

|Research the contributions of early American historic figures |Research early Americans and their contributions. |

|(e.g., George Washington, John Adams, Abigail Adams, Thomas | |

|Jefferson, Alexander Hamilton, Andrew Jackson, James Madison, |Note challenges of the early nation and research to find how those |

|Dolly Madison, etc.). |challenges were met |

|Explain the political, social and economic challenges faced by the| |

|new nation (e.g., development of political parties, expansion of | |

|slavery, taxation, etc.). | |

Focus (or Guiding) Questions:

Why is citizenship important?

In order to be an effective citizen, what responsibilities are important?

What privileges do American citizens enjoy?

How did our Founding Fathers ensure our rights?

How is civic life today different than in the past?

Know:

Differences between a responsibility, a privilege and a right

Civic responsibilities include: volunteering, participating in government, taking care of the environment, building strong communities, protecting economic systems, respecting the rights of others, voting, paying taxes, and keeping current about issues of the day.

Rights are freedoms

Both citizens and non-citizens have rights

The United States Bill of Rights includes: freedom of expression, speech, religion; the right to bear arms; freedom to not have soldiers; quartered in the home; freedom of privacy—searches have to have cause; the right to be indicted by a Grand Jury on serious crimes; the right not to be tried twice for the same crime and right to an attorney if charged with a crime; the right to a jury trial in civil cases; the right to have fair bail and punishment for crimes; there may be other rights not listed in the Constitution; the states or the people may practice powers that have not been delegated by the United States Constitution

There is a limit to the powers of the government

Discussion and debate are important in a democracy

Ideas from the English Magna Carta were used in our plan of government

 

Do:

Analyze information in the Magna Carta and in a simplified version of the Constitution

Interpret and analyze information from various sources for reconstructing the past development of civic values

Identify key people that have exhibited civic virtues

Identify events related to the development of effective citizenship, how the events occurred, why they occurred, and when these events occurred.

Research civic responsibility prior to the Revolutionary War through present to show that civic responsibility endures time.

Prepare a short report that reflects rights, responsibilities, and privileges of living in American before founding, during founding, and after founding.

|Introduction: Provide guidance to the teacher as to how this information might be introduced to students. |

| |

|Ruby Bridges |

| |

|The YouTube website is available is WV teachers sign-in using their WEBTOP credentials. |

|The introductory event is a video entitled Ruby Bridges and illustrates how her existence affected American Society during the Civil Rights |

|Movement.  After showing the six and a half minute video discuss what the students saw and heard.   Emphasize the courage Ruby and her family |

|displayed while standing up for Ruby’s rights and make sure students understand the power of individual rights and individual action. |

|Possible discussion questions could include: |

|What were the effects of Ruby’s standing up for her rights?  |

|What might Ruby’s parents have had to take into consideration in making the decision to allow her to attend an all-white school? |

|Did Ruby (or anyone else) fully realize the impact of her enrolling in an all white school?  |

|What are the rights, responsibilities, and privileges of living in America? |

|In what ways can one individual influence American society? |

|Reflect after discussion in journal entry or blog posting. |

| |

Academic Vocabulary: (May include key events and people)

Research has shown that the least effective strategy for teaching vocabulary is having students look up words and write the definitions. For quality, research-based strategies for teaching content vocabulary see the website: 15 Vocabulary Strategies in 15 Minutes)

George Washington

James Madison

Alexander Hamilton

Patrick Henry

Benjamin Franklin

U.S. Bill of Rights

privileges

rights

freedom

citizen

non-citizen

|Manage the Process: |

|tage 1: |

|After watching and discussing the Ruby Bridges video, ask students if they know what guarantees that we have rights in the United States.  In |

|the ensuing discussion, make certain students understand that these are privileges that all countries don’t offer their citizens.  Once |

|connections have been made to our Bill of Rights, have students visit The Dirksen Center - Congress for Kids |

|at .   Using a projector, display the website and explain the layout of the website and |

|provide an overview of your requirements for navigating through the site and answering the questions. |

|Stage 2: |

|Organize the class into five groups and assign each group one of the first five sections of the Congress for Kids websites.  Have students use|

|the Jigsaw strategy to read and teach the information in their assigned section to the rest of the class.  The jigsaw strategy is the most |

|appropriate for this(tage 1: |

|After watching and discussing the Ruby Bridges video, ask students if they know what guarantees that we have rights in the United States.  In |

|the ensuing discussion, make certain students understand that these are privileges that all countries don’t offer their citizens.  Once |

|connections have been made to our Bill of Rights, have students visit The Dirksen Center - Congress for Kids |

|at .   Using a projector, display the website and explain the layout of the website and |

|provide an overview of your requirements for navigating through the site and answering the questions. |

|Stage 2: |

|Organize the class into five groups and assign each group one of the first five sections of the Congress for Kids websites.  Have students use|

|the Jigsaw strategy to read and teach the information in their assigned section to the rest of the class.  |

|A word of caution:  Located at the end of every page of each section of The Dirksen Center - Congress for Kids is a link to a worksheet.  Take|

|time to preview the worksheets before assigning them to ensure that your students only do the quality assignments that require critical |

|thinking.    |

| |

|Stage 3: |

|Have all students read Section Six of The Dirksen Center - Congress for Kids, titled “What Do You Think?”  This section includes a very short |

|biography of eight women who took a stand for the rights of individuals.  Read the biographies of each of these women; select one of the women|

|and use a search engine to locate additional information and prepare a short report that reconstructs the past and explains who, what, when, |

|where, how and why the events in which they were involved occurred as they did and how their involvement impacted the United States for the |

|good.   |

| |

|NOTE: Students could work independently or in small groups and work through the entire website; however, be prepared to spend about 3 weeks |

|working 30 minutes a day to accomplish this.  |

|Optional Activity 1:  |

|To strengthen the understanding of the Constitution’s Bill of Rights have students examine the Magna Carta as a model for our Bill of Rights. |

|This is research; therefore, teachers need to guide the research and provide needed scaffolds appropriate for the class.  While examining the |

|documents and events surrounding their development, students will identify key persons that influenced the development of the documents, |

|independence, and events following independence.  |

|These two websites provide information about our founding fathers: |

|The White House |

|   |

|Biographies of American Presidents |

|America’s Founding Fathers |

|  |

|Biographies of the Delegates to the Constitutional Convention |

|During analysis of the Magna Carta and the Constitution’s Bill of Rights, have students create a Venn diagram reflecting the similarities and |

|differences of the two documents.  Students could use the following websites to access information about the Magna Carta and the Bill of |

|Rights: |

|British Library |

| |

|This is a copy of the primary source Magna Carte.  An English translation tool and audio file are also included. |

|YouTube:  Mr. Zoller’s Video Podcasts – Magna Carta |

| An eight minute podcast explains the how and why of the Magna Carta.  Has a|

|segment that compares governments of today with governments of the Middle Ages. |

|Ben’s Guide to the U.S. Government for Kids |

| |

|A concise site that explains the U.S. Bill of Rights.  Additionally, there are links that may be used to give further background about the |

|U.S. Constitution |

|Students should record information from the research on the three handouts entitled U.S. Bill of Rights Research Notes, Magna Carta Research |

|Notes and Founding Fathers Research Notes for reference. |

|Optional Activity 2: |

|Have students work in pairs or small groups to create a presentation/report that focuses on rights, responsibilities, and privileges shared by|

|people of the past and present.  Note people and groups that have made a difference in our society.  Consider the events surrounding the |

|development of effective citizenship of past and present, as well as why and how these events occurred. Share the presentation with |

|peers/audience.  This could be used as a culminating assessment.   |

| |

|A word of caution:  Located at the end of every page of each section of The Dirksen Center - Congress for Kids is a link to a worksheet.  Take|

|time to preview the worksheets before assigning them to ensure that your students only do the quality assignments that require critical |

|thinking.    |

| |

|Stage 3: |

|Have all students read Section Six of The Dirksen Center - Congress for Kids, titled “What Do You Think?”  This section includes a very short |

|biography of eight women who took a stand for the rights of individuals.  Read the biographies of each of these women; select one of the women|

|and use a search engine to locate additional information and prepare a short report that reconstructs the past and explains who, what, when, |

|where, how and why the events in which they were involved occurred as they did and how their involvement impacted the United States for the |

|good.   |

| |

|NOTE: Students could work independently or in small groups and work through the entire website; however, be prepared to spend about 3 weeks |

|working 30 minutes a day to accomplish this.  |

|Optional Activity 1:  |

|To strengthen the understanding of the Constitution’s Bill of Rights have students examine the Magna Carta as a model for our Bill of Rights. |

|This is research; therefore, teachers need to guide the research and provide needed scaffolds appropriate for the class.  While examining the |

|documents and events surrounding their development, students will identify key persons that influenced the development of the documents, |

|independence, and events following independence.  |

|These two websites provide information about our founding fathers: |

|The White House |

|   |

|Biographies of American Presidents |

|America’s Founding Fathers |

|  |

|Biographies of the Delegates to the Constitutional Convention |

|During analysis of the Magna Carta and the Constitution’s Bill of Rights, have students create a Venn diagram reflecting the similarities and |

|differences of the two documents.  Students could use the following websites to access information about the Magna Carta and the Bill of |

|Rights: |

|British Library |

| |

|This is a copy of the primary source Magna Carte.  An English translation tool and audio file are also included. |

|YouTube:  Mr. Zoller’s Video Podcasts – Magna Carta |

| An eight minute podcast explains the how and why of the Magna Carta.  Has a|

|segment that compares governments of today with governments of the Middle Ages. |

|Ben’s Guide to the U.S. Government for Kids |

| |

|A concise site that explains the U.S. Bill of Rights.  Additionally, there are links that may be used to give further background about the |

|U.S. Constitution |

|Students should record information from the research on the three handouts entitled U.S. Bill of Rights Research Notes, Magna Carta Research |

|Notes and Founding Fathers Research Notes for reference. |

|Optional Activity 2: |

|Have students work in pairs or small groups to create a presentation/report that focuses on rights, responsibilities, and privileges shared by|

|people of the past and present.  Note people and groups that have made a difference in our society.  Consider the events surrounding the |

|development of effective citizenship of past and present, as well as why and how these events occurred. Share the presentation with |

|peers/audience.  This could be used as a culminating assessment.   |

Electronic Resources

|Acquisition of Background Knowledge |Suggestion for Utilization of Resource Cited |

|Enter each resource separately |Add additional rows by clicking the Tab Key while the curser is in the |

| |last box. |

|Ruby Bridges |YouTube video about Ruby Bridges, the little girl who crossed racial |

| |barriers when she enrolled in an all-white school. |

|The Dirksen Center Congress for Kids |A great site for student use that teaches about citizenship. |

| | |

|Expansion of Knowledge |Suggestion for Utilization of Resource|

|Enter each resource separately |Cited |

| |Add additional rows by clicking the Tab|

| |Key while the curser is in the last |

| |box. |

|The White House |This site provides biographies of |

|   |American Presidents.  |

|Ben’s Guide to the U.S. Government for Kids |A concise site that explains the U.S. |

| |Bill of Rights.  Additionally there are|

| |links that may be used to give further |

| |background about the U.S. Constitution.|

|America’s Founding Fathers |This site has the biographies of the |

| |Delegates to the Constitutional |

| |Convention. |

|British Library |This is a copy of the primary source |

| |Magna Carta.  There is an English |

| |translation tool included. |

|Mr. Zoller’s Video Podcasts – Magna Carta |An eight minute podcast on YouTube |

| |explains how and why the Magna Carte.  |

| |Has a segment that compares governments|

| |of today with governments of the Middle|

| |Ages. |

|BrainPop |This is a subscription site, but there |

| |are free resources that deal with a |

| |variety of topics including voting, the|

| |US Constitution, citizenship, branches |

| |of government and the like.  There are |

| |FREE movies included on the site. The |

| |movies are high interest explained in |

| |terms that all children can understand.|

| |There are activities that accompany the|

| |movies. |

|National Archives |The National Archives has primary |

| |source documents available for use that|

| |could enhance instruction or provide |

| |for enrichment opportunities for |

| |students. |

|Library of Congress |Online collection of artifacts that |

| |could be helpful for research about the|

| |creation of the Bill of Rights.  |

|iCivics |This is a game for students that |

| |reinforces civic responsibility. |

| |

|Products, Investigations, and/or Assessments |

|Short report/presentation/multimedia presentation that reflects learning |

|This type of presentation needs to be assessed using a rubric.   |

| |

|The website, Dirksen Center -Congress for Kids at , utilizes an activity, product, or |

|worksheet after each segment of instruction that could be used for daily assessment, artifacts of a portfolio, or to guide instruction.  |

| |

*Not Provided

Student Reflection:

Journal Entry:  How can you be an effective citizen in your community, county, and state?

Teacher Reflection:

The suggested products could be used as culminating products.  If this is the case, one could utilize a rubric to assess the products/performances/presentations. 

  

When using the websites for instruction, there has to be interaction between students and teachers.  Teachers must daily assess the effectiveness of that day’s instruction/learning.  

 

Note taking could be accomplished in a variety of ways.  Teach21 on the West Virginia Department of Education website has a section called the “Strategy Bank”.  If one scrolls through the section “Summarization Techniques” most of these graphic organizers are quite appropriate for these activities.  The individual web pages are linked under Manage the Process section of this resource packet.

 

Adobe, Shockwave, and Silverlight should be installed on computers so that websites can be viewed and utilized by students.

U.S. Bill of Rights Research Notes

Name of Site: ____________________________________________________________________

In what country was the U.S. Bill of Rights developed? ______________________________________

When was the U.S. Bill of Rights written?__________________________________________________

Why was the U.S. Bill of Rights developed? What was happening in the United States during that time period?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What are the ten amendments included in the U.S. Bill of Rights?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Other things you found interesting about the U.S. Bill of Rights

• ____________________________________________________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

Magna Carta Research Notes

Name of Site: ____________________________________________________________________

In what country was the Magna Carta developed? ______________________________________

When was the Magna Carta written?__________________________________________________

Why was the Magna Carta developed? What was happening in England at that time period?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What are three key ideas from the Magna Carta that are similar to some parts of the U.S. Bill of Rights?

1. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Other things you found interesting about the Magna Carta

• ____________________________________________________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________________________________________________

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