Good Citizen Qualities



|Lesson Synopsis: |

To conclude this unit on Community, students examine the qualities that make a good citizen. They use what they have learned about Sam Houston and Abraham Lincoln as a springboard to further examine good citizens. In this lesson students learn about Benjamin Franklin and the work he did for the good of all people; they look at other historical figures who, like Benjamin Franklin, exhibited individualism and inventiveness. Students also practice map skills using cardinal directions.

TEKS:

|1.2 |History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and |

| |nation. The student is expected to: |

|1.2B |Identify historical figures including Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen and other |

| |individuals who have exhibited individualism and inventiveness. |

|1.4 |Geography. The student understands the relative location of places. The student is expected to: |

|1.4A |Locate places using the four cardinal directions. |

|1.5 |Geography. The student understands the process of maps and globes. The student is expected to: |

|1.5A |Create and use simple maps to identify the location of places in the classroom, school, community, and beyond. |

|1.6 |Geography. The student understands various physical and human characteristics of the environment. The student is expected |

| |to: |

|1.6A |Identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and |

| |weather; |

|1.13 |Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other |

| |individuals. The student is expected to: |

|1.13A |Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, |

| |responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding |

| |public officials to their word, and voting. |

|1.13B |Identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who have exemplified good |

| |citizenship. |

|1.13C |Identify other individuals who exemplify good citizenship |

Social Studies Skills TEKS:

|1.17 |Social Studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety |

| |of sources including electronic technology. The student is expected to: |

|1.17B |Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, |

| |literature, and artifacts. |

|1.18 |Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: |

|1.18A |Express ideas orally based on knowledge and experiences. |

|1.18B |Create and interpret visual and written material. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Create a page on Benjamin Franklin for your Good Citizen Booklet. Include a picture of Franklin contributing to community and write one sentence summarizing his contributions. Orally explain to a classmate how Benjamin Franklin exhibited characteristics of good citizenship. (1.13B,1.18A,1.18B)

• 3D; 3E

|Key Understandings and Guiding Questions: |

• Los buenos ciudadanos tienen características comunes que reflejan las creencias y los valores de una comunidad.

— ¿Qué contribución hizo Benjamín Franklin a varias comunidades?

← ¿Cómo contribuyen los buenos ciudadanos en sus comunidades para convertirlas en lugares donde se puede vivir mejor?

— ¿Qué características tienen los buenos ciudadanos que reflejan las creencias y los valores de una comunidad?

— ¿Por qué necesitamos buenos ciudadanos que trabajen por el bienestar de una comunidad?

— ¿Cómo puedo ayudar a que este mundo sea mejor?

|Vocabulary of Instruction: |

• comunidad

• grupo

• características

• rendir cuentas

• responsabilidad

• elección

• consecuencia

|Materials: |

• Refer to the Notes for Teacher section for materials.

|Attachments: |

• Teacher Resource: Good Citizen Trait Chart

• Teacher Resource: Abraham Lincoln

• Handout: Matching Cards (1 set per pair of students)

• Teacher Resource: Benjamin Franklin

• Teacher Resource: Sam Houston

|Resources and References: |

•

|Advance Preparation: |

1. Become familiar with content and procedures for the lesson, especially the idea that good citizens share common characteristics.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Gather materials.

4. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

5. Preview websites according to district guidelines.

6. Preview books to determine usefulness in the lesson.

7. Before lesson, gather information about a person in history who influenced the community. (the town’s namesake, person the school is named after, or other influential local person)

8. Enlarge the blank outline map of the continental United States to poster size if possible or 11 x 17.

9. Find a picture of Benjamin Franklin or use the one provided.

10. Copy several pictures of the historical figures mentioned in previous lessons. Students will need to be able to select two. Copy accordingly.

11. Gather articles from local news media about local figures who exhibit responsibility for the common good.

1. If desired, invite a local good citizen to visit the class.

|Background Information: |

The information located in the sample graphic organizer is directly from the TEKS regarding the roles and responsibilities. Please make sure that 1st graders can articulate the roles and responsibilities of each public official.

Citizenship – To have citizenship is to be an official member of a politically defined region. A citizen owes allegiance to his or her country and expects to be protected by the government and from unfair use of governmental power. A “good citizen” supports his or her government, obeys the law, and functions in the best interest of all the citizens. The term “citizen” can have broader meanings. Students can be citizens of their classroom entitled to protection by their student government. Citizens can be natural born or naturalized. In most cases, when naturalized, they vow their allegiance to their adopted country and cease being legal citizens of their homeland.

Good citizen – Good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting. A good citizen supports his or her government, obeys the law, and functions in the best interest of all the citizens.

Common good – for the advantage or benefit of everyone

Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.Benjamin Franklin – Born in Boston on January 17, 1706, young Franklin struck out on his own in 1723, eventually finding employment as a journeyman printer in Philadelphia. Franklin's newspaper The Pennsylvania Gazette, his Poor Richard's Almanac, and work as an inventor and scientist propelled him to the front ranks of Philadelphia society and made him a well-known figure throughout the American provinces and England.

In 1757, at age fifty-one, Franklin began his career as a diplomat and statesman in London where he essentially remained until the outbreak of the American Revolution. When Franklin returned to Philadelphia in 1775, he served as a delegate to the Continental Congress, where he was instrumental in drafting the Declaration of Independence and the Articles of Confederation. Because of his international experience, Franklin was chosen as one the first ministers to France. In Paris Franklin reached his peak of fame, becoming the focal point for a cultural Franklin-mania among the French intellectual elite. Franklin ultimately helped negotiate a cessation of hostilities and a peace treaty that officially ended the Revolutionary War.

Even after his death in 1790, Franklin remained an American celebrity. Shortly after his death, his now famous autobiography was published in France and was followed two years later by British and American editions. Perhaps, the last, best summary should be the simple words of James Madison taken from his notes on Franklin: "I never passed half an hour in his company without hearing some observations or anecdote worth remembering.”

Text courtesy of the: Library of Congress. (2010, August 10). Introduction. Retrieved from

Ben Franklin is considered an American patriot and founding father, but his careers and influence took him much further. He was able to retire from his printing business at the age of forty-two and devote more of his time to his experiments. As a "man of science" Franklin is best known for his experiments with electricity, but his lifelong curiosity also led him to explore an amazing range of scientific topics. He never quit pursuing new ideas as varied as the common cold, music, ocean currents, agriculture, medicine, and electricity--to name but a few. Franklin also used his ideas to make practical inventions such a bifocal glasses, the lightning rod, the smokeless fireplace, and swimming fins. 

Ben Franklin believed that people volunteering together in a spirit of cooperation could accomplish great things. Driven by a strong sense of civic duty, he involved himself in his community and his nation. Franklin helped establish or improve institutions such as circulating libraries, public hospitals, mutual insurance companies, volunteer fire departments, agricultural colleges, and intellectual societies.

Text courtesy of the: Library of Congress. (n.d.). Can you name one of franklin's inventions? Retrieved from

This website provides writings by Benjamin Franklin that explain some of his significant scientific inventions, such as bifocal glasses and the Franklin stove. It also includes images of maps, and experiments he conducted using electricity.



|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE – Reexamine good citizens |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 – 5 minutes |

|Say: |Materials |

|We talked about Abraham Lincoln and Sam Houston as a leaders from the past. Would you |Teacher Resource: Good Citizens Character Trait Chart (begun in Unit 3) |

|say they were good citizens? Why? (yes, because he both spent much of his life working | |

|for what is right, he exemplified the characteristics of a good citizen, such as |Purpose: |

|truthfulness, respect, equality, respect for oneself and others, participation in |The purpose of this section is to focus on the concept of a good citizen. |

|government, etc.) | |

| |TEKS: 1.2B; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B |

|Display the Teacher Resource: Good Citizens Character Trait Chart (began chart in Unit | |

|3), look again at the people listed on the chart, and review the terminology of past and|Instructional Notes: |

|present. Then look at the characteristics of good citizens the class has covered: |If continuing to use a Good Citizen Book throughout the year, use the |

|truth, honesty, and equality. Add the names of Lincoln and people from the community to |actual Teacher Resource: Good Citizens Character Trait Chart from Unit 3 |

|the chart under the HONESTY and EQUALITY categories. (Add names of other good citizens |to add this new information to their Good Citizen Book. (They may need to |

|studied, historical and present-day.) |add a new page.) |

| | |

|Students turn and talk to each other to decide if they would want the people listed on | |

|this chart to live in their community and why or why not. | |

|EXPLORE – Benjamin Franklin - good citizen |Suggested Day 1 (continued) – 10 minutes |

|Introduce the students to another person who exhibited a characteristic of good |Materials: |

|citizenship: Benjamin Franklin. |Books to read aloud |

|Benjamin Franklin worked as a printer in Philadelphia. |Teacher Resource: Good Citizens Character Trait Chart (begun in Unit 3) |

|He was very well known as an inventor and scientist. |Teacher Resource: Graphic Organizer Authority Figures (from Lesson 2) |

|At age 51, he became a diplomat and statesman. | |

|He helped write the Declaration of Independence. |Purpose: |

|He helped end the Revolutionary War. |The purpose of this section is to introduce Benjamin Franklin and locate |

| |his birthplace on a map. |

|Benjamin Franklin worked all his life for the good of all people. If available, read an | |

|illustrated children’s book to further explain Benjamin Franklin and his life. |TEKS: 1.2B; 1.4A; 1.5A; 1.6A; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B |

| | |

|Using the class map of the United States, locate Massachusetts. Students identify the |Instructional Note |

|cardinal direction from their community to the place Benjamin Franklin was born (Boston,|Characteristics of good citizenship include the following: truthfulness, |

|1706). Students assist in labeling the place and putting a push pin and his picture by |justice, equality, respect for oneself and others, responsibility in daily|

|Massachusetts. Use this as an opportunity to review geography skills by asking |life, and participation in government by educating oneself about the |

|questions such as: |issues, respectfully holding public officials to their word, and voting. |

|Is Massachusetts near a body of water? (yes, the Atlantic Ocean) |(TEKS 1.13A) |

| | |

|As a class, add information about Benjamin Franklin to the class Good Citizens Character| |

|Trait Chart. | |

|Benjamin Franklin said: “The noblest question in the world is, ‘What good may I do in | |

|it?’ | |

|Ask: | |

|• What do you think this means? (As citizens of the community, nation and world, we | |

|should strive to make the world a better place by contributing to society. It’s the most| |

|important thing we can do.) | |

|Say: | |

|One person can make a difference. It only takes one person to decide they want to | |

|change something about the community, nation, or world. What can you do today to be | |

|like Benjamin Franklin? Is there something you see that needs to be changed in our | |

|world? (Facilitate brief discussion) | |

|EXPLAIN – Contributions of citizens |Suggested Day 1 (continued) – 15 minutes |

|Create a class web for Benjamin Franklin. Display the picture of Benjamin Franklin in |Materials: |

|the center of a large sheet of paper. Draw lines from the picture as shown in the Notes|Picture of Benjamin Franklin |

|for Teacher section. |Chart/butcher paper |

|Students turn and talk about one thing they learned about Benjamin Franklin. | |

|Students help fill out the concept map about Benjamin Franklin. |Attachments: |

| |• Teacher Resource: Benjamin Franklin |

| | |

| |Purpose: |

| |The purpose of this section is to summarize the most important information|

| |about Benjamin Franklin in a graphic organizer. |

| | |

| |TEKS: 1.2B; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B |

| | |

| |Instructional note: |

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|ENGAGE – Benjamin Franklin, the inventor |Suggested Day 2 – 15 minutes |

|Provide background information about Franklin as an example of inventiveness, especially|Materials: |

|as it relates to improving the community. |Books to read aloud |

|As we learned yesterday, in addition to displaying characteristics of a good citizen, | |

|Benjamin Franklin contributed to our nation in other ways. He was curious about a great |Instructional Note: |

|many things. This curiosity led him to become an inventor. Some of his inventions |Benjamin Franklin – Franklin was a model citizen because he was patriotic |

|included the following: a special kind of eyeglasses called bifocals, a stove, and the |and participated in government by contributing to the writing of the U.S. |

|lightening rod. He founded a lending library and a fire brigade to protect the citizens |Constitution. He founded a library, a fire department, experimented with |

|of the community. When he discovered what he thought was a problem, he experimented |electricity, and was known for saving his pennies. He was frugal, |

|until he found a way to solve the problem and make a task easier to accomplish. His |hard-working, and well-respected by community members |

|inventiveness helped improve the lives of Americans. | |

| | |

|Read a book about Benjamin Franklin and his inventions and contributions to communities.| |

|EXPLORE – Other historical figures |Suggested Day 2 (continued) – 10 minutes |

|There have been other people in history, like Benjamin Franklin, who exhibited |Materials: |

|individualism and inventiveness. Among those people are Alexander Graham Bell, Thomas |Pictures of Alexander Graham Bell, Thomas Edison, and Garrett Morgan. |

|Edison, Garrett Morgan, and Richard Allen. |Pictures or drawings which represent what they invented or founded. |

| |(Bell: telephone, Edison: light bulb, Morgan: traffic light) |

|Provide background information about these citizens: | |

|Let’s look at these people and find out what they did to contribute to our nation. |Purpose: |

|Alexander Graham Bell was interested in educating people who were deaf. He invented the|Provide examples of other Americans who exhibited individualism and |

|microphone and the “electric speech machine” which we now call the telephone. |inventiveness. |

|Thomas Edison invented the light bulb, the phonograph, and the motion picture camera. | |

|Garrett Morgan invented the gas mask and the traffic light. He also improved sewing |TEKS: 1.2B; 1.4A; 1.5A; 1.6A; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B |

|machines. | |

| |Instructional Note: |

| |To locate photographs of these people, conduct an internet search for the |

| |image using the person’s name. |

|EXPLAIN – Match good citizens to their contributions |Suggested Day 2 (continued) – 5 minutes |

|Display pictures of Alexander Graham Bell, Thomas Edison, and Garrett Morgan in a pocket|Materials: |

|chart. Add pictures or drawings, in random order, which represent what they invented or |Pictures of Alexander Graham Bell, Thomas Edison, Garrett Morgan, and |

|founded. Students help match the person to his invention. |Richard Allen. |

| |Pictures or drawings which represent what they invented or founded. |

|Provide student pairs the same set of cards. (One set will have three cards with |(Bell: telephone, Edison: light bulb, Morgan: traffic light) |

|pictures of the three people. The other set will have three cards with the pictures of | |

|the three inventions/contributions.) |Attachments |

| |Handout: Matching Cards (1 set per pair of students) |

|Students take turns matching the cards and telling what was invented by the person and | |

|how the invention contributed to the community. |Purpose: |

| |The purpose of this section is to provide an opportunity for students to |

| |give examples of people who exhibited inventiveness and individualism and |

| |match their picture with the item they were known for. |

| | |

| |TEKS: 1.2B; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B |

|ELABORATE – Guiding questions |Suggested Day 3 – 30 minutes |

|Display pictures of citizens who exhibit the responsibility for the community in daily |Materials |

|life, including a local person, Abraham Lincoln, Sam Houston, and Benjamin Franklin. |Picture of local person |

| |Teacher Resource: Benjamin Franklin (from Day 1) |

|Ask what all these people have in common. | |

| |Attachments: |

|Continue the discussion focusing on how these people contributed to communities, how we |Teacher Resource: Good Citizen Chart |

|are all responsible for contributing to our communities, and the choices people make to |Teacher Resource: Abraham Lincoln |

|act as good citizens. Include questions such as: |Teacher Resource: Sam Houston |

|In what ways have these people influenced the community we live in and shown they were | |

|good citizens? (answers might include: they worked for freedom, they helped promote |TEKS: 1.2B; 1.4A; 1.5A; 1.6A; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B |

|equality, they provided services that would benefit everyone, etc.) | |

| |Purpose: |

|Guide the discussion to the local community. Ask students if they can think of anyone |The purpose of this section is to apply what has been learned and |

|from their local community today who exhibits qualities of a good citizen. (If students |summarize learning by bringing Key Understandings and Guiding |

|need assistance, refer back to the lesson about the local community member who had a |Understanding back to students’ attention. |

|school, street, or other public place named after him/her.) | |

| | |

|Add to the chart information about local citizens who exhibit responsibility for the | |

|common good. Students may add to their chart in their Good Citizen Book as well. | |

| | |

|Facilitate a discussion by focusing on Key Understandings and Guiding Questions to | |

|summarize student learning. Encourage students to use of academic language. | |

|Good citizens display common characteristics which reflect the beliefs and values of | |

|their community. | |

|— What did Benjamin Franklin do that contributed to communities? | |

|How do good citizens contribute to their community to make it a better place to live? | |

|— What characteristics do good citizens display which reflect the beliefs and values of | |

|the community? | |

|— Why do we need good citizens who act for the good of the community? | |

|— How can I make the world a better place? | |

|EVALUATE |Suggested Day 4 – 30 minutes |

|Create a page on Benjamin Franklin for your Good Citizen Booklet. Include a picture of |Materials: |

|Benjamin Franklin contributing to the community and write one sentence summarizing his |Paper for Good Citizen book |

|contributions. Orally explain to a classmate how Benjamin Franklin exhibited | |

|characteristics of good citizenship. (1.13B,1.18A,1.18B) |Purpose: |

|3D; 3E |The purpose of this section is to provide an opportunity for students to |

| |draw and write about what they have learned about Benjamin Franklin and |

|Before they begin drawing/writing, allow students to turn and talk to one another about |how he exhibited characteristics of good citizenship. |

|ways Benjamin Franklin contributed to his community. | |

| |TEKS: 1.2B; 1.4A; 1.5A; 1.6A; 1.13A; 1.13B; 1.13C; 1.17B; 1.18A; 1.18B |

|Students open their Good Citizen Books to the top of the next available page and write | |

|“Good Citizen” at the top. | |

| | |

|On the top half of the paper, students draw a picture that exhibits Benjamin Franklin | |

|contributing to his community. At the bottom, students write a sentence telling how | |

|Benjamin Franklin exhibited characteristics of good citizenship. | |

[pic][pic][pic]

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Lived where? (Include small map of U.S.)

Invented what?

Born where?

Picture of Ben Franklin

Other?

Helped write what?

Traveled to?

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