General Topic: Responsible Citizenship through Upholding the Core Democratic Values.Date: October 9, 2007Unit Duration: 4 lessons, requiring one to two class periods each.Grade: 5/6

Rationale: Since every student lives in the United States, each student needs to learn to be responsible citizens. Being a responsible citizen includes participating in ensuring the core democratic values of patriotism, common good and equality continues. Through stories of heroes and heroines, students will examine the practice of responsible citizenship while upholding our country’s core democratic values.

Subtopics

1. What is a responsible citizen and how this relates to Core Democratic Values?2. Being a responsible citizen through patriotism.3. Being a responsible citizen through equality.4. Being a responsible citizen through common good.

Benchmarks: Early Grades

1. II Time Continuity, and Change: c

2. VI Power, Authority, and Governance: a

3. X Civic Ideals & Practices: a, b, j

Katherine Crunk EDD495

Lesson 1: Topic: What is a responsible citizen?

Previous Knowledge: The students know the meaning of the term citizen from previous lessons. The students are familiar with the Core Democratic Values, as these have also been covered in previous lessons.

Objectives:

Knowledge:

1. Students will be able to define in own words who a responsible citizen is.

2. Students will be able to identify based on their opinion the Core Democratic Values that a responsible citizen practices.

3. Students will discuss their individual responsibilities at home and at school.

Skills:

1. Given scenarios related to patriotism, common good, and equality, students should dramatize how a responsible citizen behaves.

2. Students will be able to differentiate between responsible and irresponsible citizenry actions.

Attitudes:

1. Students will show respect to others during dramatizations by listening and waiting turn.

2. Students will be able to recognize responsible and irresponsible actions from dramatization.

Lesson Content:

Each individual has responsibilities as members of a family and classroom. Home responsibilities could include feeding the family pet, washing dishes, and taking out trash. School responsibilities could include stacking chairs, cleaning supply bins, and keeping work area clean.

Term: Responsible: being dependable, keeping promises, not making excuses or blaming others, being trustworthy.

Term: Irresponsible: opposite of responsible which includes not being dependable, not keeping promises, making excuses or blaming other, and not being trustworthy.

Term: Citizen: Some one who is part of a country by birth or by choice (naturalization), who gives their loyalty (allegiance) to that country, and who has full rights as given by the constitution or law of the land.

As Americans, we need to be responsible citizens by upholding the Core Democratic Values.

The Core Democratic Values include Life, Liberty, Pursuit of Happiness, Justice, Common Good, Patriotism, Equality, Popular Sovereignty, Truth, and Diversity.

Step 1: Discuss personal responsibilities as members of a family or classroom to introduce and help form definition of being a responsible citizen. Family responsibilities may include doing dishes, caring for pet, or taking out the garbage. Classroom responsibilities may include cleaning the whiteboard, organizing class supplies, or stacking chairs.

The teacher will ask the students, “What are some of your jobs or chores at home or at school?” The students will respond with a variety of answers that may include doing dishes, caring for pet, taking out the garbage, keeping the classroom clean, organizing the classroom library, or stacking chairs. The teacher will then say that “when you do your job you are being responsible.” The teacher will then ask, “What would happen if you did not do your job?” The students will respond with a variety of answers that may include, then my mom will do it, my pet would starve, or my classroom would be a mess. The teacher will then respond saying, “When you do not do your job you are being irresponsible.” As a class define what the word responsible means. The teacher should write their answers on the board and help them form a definition. The definition should include ideas such as being dependable, keeping promises, not making excuses or blaming others, being trustworthy. Then ask the students what irresponsible would mean. Their answers should in essence state the opposite of responsible such as the opposite of responsible which includes not being dependable, not keeping promises, making excuses or blaming other, and not being trustworthy. The teacher should then remind the students of the definition of citizen that they had developed in a previous class to say a Citizen is someone who is part of a country by birth or by choice (naturalization), who gives their loyalty (allegiance) to that country, and who has full rights as given by the constitution or law of the land. The teacher should than ask the students, “Then, what would the term RESPONSIBLE CITIZEN mean? What would a responsible citizen do?” Responses may include someone in our country that does their job of being a citizen such as voting, keeping our earth clean, obeying the laws.

Step 2: Revising Core Democratic Values

The teacher will hand out the Core Democratic Values handout to each student. With everyone following along, have students volunteer to read one of the CDV’s and give an example of that CDV. For example: a student may read Patriotism - A devotion to our country and the core democratic values, and then say that saying the pledge is an example of patriotism. This step should take about five to eight minutes.

Step 3: Associate being a responsible citizen with the core democratic values, our central beliefs as a nation.

Teacher will group class into small group of no more than four students. Give each group a whiteboard, markers, and eraser. The teacher will then instruct the students write on their

whiteboards all the Core Democratic Values that they think relates to being a responsible citizen. The students should then under each CDV give an example of what someone could do to be a responsible citizen following that Core Democratic Value and an example of what at person would do who was an irresponsible citizen. Have all boards brought forward and compare in whole group discussion. Give the students an example on the board by writing:

Truth: A responsible citizen tells the truth when he or she has done something wrong. An irresponsible citizen when doing something wrong will blame someone else.

Give the students about ten to fifteen minutes to do this. After ten minutes, have the students bring their white boards forward. As a whole group compare and discuss their ideas.

Step 4: Dramatizations of being a responsible citizen and irresponsible citizen and association to CDV (name of CDV and whether it is support or not.)

Arrange the current small groups into six groups. The teacher will explain to the students that each group will receive a scenario card to act out to help them identify responsible and irresponsible citizens and to identify the Core Democratic Value that relates to the scenario. During this activity everyone in the groups are to participate. Additionally no props are to be used except for what is readily available in the classroom. The teacher passes out the prepared scenario cards with the following scenarios:

1. Someone littering and someone cleaning after them.

2. Someone collecting things to donate to a charity and someone throwing useable items away.

3. Someone caring for the flag of the United States and treating the flag with disrespect.

4. Someone newly enlisted into the Army going off for the first time to Iraq or another country.

5. Someone being told he or she cannot participate or play because they are different from the others.

6. Someone being accepted and allowed to participate or play even though he or she is different from the others.

Give the students approximately ten to twelve minutes to organize their scenario. One group at a time will present scenario. The non-performing students are to listen attentively, identify what is happening in the scene, identify who in the scenarios are being responsible or irresponsible citizens, and what CDV could be associated with this scenario.

Resources:

Whiteboard and dry erase markers – Teacher will use to record students’ ideas for definition of responsible and to write students’ definition of a responsible citizen.

Core Democratic Values sheet (1 for each student) – Students will use this sheet for reference while deciding if responsible citizens practice the CDV. (Adapted from http://www.imschools.org/NextDay/CDV.htm. )

White boards, dry erase markers, and erasers for each group – Students will use these to list the CDV’s that a responsible citizen practices, an example of what this would look like and an example of a citizen not doing this.

Set of scenario cards – each group will receive a scenario card to act out for other students to guess the situation, the CDV involved, and identify whether the citizen is acting responsible or irresponsible. (Created by me).

Activities:

Activity one is located in step three. The students in groups decide which Core Democratic Values could be used to describe a responsible citizen by giving one example of being a responsible citizen and one example of not being responsible.

Activity two is located in step four. With students in groups, they plan and act out a given scenario to demonstrate responsible and irresponsible citizens. The observing students watch and practice good listening skills with good eye contact, sitting up right, and listening. The observing students are to determine which Core Democratic Value that each scenario represents and determine if it represents responsible or irresponsible citizenry.

Activity two is used as the closing activity.

Lesson 2: Topic: Responsible Citizens Practice Patriotism

Previous Knowledge: Students are familiar with the term hero but may associate this term only with cartoon style super-heroes. Students are familiar with the Core Democratic Value of Patriotism, the terms responsible citizen, and the term irresponsible citizen from previous lessons. Students are also familiar with the use of a computer and internet from previous experience in technology class.

Time: This lesson requires to consecutive class periods of forty-five minutes to one hour.

Objectives:

Knowledge: Students will:

1. Discuss the three videos in reply to the three given questions.

2. In paragraph form, describe how the assigned heroes are patriots and responsible citizens.

Skills: Students will:

1. Read about a current patriotic hero, the Cookie Lady, about a historical, Revolutionary War hero, Nathan Hale, and two other assigned patriots.

2. Given two Patriotic heroes, students will summarize by writing a paragraph highlighting positive things about each heroic patriot.

3. Illustrate with a Venn diagram how their assigned heroes are similar and different.

Attitudes: Students will:

1. Recognize that young people can make a difference by helping others.

2. Appreciate patriots for their heroism and sacrifices for our country by highlighting the positive things about them.

3. Respect fellow students during presentations by listening, sitting straight, and looking at the presenters.

Lesson Content:

Term: Hero is a person who does something extraordinary for someone else at time putting his or her own life on the line to help. Heroes can be anyone at any age.

Many of our American Heroes are Patriots, citizens who love their country and show patriotism in actions and deeds.

Term: Patriotism: A Core Democratic Value that means showing love and loyalty for one’s country through words and actions.

In the Revolutionary, Nathan Hale was our first spy, a volunteer who endangered himself for his country. As famous last words before his execution by the British, he said “I regret that I have but one life to lose for my country”

Ordinary people today can also be patriots, just like the Cookie Lady, who does what she can to support our troops baking and sending cookies to troops overseas.

Step One: Identifying heroes: Students are aware of heroes

Teacher explains that in the last lesson, the students identified the difference between being a responsible citizen and an irresponsible citizen. The class also looked at the Core Democratic Values and how responsible citizens practice, or participate, those values. “Today, we start off our lesson by watching three short videos some special people. On teacher station, show these three short videos –

http://www.cnn.com/video/#/video/us/2007/09/10/intv.hero.foust.cnn?iref=videosearch

http://www.cnn.com/2007/US/09/04/heroes.pedraja/index.html#cnnSTCVideo

http://www.cnn.com/video/#/video/us/2005/08/17/yamada.md.baseball.gear.to.iraq.affl?iref=videosearch

Once the clips are over, discuss the following questions.

1. Are the people featured in these videos being responsible or irresponsible citizens? How do you know? Possible answers:

a. Expected response: They are all responsible citizens. We know because of what they did to help others.

2. What Core Democratic Values do you think they are practicing? Possible answers:

a. Video 1: Life

b. Video 2: Common Good

c. Video 3: Patriotism

3. Each person is doing something different, but how are each similar? Possible answers:

a. Each is doing something to help other.

b. All are kids or teens.

c. They all are heroes.

When someone does something extraordinary for someone else, we often call him or her a hero.

This activity should take about ten minutes to fifteen minutes.

Step 2: Patriotism– Showing love and loyalty for one’s country through words and actions.

Teacher explains, “Today we are looking at heroes, responsible citizens, who through their responsible deeds and bravery demonstrate Patriotism. These people are known as Patriots.” Ask students what patriotism means: In their own words, the students should state similar to the following – Showing love and loyalty for one’s country through words and actions.

Teacher explains, “Many patriotic heroes that come to mind lived in the 1700’s during the Revolutionary War, patriots such as Patrick Henry and Paul Revere. However, there have been many patriots since the Revolutionary War and there continues to be patriotic heroes today.”

Next, read the following together Patriot Nathan Hale transparency on overhead and summarize as a class how Nathan Hale was a responsible citizen and a patriot. On overhead, first brain storm ideas highlighting positive things that demonstrate how to include and then use these ideas to write a summary of one paragraph. Next, bring up on teacher station http://www.americanprofile.com/veterans/article/21620.html and read as a class the Cookie Lady. With the same procedure, summarize the Cookie Lady. Finally, create on the overhead together a Venn diagram on the comparing the two as responsible citizens and patriots.

This activity may require 20 to 30 minutes.

Step 3: Students create Magazine Page about Patriots:

Tell the students that they will create their own page using different Patriots doing the same as we just did as a whole class. The patriotic heroes that will be used are from different times in our American history. With the class grouped as partners, first distribute two hero web pages to each pair of students cut from one list and record students’ names by the heroes given to them on the other list. Students are to read the articles, summarize both highlighting the positive patriotic and heroic things, and create a Venn diagram. Each page must include

a. graphics, pictures, and descriptive words

b. Information of both heroes in paragraph form: The description must include how the heroes are practicing Patriotism and responsible citizenship. This may be typed or handwritten in best writing.

c. A comparison of the two heroes: How they are alike and how they are different. This should be done with a Venn diagram. Make your Venn diagram neat and readable.

The magazine article will be completed on 17 x 11 construction paper. Both partners must participate in all aspects. This work should be high quality, as the teacher will collect, laminate, and bind this product into a book for the classroom library.

Have students name their magazine. Laptop cart or Media Lab needed for this lesson.

If time is running out for this class period, give instructions to the students, pass out their patriots, and allow them to start reading as time permits. This project will be continued the next day. Today’s short time will allow the students time to know what they are doing and plan. On the following day, review with the students the activity and the teacher prepared example to freshen their memories about the assignment.

Approximate time 30 - 45 minutes

Step 4 – Share Created Pages

When magazine pages are finished, come together in the group area. First discuss what the name of the magazine should be and select a name. Next, students will present to the class their pages. The students will introduce their heroes, share how they were responsible citizens and patriots, and share one similarity and one difference. Students who are waiting for their turn are practicing good listening skills by sitting up straight, keeping eyes on speakers and mouths quiet.

The pages are to be collected, laminated, and bound for classroom library.

RESOURCES:

Teacher station with internet access and large classroom monitor: Teacher will use to show on-line video clips from CNN.com and other websites related to the assignments.

Connection to the following web addresses: Connection to internet is needed to view videos in Step one and websites in step two.

http://www.cnn.com/video/#/video/us/2007/09/10/intv.hero.foust.cnn?iref=videosearch

http://www.cnn.com/2007/US/09/04/heroes.pedraja/index.html#cnnSTCVideo

http://www.cnn.com/video/#/video/us/2005/08/17/yamada.md.baseball.gear.to.iraq.affl?iref=videosearch

http://www.americanprofile.com/veterans/article/21620.html

http://www.treatthetroops.org

List of Hero websites: 2 copies. – The teacher will use one list to cut up, distribute to the students, and use the other list to record the students’ names to have a list of who is researching whom. (compiled by me)

11X17 construction paper for magazine assignment – This is needed for students to construct their final draft of their magazine page.

Laptop Cart or Media Lab- This is needed for all partners to have a computer to research their patriotic heroes.

Printer- Students might need to print typed summaries or pictures for their page.

Printer paper- needed for students wishing to print pictures or paragraph summaries.

Overhead projector – Needed for classroom participation in brainstorming summary idea, Venn diagram ideas, and story about Nathan Hale.

Transparency of Nathan Hale – Needed so the class can follow along while reading (Page retrieved from: https://www.cia.gov/kids-page/6-12th-grade/operation-history/revolutionary-war.html#nate. From the CIA website on October 16, 2007

Activities:

Two whole group activities are included in this lesson. First, watching three short video clips to answer three questions and discuss as a whole group. Second, reading two pieces to compare, write two paragraphs, and create a Venn diagram. This activity provides demonstration of student activity of creating Patriot magazine page.

In Step 3, students work in pairs to research teacher provided patriots’ web pages. From this information, the students will write two summary paragraphs, one for each patriot, highlighting heroic and patriotic deeds that demonstrate responsible citizenry.

For the closing activity, see Step 4. Students will present to the class their group’s magazine page. The students will introduce their heroes, share how they were responsible citizens and patriots, and share one similarity and one difference. Students who are waiting for their turn are practicing good listening skills by sitting up straight, keeping eyes on speakers and mouths quiet.

Lesson 3: Topic: Equality – Responsible citizens practice Equality.

Prior Knowledge: Students from previous lessons are familiar with Core Democratic Values and the meaning of Equality. The students are also familiar the procedure of Think-Pair-Share.

Objectives:

Knowledge: Students will:

1. Explain how positive behaviors of responsible citizens practice Core Democratic Value of Equality.

2. Discuss in small groups one of four articles representing Equality.

Skills: Students will:

1. Participate in small group as an article is read, discussed, and analyzed through answering questions.

2. Locate Europe, Germany, and Denmark

3. Listen in small groups as members present lessons about their articles studied.

Attitudes: Students will

1. Show empathy for others who have suffered racism and injustice.

2. Show respect to others as they present in small groups by actively listening and asking appropriate questions.

Lesson Content:

Location of Europe, Germany, and Denmark

Term: Equality – Same treatment for everyone regardless of gender, race, age, or religion

General information about persecution of Jews by Nazi Germany as presented by Legend about King Christian X of Denmark

Rosa Parks’ part in equal rights movement in 1960’s to bring equality to the African Americans and to help stop segregation by not giving up her seat on a bus.

Melba Pattillo Beals was one of nine African American children who attended an all white school after the Supreme Court declared segregation unconstitutional.

Susan B. Anthony fought for the right of women to vote regardless of gender. The right to vote is a citizen right and denying that right unconstitutional.

The injustices of the past still affect citizens today. Courts and governments try to make remedies and apologies for discriminatory acts of the past.

Step 1: Review first two lessons in unit.

Do a quick review with the students to refresh their memories about the previous lessons. So far, in this unit, we have defined what are a responsible citizen and irresponsible citizen. Someone give me an example of a responsible citizen. Someone give me an example of an irresponsible citizen. We also looked at how responsible citizens uphold and practice our country’s Core Democratic Values. Last time we looked at how responsible citizens practice Patriotism. The Core Democratic Value for today’s lesson is Equality. Get out your CDV sheets read the definition for Equality. Turn to your neighbor and give an example that demonstrates Equality.

This step requires approximately 5 minutes.

Step 2: Introduce and Read The Yellow Star to the students

Show the students the cover to The Yellow Star. Introduce the book as a legend about King Christian X of Denmark. The story takes place during World War II. Read the picture book to the students show the pictures. The story is a legend about King Christian X of Denmark who resisted the Nazi occupation by refusing to fly the Nazi flag and by setting an example for all Danes to wear the yellow star that was meant to single out Jews. This powerful story demonstrates that Danes were Danes no matter their heritage.

Allow at least 15 minutes for this step.

Step 3: Discuss the story first through whole group and then Think – Pair – Share .

To begin the discussion, show large map of the world and Europe. Ask students to locate Denmark and Germany. Explain that this book is set during the time of Germany’s conquest of different countries during WWII. Discuss the story as a whole group by asking the following questions. This discussion is to ensure that the students understand the situation of the Nazis and the significance of Denmark’s united stand against the Nazis in terms of equality. Do not go into the gore of WWII situation of the Jews. Keep the information age appropriate.

Ask the students in whole group discussion

In the story, how did the German Nazi’s view the Jews? What did the German Nazis want to do?

How did King Christian X of Denmark view the Danes that were Jewish? Did he consider them anything else but Danes? How do we know this?

Think-Pair-Share: Write the following questions on the overhead or board. Have the students think and write answers to these two questions independently. Give them three to five minutes to write their answers. Next, have the students share with a partner their answers. Instruct the pairs to

formulate one answer for each question using both of their answers. Finally select students from different pairs to share their responses.

How does this legend demonstrate responsible citizenry and Equality?

What can we learn about Equality from this story to apply in our own lives?

Allow approximately 15 minutes for this step.

Step 4: In small groups students learn about heroes of equality by reading and discussing,

If doing this lesson in two class periods, finish the first class period by divide the students into groups, assign, and pass out the articles for the students to read through once. Continue the next class session with students reading the article again in their groups and continuing with the lesson.

Inform the students: Just as there were prejudice and inequality in Europe during WWII, we in the United States have struggled with our own issues of Equality. Women have fought for equal rights with men including the right to vote. African Americans have fought for equal rights in voting, education, housing, and employment. Today, we are learning about equality and heroes who practice responsible citizenry by fighting for Equality.

Divide the students into groups of four. Make sure there is at least one strong reader in each group. Pass out the articles and questions to guide group discussions. All members in a single group will have the same article. Have each group select or teacher select a group leader to lead discussion after reading. Each group will read together an article given to them, and answer given questions in their groups. The students should try to learn as much as possible about their article. After reading and discussing, each student is to create a visual aid on large 11x17 construction paper that he or she will use to teach others about the article.

Tell the students that they should include on their visual aid things important information from their article to teach others about responsible citizens, heroes, who upheld our Core Democratic Value of Equality. A good strategy would be to use some of the questions and answers discussed in their group in their visual aid. Inform them that the visual aid should be quality work as it will be collected and displayed.

Step 5: Students share what they learned with others from different groups in small groups.

Once the students are finished with visual aids, regroup them so that there is one student from each article in each new group. Pass out the question sheets. One at a time, the students will teach the others what they learned from the article about how their hero upheld Equality. The listening students should listen to be able to answer these three questions about each article. These will be collected after the activity.

The teacher should walk around and observe students teaching each other. Look for proper group and proper listener behavior. Each student that is sharing should use a clear voice and good eye contact with their group. The listening students should practice good listening skills by sitting up straight and mouths quiet.

Step 6: Discuss in whole group

Discuss with the students what they learned about the different heroes, equality, and responsible citizenry. Ask the students what details affected them the most. Ask the students if they think inequality still exists today.

Resources:

Core Democratic Sheet from Lesson 1(Adapted from http://www.imschools.org/NextDay/CDV.htm ) this is used to discuss previous lessons and the concept of Equality.

The Yellow Star: The Legend of King Christian X of Denmark by Carmen Agra Deedy, (2000) Atlanta, GA: Peachtree. In step two and three, teacher reads this book, students discuss whole group and in Think-Pair-Share.

Enough copies for ¼ of class of each article: These articles are used in step four and five. Students study the articles in small groups, discuss, answer questions, and prepare poster to help teach others about their article.

o Peck, I. (1989). Susan B. Anthony dares to vote. Retrieved November 1, 2007 from http://www2.scholastic.com/browse/article.jsp?id=4973

o Justice, Delayed.(2007). Retrieved November 2, 2007 from http://content.scholastic.com/browse/article.jsp?id=10871

o Rosa Parks. Retrieved November 1, 2007 from http://teacher.scholastic.com/rosa/index.htm

o (1994). Melba Pattillo Beals. Warriors Don't Cry. New York: Pocket Books. Retrieved November 2, 2007 from http://content.scholastic.com/browse/article.jsp?id=495

Enough copies for ¼ of class of each set of questions. These questions will help students in step four to understand vocabulary in articles and help students find important information about the articles. (Prepared by me)

o Susan B. Anthony Questions

o Justice Delayed Questions

o Rosa Parks Questions

o Melba Pattillo Beals Questions.

Large 11X17 poster board, coloring, and writing utensils - These are used in Step four to create visual aid for teaching other students in step 5.

Activities:

The first activity is in step 3. The students use Think-Pair-Share to think about and share response to The Yellow Star questions. This story is first read and discuss with the teacher in step 2.

The second activity is in step 4. The students in small groups read a given article, answer questions, and discuss to gain understanding. After discussing, each student prepares a poster with information that they feel is important to teach others about their article and hero.

The third activity is in step 5. The students in groups of four, one from each article group, take turns teaching the others about the hero in their article.

Lesson 4: Topic: COMMON GOOD – Responsible Citizens Practice Core Democratic Value of Common Good

Prior Knowledge: Students from previous lesson know the meaning of responsible citizen and the meaning of the term hero. The students are familiar with Core Democratic Values and the meaning of Common Good. From everyday life, events on television, and the new, students are aware of charity organizations and other groups that help others.

Objectives:

Knowledge: Students will

1. Compare two heroes of Common Good, Clara Barton and Rachel Carson.

2. Discuss how there are many ways to practice common good even as students.

Skills: Students will

1. Participate in planning an activity to practice Common Good and responsible citizenry.

2. Read two articles about Clara Barton and Rachel Carson.

Attitudes: Students will

1. Show willingness to participate in an activity to practice responsible citizenship through practicing Common Good.

2. Students will take responsibility in planning and implementing activity for Common Good

Lesson Content:

Term: Common Good: Citizens should work together for the good of all.  The government should make laws that are good for everyone.

Term: Equality – Same treatment for everyone regardless of gender, race, age, or religion

Clara Barton founded and was president of the American Red Cross in 1884.

Rachel Carson was a marine biologist who warned others in her books about the dangers of pollution in seawaters.

Step 1: Review the previous lesson’s concepts and activate prior knowledge.

Begin the lesson with a discussion about the previous lesson and lead into the next topic.

Teacher: In the last lesson, we talked about equality. Who can give me a definition of equality? Let me ask you; is equality important only for a few or for everyone?

Discuss this point. Some students may think that equality is only important for those that it affects. Other may think that equality is important for everyone as it keep everything fair protecting the rights of everyone.

Teacher: Those who were brave stood against the majority and stood for equality. Even thought the majority of people at the time did not think these individuals were behaving as responsible citizens, they were. Sometimes, responsible citizenry is standing for what is right even when others do not agree. Sometimes, however, being a responsible citizen is easy to be seen and understood by the majority of people. Who has heard of the Red Cross or Salvation Army? What is the main purpose of these organizations? (Students should respond to help others).

Ask the students to get out their Core Democratic Value sheets to decide what CDV these organizations are practicing. The students should respond Common Good. Read the definition of Common Good.

Step 2: Read the two articles found about Clara Barton and Rachel Carson together as a class.

Pass out one copy to each student. Clara Barton began the American Red Cross and Rachel Carson wrote researched marine biology and wrote influential books warning about the threats of pollution. Together on overhead compare and contrast these two heroes of common good. Students should create their own copy on 11x17 construction paper and add their own ideas as this is worked on together. Discuss as a whole class how both are practicing common good but in two completely different ways.

Step 3: Discuss what the class might be able to do to be responsible citizens practicing Common Good.

Tell the students to think of things that they would like to do to participate as responsible citizens practicing Common Good. Brainstorm ideas together writing the student responses on the board. Be sure to point out that these ideas need to be realistic and within the classes’ ability to perform. Write these ideas on the board. If you, as the teacher decide that you want to do something that reaches outside of the school, then choose something that will get parents involved also. If you decide that you want something that can take place in school, then help select something that can be managed during school time. A suggested easy activity in common good would be to select (and make sure this is included on the list) cleaning the school grounds for the common good of the environment and school environment. After selecting an activity to practice common good and responsible citizenship, together with the class, make a plan of action. This plan should include the who, what, where, when, and why. Who will participate and who will benefit? What will be done? Where will it be done? When will it occur and why this is being done. Lastly, how will this happen? Write this together in a form of a proposal, as it will need to be approved by administration. Once approval is given carry out the activity of Common Good.

Step 4: Work on word puzzles.

As a little breather in all the days of hard work, have the students relax a little and work on a couple of puzzles relating to responsible citizenship. Pass out one copy of puzzles page to each student. These puzzles will help refresh some of the topics and terms used during this unit.

Resources:

Overhead projector, markers, and blank transparencies

Large 11X17 construction paper to have enough room to create a Venn Diagram in step 2.

Core Democratic Sheet from Lesson 1(Adapted from http://www.imschools.org/NextDay/CDV.htm ) this is used to discuss previous lessons and the concept of Common Good.

One copy for each student: Clara Barton Reading taken from Women in History. Clara Barton biography. Lakewood Public Library. Retrieved November 1, 2007 from http://www.lkwdpl.org/wihohio/bart-cla.htmThis will be used to study common good and create a Venn diagram in step 2.

One copy for each student: Rachel Carson Reading taken from. Encyclopedia Britannica (2007) 300 Women who changed the world. Carson, Rachel. Retrieved on November 1, 2007 from http://search.eb.com/women/article-9020526 This will be used to study common good and create a Venn diagram in step 2.

One copy for each puzzle for student of the Responsible Citizen word puzzles. This will be used by students in step four to review concepts in the unit. (Created by me)

Activities: Activity 1 is located in step 2: The students together read two articles and word to create a Venn diagram comparing the two heroes.

Activity 2 is located in step 4. The students will compete word puzzles to review concepts learned in the unit.

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