Are You Demonstrating Good Citizenship?
Grade Level: 7

Subject(s): English/Language Arts,  Social Studies, Technical Skills, Developmental Guidance, Health

Learner Outcomes:

• Students will be able to identify, explain, and give examples of Citizenship.
• Students will be able to present a basic power point presentation.

Materials:  Paper, pencil, pens, computer, chart paper, markers, tape
Technology Tools/Courseware: Microsoft office: Power Point, Word

Teacher Notes:

• Go over group/teamwork rules before separating into groups.
• Review the basics of power point

• Day 1    Define citizenship.  Ask students what they know about being a good citizen.  Have your class list issues on the board or chart paper that are important at school, in the community, state, or country (i.e. school uniforms).  Discuss some of these briefly with your class to begin an open/objective conversation.  Do not allow the discussion to become heated.   Then pose an issue related question to them giving them the choice to agree, disagree, or "abstain" (explain this term) by raising their hands.  Explain the purpose of a democratic society, and why each vote is so very important.  Explain that they have just participated in a survey.  Ask them to explain what a survey is and what the purpose of a survey is.  Explain that as a responsible citizen, they need to take interest in issues that help or hurt the community (school, etc.).  A survey is one way to find out how people think and feel about the issue and what they would like to see happen about it.  Ask students to divide into groups of 4 or 5 based on one of the "issues" listed on the board.  Each group, using the sample sheet, needs to make up a simple survey asking others about their "issue".  Once completed, each group will need to tabulate their responses and results via power point, chart, or other visual methods, and explain to the class.  Students may use the internet as a source for additional information.
• Day 2   Review "citizenship" via video or power point.
• Day 3   Review assignment if necessary and allow students to research.
• Day 4 and 5 (6 if needed)   Students present their findings.  Students may want to share their results with the principal (school issue), mayor (community issue), or agency (national issue).  Make them aware of how much work statisticians do to accurately complete and report these survey results.

Modifications:Students with learning needs can be paired with a 'buddy' who is more proficient in computer functions to assist in areas needed. Students with visual impairments will need alteration in computer displays( i.e.; larger fonts, etc. ).

Enrichment Activities:  Power Point including implementation of charts/graphs, additional sound waves, etc.   Throughout the unit, students will brainstorm, choose, and follow through with at least one service project to be completed at the school or in the community.

Evaluation/Assessment:Power Point Rubric completed by peers and teacher.

West Virginia Standards West Virginia State Department
Technology      7.163,  7.164,  7.165,  7.166,  7.167, 7.168, 7.169,  7.170, 7.171,  7.172 ,7.173
Language Arts     7.17, 7.65, 8.50, 9.66
Personal Growth     PW.1, PW.2, PW.5, PW.8, PW.9,  PW.11, PW.12, PW.13,  PW.15, PW.16, PW.17, PW.18, PW.19, PW.20, PW.21,PW.22, PW.24, PW.25

National Standards

• Plays a variety of roles in group discussions
• Uses new information to adjust and extend personal knowledge base
• Knows the common features and uses of desktop publishing software (e.g., documents are created, designed, and formatted for publication; data, graphics, and scanned images can be imported into a document using desktop software)
• Uses advanced features and utilities of word processors (e.g., uses clip art, a spell-checker, grammar checker, thesaurus, and outliner).

• Principle #1:  Character education promotes core ethical values as the basis of good character.
• Principle #2:  Character is comprehensively defined to include thinking, feeling, and behavior.
• Principle #3:  Effective character education requires an intentional, proactive, and comprehensive approach that   promotes the core values in all phases of school life.
• Principle #4:  The school is a caring community.
• Principle #5:  To develop character, the school provides students opportunities for moral action.
• Principle #6:  Effective character education includes a meaningful and challenging academic curriculum that respects all learners and helps them succeed.
• Principle #7:  Character Education should strive to develop students' intrinsic motivation for developing good character.
• Principle #8:  The school staff is a learning and moral community in which all share responsibility for character education and attempt to adhere to the same core values that guide the education of students.
• Principle #9:  Staff and students demonstrate moral leadership.
• Principle #10:  The school recruits parents and community members as full partners in the character-building effort.
• Principle #11:  Evaluation of character education assesses the character of the school, the school staff's functioning as character educators, and the extent to which students manifest good character.

References:   There are additional resources to these:
Microsoft Power Point Assistance
Teamwork/Group Assistance
CHARACTER COUNTS!  Resources
Character Education Partnership
teachwithmovies
Character Education Lesson Plans
Education World
National Coalition for Parent Involvement in Education
Free Sources for Teachers
 

Authors:
VeAnne Fuerhoff
Myla Kreinik
Alexandra Smith