1. Citizenship/Civics By: Billy Berry

2. Analyze Learners This lesson is for students in the third to fourth grade levels. This lesson is for students in the third to fourth grade levels. It is focused on a broad range of intelligence levels. It is focused on a broad range of intelligence levels. Student’s at this level have little understanding of citizenship and civics. Student’s at this level have little understanding of citizenship and civics.

3. State Objectives SS 3.1.2 Identify and model the personal and civic responsibilities of good citizens in the classroom, school, and community. SS 3.1.2 Identify and model the personal and civic responsibilities of good citizens in the classroom, school, and community. SS 3.1.5 Give examples of how people working together can accomplish goals that individuals working alone cannot. SS 3.1.5 Give examples of how people working together can accomplish goals that individuals working alone cannot. SS 3.1.6 Explain and cite examples of how groups can make a difference in the community. SS 3.1.6 Explain and cite examples of how groups can make a difference in the community. TEC.3.3.3 Organize and arrange information for a multi-media presentation as a group activity. TEC.3.3.3 Organize and arrange information for a multi-media presentation as a group activity.

4. Select Media and Materials Sites used:  http://www.edhelper.com  http://www.Education-World.com  http://bensguide.gpo.gov  http://www.cityofhuntington.com  http://www.mapquest.com

5. Materials Handouts Handouts Newspapers Newspapers Magazines Magazines Scissors Scissors Glue Glue Phonebook Phonebook Pencil Pencil Paper Paper

6. Utilizing Media and Materials Day 1 The students need to know some of the basic things about the city they live in such as where are streets, stores, parks, etc. This lesson will get the students to think critically and to come up with their answers on what all is around them. The students need to know some of the basic things about the city they live in such as where are streets, stores, parks, etc. This lesson will get the students to think critically and to come up with their answers on what all is around them. List all the characteristics of a city the class can brainstorm. (i.e.: has people, business, shopping centers, streets, stores, parks, schools, etc. Include information about population, government, people, history and different areas of a city.) Guided questions may be needed to help students give characteristics you want them to say. List all the characteristics of a city the class can brainstorm. (i.e.: has people, business, shopping centers, streets, stores, parks, schools, etc. Include information about population, government, people, history and different areas of a city.) Guided questions may be needed to help students give characteristics you want them to say. For homework you could have the students draw a map of what’s in their surrounding area. They can use map quest for this. For homework you could have the students draw a map of what’s in their surrounding area. They can use map quest for this.

7. Day 2 People of a City The students should understand that all different types of people with different backgrounds live in a city. This includes age groups, race, religion, etc. This activity should help the students realize the U.S is a diverse nation. The students should understand that all different types of people with different backgrounds live in a city. This includes age groups, race, religion, etc. This activity should help the students realize the U.S is a diverse nation. Create a class collage by having the students gather pictures of people in cities from magazines, newspapers, etc. The pictures should try represent diversity in a city. Create a class collage by having the students gather pictures of people in cities from magazines, newspapers, etc. The pictures should try represent diversity in a city. The students will also try to find different languages in publications and bring them in. Also examples of different languages on the radio or television would be acceptable. The students will also try to find different languages in publications and bring them in. Also examples of different languages on the radio or television would be acceptable.

8. Day 3 Occupations in the City The students should learn the wide range of jobs in a city. Students will brainstorm a list of jobs for the city and then cross reference that by going through a phone book looking up all of the various jobs. The students should learn the wide range of jobs in a city. Students will brainstorm a list of jobs for the city and then cross reference that by going through a phone book looking up all of the various jobs. Ask students what kind of jobs exists now that may not have existed when their grandparents were young. Ask students what kind of jobs exists now that may not have existed when their grandparents were young. Investigate different kinds of jobs the students might be interested in on the computer. Investigate different kinds of jobs the students might be interested in on the computer. The student’s homework would be to go home and ask their grandparents what kind of jobs they had when they were younger. The student’s homework would be to go home and ask their grandparents what kind of jobs they had when they were younger.

9. Day 4 Settlement Patterns Students will learn each city could be settled with different objectives in mind. They will accomplish this by discovering the reasons why certain places were better to settle then others. The students should have a good understanding of what pioneers looked for in their search for land. Students will learn each city could be settled with different objectives in mind. They will accomplish this by discovering the reasons why certain places were better to settle then others. The students should have a good understanding of what pioneers looked for in their search for land. Prepare the students like they are in pioneer times, coming to America with their families, and looking a place to settle their homestead. What sort of land would they need? (fertile, water available, protection). Prepare the students like they are in pioneer times, coming to America with their families, and looking a place to settle their homestead. What sort of land would they need? (fertile, water available, protection). Introduce settlement patterns to the students: a ford in a river, a bay, railroad tracks, shallow rapids in the river, other people in the area, protection, etc. Introduce settlement patterns to the students: a ford in a river, a bay, railroad tracks, shallow rapids in the river, other people in the area, protection, etc.

10. Day 5 Four Main Divisions of a City A city has four main divisions and each one has its own specific purpose. The students should learn the different sections of the city and what they have to offer in each. They will learn the 4 main types and use prior knowledge from this unit to apply what types of structures you will find it each. A city has four main divisions and each one has its own specific purpose. The students should learn the different sections of the city and what they have to offer in each. They will learn the 4 main types and use prior knowledge from this unit to apply what types of structures you will find it each. Discuss with the students the four areas of a city and what is in each part: Business, Residential, Parks and Recreation and Industrial. Discuss with the students the four areas of a city and what is in each part: Business, Residential, Parks and Recreation and Industrial. List types of things you would find in each area (kinds of buildings, vehicles, parks or open spaces, streets, etc.) List types of things you would find in each area (kinds of buildings, vehicles, parks or open spaces, streets, etc.)

11. Day 6 Elected Representatives People in a city elect representatives who decide how money is spent and what laws will exist. The students need to learn and understand this rule making process and it starts at home. Who makes their rules at home the same applies in the city. They will learn this process by making their own rules in class. People in a city elect representatives who decide how money is spent and what laws will exist. The students need to learn and understand this rule making process and it starts at home. Who makes their rules at home the same applies in the city. They will learn this process by making their own rules in class. Have the students make up their own set up classroom rules. With some dictation from the teacher. Have the students make up their own set up classroom rules. With some dictation from the teacher. Ask the students various questions about rules and who makes them: Who makes the rules at home? (family members), Who makes the rules at school? (principal, teachers) Who makes the rules for the city? (city council and Mayor). Ask the students various questions about rules and who makes them: Who makes the rules at home? (family members), Who makes the rules at school? (principal, teachers) Who makes the rules for the city? (city council and Mayor).

12. Day 7 The effect of weather on a city Students should understand how changes in the weather can affect the city that they live in. Weather can affect traffic, school, work, etc. They also need to learn that weather can affect peoples jobs in the city. There are people that work on the streets everyday for the city that have problems when bad weather hits. Students should understand how changes in the weather can affect the city that they live in. Weather can affect traffic, school, work, etc. They also need to learn that weather can affect peoples jobs in the city. There are people that work on the streets everyday for the city that have problems when bad weather hits. Walk into classroom wearing clothing that is the total opposite for the season like shorts in winter or a scarf in the summer. Ask students if this attire is appropriate? Walk into classroom wearing clothing that is the total opposite for the season like shorts in winter or a scarf in the summer. Ask students if this attire is appropriate? Compare jobs in different seasons (snow removal, street cleaning, tree trimming, playground supervision, etc.) Tell students that how we live and what we do is affected by the weather outside. Compare jobs in different seasons (snow removal, street cleaning, tree trimming, playground supervision, etc.) Tell students that how we live and what we do is affected by the weather outside.

13. Day 8 Pollution and Conservation Students should learn that certain items can be recycled to help the environment. The students should also learn that by recycling they are part of their city and keeping it clean for when they are adults. The students will learn what can be recycled and what needs to be thrown away properly. This will also take the students outside to see litter and pollution first hand. Students should learn that certain items can be recycled to help the environment. The students should also learn that by recycling they are part of their city and keeping it clean for when they are adults. The students will learn what can be recycled and what needs to be thrown away properly. This will also take the students outside to see litter and pollution first hand. Students will make a collage made of garbage found from things outside on their very own playground. Ask students why garbage is harmful to our environment? (kills animals, looks messy, kills plants). Students will make a collage made of garbage found from things outside on their very own playground. Ask students why garbage is harmful to our environment? (kills animals, looks messy, kills plants). Ask students if they saw any of garbage on their way to school today? Ask the students what we can do about this. Ask students if they saw any of garbage on their way to school today? Ask the students what we can do about this. Review with the students why it is important to protect our environment and city by not littering. Review with the students why it is important to protect our environment and city by not littering.

14. Require Learner Participation This unit will cover several different aspects of being a good citizen. Students will learn about their role in their city, community and how to interact. The lesson will expand the student’s knowledge about citizenship and their city. It will incorporate Social Studies, Language Arts, and technology. They will learn in a variety of different ways. Groups will work together; role- playing is important and other differentiated methods of instruction will be used. The unit will take around 8 days to complete because there are many ideas and activities to use with the students. The lesson is designed for the elementary classroom. This unit will cover several different aspects of being a good citizen. Students will learn about their role in their city, community and how to interact. The lesson will expand the student’s knowledge about citizenship and their city. It will incorporate Social Studies, Language Arts, and technology. They will learn in a variety of different ways. Groups will work together; role- playing is important and other differentiated methods of instruction will be used. The unit will take around 8 days to complete because there are many ideas and activities to use with the students. The lesson is designed for the elementary classroom.

15. Evaluate and Revise The students will be evaluated both informally and formally. Breakdown of evaluation for this unit is as follows: The students will be evaluated both informally and formally. Breakdown of evaluation for this unit is as follows: 1. The completion of their book on cities 1. The completion of their book on cities 2. The student’s participation in both conversations and group work which covers ss 3.1.5 2. The student’s participation in both conversations and group work which covers ss 3.1.5 ◦ did they share with the class? ◦ did they share with the class? ◦ did they do their share of the work in-group projects? ◦ did they do their share of the work in-group projects? ◦ did they co-operate with other students while working in groups? ◦ did they co-operate with other students while working in groups? 3. The student’s participation in the garbage cleanup shows how people can make a difference in the community which is ss 3.1.6 3. The student’s participation in the garbage cleanup shows how people can make a difference in the community which is ss 3.1.6 4. The students' Closure Story about their ideal cities? 4. The students' Closure Story about their ideal cities? 5. The students' will show their accomplishment of ss 3.1.2 in several lessons but in day six's lesson of city government they are really going to get the most out of it. 5. The students' will show their accomplishment of ss 3.1.2 in several lessons but in day six's lesson of city government they are really going to get the most out of it. 6. In Day 2 the children are using the internet and media to make collages to show the classroom the different types of diversity that takes place inside of a city. This uses tec 3.3.3 6. In Day 2 the children are using the internet and media to make collages to show the classroom the different types of diversity that takes place inside of a city. This uses tec 3.3.3