1. Roles of the Citizen A WebQuest for 9th grade Social Studies Ms. Nancy Ta A WebQuest for 9th grade Social Studies Ms. Nancy Ta

2. Introduction Citizenship is always active, we can truly learn about democracy when we participate in government and exercise our rights as a citizen. This lesson is to explore the responsibilities and rights of the citizens in American democracy. The Declaration of Independence, the Constitution and the Bill of Rights was designed by the United States founders’ to ensure individual freedom of its citizens. Although these amendments were suppose to guarantee people equal protection of the laws, prejudice, discrimination and intolerance has been prevalent in American history. Citizens have the power to make a change and have contributed to the enactment of legislation that bans discrimination because of a person’s color, race, national origin, religion, or sex. Citizenship is always active, we can truly learn about democracy when we participate in government and exercise our rights as a citizen. This lesson is to explore the responsibilities and rights of the citizens in American democracy. The Declaration of Independence, the Constitution and the Bill of Rights was designed by the United States founders’ to ensure individual freedom of its citizens. Although these amendments were suppose to guarantee people equal protection of the laws, prejudice, discrimination and intolerance has been prevalent in American history. Citizens have the power to make a change and have contributed to the enactment of legislation that bans discrimination because of a person’s color, race, national origin, religion, or sex.

3. The Task Using the the suggested resources, you would be able to better understand the important role that citizens play and how the core of the government operates. The resources would also include accounts of people in specific movements throughout history that would assist in the inspiration of the assignment. Based on recent times, choose a social concern that you are interested in changing. Explain your concern and why you would want to lead it. What approach would you take as the leader of the movement? Which historical figure inspires your movement and what methods that they used would be reflected in yours? Using the the suggested resources, you would be able to better understand the important role that citizens play and how the core of the government operates. The resources would also include accounts of people in specific movements throughout history that would assist in the inspiration of the assignment. Based on recent times, choose a social concern that you are interested in changing. Explain your concern and why you would want to lead it. What approach would you take as the leader of the movement? Which historical figure inspires your movement and what methods that they used would be reflected in yours?

4. Citizen’s Rights In a democracy, the source of authority comes from the collective body of the people. “Citizenship is the social and legal link between individuals and their democratic political community” (Patrick, 2009). Citizens have the responsibility to recognize and overcome contradictions that concerns the equal rights for all citizens. The Declaration of Independence, the Constitution and the Bill of Rights was designed by the United States founders’ to ensure individual freedom. The Declaration of Independence contains that we are all created equal, that we have the unalienable right to life, liberty and the pursuit of happiness and the right to govern comes from the consent of the people. The Constitution explains the roles of the legislative, executive and judicial branches of government. The Bill of Rights of includes specific civil liberties and rights that are not within the Constitution. In a democracy, the source of authority comes from the collective body of the people. “Citizenship is the social and legal link between individuals and their democratic political community” (Patrick, 2009). Citizens have the responsibility to recognize and overcome contradictions that concerns the equal rights for all citizens. The Declaration of Independence, the Constitution and the Bill of Rights was designed by the United States founders’ to ensure individual freedom. The Declaration of Independence contains that we are all created equal, that we have the unalienable right to life, liberty and the pursuit of happiness and the right to govern comes from the consent of the people. The Constitution explains the roles of the legislative, executive and judicial branches of government. The Bill of Rights of includes specific civil liberties and rights that are not within the Constitution.

5. Resources Websites:  Today in History Today in History  Library of Congress Library of Congress  Internet Public Library Internet Public Library Readings:  Citizen Rights Citizen Rights  Rep. John Lewis and the Civil Rights Movement Rep. John Lewis and the Civil Rights Movement  The Bill of Rights The Bill of Rights Websites:  Today in History Today in History  Library of Congress Library of Congress  Internet Public Library Internet Public Library Readings:  Citizen Rights Citizen Rights  Rep. John Lewis and the Civil Rights Movement Rep. John Lewis and the Civil Rights Movement  The Bill of Rights The Bill of Rights

6. Assignment Review all resources Compare how the topic of civil rights is treated in each reference source Conclusions will be presented as a table. Each resource will have its own row and explanation. Review all resources Compare how the topic of civil rights is treated in each reference source Conclusions will be presented as a table. Each resource will have its own row and explanation.

7. The Process Visit the websites and search for information on civil rights, civil rights leaders, the Bill of Rights and current social issues. Read through the links under the readings section of the resources and take notes. Think about how this information can help you with the assignment. You can also visit the school or public library to gather more background information for the assignment and research a “movement” you would like to be leading. After you have gathered enough information to support the assignment and chose an interest you may begin the writing process. Visit the websites and search for information on civil rights, civil rights leaders, the Bill of Rights and current social issues. Read through the links under the readings section of the resources and take notes. Think about how this information can help you with the assignment. You can also visit the school or public library to gather more background information for the assignment and research a “movement” you would like to be leading. After you have gathered enough information to support the assignment and chose an interest you may begin the writing process.

8. Assessment I Formative: Students are required to make a presentation of their selected “movement”. The “movement” should be clearly explained and acknowledge the influences of their selected civil rights leader. There will be a open segment, where peers can ask questions to get more information that otherwise was not stated. Descriptive feedback would be given after the presentation has concluded. Peer evaluation would also be included in helping others with their research. Quizzes would be given every week to test student’s knowledge of the concepts. Formative: Students are required to make a presentation of their selected “movement”. The “movement” should be clearly explained and acknowledge the influences of their selected civil rights leader. There will be a open segment, where peers can ask questions to get more information that otherwise was not stated. Descriptive feedback would be given after the presentation has concluded. Peer evaluation would also be included in helping others with their research. Quizzes would be given every week to test student’s knowledge of the concepts.

9. Assessment II Summative: There would be a combination of a couple of larger projects and the evaluation of a midterm in the middle of the course. There will also be a final at the end of the course in order to test the mastery of specific course material. The projects, midterm and final would makeup more than half of the final grade. Summative: There would be a combination of a couple of larger projects and the evaluation of a midterm in the middle of the course. There will also be a final at the end of the course in order to test the mastery of specific course material. The projects, midterm and final would makeup more than half of the final grade.

10. Conclusion The objective of this WebQuest is to understand the American democracy and what rights the citizens have. This allows you to look at the different aspects of government and how citizens contribute to it. By examining struggles throughout history, you are able to learn that there are conflicts with legislation and citizens have the responsibility to uphold equality.

11. References Citizen Rights. (1997). Retrieved October 18, 2009, from http://www.voteutah.org/learning/citizenship/rights.html http://www.voteutah.org/learning/citizenship/rights.html Library of congress. (2009). Retrieved October 17, 2009, from http://www.loc.gov/index.html http://www.loc.gov/index.html Library of congress. (2009). Retrieved October 17, 2009, from http://www.loc.gov/rr/program/bib/civilrights/today.html Patrick, J. (2009). The concept of citizenship in education for democracy. Retrieved October 17, 2009, from http://www.ericdigests.org/2000-1/democracy.html Rep. John Lewis on the civil rights movement. (1999, January). News from the Library of Congress. Retrieved October 17, 2009, from http://www.loc.gov/today/pr/1999/99-003.html http://www.loc.gov/today/pr/1999/99-003.html The bill of rights. (2009, July). Primary Documents in American History. Retrieved October 18, 2009, from http://www.loc.gov/rr/program/bib/ourdocs/billofrights.html http://www.loc.gov/rr/program/bib/ourdocs/billofrights.html The internet public library. (2009). Retrieved October 18, 2009, from http://www.ipl.org/ Citizen Rights. (1997). Retrieved October 18, 2009, from http://www.voteutah.org/learning/citizenship/rights.html http://www.voteutah.org/learning/citizenship/rights.html Library of congress. (2009). Retrieved October 17, 2009, from http://www.loc.gov/index.html http://www.loc.gov/index.html Library of congress. (2009). Retrieved October 17, 2009, from http://www.loc.gov/rr/program/bib/civilrights/today.html Patrick, J. (2009). The concept of citizenship in education for democracy. Retrieved October 17, 2009, from http://www.ericdigests.org/2000-1/democracy.html Rep. John Lewis on the civil rights movement. (1999, January). News from the Library of Congress. Retrieved October 17, 2009, from http://www.loc.gov/today/pr/1999/99-003.html http://www.loc.gov/today/pr/1999/99-003.html The bill of rights. (2009, July). Primary Documents in American History. Retrieved October 18, 2009, from http://www.loc.gov/rr/program/bib/ourdocs/billofrights.html http://www.loc.gov/rr/program/bib/ourdocs/billofrights.html The internet public library. (2009). Retrieved October 18, 2009, from http://www.ipl.org/