1. Benchmarks SS.7.C.2.2 Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. SS.7.C.2.3 Experience the responsibilities of citizens at the local, state, or federal levels.

2. I will be able to do the following:  Define and explain the meaning of the following new words:  citizen  common good  obligation (duty)  responsibility  selective service  Evaluate the obligations and/or responsibilities of citizens as how we actively fulfill these in society and government.  Examine the significant contributions of citizens to a democratic society.  Identify the consequences or predict the outcome on society of citizens who do not fulfill their citizenship responsibilities.

3. Write this down in your own words on your Obligations of Citizens worksheet. Common Good is the beliefs or actions that are seen as a benefit to the larger community rather than individual interests. Common good can also be called the public good. Discussion Question At home or at school are there tasks you are required to do and activities you should do that benefit the whole family or school group?

4.  Do you think there are tasks that you are required to do and should do to benefit the city you live in or to benefit the entire country?  Explain Obligation (Duty) and Responsibility in your own words and write on your worksheet.

5.  Our task is to identify if you are reading an obligation or a responsibility.  To accomplish this task, you will look carefully at the wording of each placard and make a decision if what they are reading is an obligation (something that is required to do) or a responsibility (something citizens do to benefit the common good).  Once you have decided, you need to write the title of the placard on either the responsibility or obligation side of the activity sheet. They will then write a summary sentence explaining what it is and list the evidence from the placard that led them to decide if they are reading about an obligation or responsibility.  When finished, work with your partner to answer the third and fourth columns on their activity sheet. Brainstorm with your group and write about how the obligation or responsibility benefits the common good and what the consequences are if it is not fulfilled.

6. 1. Pretend that you are now 18 years old and you have just arrived home from school or work and you receive this in the mail. 2. What is this asking you to do? How do you know? Are you required or obligated to show up? 3. Is there a consequence if you do not show up? How do you know? 1. If everyone receiving a jury summons decided not to show up for jury duty, what would be the impact on the people who are on trial?

7. https://www.nationalpriorities.org/blog/2014/03/25/where-did-my- tax-dollars-go-tax-day-2014/ As we look at the pie chart determine some of the programs or departments where tax dollars are spent. What do you think are consequences for the programs if they receive less tax dollars? Discussion Questions 1. What does it mean to actively participate in something? 2. Can you be a member or participant of something but not active? 3. Can you think of any examples of this at school? 4. Are there clubs or groups you are a member of but you don’t actively participate?”

9.  Partner Work!  Look at the sixth column on the “Obligations and Responsibilities of Citizens” activity sheet and answer the questions:  How does this act relate to being an active participant in society, government or political process? What is the impact of this act?

10. Choose one obligation and one responsibility that we have learned in this lesson. Write an informational paragraph to explain what occurs if citizens do not fulfill the obligation or responsibility and the benefit to the common good when they do fulfill the obligation or responsibility.

11. VIDEO Citizens Unite You will need the “What Does Being A Responsible Citizen Look Like?” student activity sheet and while you are watching the video your task is: 1. Write down the examples provided in the video of how to be a responsible citizen. 2. Write down the individual mentioned in the video as being an example of a responsible citizen. Discussion Questions 1. Based on the list you created from the video, how does the video define what it means to be a responsible citizen?

12.  We are going to learn more about Dr. Martin Luther King, Jr. and his actions as a responsible citizen.  Number the paragraphs 1 – 4. Now read the text and when you read a statement where Dr. Martin Luther King, Jr. is actively participating for the common good, write an “AP” in the margin.  When finished, summarize how Dr. Martin Luther King, Jr. was a responsible citizen and how his actions relate to the common good of the country on the activity sheet.

13.  Refer to the reading page listing some of Dr. Martin Luther King Jr.’s achievements.  Identify what type of text structure this is. (Refer to posters for help)  Informative/Descriptive  Compare and Contrast  Cause and Effect  Problem and Solution  Sequence (Timeline)

14.  Pick 3 of the examples from the reading and complete the sentence frames.  Use the Text Structure Workmat and create a graphic organizer for one cause to go with your three effects. (hint, refer back to paragraph 1 of the Dr. Martin Luther King Jr. reading for your cause)

15. Work with your partners and using what you have learned during this lesson, explain how the following quote relates to the idea of being a responsible citizen and contributing to the common good. In 1961, President John F. Kennedy made this statement in his Inaugural Address: “…my fellow Americans: ask not what your country can do for you – ask what you can do for your country.”

16.  What is a citizen?  a legal member of a state and/or country

17.  What is common good?  beliefs or actions that are seen as a benefit to the larger community rather than individual interests, also known as the public good

18.  What is an obligation (duty)?  something a person is required to do

19.  What is a responsibility?  something a person should do

20.  What is selective service?  a system by which men ages 18 through 25 register with the U.S. government for military service