Grade:  High School

Content Area:  Social Studies

Course Name:  MPCC Civics and U.S. Government

Lesson

Duration

Supporting Target

Resources

Notes for Instructor

3.1:  What does it mean to be a citizen?

1-2 days

I can define and apply meaning to the concepts of citizenship and naturalization.

I can identify and explain the responsibilities of citizenship.

Unit 3 Glossary

Lesson 3.1 What does it mean to be a citizen?

Activity 3.1 Applied Citizenship

Web Resources:

Embedded in lessons/activities

Self-Check Formative Assessment 3.1

Prior to Lesson 3.1:

1. Have students complete the K & W portion of the KWL .

2. Use the Subunit 1 Introduction video and have a short discussion on what student know about citizenship.

During Lesson 3.1:

1. The lesson gets into basics of citizenship definitions, there is a short reading that can be done in class or prior to class. I would encourage reading in class as the reading is short.

2. Have a short discussion post-reading.

During Activity 3.1:

1. You can choose to have the students complete Activity 3.1 as a group or as individuals.

2. Upon completion of Activity 3.1, have students complete the Lesson 3.1 formative assessment, which is a quick 5 question check for learning

3. Have students update the L portion of their KWL adding material learned in Lesson 3.1.

Lesson

Duration

Supporting Target

Resources

Notes for Instructor

3.2:  Naturalization and the Federal Government's Role

1-2 days

I can describe the process of naturalization.

I can explain the role the federal government plays in immigration law.

Lesson 3.2 Naturalization and the Federal Government’s Role

Activity 3.2 Naturalization Process and Federal Government’s Role

Web Resources:

Embedded in lessons/activities

Note:  No multiple choice assessment for Lesson 3.2 as the activities will measure growth toward learning targets adequately.

Prior to Lesson 3.2:

1. Have students complete the K & W portion of the KWL for regarding Naturalization. 

During Lesson 3.2:

1. Lesson 3.2 is a notes presentation - I would encourage you to complete this  by guiding your class. You could also allow the students to go through the presentation on their own.

During Activity 3.2:

1. Activity 3.2 is designed for students to complete individually. The activity asks students to: 1. Make a drawing for a student with English limitations and 2. write a paragraph re-assuring a student on the deportation process.

2. Have students update the L portion of their KWL, adding information on naturalization and the role of the Federal Government.

Lesson

Duration

Supporting Target

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Notes for Instructor

3.3 How are public policies on immigration shaped?

2-4 days

I can evaluate the role interest groups play in the political process of public policy formation.

I can evaluate the role corporations play in the political process of public policy formation.

I can evaluate the role think tanks play in the political process of public policy formation.

I can evaluate the role the media play in the political process of public policy formation.

I can evaluate the role public opinion plays in the political process of public policy formation.

I can evaluate sources of information and political persuasion for validity.

I can evaluate sources of information and political persuasion for accuracy.

I can evaluate sources of information and political persuasion for ideology.

I can evaluate sources of information and political persuasion for emotional appeals.

I can evaluate sources of information and political persuasion for bias.

I can evaluate sources of information and political persuasion for prejudice.

Lesson 3.3 How are public policies on immigration shaped?

Activity 3.3 Evaluating various forms and means of information for political persuasion.

Web Resources:

Embedded in lessons/activities

Note:  No multiple choice assessment for Lesson 3.2 as the activities will measure growth toward learning targets adequately.

Prior to Lesson 3.3:

1. Have students complete the K & W portion of the KWL .

2. Start with a quick discussion starting with the question “Are you an immigrant?”  

During Lesson 3.3:

1. There is a reading for Lesson 3.3 and it is designed to complete outside of class or in class. You may assign outside of class, but choose portions to highlight and re-read in class.  

2. Have a short discussion post-reading.

During Activity 3.3:

1. The activity is broken down into steps, but will take some time to complete. This activity is designed to be completed individually.

2. Have students update the L portion of their KWL adding material learned in Lesson 3.3.

Lesson

Duration

Supporting Target

Resources

Notes for Instructor

Summative Assessment

1 Day

Culmination of all above targets

Subunit 1 Summative Assessment - Letter to the Editor

Subunit 1 Summative Assessment Rubric

Web Resources:

Embedded in lessons/activities

Prior to Subunit 1 Summative Assessment:

1. Be sure all aspects of Subunit 1 are complete.

2. Present the class with a local newspaper and read a couple letters to the editor. Have a short discussion on the importance of this grassroots activism.

During Subunit 1 Summative Assessment:

1. Encourage the students to research their viewpoints to strengthen their views in their letter to the editor.

Following Subunit 1 Summative Assessment:

1. Have students check the Unit 3 checklist and be sure all aspects of Subunit 1 are complete.