The State We're In: Washington - Teacher Guide Chapter 11 - What does it take to be a good citizen?

What does it take to be a good citizen?

General Overview

Enduring Understanding

Students will understand that they will become “civic minded” when they show concern for the well-being of one’s classroom, school, community, and state.

Supporting Questions

Students consider these questions - finding and using evidence to support the Enduring Understanding.

  • What are my rights and responsibilities in my class, school, or community and the United States?
  • What impact can I have on the issues that affect my community or state?

Learning Targets

Students will be able to…

  • C4.5.1 Demonstrate how civic participation relates to rights and responsibilities.
  • C.3.1 Recognize civic participation involves being informed about public issues, taking action, and voting in elections.

Key Vocabulary

A list of key Tier 2 vocabulary words is included here for your students. Teach these using whatever strategy you find works best for your students. Encourage students to incorporate these vocabulary words as they work through the components of the chapter guide and intentionally use them as appropriate in their final products.

  • iceberg, a large floating mass of ice detached from a glacier and carried out to the sea. There is usually more of the iceberg below the water than above (p. 175)
  • pluralism, when a society eludes and embraces people who have a variety of backgrounds and beliefs (p. 175)
  • democracy, a government run by the people who elect people to government positions (p. 177)
  • civics, the rights and duties of citizenship (p. 177)
  • common good, describes a specific "good" that is shared and beneficial for all (or most) members of a given community (p. 177)
  • optimism, the successful outcome of something (p. 178)
  • faith, complete trust or confidence in someone or something (p. 179)
  • conscience, sense of right and wrong (p. 179)
  • minorities, a number less than half of the population (p. 179)