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Good Citizenship

Grade 2, Social Studies

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Description of Unit

In this second grade Social Studies task, students will identify what a good citizen is. Students will compare and contrast behaviors related to good citizenship and poor citizenship. Students will think critically about how they are and can be good citizens and will apply what they are learning to their understanding of their role as citizens in their school, community, state, and nation. Additionally, students will demonstrate their understanding of citizenship in a digital world by creating a multi-media presentation explaining how citizenship applies to virtual, online, and digital interactions with others.

This unit, Good Citizenship, links to the Social Studies Texas Essential Knowledge and Skills (TEKS) for second grade students. Throughout this unit, students will identify the characteristics of good citizenship and apply them to their own lives, as well as the lives of others in their school, community, state, and nation. This guide has interdisciplinary connections to Technology and English Language Arts and Reading and is aligned with Texas Essential Knowledge and Skills (TEKS) for second grade. The concluding section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THEBS) on January 24, 2008. 

Phase I. Learning Experiences

  1. What is citizenship?

    2. Introduce the unit by asking the class what citizenship means to them. As the class brainstorms, the teacher creates a word bank of related terms on a graphic organizer, which will serve as an anchor chart for later activities. (See attachment 1.) The students should also receive a printed copy of the graphic organizer and copy down the descriptive terms for citizenship as the teacher writes them on the anchor chart. Some of the descriptors for citizenship may include, but are not limited to: being honest, being respectful, being responsible, caring for others, or performing community service.

  2. What does citizenship look like in our school? Our community? Our state? Our nation?

    3. As a class, reference Attachment 2, which provides a representation of citizenship beginning at the personal level (student) and extending outward toward national citizenship (American citizen). The teacher should guide the students in conversation about how their roles as citizens in each circle are similar, but different. For example, responsibility at school may be completing and submitting homework on time, while responsibility in the community may mean not littering, and responsibility in the state may mean wearing one’s seatbelt in accordance with the law. Students should be given concentric circles, cut on colored paper, to correspond to the graphic on Attachment 2. For each of the circles, the students should use tablets or computers in small groups to view the following videos:

    For citizenship as an individual:
    https://www.values.com/inspirational-stories-tv-spots/102-pinata

    For citizenship at school:
    https://www.youtube.com/watch?v=zWVbYa6iGQc

    For citizenship in the community:
    https://www.passiton.com/inspirational-stories-tv-spots/167-bus

    For citizenship in the state:
    https://www.youtube.com/watch?v=1tPaKLJNPFE

    For citizenship in the nation:
    https://www.values.com/inspirational-stories-tv-spots/81-spirit-of-america

    Note: the teacher should preview the videos to ensure that foul comments are not posted below the videos. The teacher may wish to merge all the videos into a single media file so that students are not accessing the videos directly from YouTube.

    As students view the videos in small groups, they should write descriptive words to explain what citizenship means to them at each level. The teacher should guide the conversations among group members to ensure that students are correctly identifying characteristics of citizenship. When the groups complete the videos and the descriptors for the levels of citizenship, their concentric circles should be hole-punched at the top, layered with the smallest circle on top and the largest circle on the bottom, and bound with a binding ring so that students can continue to reference them.

    Teacher should read aloud Being a Good Citizen: A Book About Citizenship by Mary Small. The teacher should cut concentric circles of increasing size to correspond to the graphic in Attachment 2 on bulletin board paper. The circles should be taped around the classroom and labeled according to the graphic. As the teacher reads each page of Mary Small’s book, the students should be thinking about which circle the acts of citizenship in the book correspond with. When the book has been read, the teacher should pair students and assign them one act of citizenship from the book. The students should be directed to move to the circle with which the act of citizenship corresponds (personal, school, community, state, and nation), and draw a picture to demonstrate what the character in the book did to exemplify citizenship.

  3. What does good citizenship not look like?

    4. In pairs, students should create T-charts on bulletin board paper. Each group should choose a level of citizenship: school, community, state, or nation. For their chosen level of citizenship, the partner pairs should list the traits of a good citizen, as well as non-examples of good citizenship.

    Then, the partner pairs should create, script, and practice a role play that demonstrates the difference between good citizenship and poor citizenship at their chosen level. They will perform this role play for the class.

  4. Who are the examples of good citizenship around us?

    5. Read aloud Whose Hands Are These: A Community Helper Guessing Book by Miranda Paul.

    Discuss the various community helpers in the text as a whole group. Visit: https://www.youtube.com/watch?v=R7UZ6Iv8b_Y and view the video for instructions on creating a foldable book. Students will pair up to create a Community Helpers foldable. The students will label each tab of the book with one community helper. Then, under each tab, they will draw a picture of the community helper they named on the tab and write a short sentence about that citizen’s role in the community.

    The student pairs will choose one of the citizens from their book and prepare “interview” questions as if they were news reporters. As a whole group, discuss a community citizen that could come and visit the class. Have students volunteer the interview questions from their individual lists, and from them, develop a collaborative list of interview questions for the visiting citizen. Review and discuss the strengths and weaknesses of the questions, revising as a whole group as necessary.

    Students should work independently to write a letter inviting the chosen citizen to visit the class. In partner pairs, the students should perform peer editing, and students should write the final drafts of their letters for mailing.

    The teacher should ensure that the citizen receives the invitation letters and should arrange the visit to the class, where students will be given the opportunity to pose the pre-determined questions to the citizen.

    Note: the teacher should guide the conversation so that the students will choose a citizen that can reasonably be secured as a classroom visitor.

  5. What is digital citizenship?

    6. Read the book, How Can I Be a Good Digital Citizen? by Christine Zuchara-Walske as a whole group. Then, facilitate a discussion about digital citizenship. Refer to the graphic at: https://www.pinterest.com/pin/408068416227563519/.

    As a class, preview the following websites:


    Note: the teacher should preview the videos to ensure that foul comments are not posted below the videos. The teacher may wish to merge all the videos into a single media file so that students are not accessing the videos directly from YouTube.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Have student select from the following list of concepts related to digital citizenship:
    • Cyberbullying prevention
    • Digital footprints
    • Creating personal boundaries for technology use
    • Courteous online communication
    • Responsible use and care of electronic devices
    • Online privacy
    • Checking accuracy of online information

    Note: the teacher should ensure that the research topics are chosen equally by the students. One suggestion is to have students draw for topics, so that each topic is equally represented.

  2. Asking guiding questions. Student will select 3–5 guiding questions to guide his/her research, such as:
    • What does cyberbullying mean?
    • How does cyberbullying happen?
    • How many people are affected by cyberbullying?
    • What should you do if you are bullied online?
    • What should you do if you know someone being bullied online?
  3. Creating a research proposal. Students will use a graphic organizer to create a plan for how they will find and record answers to the guiding questions. See Attachment 3.
  4. Conducting the Research. Students will record their findings and their sources on the research proposal sheet (Attachment 3).
  5. Sharing findings. Students will independently create one slide for each of their guiding questions and the research they found to answer the guiding questions.

B. The product

Once all students have created PowerPoint slides for the topic they researched, the students should work as a whole group to synthesize their findings and create a single presentation on digital citizenship. There should be enough slides so that each student will have a slide to present. In addition, all sources should be documented at the end of the presentation on a separate slide(s). Once the information has been synthesized and the presentation has been assembled, each student should insert audio commentary on his/her slide.

Note: the teacher should model for students the process of inserting audio on a slide.

C. Communication

The finished presentation should be converted by the teacher to an mp4 file and posted to the campus website with the campus/district Acceptable Use Policy.

D. The product

The finished product should be a multi-media presentation that can be posted on the school website along with the school’s Acceptable Use Policy.

This unit may address the following TEKS.

110.4., English Language Arts and Reading, Grade 2, Adopted 2017

110.4(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.4(b)(9)(D)(i)
the central idea and supporting evidence with adult assistance;
110.4(b)(7)(D)
retell and paraphrase texts in ways that maintain meaning and logical order;
110.4(b)(9)(D)(ii)
features and graphics to locate and gain information
110.4(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.4(b)(11)(E)
publish and share writing.
110.4(b)(11)(C)
revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
110.4(b)(11)(A)
plan a first draft by generating ideas for writing such as drawing and brainstorming;
110.4(b)(11)(B)(i)
organizing with structure
110.4(b)(11)(D)(i)
complete sentences with subject-verb agreement;
110.4(b)(2)(E)
develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
110.4(b)(11)(D)(ix)
capitalization of months, days of the week, and the salutation and conclusion of a letter;
110.4(b)(11)(D)(x)
end punctuation, apostrophes in contractions, and commas with items in a series and in dates
110.4(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.4(b)(13)(C)
identify and gather relevant sources and information to answer the questions;
110.4(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
110.4(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

113.13, Social Studies, Grade 2

113.13(b)(13)
Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals.
113.13(b)(13)(A)
identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;
113.13(b)(13)(C)
identify other individuals who exemplify good citizenship;
113.13(b)(13)(D)
identify ways to actively practice good citizenship, including involvement in community service.

113.15, Social Studies, Grade 4

113.15(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.15(b)(22)(B)
incorporate main and supporting ideas in verbal and written communication;
113.15(b)(22)(C)
express ideas orally based on research and experiences;
113.15(b)(22)(D)
create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies;
113.15(b)(22)(E)
use standard grammar, spelling, sentence structure, and punctuation.

126.6, Technology Applications, Kindergarten-Grade 2

126.6(b)(3)
Research and information fluency. The student acquires and evaluates digital content.
126.6(b)(3)(A)
use search strategies to access information to guide inquiry;
126.6(b)(3)(B)
use research skills to build a knowledge base regarding a topic, task, or assignment;
126.6(b)(3)(C)
evaluate the usefulness of acquired digital content.
126.6(b)(5)
Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources.
126.6(b)(5)(A)
adhere to acceptable use policies reflecting appropriate behavior in a digital environment;
126.6(b)(5)(B)
comply with acceptable digital safety rules, fair use guidelines, and copyright laws;
126.6(b)(5)(C)
practice the responsible use of digital information regarding intellectual property, including software, text, images, audio, and video.
126.6(b)(6)
Technology operations and concepts. The student demonstrates knowledge and appropriate use of technology systems, concepts, and operations.
126.6(b)(6)(E)
use proper keyboarding techniques such as ergonomically correct hand and body positions appropriate for Kindergarten-Grade 2 learning;
126.6(b)(6)(F)
demonstrate keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys appropriate for Kindergarten-Grade 2 learning;

128.4., Spanish Language Arts and Reading, Grade 2, Adopted 2017

128.4(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.4(b)(9)(D)(i)
the central idea and supporting evidence with adult assistance;
128.4(b)(7)(D)
retell and paraphrase texts in ways that maintain meaning and logical order;
128.4(b)(9)(D)(ii)
features and graphics to locate and gain information
128.4(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.4(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects and predicates;
128.4(b)(11)(D)(ix)
capitalization of proper nouns and the salutation and closing of a letter;
128.4(b)(11)(D)(x)
punctuation marks at the end of declarative sentences and the beginning and end of exclamatory and interrogative sentences
128.4(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.4(b)(11)(D)(vii)
pronouns, including personal, possessive, and objective, and the difference in the use of formal pronoun usted and informal pronoun tú;
128.4(b)(11)(D)(v)
adverbs that convey time and adverbs that convey place;
128.4(b)(11)(D)(i)
complete sentences with subject-verb agreement;
128.4(b)(11)(D)(ii)
past, present, and future verb tense, including the difference between ser and estar;
128.4(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.4(b)(11)(D)(iv)
adjectives, including articles;
128.4(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.4(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
128.4(b)(11)(E)
publish and share writing.
128.4(b)(11)(C)
revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
128.4(b)(11)(A)
plan a first draft by generating ideas for writing such as drawing and brainstorming;
128.4(b)(11)(B)(i)
organizing with structure
128.4(b)(2)(D)
develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
128.4(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.4(b)(13)(C)
identify and gather relevant sources and information to answer the questions;
128.4(b)(7)(E)
interact with sources in meaningful ways such as illustrating or writing
128.4(b)(1)(D)
work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.

English Language Arts:

ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
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