Grade 2

Social Studies:
Responsibility of Citizenship

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 Grade: 2
Subject: Social Studies
Strand: Civics

SOL Objectives: 2.10

The student will explain the responsibilities
of a good citizen, with emphasis on
a) respecting and protecting the rights and
property of others;
b) taking part in the voting process when
making classroom decisions;
c) describing actions that can improve the
school and community;
d) demonstrating self-discipline and self-
reliance;
Title of Unit: Responsibility of Citizenship
e) practicing honesty and trustworthiness.

2.12
The student will understand that the people
of Virginia
a) have state and local government officials
who are elected by voters;
b) have diverse ethnic origins, customs, and
traditions, make contributions to their
communities, and are united as Americans
by common principles.
Language Arts: 2.8CF
Use information from illustrations and
words to demonstrate comprehension of
characters, settings and plots.
Time: 9 lessons

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Unit Summary: In this unit students will focus on why integrity is essential for good
citizenship, the roles citizens have in our community and identify common
principles and traditions that people in our community hold. These big ideas are
important because good citizens that act with integrity are essential skills to learn
and are critical for the survival of our democratic nation. By the end of the unit the
students will be able to know how the voting process works and ways they can
improve the school community using the democratic process. The students will
know the importance of respecting the rights and property of others and how to act
with integrity. Students will be able to look at illustrations and identify citizenship
roles and will be able to compare and contrast different behaviors and actions.
Students will participate in a mock election which will demonstrate cause and effect
relationships and give them a better picture of the democratic process. As students
enter a 21st century workforce they will be equipped with knowledge of why
becoming a good citizen will help them become good workers.

Unit Rationale: Second grade students are intellectually developed to the point
where they enjoy listening and taking part in classroom discussions. By holding a
mock election students will be able to reflect on the cause and effects of the voting
process. This activity will also foster their desire to participate in a process that
may have previously been abstract to them. At this stage of development children
will be able to use logic and solve complex problems and will be challenged to use
their language arts skills when comparing and contrasting good and bad citizenship.
In Psalm 119:66 it says, “Teach me good judgment and knowledge, for I believe in
your commandments.” Students will learn that good judgment comes from obeying
God’s commandments, and that the commandments can be demonstrated in a
secular culture.

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Integrity is essential for good citizenship. Citizens have many roles in our community. Citizens have diverse
backgrounds, but share common principles and traditions.
Essential Questions
What is a citizen?
What makes a good
citizen?
What characteristics do
good citizens possess?
What are the repercussions
of bad citizenship?
What are the benefits of
citizenship?
How are state and local
officials elected?
How do people of diverse
ethnic origins contribute to
the community and what
unites us?
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1. DESIRED RESULTS
Enduring Understandings (BIG ideas)
Knowledge and Skills
KNOW:
Respecting the rights and property of others
Practicing integrity
Knowing how the voting process works and why it is important
Describing actions that can improve the school and community
People in Virginia have diverse origins and all contribute to their communities
Regardless of background, we are united by common principles and traditions
People contribute to the community by being a good citizen
Voters in Virginia elect officials to make decisions for them in the state and
local governments
Comprehending good decisions based on illustrations
UNDERSTAND:
Citizens have many roles in our community.
A good citizen has a variety of responsibilities.
Integrity is essential for good citizenship.
Diversity is prevalent in our community and we are united by our shared
principles and traditions.
Virginia cities and counties have elected state and local government
officials.
DO:
Compare and contrast the values in different sets of ideas.
Participate in groups and democratic society.
Name the stages of the voting process and participate in a mock election.
Explain the different roles of a good citizen.
Explain cause-and-effect relationships.
Compare and contrast different behaviors and actions.
Comprehending and identifying voting and citizenship roles from illustrations.
 Stage 2. ASSESSMENT EVIDENCE
Prior knowledge
What prior knowledge do students come with?
The student knows being a good citizen
means: Formative:
a) taking turns and sharing;
b) taking responsibility for certain
classroom chores; Pre-Assessment: Pre-Assessment and Interest Inventory
c) taking care of personal belongings and
respecting what belongs to others; Exit Cards
d) following rules and understanding the
consequence of breaking rules;
e) practicing honesty, self-control, and Summative:
kindness to others;
f) participating in decision making in the
classroom; Traditional: Responsibility of Citizenship Quiz
g) participating successfully in group
settings.
1.10 The student will apply the traits of a good Performance: Citizenship Poster and paragraph, Problem
citizen by Solving Ideas, Election Scavenger Hunt sheet, Learning
a) focusing on fair play, exhibiting good Style Citizenship Project, Mock Election, GRASPS
sportsmanship, helping others, and scenario
treating others with respect;
b) recognizing the purpose of rules and
practicing self-control;
c) working hard in school;
d) taking responsibility for one’s own
actions;
e) valuing honesty and truthfulness in
oneself and others;
f) participating in classroom decision
making through voting.
1.12 The student will recognize that communities
in Virginia
a) have local governments;
b) benefit from people who volunteer in
their communities;
c) include people who have diverse ethnic
origins, customs, and traditions, who
make contributions to their communities,
and who are united as Americans by
common principles.

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 INSTRUCTIONAL MATERIALS

Pre-Assessment, index cards, paper, internet access, computers for the students, Good Citizenship
Poster Instructions, ten blank posters, markers, Skillful Problem Solving Worksheet, Citizenship
Flashcard Worksheet, Problem Solving Instructions, the Ten Commandments Worksheet, Box & T-
Chart, Election Scavenger Hunt Sheet and Answer Key, Citizenship Illustration Worksheet, molding
clay or poster board, jar of pennies, Responsibility of Citizenship Quiz and Answer Key, name tags,
Mock Election form, Official Ballot form, GRASPS worksheet, Letter to a Congressman Scenario,
Rubric

Stage 3. INSTRUCTIONAL SEQUENCE

Minimum of 9-12 lessons at 30-40 minutes each. Every objective must be taught.
Include 2 lessons that are differentiated and include 5 instructional strategies throughout
the unit.

Lesson #1: Defining Citizenship

Lesson #2: Exploring the Basics of Good Citizenship
Lesson #3: Exploring Good and Bad Citizenship within the Community
Lesson #4: Good Citizenship and the Ten Commandments
Lesson #5: Exploring Diversity within the Community
Lesson #6: Exploring the Basics of Voting
Lesson #7: Respect and the Responsibility of Citizenship
Lesson 8: Assessing Citizenship Knowledge
Lesson #9: Mock Election
Lesson #10: Results of an Election and Importance of Voters