CIVICS IN CONTEXTActivities for Students in Levels 1-3

Civics in Context provides a series of learning opportunities that encourage ESL students to integrate new information with what they already know. Each activity has been written and field-tested by Motheread, Inc. instructors experienced in teaching United States history and government to English-as-Second-Language learners. In cooperation with Wake Technical Community College, this interactive contextual content and approach has been used at several different sites with students from all over the world.

This project has been supported by the North Carolina Community College System Office with funds from the U.S. Department of Education.

3008 Anderson Drive, Suite 103Raleigh, NC 27609919.781.2088motheread.org

CONTENTSState and Federal Powers 1State Government 2American Symbols 4The Promises of Citizenship 5War: Selective Service 6Revolutionary America 7The Louisiana Purchase 14War in the 1800s 15Civil War 16Women’s Rights 20War in the 1900s 21Wartime Leaders–1900s 22World War II 23Cold War 24Civil Rights Movement 25September 11, 2001 27American Indians 28United States Geography 29

3803-B Computer Drive, Suite 204Raleigh, NC 27609919.781.2088motheread.org

KEYWORDSfederal governmentstate government

MATERIALSchart paper or whiteboard markers

STATE & FEDERAL POWERS

OBJECTIVEStudents will review and note differences in state and federal powers.

RELATED CITIZENSHIP TEST QUESTIONSUnder our Constitution, some powers belong to the federal government. What is one power of the federal government?

Under our Constitution, some powers belong to the states. What is one power of the states?

ACTIVITYReview with students the following nine powers, noting for each whether it rests with the state or federal government. Have students take turns drawing pictures on chart paper or a whiteboard to represent each power, while the rest of the class guesses which power is represented. Students will need to identify the power that the picture represents and determine if that power belongs to the state or federal government. Lead students in a discussion of why one entity (state or federal) would hold that power and not the other.

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Statesprovide schooling and educationprovide protection (police)provide safety (fire departments)issue a driver’s licenseapprove zoning and land use

Federalto print moneyto declare warto create an armyto make treaties

STATE GOVERNMENT

OBJECTIVEStudents will review the governor’s name, qualifications and term limit.

KEYWORDSgovernorfour-year terminauguration

MATERIALSa copy of the qualifications for North Carolina governor on poster board or whiteboard

RELATED CITIZENSHIP TEST QUESTIONWho is the Governor of your state now?

ACTIVITYDiscuss with students the qualifications for the North Carolina governor as found in Article III of the North Carolina State Constitution (see below). Have students identify and research the current governor to determine if he or she meets the qualifications. Explain that each governor can run for two consecutive four-year terms. Based on the current governor’s inauguration day, help students calculate when the next governor could take office. If the current governor is serving a first term, when could he or she run again?

Qualifications. No person shall be eligible for election to the office of Governor or Lieutenant Governor unless, at the time of his election, he shall have attained the age of 30 years and shall have been a citizen of the United States for five years and a resident of this State for two years immediately preceding his election.!No person elected to the office of Governor or Lieutenant Governor shall be eligible for election to more than two consecutive terms of the same office. 2

STATE GOVERNMENT

OBJECTIVEStudents will learn about the state’s capital city, its history, and points of interest.

KEYWORDstate capital

RELATED CITIZENSHIP TEST QUESTIONWhat is the capital of your state?

ACTIVITYHave the students research the state capital city and develop a travel brochure. This could take the form of a paper brochure or a multimedia presentation. Ask students to include how the capital city was selected, its location in the state, and events that take place there. Remind them to look for items of interest to visitors. Suggest they include links to their original sources.

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OBJECTIVEStudents will understand the significance of the Pledge of Allegiance.

KEYWORDSpledgeallegianceloyalty

RELATED CITIZENSHIP TEST QUESTIONWhat do we show loyalty to when we say the Pledge of Allegiance?

ACTIVITYReview the Pledge of Allegiance with students and discuss how those who recite it promise loyalty to the flag and to the United States of America. Divide students into three groups. Ask each group to research one of the following pledge-related topics: the history of the pledge, how to recite the pledge, and when the pledge is typically recited. Provide time for each group to present to the rest of the class.

AMERICANSYMBOLS

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OBJECTIVEStudents will review promises made with U.S. citizenship.

RELATED CITIZENSHIP TEST QUESTIONWhat is one promise you make when you become a United States citizen?

ACTIVITYBefore class, write the following 12 promises on separate index cards.

Six are true statements and six are false. Shuffle the cards. In class, read each card aloud to the class and ask students to decide if the statement is true or false. If an answer is true, discuss what possible reasons the United States may have in asking citizens to make the promise. If an answer is false, discuss why the United States would not ask citizens to make that promise. Following the activity, help students discuss ways to keep the promises they will make.

THE PROMISESOF CITIZENSHIP

KEYWORDpromise

MATERIALS12 index cards with a true or false promise written on each one

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Truegive up loyalty to other countriesdefend the Constitution and laws of the United Statesobey the laws of the United Statesserve in the U.S. military (if needed)serve (do important work for) the nation (if needed)be loyal to the United States

Falseavoid visiting country of originhold a jobvote in every election (when possible)respect law enforcement and government officialsprovide housing for your familylearn the English language

OBJECTIVEStudents will learn the age and reason for men to register for the Selective Service.

KEYWORDselective service

RELATED CITIZENSHIP TEST QUESTIONWhen must all men register for the Selective Service?

ACTIVITYMen in the United States have to register for the Selective Service at the age of 18, and are eligible for the military draft through age 26. Have students brainstorm important events that happen for people between the ages of 18 and 26 in their countries. Once they have generated a list, have them act out the event while the rest of the students guess what it might be. When everyone has had a turn, ask volunteers to act out registering for the Selective Service and discuss why it is required in the United States. Ask students to offer reasons why they think women are not required to register.

WAR:SELECTIVE SERVICE

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REVOLUTIONARYAMERICA

OBJECTIVEStudents will identify the author of the Declaration of Independence.

KEY WORDSdeclarationindependence

RELATED CITIZENSHIP TEST QUESTIONWho wrote the Declaration of Independence?

ACTIVITYHave students research Thomas Jefferson and his role in writing the Declaration of Independence. Help them write short, first-person narratives in the voice of Jefferson, including who he was, where he was from, and how he came to write the Declaration. Encourage students to find images of Jefferson to include in their presentations.

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OBJECTIVEStudents will learn the date the Declaration of Independence was adopted, July 4, 1776.

KEYWORDSnational holidayadopted

MATERIALSsupplies to host a July 4th celebration (optional)

RELATED CITIZENSHIP TEST QUESTIONWhen was the Declaration of Independence adopted?

ACTIVITYAsk the students what national holidays they celebrate in their home countries and why. Talk about July 4th as a national holiday celebrated in the United States because our Declaration of Independence was adopted on July 4, 1776. Ask students if July 4th is celebrated in their communities. If so, describe how they have participated in any traditions. How do these traditions relate to independence? Talk about what the class would need to host a July 4th party. If possible, provide supplies to celebrate in the classroom or invite students to bring items from home.

REVOLUTIONARYAMERICA

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KEYWORDstate

MATERIALSa map of the 13 original states

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OBJECTIVEStudents will be able to name three of the 13 original states.

RELATED CITIZENSHIP TEST QUESTIONThere were 13 original states. Name three.

ACTIVITYShow the students a map of the 13 original states (New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina, Georgia). Ask students if their state is on the map and, if so, to indicate where. Then point to each of the 13 original states and ask if anyone has visited any of them. Divide students to research destinations that each state offers. Students should work individually or in teams (depending on the class size) to make sure each of the 13 original states is included. Provide time for students to share what they learn. Finish by asking students to arrange themselves physically (based on their assigned state) to create a map of the 13 original states.

REVOLUTIONARYAMERICA

KEYWORDSconstitutionalconvention

MATERIALSa copy (printed or online) of the painting Signing of the Constitution by Louis S. Glanzman

OBJECTIVEStudents will learn what happened at the Constitutional Convention, and when it took place.

RELATED CITIZENSHIP TEST QUESTIONSWhat happened at the Constitutional Convention?

When was the Constitution written?

ACTIVITYUse a search engine to find an image of the painting, Signing of the Constitution, by Louis S. Glanzman. Tell students that the Constitutional Convention took place over several months, during which the founding fathers wrote the United States Constitution. The document was finally signed September 17, 1787. Divide the class into three groups and have each group research and answer one of the following questions: Who attended the Constitutional Convention? Where were these representatives from? When did the convention begin and end? What was (and is) the purpose of the United States Constitution? Provide time for students to present what they learn. If time allows, let students study the painting more closely. Encourage them to offer suggestions about what those represented may have been doing or thinking.

REVOLUTIONARYAMERICA

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KEYWORDpseudonym

OBJECTIVEStudents will learn who wrote the Federalist Papers.

RELATED CITIZENSHIP TEST QUESTIONThe Federalist Papers supported the passage of the U.S. Constitution. Name one of the writers.

ACTIVITYAlthough the United States Constitution was signed on September 17, 1787, it still needed approval by each of the 13 state legislatures. Explain to students that the Federalist Papers were essays that explained and supported the passage of the Constitution. The essays were written by three men writing as one: James Madison, Alexander Hamilton, and John Jay. Put students into groups and assign one of the three writers to each group. Have each group create a brief biography of the writer assigned, and present their work to the rest of the class. Emphasize that the three wrote together under the pseudonym Publius. Ask the class to talk about why the three men may have chosen to remain anonymous.

REVOLUTIONARYAMERICA

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KEYWORDSdiplomatPostmaster GeneralPoor Richard’s Almanac

MATERIALSa picture (printed or online) of Benjamin Franklina map of Francea picture of the Constitutional Conventiona postage stampa magazinea library card

OBJECTIVEStudents will learn about Benjamin Franklin’s achievements.

RELATED CITIZENSHIP TEST QUESTIONWhat is one thing Benjamin Franklin is famous for?

ACTIVITYShow students a picture of Benjamin Franklin. Explain that he was a founding father of the United States, and had many achievements during his lifetime. Divide the class into five small groups or pairs. Give each group or pair one of the following props: a map of France; a picture of the Constitutional Convention; a postage stamp; a magazine; or a library card. Ask each group or pair to talk about which of Franklin’s achievements the prop might represent. With the full class, give each individual group time to share a guess. Then provide a card which names the achievement represented by the prop: (U.S. diplomat; oldest member of the Constitutional Convention; first Postmaster General of the United States; writer of “Poor Richard’s Almanac”; started the first free libraries). Encourage students to talk more about each of these achievements.

REVOLUTIONARYAMERICA

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MATERIALSa picture of George Washington

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OBJECTIVEStudents will explore the importance of George Washington as our first president.

RELATED CITIZENSHIP TEST QUESTIONSWho is the “Father of Our Country”?

Who was the first President?

ACTIVITYAsk students to think of important “firsts” in their lives. Some examples might include a first job or their first day in the United States. Discuss why we remember “firsts.” Show students a picture of George Washington, and tell them that he was the first president of the United States. Ask why this “first” is so important. Tell students he is also called the “Father of our Country.” Provide students with time to list a few things a father does within a family. When students have completed their lists, compile their ideas on chart paper or a whiteboard. Next, divide the class into two groups. Each group should work together to research Washington’s role as first president, and his accomplishments within that role. When both groups have completed their research, provide time for the full class to discuss what was learned about Washington. Help them use the earlier list to make comparisons between the role of a father and the role of Washington as “Father of our Country.”

REVOLUTIONARYAMERICA

THE LOUISIANAPURCHASE

KEYWORDpurchase

MATERIALSposter board cut in the shape of the Louisiana Purchase with states outlined

OBJECTIVEStudents will study the Louisiana Purchase and the states that were formed within its boundaries.

RELATED CITIZENSHIP TEST QUESTIONWhat territory did the United States buy from France in 1803?

ACTIVITYBegin by providing basic information about the Louisiana Purchase. Make sure students understand that the United States bought the land from France in 1803, over 200 years ago. Provide a “Louisiana Purchase” shape out of poster board and discuss how the land was first purchased as a whole and how states were founded later within its boundaries. Outline the shape of each state that was formed out of the Louisiana Purchase on the board. Ask students to work together to identify the different states by shape. Once they identify each state (with as much or as little help as needed), ask if they have ever visited any of these states. Encourage students to share their experiences.

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MATERIALSfour large sheets of white poster paper

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WAR INTHE 1800s

OBJECTIVEStudents will learn about the wars fought by the United States of America in the 1800s.

RELATED CITIZENSHIP TEST QUESTIONName one war fought by the United States in the 1800s.

ACTIVITYDivide students into four groups and assign each group one of the following wars: War of 1812; Mexican-American War; Civil War; and Spanish-American War. Provide each group of students with a large sheet of paper, asking them to create a poster of facts about the assigned war. The poster should include the following information: when the war started and ended, who was fighting, and why the war was fought. Each group should also include a few key people related to the war. When students are finished, have them present their posters to the full class. At the end of presentations, ask students to display the posters on a wall, placing them in the order the wars were fought. Provide time for the class to look more closely at each of the posters.

KEYWORDSCivil WarConfederacyUnion

MATERIALSlarge map of the United Statessmall gray and blue flags or stickersalphabetical list of Confederate and Union states

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CIVIL WAR

OBJECTIVEStudents will identify the U.S. war between the North and the South as the Civil War, or the War Between the States.

RELATED CITIZENSHIP TEST QUESTIONName the U.S. war between the North and the South.

ACTIVITYFirst, have students look up the definition of a civil war. Help them understand that a civil war is a war between people within the same country. Explain that the war that took place in the U.S. between the southern and northern states is called the Civil War, or the War Between the States., Write the words “Confederacy” and “Union” on the board, explaining that the southern states made up the Confederacy, and the northern states made up the Union. Provide students with an alphabetical list of both Confederate and Union states. Then give each student the name of a specific state to identify on a map whether it was part of the south or the north. You may provide small gray (Confederacy) and blue (Union) markers or flags for students to use. Provide time for students to research the state if necessary to determine the correct answer.

MATERIALSmultiple copies of three different role-play scenarios (as described in the activity)

CIVIL WAR

OBJECTIVEStudents will explore the reasons the Civil War was fought: slavery, economic reasons, and states’ rights.

RELATED CITIZENSHIP TEST QUESTIONName one problem that led to the Civil War.

ACTIVITYAsk students to role-play different types of conflict. Provide one of three scenarios to each pair of students. In the first scenario, one person is forced to clean the house every day while the other person gives orders (slavery). In the second scenario, one person wants to spend money on a new computer while the other wants to buy new clothes (economic reasons). In the third example, one person opens another’s mail or email, or listens in on a phone call (states’ rights). After students have role-played, help them to understand that these scenarios are very simple illustrations of the serious conflicts that led to the Civil War. Provide time for students to discuss these conflicts, and why these types of disagreement could lead to war.

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MATERIALSmultiple sets of Abraham Lincoln memory game cardsa penny for each student

CIVIL WAR

OBJECTIVEStudents will explore significant contributions of Abraham Lincoln: freed the slaves (Emancipation Proclamation); saved (or preserved) the Union; and led the United States during the Civil War.

RELATED CITIZENSHIP TEST QUESTIONWhat was one important thing that Abraham Lincoln did?

ACTIVITYGive each student a penny and ask whose face is on it. Talk about how important people in America’s history are found on our currency. Ask students if they know what Lincoln did that made him important enough to be on the penny. To help, play a memory game about Abraham Lincoln. You will need more than one set of cards so students can play in small groups. Make sure pairs of cards include the following statements, images, and information:

freed the slaves (Emancipation Proclamation)saved (or preserved) the Unionled the United States during the Civil Wara picture of Lincolna picture of a pennythe years he served as president (1861-1865)

When pairs are finished playing the game, review the statements or images on the cards, explaining the significance of each. 18

CIVIL WAR

KEY WORDSemancipationproclamation

OBJECTIVEStudents will understand that the Emancipation Proclamation is a document that freed the slaves in the Confederacy (or most Southern states).

RELATED CITIZENSHIP TEST QUESTIONWhat did the Emancipation Proclamation do?

ACTIVITYHave students look up the definition for the words “emancipation” and “proclamation.” Help students understand that the Emancipation Proclamation was an official public announcement by President Abraham Lincoln to free the slaves. Once students understand the meaning of the two words, help them write an emancipation proclamation in small groups or pairs. Who or what would they set free? For example, a proclamation could free children from hunger, free countries from war, or free workers from unfair employers. If needed, offer an opening phrase, such as “On this day, we proclaim...” Provide time for students to share their emancipation proclamations, and to explain why they chose their topics.

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WOMEN’SRIGHTS

KEYWORDSU.S. Mintsuffrage

MATERIALSa picture of Susan B. Anthonya Susan B. Anthony coina brief biography of Susan B. Anthony

OBJECTIVEStudents will learn about Susan B. Anthony.

RELATED CITIZENSHIP TEST QUESTIONWhat did Susan B. Anthony do? (fought for women’s rights, fought for civil rights)

ACTIVITYShow students a picture of Susan B. Anthony and provide them with basic information about her. If possible, show them a Susan B. Anthony coin (available at banks or on the Internet). Explain that, according to the U.S. Mint, the coin was first issued in 1979 and was the first to feature a woman. Ask students why the United States may have selected Anthony for such an honor. Ask them to consider other people who they think should be honored in the same way.

Help students use the Internet in a “before” and “after” research activity. For which causes did Susan B. Anthony fight? Some examples include anti-slavery, temperance, women’s suffrage, and the right of women to own property. What was true about these issues before Susan B. Anthony began her efforts? What progress was made on these issues during her lifetime? Which issues were addressed after her death? Are we still addressing any of these issues today? 20

WAR INTHE 1900s

KEYWORDSWorld WarKoreaVietnamPersian Gulf

MATERIALSmultiple copies of the matching game

OBJECTIVEStudents will learn about the wars fought by the United States in the 1900s: World War I, World War II, the Korean War, the Vietnam War, and the (Persian) Gulf War.

RELATED CITIZENSHIP TEST QUESTIONName one war fought by the United States in the 1900s.

ACTIVITYProvide students with a printed matching activity with two columns. In the first column, randomly list wars fought in the 20th century: World War I, World War II, the Korean War, the Vietnam War, and the (Persian) Gulf War. In the second column, randomly list the years during which the U.S. entered each war: 1917, 1941, 1950, 1965, and 1990. Put students in pairs or groups and ask them to match each beginning date with the correct war. Once students identify each beginning date, help them research the date each war ended. Provide time for individuals to share what they know about each of these conflicts.

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WARTIMELEADERS – 1900s

OBJECTIVEStudents will learn about the wartime roles of Woodrow Wilson, Franklin Roosevelt, and Dwight Eisenhower.

KEYWORDWorld War

MATERIALSmilitary or famous war-time songs from the WWI and WWII erathree poster boards with a wartime leader’s name and picture at the top (one for each leader)

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RELATED CITIZENSHIP TEST QUESTIONSWho was President during World War I?

Who was president during the Great Depression and World War II?

Before he was President, Eisenhower was a general. What war was he in?

ACTIVITYTell students the United States had three important leaders during World War I and World War II: Woodrow Wilson, Franklin Roosevelt, and Dwight Eisenhower. Review the job each held during wartime. Ask students to work in teams, pairs, or individually to research five important or interesting facts about each of these leaders. You may choose to limit the research to include only wartime facts. Once all students have completed their three lists, tell them they are going to create a class list for each leader by playing a game similar to “musical chairs.” Display the three “wartime leader” posters on three different walls. Explain to students that you will play military or famous wartime music while they circle the room in a line. When the music stops, each student should move to the nearest poster to post one fact about that wartime leader. During subsequent rounds, students will need to review what facts have been posted and add a new fact from their list. Continue this musical learning activity until all facts for each leader are listed. Recruit three volunteers to share what the class has learned about each man.

WORLD WAR II

MATERIALScard stockmarkersworld mapsigns labeling the World War II surrender dates for Japan, Germany, and Italy (one for each country)

OBJECTIVEStudents will learn which countries fought the United States during WWII: Japan, Germany, and Italy.

RELATED CITIZENSHIP TEST QUESTIONWho did the United States fight in World War II?

ACTIVITYPrint the letters J, I, and G on the board. Tell students these letters spell “jig,” which is a type of dance. Add that these letters also provide an easy way to remember who the United States fought in World War II: Japan, Italy and Germany. Help students find each country’s location on a world map, and an image of each country’s flag. Ask students to use markers and card stock to recreate each flag, and to print the name of that country’s wartime leader and one fact about him on the back of their work. With the full group, discuss what they’ve learned about each country and its leadership. Provide time for students to post their flags on the wall by each country’s date of surrender.

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COLD WAR

OBJECTIVEStudents will understand the term “Cold War” and why communism was the main concern of the United States during that period.

KEYWORDScommunismCold War

MATERIALSworld map

RELATED CITIZENSHIP TEST QUESTIONDuring the Cold War, what was the main concern of the United States?

ACTIVITYBegin by asking students to act out being cold. After they hug themselves and shiver, write the term “Cold War” on the board, and say that it has nothing to do with temperature, but has more to do with disliking someone. For example, if you give someone the “cold shoulder,” you disagree without having a physical fight. During the Cold War, the United States and Russia disagreed strongly without confronting each other militarily. Help students find Russia on a world map. Explain that after World War II, Russia was the strongest nation within what was the Soviet Union or USSR. Great political tension and military rivalry grew between the USSR and the United States, in large part because the Soviet Union was a communist country and the United States is a democracy. To help students understand the difference between communism and democracy, divide the class into small groups and ask each group to define what freedom means in the United States. Provide time for each group to share definitions, and explain that the United States was concerned about communism because it’s a political system that restricts personal freedom. Help students research the basic tenets of communism and compare what they find with their definitions of freedom in the United States. Provide time for the entire class to discuss why the Cold War may have developed between the United States and the USSR. 24

CIVIL RIGHTSMOVEMENT

KEYWORDSdiscriminationracialcivil rights

MATERIALSwhite card stock or poster boardpopsicle sticks or dowel rodstapemarkers

OBJECTIVEStudents will learn basic information about the civil rights movement in the United States.

RELATED CITIZENSHIP TEST QUESTIONWhat movement tried to end racial discrimination?

ACTIVITYBegin by asking the students if they can define “discrimination.” Explain that discrimination occurs when people are treated unfairly based on characteristics such as race, age, or sex. Encourage students who have witnessed or been a victim of discrimination to share their experiences. Are there common forms of discrimination in their countries of origin? Help students create posters to protest a form of discrimination they think should be eliminated. Encourage each student to come up with a short phrase or slogan, and a simple graphic to accompany the words. When the signs are complete, gather the students and allow time for each to share signs and slogans. Explain that they have just participated in a miniature civil rights rally, and that very large protests and rallies such as these took place in the United States in the 1960s. These protests became known as the civil rights movement. You may want to show students a few pictures of civil rights leaders from the 1950s and 1960s who are still living. Ask students if they think the civil rights leaders were successful. Did the civil rights movement end racial discrimination after the 1960s? If time allows, help students research examples of recent racial discrimination in the news. 25

CIVIL RIGHTSMOVEMENT

KEYWORDSdiscriminationracialcivil rights

MATERIALSvideo of Martin Luther King, Jr. delivering his “I Have a Dream” speechcopies of a transcript of his speech

OBJECTIVEStudents will learn how Martin Luther King, Jr. fought for civil rights and equality for all Americans.

RELATED CITIZENSHIP TEST QUESTIONWhat did Martin Luther King, Jr. do?

ACTIVITYShow students a video of Martin Luther King Jr.’s “I Have a Dream” speech that he delivered at the march on Washington in 1963. Explain the purpose of the march. After showing the speech for the first time, show some of the footage again, asking students to note the large number of people listening. Emphasize that King was a key leader in the civil rights movement, and that many wanted to hear him speak. Help students understand that he fought for civil rights and worked for equality for all Americans. Review once more the portion of the speech that begins, “I have a dream.” Help students identify the specific dreams King mentions. Why would he have these dreams for himself, his family, and his country? Ask the class to think about dreams they have for themselves, their families, and the country. Provide time for each student to write a short paragraph responding to the prompt, “I have a dream . . .” If desired, provide students with copies of the speech’s transcript.

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SEPTEMBER 11, 2001

KEYWORDSterroristPentagon

MATERIALSimages of the World Trade Center and Pentagon, pre-2001images of One World Trade Centervideo of the 9/11 attacks in New York City and Washington, D.C.

OBJECTIVEStudents will understand the significance of September 11, 2001.

RELATED CITIZENSHIP TEST QUESTIONWhat major event happened on September 11, 2001, in the United States?

ACTIVITYAsk students to describe some important buildings in their home countries. If possible, show pictures of these buildings as students offer examples. Then show students pictures of the World Trade Center buildings and the Pentagon, pre-2001. Discuss the location of the buildings, their uses, and what they represent or represented. Show students a video of the buildings under attack. Lead students in a discussion of why these particular buildings were chosen by the terrorists who attacked on September 11, 2001. Show students pictures of One World Trade Center, the building erected near the attack site in New York City. Ask students to discuss why the building was rebuilt. Provide time for students to explore the official 9/11 Memorial Plaza website, where they can explore a map of the 9/11 memorial and learn about individual victims who died in New York City, Washington, D.C. and Shanksville, PA. 27

OBJECTIVEStudents will be able to identify at least one American Indian tribe.

KEYWORDStribe

MATERIALSprinted copy of non-alphabetized list of American Indian tribes (one per student)

RELATED CITIZENSHIP TEST QUESTIONName one American Indian tribe in the United States.

ACTIVITYGive each student a non-alphabetical list of the American Indian tribes below, asking them to put the list in alphabetical order. Then ask students to select two tribes that either match their initials or are near their initials in the alphabet. For example, Mary Smith could select Mohegan and Seminole or Shawnee or Sioux. Debbie Wilson would have to choose Cheppewa or Cherokee or Cheyenne or Choctaw or Creek or Crow (nearest to Debbie) and Teton (nearest for Wilson). Once students have selected two tribes each, ask them to produce a fact sheet for both tribes. The fact sheet should include a short history, where the tribe lives today, and how many members the tribe has. Encourage students to include a photo and map. Encourage each student to share information. If possible, make a copy of all fact sheets for each student.

Alphabetical List: Apache, Arawak, Blackfeet, Cheppewa, Cherokee, Cheyenne, Choctaw, Creek, Crow, Hopi, Huron, Inuit, Iroquois, Lakota, Mohegan, Navajo, Oneida, Pueblo, Seminole, Shawnee, Sioux, Teton 28

AMERICANINDIANS

OBJECTIVEStudents will be able to identify the Mississippi and Missouri Rivers as the two longest rivers in the United States.Students will learn the location of Pacific and Atlantic oceans.

KEYWORDSEast CoastWest Coast

MATERIALSfour long sheets of butcher paper (to represent each river and ocean)markers

RELATED CITIZENSHIP TEST QUESTIONSName one of the two longest rivers in the United States.

What ocean is on the West Coast of the United States?

What ocean is on the East Coast of the United States?

ACTIVITYTell the students you are going to study four major bodies of water in the United States. Write Missouri River, Mississippi River, Atlantic Ocean, and Pacific Ocean on the board. Explain that the two rivers are the longest in the United States, and that the two oceans mark our eastern and western borders. Place the two long pieces of butcher paper that represent the rivers on the floor. Then place the sheets of butcher paper that represent the oceans on two opposite walls. Divide students into four groups, assigning each group to one of the bodies of water. Ask students to research their body of water. For example, students may learn about the route and length of the Missouri River or the Mississippi River, or determine what states the rivers travel and draw the route on the paper. Students in the “ocean” groups can research which states border the ocean, its depth, climate, and effect on the economy. Be sure the Pacific Ocean students include Alaska and Hawai’i in their presentation. 29

UNITED STATESGEOGRAPHY

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OBJECTIVEStudents will be able to identify at least one state that borders Canada and one state that borders Mexico.

KEYWORDborder

MATERIALSlarge map of the United States that partially includes Canada and Mexicoblank outline maps of the United States (one per student)

RELATED CITIZENSHIP TEST QUESTIONSName one state that borders Canada.

Name one state that borders Mexico.

ACTIVITYShow students a large map of the United States (including Alaska) that partially includes Canada and Mexico. Explain to the class the geographical meaning of the word “border.” Provide each student with a blank outline map of the United States. Help students use the larger map to fill in the names of all states that border Canada or Mexico (see list below). When all maps are complete, ask students to mark each border state they have visited or traveled through. Encourage students to talk about their experiences in these states.

States that border Canada: Maine, New Hampshire, Vermont, New York, Pennsylvania, Ohio, Michigan, Minnesota, North Dakota, Montana, Idaho, Washington, Alaska

States that border Mexico: California, Arizona, New Mexico, Texas

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UNITED STATESGEOGRAPHY