SS.7.CG.2.1

Students begin this lesson by brainstorming and creating a mindmap about the word citizen. Students will then fill out a notetaking guide as the teacher presents information about citizenship and the naturalization process. Ultimately, students will look at the impact of citizenship as they fill out a sensory figure worksheet.

In this lesson plan, students will review geography terms and locations on a map while learning about the Constitutional definition of citizenship and the two ways to be a natural born citizen.

After rereading chapters 4-6 of The Narrative of the Life of Frederick Douglass, students will determine the meaning of the term citizen based on their background knowledge and the 14^th Amendment. Students will read and annotate the 14^th Amendment text. Students will then compare how the U.S. Constitution defined citizenship to the way enslaved people were treated by analyzing Frederick Douglass’ words and phrases in chapters 4-6 of his narrative.

There are lessons that can be used to complement a study of The Narrative of the Life of Frederick Douglass and help students take a new perspective by merging ELA skills with civics knowledge.

This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource.

In this lesson plan, students will learn about the obligations and responsibilities of U.S. citizenship while completing guided notes that accompany a teacher-presented slideshow.  Students will then show what they know by completing and submitting a one-pager assignment.

In this lesson plan, students will learn about U.S. citizenship and the constitutional means of becoming an American citizen while completing guided notes that accompany a teacher-presented slideshow. Students will then test their own civics knowledge by trying a sample U.S. citizenship test and completing an exit ticket.

In this lesson plan, students will identify the differences between obligations or responsibilities of citizenship. Students will use scenarios to identify specific obligations and responsibilities of citizens.

In this lesson plan, students will explain the difference between the law of blood and law of soil with respect to U.S. citizenship. Students will then practice their understanding with scenarios to identify the law of blood or law of soil.

In this lesson plan, students will explain the difference between the law of blood and law of soil with respect to U.S. citizenship. Students will then practice their understanding with scenarios to identify the law of blood or law of soil.

In this lesson plan, students will identify permanent residency and explain the naturalization process for becoming a U.S. citizen. Students will read about the naturalization process, complete an analysis of the reading, and finish with scenarios, identifying whether or not someone can become a citizen.

In this lesson plan, students will identify the three ways of becoming a citizen, law of blood, law of soil, and the naturalization process. Students will then use their knowledge to analyze the 14th Amendment and identify that the 14th Amendment protects all citizens, no matter if they are natural born or naturalized.

In this lesson plan, students will define the term “citizen” and explain the constitutional means of becoming a U.S. citizen. Students will analyze the rights and responsibilities of citizenship. 

This Grade 7 Civics Family Guide provides some ideas and activities to support civics education when at home, out and about, and in the community. The activities provided align to the civics learning benchmarks within Standard 2 at this grade level.

Ivonne Blank immigrated to the United States in 1961 as part of Operation Pedro Pan, the largest exodus on unaccompanied minors in the Western Hemisphere. Ms. Blank talks about how difficult it was waiting for her parents and living in an orphanage in Denver, CO. Her parents later left the island by boat, were rescued by the Coast Guard, and resettled in the United States. After the family was reunited, they were able to rebuild their lives with support from their community. Ms. Blank went on to become a lifelong educator and U.S. citizen.

Alejandro Brice and his family immigrated from Cuba at the beginning of the Cuban Revolution. His father was jailed as a counter-revolutionary sympathizer and upon release, the family fled the country. Dr. Brice shares his memories of his “freedom wings”, the culture shock of growing up in Ohio as immigrants, learning English in elementary school, watching his family start over, and becoming a U.S. Citizen. Dr. Brice is a college professor specializing in the education of immigrant children and English language learners.