ALEX Classroom Resource

  

Sortify: U.S. Citizenship

  Classroom Resource Information  

Title:

Sortify: U.S. Citizenship

URL:

https://www.icivics.org/node/2599880/resource?referer=curriculum/play/all&page_title=Curriculum%20All%20Games

Content Source:

Other
iCivics
Type: Interactive/Game

Overview:

This interactive game from iCivics will allow students to become experts in U.S. citizenship. Students will recognize and recall rights and responsibilities of U.S. citizens, identify active ways in which citizens can participate in government and contribute to the common good, and relate like terms and concepts by deducing shared relationships. This game can be played during a lesson on citizenship for reinforcement or after a lesson as an assessment. It can be played in a whole group or individually. 

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 5
United States Studies: Beginnings to the Industrial Revolution
9 ) Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States.

•  Describing major ideas, concepts, and limitations of the Constitution of the United States, including duties and powers of the three branches of government
•  Identifying factions in favor of and opposed to ratification of the Constitution of the United States
Example: Federalist and Anti-Federalist factions

•  Identifying main principles in the Bill of Rights
•  Analyzing the election of George Washington as President of the United States for its impact on the role of president in a republic
Unpacked Content
Strand: History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Describe and analyze the role of the Articles of Confederation and influential groups and individuals on the development of the United States Constitution.
  • Identify the main principles of the Constitution and the Bill of Rights and analyze events such as the election of George Washington as President for their impact on the development of the republic.
Teacher Vocabulary:
  • inadequacies
  • Article of Confederation
  • ratification
  • limitations
  • factions
  • Federalist
  • Anti-Federalist
  • republic
  • powers
  • principles
Knowledge:
Students know:
  • Inadequacies of the Articles of Confederation and the impact these had on the creation of the Constitution of the United States.
  • The duties and powers of the three branches of government.
  • The supporters and oppositions of the constitution.
  • The main principles of the bill of rights.
  • The impact of George Washington as president in a republic.
Skills:
Students are able to:
  • Analyze and describe the impact of government documents.
  • Describe and provide examples of major ideas, concepts, and limitations of the Constitution including the duties and powers of the three branches of government.
  • Compare and contrast the positions of various groups involved in historic events, such as the writing of the Constitution and Bill of Rights.
  • Analyze primary source documents.
Understanding:
Students understand that:
  • The Articles of Confederation and influential groups and individuals played a role in the development of the United States Constitution.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.9- Define constitution as a plan of government; identify the three branches of government; identify the major freedoms of the Bill of Rights, including speech, religion, press, right to bear arms, and assembly.
SS.AAS.5.9a- Recognize George Washington as the first president of the United States.


Social Studies
SS2010 (2010)
Grade: 7
Civics
6 ) Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

•  Explaining rights of citizens as guaranteed by the Bill of Rights under the Constitution of the United States
•  Explaining what is meant by the term rule of law
•  Justifying consequences of committing a civil or criminal offense
•  Contrasting juvenile and adult laws at local, state, and federal levels (Alabama)
Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Differentiate between juvenile and adult laws, as well as between civil and criminal laws. Identify the protections given in the U.S. Bill of Rights.
Teacher Vocabulary:
  • juvenile
  • civil law
  • criminal law
  • rights
  • Bill of Rights
  • rule of law
  • state
  • federal
  • local
  • court
  • offense
  • felony
  • misdemeanor
  • jail
  • prison
  • juvenile detention center
Knowledge:
Students know:
  • The similarities and differences between civil and criminal law.
  • The structure of the juvenile court system.
  • The rights and freedoms guaranteed in the Bill of Rights.
Skills:
Students are able to:
  • Use primary source documents to justify the actions of courts.
Understanding:
Students understand that:
  • Laws are different for adults and juveniles and that there are separate civil and criminal laws and courts.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.7.6- Identify the basic rights under the Bill of Rights; recognize how government protects individual rights; recognize that citizens have a responsibility to follow laws and that there are consequences for breaking laws.


Social Studies
SS2010 (2010)
Grade: 7
Civics
10 ) Describe individual and civic responsibilities of citizens of the United States.

Examples: individual—respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility

civic—respect for law, patriotism, participation in political process, fiscal responsibility

•  Differentiating rights, privileges, duties, and responsibilities between citizens and noncitizens
•  Explaining how United States' citizenship is acquired by immigrants
•  Explaining character traits that are beneficial to individuals and society
Examples: honesty, courage, compassion, civility, loyalty

Unpacked Content
Strand: History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Describe the rights, duties, and responsibilities of U.S. citizens, as well as paths to citizenship.
Teacher Vocabulary:
  • responsibilities
  • duties
  • rights
  • privileges
  • citizen
  • alien
  • immigrants
  • naturalization
  • character
Knowledge:
Students know:
  • The distinction between right, duties and responsibilities. There is a way for immigrants to become a citizen.
Skills:
Students are able to:
  • Cite primary source documents to provide evidence that an idea is a right guaranteed to citizens.
Understanding:
Students understand that:
  • There are rights, duties, responsibilities, and privileges of U.S. citizenship.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.7.10- Demonstrate that individuals have a responsibility to be good citizens and community members; identify the legal definition of a United States citizen and non-citizen.


Social Studies
SS2010 (2010)
Grade: 7
Civics
12 ) Describe how the United States can be improved by individual and group participation in civic and community activities.

•  Identifying options for civic and community action
Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

•  Determining ways to participate in the political process
Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Explain how participating in civic and community activities improves life in our community, state, and country.
Teacher Vocabulary:
  • civic
  • community
  • political process
  • political participation
  • political parties
  • campaigns
Knowledge:
Students know:
  • Individual citizens and community groups can improve their community by actively participating in the political process. Examples of participating in the political process include voting; running for office; writing letters to office holders; being involved in political parties and political campaigns.
Skills:
Students are able to:
  • List ways to actively participate in the political process and in their community.
Understanding:
Students understand that:
  • Individual and community participation has the potential to improve the U.S. society.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.7.12- Recognize opportunities for participation in community and civic action.


Tags: Bill of Rights, citizenship, civics, Constitution
License Type: Custom Permission Type
See Terms: https://www.icivics.org/terms-use
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityAudio resources: includes a transcript or subtitles
Graphics: includes alt tags or long descriptions
Video resources: includes closed captioning or subtitles
Comments

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Author: Ginger Boyd