CITIZENSHIP STRAND VI
CITIZENSHIP RIGHTS AND RESPONSIBILITIES
Fourth-grade students live in a variety of settings such as school, church, clubs, and community. They follow rules, attend meetings, help to make decisions, and work with other children to accomplish tasks. These are civic activities that help to prepare students for their role as adult citizens. Items in the Citizenship Rights and Responsibilities strand examine activities that are a part of people’s civic lives in a democratic republic.
16. Differentiate between statements of fact and opinion found in information about public issues and policies.
Citizens need information to help make decisions concerning public issues. One skill they must possess is the ability to differentiate between factual information and information that expresses an opinion.
Items addressing this learning outcome use statements like those found in local sources of news such as TV, radio, newspapers, and magazines.
Students could be asked to examine materials and indicate whether a particular statement is a factual statement or a statement of opinion. Students could be asked to explain why a particular statement is factual or is a statement of opinion. They could also be asked to examine a series of statements and to select one that is a statement of fact or opinion.
17. Identify and assess the possibilities of group decision making, cooperative activity, and personal involvement in the community.
The life of a citizen in a democracy revolves around making decisions and interacting with other citizens. The continued involvement of citizens is critical in a democratic republic.
Items addressing this learning outcome explore the impact of local public issues and decisions (e.g., vandalism, school rules, and recycling) on groups to which the student belongs. The items also explore the student’s personal responsibility in working with others.
Students could be asked to identify or explain how decisions address local issues. Students could be asked to identify examples of cooperation and explain the results of people working together. Students could also be asked to identify and explain how individuals can get involved in community activities to address a particular issue.
18. Identify the elements of rules relating to fair play.
Fairness is a basic element in our society. It enhances the ability of people to respect and to get along with each other and is a characteristic of good citizenship. Taking turns, sharing, and letting everyone participate are examples of rules that students use that address the idea of fairness.
Items addressing this learning outcome explore applications of rules relating to fair play. Students could be given a series of situations and asked to identify which situation is unfair. Students could also be asked to identify ways to address a given situation fairly. Students could be asked to determine the fairness of a rule or which of several rules are fair.
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