Students examine the rights and responsibilities of Texas citizens and the need for civic participation. They read the Texas Bill of Rights, summarize some of the rights included, and explain one that is important to them. Next they examine how voting is both a right and a responsibility and explain how to be a more responsible voter. Finally, they examine statistics about Texans’ civic participation and derive a definition of civic participation.
Students are introduced to the focus on Texas citizens’ rights and responsibilities and civic participation. They evaluate several poll statements about rights and responsibilities in Texas (for example, rights to opinions, beaches, hunting and fishing, and responsibilities such as housing soldiers and voting). Then, with a partner, they discuss and look up the terms “rights” and “responsibilities,” and record their own definitions in a shared table.
Teacher MovesPresent the lesson overview and objectives. Facilitate discussion of the poll responses to surface initial ideas and misconceptions about rights and responsibilities. Guide students in comparing and refining their definitions, using examples to build a clear, shared class understanding of “right” and “responsibility,” and briefly distinguish responsibilities from legal duties.
Students learn that the Texas Bill of Rights contains many sections protecting citizens’ rights. They review the Texas Bill of Rights (optionally comparing it with the U.S. Bill of Rights) and complete a graphic organizer by summarizing ten selected rights, aiming to include rights that may be unique to Texas. Then, in a shared wall, they choose one right they listed and explain why it is personally important to them.
Teacher MovesEncourage students to consult both the Texas and U.S. Bills of Rights to notice similarities and differences. Invite volunteers to present one summarized right to the class. Lead a discussion of students’ chosen important rights, and, if controversial topics arise, model and reinforce respectful expression and listening, emphasizing that rights such as free expression carry responsibilities for how opinions are shared and received.
Students shift focus from rights to responsibilities. They first respond on a class wall to the question “What does it mean to have a responsibility?” Next, they contribute to a word cloud by naming responsibilities they have as Texas citizens. They then read about voting as both a key right and responsibility and participate in a poll choosing between two historical candidates for Texas governor based only on limited information. After voting, they explain on a wall how they chose their candidate. Finally, they complete a table listing ways citizens can learn about candidates and issues (such as researching, following news, or listening to speeches) in order to vote responsibly.
Teacher MovesHighlight and discuss a strong student definition of responsibility, clarifying that it is something a person should do. Use the word cloud responses to distinguish between legal duties and civic responsibilities. After the mock governor poll, prompt students to reflect on the limits of voting based on appearances or minimal information, and guide them to articulate why informed voting matters. Support students as they brainstorm concrete strategies for learning about candidates and issues, adding examples as needed.
Students extend their understanding from voting to broader civic participation. They examine the infographic Civil Life in America: Texas vs. USA to see how Texans compare with other Americans on various civic activities. Using a class wall, they define “civic participation” in their own words and provide at least one example drawn from the infographic. They then read a short description from 75 Things We Love About Texas that praises Texans’ friendliness and, in a second wall activity, identify specific data from the infographic that could support the claim that Texans are friendly (for example, talking to neighbors or exchanging favors).
Teacher MovesFacilitate discussion of student definitions of civic participation, sharing an exemplary response and reinforcing that it includes political and community involvement in many forms. Use examples from the infographic to illustrate different types of civic actions, such as political engagement and volunteering. Connect the Texas Monthly description of friendliness to the data, prompting students to cite evidence (like neighbor interactions) that supports the claim. If time allows, invite students to share personal examples of civic participation in their own communities.
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