Student Materials

• Appendix A: Founding Principles and Civic Virtues Organizer
• Being an American Capstone Project Parameters and Directions
• Appendix B: Being an American Unit Graphic Organizer

Facilitation Notes: Students’ responses to the Guiding Questions will frame their understanding of the lessons throughout this curriculum. Students will reference the handouts in this activity throughout the curriculum. This lesson should take approximately 90 minutes. Students will consult Appendix A: Founding Principles and Civic Virtues Organizer and Appendix B: Being an American Unit Graphic Organizer from this lesson across the curriculum.

To learn more about Founding Principles and Civic Virtues, visit the BRI website here.

Engage

Ask students to answer the following questions:

• What does “Being an American” mean to me?
• What Founding Principles and Civic Virtues unite Americans?

Have students work independently on a quick write to organize their thoughts.

Explore

1. Ask students to share their responses to the questions with a partner or small group. Encourage students to look for common patterns in responses.
2. Lead a brief class discussion. Are there any themes or responses that are repeated? Why might that be?
3. Remind students of the definitions of virtues (conduct reflecting moral excellence) and civic (relating to citizens and civil society). Ask students to come up with a list of civic virtues that are essential in a self-governing society. Post student answers in a place that can be referenced throughout the lesson and throughout the curriculum.
4. Distribute Appendix A: Founding Principles and Civic Virtues Organizer. Have students compare their lists with the civic virtues listed there.
5. As a class, complete the first row of the organizer for the virtue “Courage” together. Have students complete the remainder of the Civic Virtues in the organizer individually, in pairs, or in groups, as best suits your classroom.
6. When students have finished their organizers, discuss the analysis questions at the bottom of the organizer.
   • What similarities and differences between the class lists of virtues needed for self-government and this list do you notice?
   • Do all Americans demonstrate these Civic Virtues? What happens if they do not act in a way that supports these virtues?
   • Are there any Civic Virtues that seem more important than others? Explain your reasoning.
7. Have students look at the list of Founding Principles in Appendix A: Founding Principles and Civic Virtues Graphic Organizer. Ask students to consider in what ways the Civic Virtues relate to the Founding Principles.
8. Distribute Being an American Capstone Project Parameters and Directions. Review the directions for the project. Emphasize that students will be looking at these Founding Principles and Civic Virtues in their graphic organizer across the curriculum. After completing the unit, they will utilize these Founding Principles and Civic Virtues in their final project. Assure students that you will review the project directions in greater detail at the end of the unit.

Assess & Reflect

Distribute Appendix B: Being an American Unit Graphic Organizer. Have students complete the first row for the Unit Opener—they will rewrite their answers to the warmup questions as well as identify a principle or virtue they wish to learn more about and explain why. Tell students they will keep this paper and Appendix A: Founding Principles and Civic Virtues Organizer for reference throughout the curriculum. Students will revisit and reflect on their responses to this initial question before beginning their final project.