Citizenship Rights, Responsibilities & Obligations/Duties
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This document discusses citizenship responsibilities and obligations at different levels of community from home to the national level. It defines responsibilities as things citizens should do, and obligations as things that are required by law with potential penalties for not complying. Examples given of responsibilities include being an informed citizen and volunteering, while obligations include obeying laws, paying taxes, serving on a jury, and registering for selective service. The document emphasizes that by fulfilling responsibilities and obligations, citizens are contributing to the common good of their community.
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2. Gender: M or F
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8. In the past year, did you participate in political service?
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I displayed a political sign/ button/ sticker
I posted (or reposted) on social media about a political issue. Where did you post? ____________ How often do you post about a political issue?
I made campaign contributions
I volunteered for a political candidate/ organization
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9. How often were involved with political service in the past year?
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I made campaign contributions
I volunteered for a political candidate/ organization
I contacted an elected official
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I protested publicly
I signed petitions (including electronic)
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I canvassed on behalf of a cause, group, or candidate
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9. How often were involved with political service in the past year?
Daily, more than once a week, weekly more than once a month, monthly, several times a year, once a year, rarely
10. If you were involved in community service in the past year, how did you become involved in it?
11. Describe how you feel about your community service experiences. Why do you feel that way?
11. If you were involved in political service in the past year, how did you become involved in it?
12. Describe how you feel about your political service experiences. Why do you feel that way?
13. If you have not engaged in any community service i ...
HU 140 Cultural Diversity Unit 5 TemplateCommunity, Art, an.docx
HU 140 Cultural Diversity Unit 5 Template
Community, Art, and Identity
The people of Herzing University (Atlanta Campus featured above) makes up a rich and thriving community. This piece of visual art is something current students as well as potential students see in social media and when searching the website giving it power to build community by creating a sense of welcome. Examine the picture above and consider how it represents the 'Identity' of Herzing University and address the following:
· In what ways does this image create a sense of welcoming?
· In what ways does this image reflect the reality of achieving your academic goals through hard work?
· Does this image help you to embrace a new sense of empowerment for as you become a part of the Herzing University community?
Click here
Community and Identity Through Art
Your local community is another place where you can celebrate who you are and how you contribute to society. Visit either a local newspaper website or the nearest large city newspaper to you. Go to their community page and locate three 'positive' images that demonstrate community in your area. Click on the word "Text" and describe the ways each image empowers your sense of community and identity. (How does this image project an "I am proud to live here" type of atmosphere). Would this image encourage others to join your community? Why? Remember to reference the image on the References page.
Community and Identity in Music
Music of all genres often tell personal stories of identity as well as broader narratives of community. For example, Lee Greenwood's classic song, "I'm proud to be an American" demonstrates the feeling all Americans share about the opportunities they have received to build strong families and strong communities.
Go to YouTube and find a dance or musical performance that reflects your sense of community (that can be local, regional, or your Herzing community) and/or your sense of identity.
Once you select your video, click on 'share,' then click on 'embed,' and finally click on 'copy' found at the lower right. Next, click inside the textbox below, then click on the "Insert" menu and select "Online Video" from the menu. Select the option where you 'paste' the embed code. If necessary, reference the video on the References page.
Click here
Address the following:
1. What video did you select and why?
2. Would an audience understand the connection between the performance (or song lyrics) and the ideas of community or identity if it wasn't in musical form? Support your position.
3. What imagery in the performance or the lyrics connect most with you? Why?
4. What did the performance contribute to your understanding of community building and/or identity awareness?
Click here
Literature and Community
Literature is a powerful artform known for its ability to explore unique perspectives of historical eras that reflects and celebr ...
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This document provides an overview of citizenship duties and responsibilities. It discusses how citizens must fulfill civic duties to ensure an effective government that protects rights. These duties include obeying laws, paying taxes, and national defense. The document also outlines responsibilities like staying informed, voting, and respecting others. Finally, it emphasizes how citizen participation through activities like volunteering are essential to preserving the political system.
activities human person in society.pptx
This document contains assignments and questions for students about Filipino culture and society. It asks students to list Filipino traits they practice, describe factors influencing human societies, and reflect on how their community has influenced them. It also contains prompts for students to draw and describe their dream community, and to list the different roles they play in their family, school, and real community.
Civic Engagement Letter CHDV 3210Due Dates Draft due Mon.docx
Civic Engagement Letter
CHDV 3210
Due Dates
Draft due Monday, 11/7 by 11:59pm
Final Submission due Monday, 12/5 by 11:59pm
Letter must be mailed or emailed to representative by Tuesday, 12/13
Instructions: Students will write a one-page advocacy letter to an elected official about an important community issue. Students must use the template provided or receive approval in advance for another format.
Your letter should:
a) Identity an important issue that affects families within a chosen community. What issue are you addressing?
b) Identify an appropriate elected official at the county, state, or national level; appropriate meaning someone in a position that can address your issue. In your letter, note the official’s correct title and their full name.
c) Describe how the issue affects children and families. Be specific!
d) Provide at least ONE key statistic AND empirical research to support your argument. Must include APA citation within your paragraph and include the reference at the bottom of the letter.
e) Describe specific actions you would like the elected official to take to address this family centered issue. What solution(s) are you proposing they take?
f) Date should be included at top of letter; at bottom of letter sign and print your name
g) Letter must meet appropriate length requirement of one page with 4 paragraphs, following the provided template.
h) Letter must be spell-checked and make grammatical sense.
i) Letter should be typed, single-spaced, use appropriate font (Times/Times New Roman, 12 point). Note that the appropriate spacing for each paragraph should follow the template: do not indent the start of each paragraph and use one line spacing in between paragraphs.
*The formatting guidelines for a letter are different from what I usually require for a paper.
**Use the template on the following page.
_________________________(Your full name)
_________________________(Your mailing address)
_________________________
Month day, year
Dear _________________ ___________________,
(Person’s Title) (Person’s Full Name)
Paragraph 1 – The Introduction: Briefly describe the problem and what action(s) you want your political representative to take to address it. (Three to four sentences). ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Paragraph 2 – The Issue: Describe in detail how the problem affects children and families. Be specific by giving a(n) example(s)! Include one statistic AND empirical research to support your argument. Use APA format. (Four to five sentences). ______________________________________________________________________________ __________________________________________________________________.
GLB-Village activity 8Use the Internet to find out how the perso.docx
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Spi 03.04.1, 03.04.2, 03.06.2 government services, good citizenship, conflict...
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Social Structures
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Representation intro
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At A2 level, students will explore two case studies of how particular groups or places are portrayed across different media types. This includes looking at alternative representations, issues of stereotyping, how to achieve fair and accurate representation, the role of power in representation, and reasons for dominant representations from historical, economic, social and political perspectives.
Marijose and manolo
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Community Presentation
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LiveWorkPlay (No Notes) Presentation To YAI Conference 2013
Session 25 Community Inclusion
Julie Kingstone MEd
Keenan Wellar MA
From social programs to social change: building a welcoming community. Over a period of 4 years, the LiveWorkPlay organization engaged in a successful process of ‘de-programming’ by making a shift from congregated programs to authentic community-based supports and outcomes based on flexible and highly individualized person-centered planning.
AssignmentTopic Please answer the following in 350 wordsWhat .docx
Assignment
Topic: Please answer the following in 350 words
What are the issues and root causes that necessitates the enactment and/or establishment of Federal, state and local government laws, and the establishment of regulations and policies for access control? Cite such laws, regulations and policies in Texas state. (350 WORDS)
Reply: Imagine you are replying to someone else’s answer and write a reply in 150 words
Submission Requirements
Font: Times New Roman, size 12, double-space
Citation style: APA
Length: 350 words(Topic) + 150 words(reply)
References: At least two for topic
NO Plagiarism
HU 140 Cultural Diversity Unit 5 Template
Community, Art, and Identity
The people of Herzing University (Atlanta Campus featured above) makes up a rich and thriving community. This piece of visual art is something current students as well as potential students see in social media and when searching the website giving it power to build community by creating a sense of welcome. Examine the picture above and consider how it represents the 'Identity' of Herzing University and address the following:
· In what ways does this image create a sense of welcoming?
· In what ways does this image reflect the reality of achieving your academic goals through hard work?
· Does this image help you to embrace a new sense of empowerment for as you become a part of the Herzing University community?
Click here
Community and Identity Through Art
Your local community is another place where you can celebrate who you are and how you contribute to society. Visit either a local newspaper website or the nearest large city newspaper to you. Go to their community page and locate three 'positive' images that demonstrate community in your area. Click on the word "Text" and describe the ways each image empowers your sense of community and identity. (How does this image project an "I am proud to live here" type of atmosphere). Would this image encourage others to join your community? Why? Remember to reference the image on the References page.
Community and Identity in Music
Music of all genres often tell personal stories of identity as well as broader narratives of community. For example, Lee Greenwood's classic song, "I'm proud to be an American" demonstrates the feeling all Americans share about the opportunities they have received to build strong families and strong communities.
Go to YouTube and find a dance or musical performance that reflects your sense of community (that can be local, regional, or your Herzing community) and/or your sense of identity.
Once you select your video, click on 'share,' then click on 'embed,' and finally click on 'copy' found at the lower right. Next, click inside the textbox below, then click on the "Insert" menu and select "Online Video" from the menu. Select the option where you 'paste' the embed code. If necessary, reference the video on the References page.
Click here
Add.
project_4
1) The document discusses creating a kind community where people are kind to each other.
2) It describes different types of communities that students want to live in and reasons why.
3) The main message is that when people work together in a community, using everyone's talents, they can create something greater and make the community a kind place.
ESP9: Civil society and its Role in Achieving Common Good
This will really help students in knowing Civil Society. It has examples, explanations, exercises and activities.
Step 1Familiarize yourself with the video found here .docx
Step 1:
Familiarize yourself with the video found here:
Link to Who Leads Us? video
AND the website associated with the video, located here:
Who Leads Us?
AND the website of your Representative in the United States House:
The US House of Representatives
Step 2:
After learning about Reflective Democracy across the United States it is time to learn about how it affects you. Begin by examining yourself and your surrounding community. How would you describe your cultural background? How would you describe the cultural background of your US Representative? How would you describe the cultural background of the district that he or she represents (and that you are a part of)? Compare and contrast the culture of the district to the culture of your Representative. Compare and contrast the culture of your Representative and your culture. Compare and contrast your culture with the culture of the district that you live. Where do you see the greatest differences between cultures? What are some advantages and disadvantages of these cultural differences? How would you work to bridge the divide between cultures? (SR 1)Step 3:
Find a policy issue that your Representative has taken a stand on. Explain that issue in detail. Once you have explained the issue, provide information on where your representative stands on the issue. Where do you stand on the issue? What do you believe should be done? What might be another alternative solution? Thinking about your ideas on the issue who might object to your viewpoint and what might their objections be? Once you’ve laid out their objections, respond to them, and explain, with logic, why your perspective is correct and your opponents’ objections are mistaken. (PR 1 and PR 2)Step 4:
Now that you have officially staked out a policy position, you need to think about how to get it put into action. Who in the government, and who in your community. do you believe should be involved? What specific actions should you (and those in the community) take? Why is it important to get your community involved and what will be the benefits of activating people to the cause? (SR 2)Step 5:
Let’s assume that you are successful in your efforts, and you achieve your policy goal. What do you believe will be the consequences of putting this policy into practice? How far reaching do you think the consequences will be for your community? Your state? Your country? What do you think will be the effects over the short term? Over the long term? Be sure to mention both positive and negative consequences that might result? (PR 3)
.
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Citizenship Rights, Responsibilities & Obligations/Duties
- 2. Levels of Citizenship • What are rights? • What are responsibilities? • What are obligations? • What’s another name for an obligation?
- 3. Levels of Citizenship • What are some of your rights and responsibilities at the places in these pictures?
- 4. Levels of Citizenship • There are 12 pictures at your desk. Match each picture (below) together with another that matches best to make 6 total pairs. Then, arrange the pairs from 1 to 6. 1 being the smallest level of community and 6 being the largest community. H B C D E F GA I J K L
- 5. How are some of the images examples of rights and responsibilities at each level? 1. A, H 2. F, L 3. D, K 4. E, G 5. C, I 6. J, B 1. Home 2. School 3. City 4. County 5. State 6. National
- 6. Responsibilities or Obligations? At your table are 8 images. For each image, discuss the following with your group. 1. Do you think the image is describing a RESPONSIBILITY (something you should do as a good citizen) or an OBLIGATION/DUTY (something you have to do or you can be penalized or punished in some way). 2. What Level of Citizenship/Community do you think each image best matches with? (home, school, city, county, state, or nation?)
- 7. Responsibilities or Obligations? Responsibilities Obligations/Duties
- 8. AN ACTION WE ARE REQUIRED TO PERFORM AN ACTION WE ARE NOT REQUIRED TO DO, BUT WE SHOULD OBEY LAWS PAY TAXES DEFEND THE NATION (Selective Service System) SERVE IN COURT (Jury Duty!) BE AN INFORMED CITIZEN (Attend Civic Meetings) VOTING PETITION THE GOVERNMENT VOLUNTEER RUN FOR OFFICE
- 9. What are you doing by completing your obligations & responsibilities as a citizen? Contributing to the COMMON GOOD!
- 10. Assessment CHOOSE ONE of the following to demonstrate your understanding of Responsibilities and Obligations/Duties. 1. Write a MINIMUM two paragraph response to the following prompt: Which responsibilities and obligations of citizens do you think are the most important? Explain why. 2. Write a rap/poem about the relationship between civic responsibilities and obligations. 3. Draw a cartoon that gives at least TWO examples of civic Responsibilities and/or Obligations. 4. Write a MINIMUM two paragraph response explaining the consequences if citizens do not fulfill their citizenship responsibilities.
Editor's Notes
- Insert your school picture in place of Milwee’s… Also use this intro to clarify the differences between rights, responsibilities, and obligations/duties. For example, at home a child’s chores are obligations because they face punishment if not completed. On the other hand, picking up trash already on the ground at school might be a responsibility of a good student but not required. Homework may be required, but a responsible student would study even without the penalty of a “zero” grade if not. The student handbook at your school has rules that students must follow, just like their parents have established rules at home. There are universal rights at home and at school like the right to have a lunch, etc…
- Insert your school picture in place of Milwee’s… Also use this intro to clarify the differences between rights, responsibilities, and obligations/duties. For example, at home a child’s chores are obligations because they face punishment if not completed. On the other hand, picking up trash already on the ground at school might be a responsibility of a good student but not required. Homework may be required, but a responsible student would study even without the penalty of a “zero” grade if not. The student handbook at your school has rules that students must follow, just like their parents have established rules at home. There are universal rights at home and at school like the right to have a lunch, etc…
- Have handouts of each image at student groups. Swap out images D and K to match your school and municipality.
- Ask students the following questions as you ask for their pairings on the placemat: How are some of the images examples of rights and responsibilities at each level? Possible responses may be: follow laws (image D and G), the right to an education and obligation to attend school (F and I), certain rights at school like eat lunch (L), selective service/enlist in the military, complete chores at your home (H), right to trial by jury/due process (G).
- Have handouts of images at each table. They are only on the powerpoint so the teacher and students can refer to them as they discuss after the activity.
- Responsibilities: Register to vote (also a right…some countries have compulsory voting laws), community service Obligations: Follow laws and rules (speed limit sign and student handbook), pay taxes (sales receipt), jury duty (summons image), and selective service (draft card). LEVELS of citizenship for each: Registering to vote is done at the county level, but citizens can vote on local, state, and national issues. Community service may mostly be done at the local level (city/county) but can be done for state, national or international organizations. Selective Service is for the national level. Sales tax is county level, but citizens also pay income tax at the national and possibly state level. School rules are obviously at the school level. Speed limits are for local, state, and national (highway) roads. Jury duty can be for local courts or federal courts.