Activities for Teaching Citizenship

Using a variety of materials in the citizenship class provides relevant content and practice with English for learners, especially those with minimal English literacy skills (Holt, 1995). Textbooks do exist; however, most citizenship preparation texts on the market are not written at a level suitable for beginning- level learners (Silliman, 1997). Instructors will need to adapt materials for these learners (Nixon & Keenan, 1997). Both learners and teachers need to understand that if learners have very limited English proficiency in reading, writing, and speaking, they may have difficulty successfully completing the English and civics tests.

Regardless of the learner's English proficiency and literacy level, classroom instruction must not be limited to textbook work. The use of authentic materials is recommended for all learners. An American flag; historical or civics posters; and images of the White House, Abraham Lincoln, George Washington, and Martin Luther King are examples of visual aids that can help literacy- level learners better understand the content.

Following are some activities that can be done in class. Most are based on the USCIS list of 100 questions, from which the majority of USCIS interview questions are currently drawn. Some examples for extending the activities to the other components of family literacy are provided for each. See Part III for a review of the four family literacy components:

  • Interactive literacy activities between parents and their children (PACT Time)
  • Training for parents regarding how to be the primary teacher for their children and full partners in the education of their children (Parent Education)
  • Parent literacy training that leads to economic self-sufficiency (Adult Education)
  • An age-appropriate education to prepare children for success in school and life experiences (Children's Education)

Figure IV-8: Citizenship Preparation Activities

Question by Theme. To prepare for this activity, the teacher needs to arrange the 100 USCIS questions according to theme. Although most of the questions fit neatly into such themes as the presidency, the Congress, or the Constitution, some questions will fit into more than one theme. By breaking up the questions in this manner, the teacher is able to discuss questions in clear thematic units. In family literacy programs, these themes may be carried through to the other components. For example, the children's classroom may use activities from children's books that address the same themes; a parent education session activity with parents and children might include a field trip to local government agencies, such as the courthouse, post office, and library; and during parent time, discussions might include laws on child abuse and domestic violence in this country.

Contests. Many learners enjoy competition. This is particularly true for those whose home country educational system emphasizes memorization, speed, and individual achievement. To set up a contest, the teacher divides the class into teams. The teacher may ask the questions, have a learner ask the questions, or have the teams choose and ask the questions. One individual answers questions until a
mistake is made, at which time a person from the other team begins answering questions. The winner is the one who answers the most questions before making a mistake.