Among the
Hidden—
A Unit on the
Role of
Government
Unit
Based on Margaret Peterson Haddix’s book Among the
Hidden, this unit teaches social studies and reading
standards around the concept of government regulations/
responsibilities and the responsibilities of citizens.
8th Grade
OVERVIEW
BIG IDEA:
Government regulation must balance individual and group needs.
ESSENTIAL QUESTION:
What should government be able to regulate?
UNIT OUTCOME:
The student will analyze and infer to write short answers explaining the responsibilities of citizens and the
government related to narrative, persuasive, expository, and functional text.
In brief-- The student will explain the responsibilities of citizens and government.
LEARNER EVIDENCE:
approximately 9 DAYS + text length (bolded lessons are planned here)
1) Explain government responsibilities
1 day
Task Analysis—What are responsibilities?; What is the role of government in your life?;
What is the social contract?
2) Use expository text to determine if government met their responsibilities and what the student
would change
1- 2 days
Task Analysis—Read and comprehend expository text; State government’s responsibilities;
Think critically about changes and planning
3) Use comprehension of narrative text to explain government regulations and suggest changes
Time for reading text + 1 day
Task Analysis—Read and comprehend narrative text; Identify government regulations;
compare regulations to responsibilities; Suggest changes as a result of this difference
4) Explain citizen responsibilities
1 day
Task Analysis— Read and comprehend narrative text; Identify citizen responsibilities;
Suggest changes as a result of this difference
5) Use persuasive text to determine acts of citizenship demonstrated
1- 2 days
Task Analysis—Read and comprehend persuasive text; Identify traits of citizenship from
article
6) Use functional text to determine how to fulfill citizen responsibilities
1- 2 days
Task Analysis—Read and comprehend functional text; Identify citizenship responsibilities
and suggest options for being a good citizen
SOCIAL STUDIES PO’S:
SS08-S3-C1-PO 1. Describe how the following philosophies and documents influenced the creation of
the Constitution:
a. John Locke’s theories – natural law, social contract
SS08-S3-C3-PO 4. Compare the roles and relationships of different levels of government (e.g., federal,
state, county, city/town, tribal).
SS08-S3-C4-PO 2. Discuss the character traits (e.g., respect, responsibility, fairness, involvement) that are
important to the preservation and improvement of constitutional democracy in the United States
SS08-S3-C4-PO 4. Explain the obligations and responsibilities of citizenship:
a. upholding the Constitution
b. obeying the law
c. paying taxes
d. registering for selective service
e. jury duty
READING PO’S:
R08-S1-C6-PO 5. Connect information and events in text to experience and to related text and sources.
R08-S1-C6-PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making
inferences, sequencing) to interpret text.
R08-S2-C1. Identify, analyze, and apply knowledge of the structures and elements of literature.
R08-S3-C1. Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository
text.
RO8-S3-C2. Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of
functional text.
R08-S3-C3. Explain basic elements of argument in text and their relationship to the author’s purpose and
use of persuasive strategies.
KEY LESSONS
Lesson 1 of 2
Lesson Title:
AZ Teaching Standard:
SS08-S3-C1-PO 1. Describe how the following philosophies and documents influenced the creation of the
Constitution:
b. John Locke’s theories – natural law, social contract
SS08-S3-C3-PO 4. Compare the roles and relationships of different levels of government (e.g., federal, state,
county, city/town, tribal).
Lesson Outcome:
SWBAT use the social contract to state broad government responsibilities and categorize smaller government
responsibilities.
Evidence:
Tree Map
Big Idea: Government regulation must balance individual and group needs.
Materials:
White paper, post it notes, white board
Sub-Objective
SET:
TSW answer
questions in a
group about a
hypothetical
situation and
discuss another
group’s
ANSWERS.
Teacher Actions
A)Teacher introduces a scenario—
Imagine a classroom where the
teacher teaches, but can make no
rules. The teacher cannot tell
students what to do or establish
any discipline in the classroom.
Participants Actions
A)Individually students draw a
picture of themselves sitting in
this hypothetical classroom.
B)As a group, share your pictures
and discuss what this classroom
would be like.
B)Students are put into groups of 5
students.
The group selects a recorder to
write the group’s answers to the
√for
Understanding
Teacher monitors
discussions;
collects answers.
C)Teacher collects group papers
and re-distributes them to other
groups.
TSW complete
a note-taking
guide.
Using a flow map, teacher
introduces Locke’s philosophy—
giving information on what life is
like in Locke’s state of nature (on
the left) , the social contract (the
arrow), and the contracted state
(on the right)
--STATE OF NATURE:
A hypothetical world before
government… there are no rules or
restrictions. This world would be
full of fear and violence. Everyone
must provide for themselves and
there is no system for resolving
issues.
--SOCIAL CONTRACT:
John Locke and other philosophers
developed a solution to the
problems that exist in a place
without government. In a state of
nature, people might feel free to
do anything they want to do.
However, their rights would not be
protected and they would feel
insecure.
Locke argued that people should
agree with one another to give up
some of their freedom in exchange
for protection and security. They
should consent to follow some laws
in exchange for the protection that
following questions—
1. What might be the
advantages and
disadvantages of this
classroom?
2. What might happen to
students’ rights?
3. What might school and
life be like for everyone?
C)Students evaluate and discuss
the other group’s response.
Students copy maps.
Teacher checks
maps.
these laws would give them. This
agreement is called a social
compact or social contract. A social
compact is an agreement people
make among themselves to create
a government to rule them and
protect their natural rights. In this
agreement the people consent to
obey the laws created by that
government.
(http://www.ktoo.org/gavel/guide/
classGuide1-plan.htm)
--GOVERNMENT RESPONSIBILITIES:
In exchange for giving up some
rights, the government has the
responsibility to protect you and
offer you certain benefits.
Describe what this world would
look like.
TSW categorize
government
responsibilities
into protection
and promotion
of well being.
Students each get 3 post-its. On
each post-it, students write one
thing the government is
responsible for doing.
Teacher checks
tree maps.
Teacher creates a large circle map
for government responsibilities on
the white board.
Students post their notes in the
circle map.
Teacher begins to lead students in
dividing these into two
categories—protection and
promotion of well being.
TSW name 5
responsibilities
of the
government—
categorizing
each as
protection or
promotion of
Give directions (as at right).
Students create a tree map to
classify the responsibilities.
On a piece of paper, students
create 2 categories (do not tell
the students the categories
again) of government
responsibilities. Students then
list 5 individual responsibilities
total—dividing them correctly
into categories.
EXIT TICKET
well being.
Lesson 2 of 2
Lesson Title:
AZ Teaching Standard:
SS08-S3-C4-PO 2. Discuss the character traits (e.g., respect, responsibility, fairness, involvement) that are
important to the preservation and improvement of constitutional democracy in the United States
SS08-S3-C4-PO 4. Explain the obligations and responsibilities of citizenship:
f. upholding the Constitution
g. obeying the law
h. paying taxes
i. registering for selective service
j. jury duty
Lesson Outcome:
SWBAT use speech evidence to describe citizen responsibilities in a brief paragraph.
Evidence:
Paragraph
Big Idea: Government regulation must balance individual and group needs.
Materials:
Video from United Streaming (America at Its Best: What It Means to be a Citizen-http://player.discoveryeducation.com/index.cfm?guidAssetId=052A8D09-4A42-4630-98282C962F2A88C9&blnFromSearch=1&productcode=US)
Video from United Streaming (the “JFK Encourage Citizens to Be the Best They Can” segment of Speeches from
History: John F. Kennedy-- http://player.discoveryeducation.com/index.cfm?guidAssetId=0138980B-F0E0-40558B80-1E950EE971B1&blnFromSearch=1&productcode=US)
Video from United Streaming (the “Press Conference: January 20th 1983” segment of Speeches from History:
Ronald Reagan--http://player.discoveryeducation.com/index.cfm?guidAssetId=27BD3373-0AEE-41CA-89176F1D3A0761CE)
Video from United Streaming (the “Get Out the Vote” segment of Speeches from History: Harry Truman-http://player.discoveryeducation.com/index.cfm?guidAssetId=B7BE8A67-9F55-4260-ABB0-6BE2878AE28E)
Video from United Streaming (the “Speech to Unite Americans Regardless of Race or Creed” segment of
Speeches from History: Franklin Roosevelt-http://player.discoveryeducation.com/index.cfm?guidAssetId=A59722ED-8F92-4F3E-B2CB-2C045E7EF9A7)
Several copies of the Citizenship Sample Test-http://www.uscis.gov/portal/site/uscis/menuitem.5af9bb95919f35e66f614176543f6d1a/?vgnextoid=8808633
8b3281210VgnVCM1000004718190aRCRD&vgnextchannel=74d49ddf801b3210VgnVCM100000b92ca60aRCRD
Sub-Objective
Teacher Actions
SET:
TSW create a
circle map
describing a
citizen.
Teacher instructs students to
create a circle map to describe a
citizen based on the video of John
F. Kennedy.
Participants Actions
√for
Understanding
Students look up and define
“citizen” and “citizenship” for bell
work.
Teacher monitors
discussions.
Students watch the video and
create a circle map.
Teacher leads a discussion on
citizenship—based on their circle
maps.
TSW write a list
of 15 important
things citizens
need to do.
Teacher shows America at Its Best:
What It Means to Be a Citizen
Teacher monitors discussion and
leads a class list of 10 citizen
responsibilities.
Students work in groups to
create a list of 15 important
citizen responsibilities.
Listen to
discussion
feedback.
TSW analyze a
speech for
important
details on the
subject of
citizenship.
Teacher models finding important
details in speech and adding at
least 2 things to the citizen
responsibility list. (Use Regan
speech)
TSW discuss
the stringency
of the
citizenship test.
Teacher shows students the
citizenship sample test. Teacher
guides students on what to look at
in the test.
Teacher checks
lists
Students work with a partner to
find 2 more things to add to the
citizen list. (Use Truman speech)
Teacher monitors
discussion
Students look at the test and
discuss it in groups.
Teacher leads a class discussion
including: Is the test easy or hard?
Does it test whether people will be
good citizens? How does it try to
assess whether people understand
the role of citizenship?
TSW write a
brief summary
of citizen
responsibilities.
Teacher shows FDR video.
Students use speech for clues.
Students write a brief summary
paragraph of citizen
responsibilities.
Collect and grade
paragraphs.
The previous lessons will give students the basis for
analyzing responsibilities of the government and citizens.
Teacher should continue to read aloud Among the Hidden,
leading discussions in analyzing the text for these
responsibilities. Teacher should also offer persuasive,
functional, and expository texts on the topic of government
regulation and citizenship and allow students to analyze
these texts.
LEARNER EVIDENCE
Reading, Period ______
Date: _________________
Name: _____________________________
1A. In 1 sentence, explain 2 responsibilities of the government in regulating its citizens.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
1B. Analyze the current event in this article.
June 11, 2009
Dear Educators:
As this school year comes to a close, we urge you to begin thinking about the next school year and how we can
work together to keep our students and local communities safe. We also offer our support toward that end. The H1N1
virus has been shown to affect school-aged children disproportionately, and children are known to be highly likely to
transmit flu viruses, especially in school and other group settings. Furthermore, scientists and public health experts are
concerned that the novel H1N1 virus may persist into the fall, potentially as a more severe strain, causing more serious
and life-threatening illness. The Department of Health and Human Services is taking the steps necessary to secure H1N1
flu vaccine for possible use in the fall. If a vaccination program is initiated, however, the vaccine will not be available
until several weeks after the school year begins.
Therefore, it will be critical for schools to begin planning non-pharmaceutical interventions to prevent disease
transmission and protect students and staff, as well as local communities, from infection. Depending on the timing and
severity of a potential fall H1N1 wave, those interventions could include: extra measures to ensure that commonly
touched surfaces are disinfected, strict enforcement of exclusion policies for students and staff with flu-like symptoms, or
extended school closures. In addition, because schools could be used as vaccine distribution locations, schools should
consider how they might accommodate such requests. While all of us want to do all we can to keep students engaged in
learning and maintain a sense of normalcy, we need to be ready for whatever the fall may bring.
Most public schools already are required to have emergency plans, which ideally consider a range of scenarios. The
summer months ahead offer time to prepare and refine school “all-hazards” plans and ensure that parents make their own
contingency plans. To that end, we recommend the following:
 Consider ways to promote good hand hygiene (including teaching proper hand washing technique, and providing
opportunities and appropriate supplies for hand washing), regular cleaning and disinfection of surfaces in schools,
and other infection control measures.
 Develop response and communications plans to ensure that students or staff with fever or flu-like symptoms do
not come to school or are sent home; advise parents of these plans.
 Advise parents to develop contingency plans should their children become sick and need to stay home or in the
event their school is forced to close.
 Consider alternative mechanisms for delivery of education content, leveraging community resources if
appropriate and possible.
 Consider alternative mechanisms for delivery of school meals to at-risk children.
 Work with local and/or state health departments to collect real-time data on school closures and rates of illness
and absenteeism that will be shared with the Department of Education and the Centers for Disease Control and
Prevention.
We are also collaborating with mayors, governors, and state and local public health officials about contingency
plans. Our hope is that the summer months can be used to develop and share a coordinated public health strategy that
aims to protect our children and families and minimize disruptions. We face an uncertain situation. Nevertheless, there
are measures we can all take to meet the potential public health challenges that lie ahead, and your commitment to that
end is critical to the overall effort. We want to work closely with you to ensure you have the support you need to provide
a safe learning environment for our nation’s students. You may call on us and our staffs at any time, and we will check in
with you throughout the summer and the school year.
Again, thank you for all your efforts. We look forward to continuing to work with you.
Arne Duncan
and
Kathleen Sebelius
I.
Based on this letter, explain how the government did or did not meet its responsibilities. Justify
your answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
II.
If the government did not meet its responsibilities, what should they have done? If the
government did meet its responsibilities, what would you change? Explain why.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
1C.
In Among the Hidden, name 2 things the government regulated? What should the government
have done differently? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2A. In 1 sentence, explain 2 responsibilities of a citizen to its government and society.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2B. Analyze this editorial.
Letter to the Editor: Recycling at Stevens Institute of Technology
By: Anonymous
Posted: 10/17/08
I was relieved to read Brent Caruso's article about recycling at Stevens. For a long time, I thought I was the
only one who noticed and/or cared that Stevens does not recycle. It is an abomination that in this day and age,
at a school that claims to be environmentally responsible, no one takes the basic steps to ensure that all
recyclables get properly handled and disposed of. In the dorm I live in (Jonas) there is a recycling bin for glass
and plastic bottles, which I use regularly. However, I've observed the contents of this can being dumped
together with the trash can adjacent to it. Also, I am not aware of where on campus I can recycle cardboard and
mixed paper, which has been very disappointing to me. What truly puzzles me, though, is that proper recycling
is a legal requirement in Hudson County! All homeowners, businesses and schools are required by law to do
basic recycling. Something needs to be done so that this law is enforced at our school so that this shameful
wasting is put to an end.
Explain 2 ways the author demonstrates his/her citizenship through this article. Justify your answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2C. Analyze this functional text.
Electronics Recycling Information
Electronics Recycling Collection Day
The next Collection Day is scheduled for:
Saturday, May 8th, 2010
7:30 AM - 2:00 PM
9191 E. San Salvador Drive
st
From 91 Street and Via Linda, follow the signs
Household Hazardous Waste
will not be accepted at this event
Future Collection Dates:
Oct. 9th, 2010
Please DO NOT place these items in your recycling bin.
ITEMS ACCEPTED



Computers/Peripherals: PC's, Printers, Keyboards, Scanners, Mice, Monitors, Circuit Boards and Hard
Drives.
Office Equipment/Products: Telephones, Cell Phones, Answering Machines, Pagers, Typewriters and
Calculators.
Entertainment Equipment: Cameras, Televisions, Recorders (VHS and DVR) DVD Players and Stereo
Equipment.
ITEMS NOT ACCEPTED




No discarded light bulbs will be accepted.
No Batteries
Air Conditioners, Can Openers, Coffee Pots, Microwaves, Stoves & Ovens, Refrigerators, Washers
& Dryers and Hot Water Heaters.
No commercial materials will be accepted.
Collection events are ONLY for residents of Scottsdale. Please be prepared to show proof of residency in the
form of a picture I.D. and, either a City utility bill or a rent receipt.
Electronics have revolutionized our lifestyle with computers, radios, telephones, and cell phones. However, they
also make up the bulk of electronics that threaten the environment, because of the dangerous elements in them.
Recycling and reuse of these electronic items prevent them from reaching landfills, which help to create less
waste, and provide usable items to organizations that need them and recapture valuable resources. As new
products hit the market, relevant information and resources are necessary to ensure old items are properly
discarded.
After reading “Electronics Recycling Information”, what 3 things could you do to support this effort and
meet your responsibilities as a citizen?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RUBRIC
Reading - Analyzing Information : Government Regulations
Teacher Name:
________________________________________
Student Name:
CATEGORY
Responsibilies of
Government
________________________________________
4
3
Includes 2
Includes 1
responsibilities, protect responsibilities,
(people, rights,
protect (people,
country) and
rights, country) and
provide(social welfare, provide(social
defense, public service) welfare, defense,
public service) More
than one sentence
Analysis of
Includes a yes or no
Includes a yes or no
Responsibilies and
response with clear
response with limited
Current Events
and
and
rationale/explanation
rationale/explanatio
based on definition in
n based on definition
questions 1A.
in questions 1A.
Changes to
Includes specific
Includes specific
Responsibilies
responsibilities,
responsibilities,
proposed change and
proposed change and
clear
limited
rational/explanation
rational/explanation
based in definition in
based in definition in
1A.
1A.
Text to government Includes 1 population,
Includes 1
connection
food, where people
population, food,
can be, what they can
where people can be,
grow and explains
what they can grow
what should change.
and explains what
With clear justification should change. With
limited justification
Responsiblities of
Includes 2 general
Includes 2 specific
Citizen
responsibilities of a
responsibilities of a
citizen to its
citizen to its
government and
government and
society
society
2
Includes 1
responsibilities,
protect (people,
rights, country) and
provide(social
welfare, defense,
public service) Not a
complete sentence
Includes a yes or no
response with
unclear and
rationale/explanatio
n based on definition
in questions 1A.
Includes specific
responsibilities,
proposed change and
unclear
rational/explanation
based in definition in
1A.
Includes 1
population, food,
where people can be,
what they can grow
and explains what
should change. With
unclear justification
Includes 1 general or
specific responsibility
of a citizen to its
government and
society
1
Includes NO
responsibilities,
protect (people,
rights, country) and
provide(social
welfare, defense,
public service)
Includes a yes or no
response with NO
rationale/explanatio
n based on definition
in questions 1A.
Includes specific
responsibilities,
proposed change and
NO
rational/explanation
based in definition in
1A.
Includes 1
population, food,
where people can be,
what they can grow
and explains what
should change. With
NO justification
Includes NO
responsibilities of a
citizen to its
government and
society
Analyze
demostration of
citizen
Includes 2 ways with
clear justification
based on definition in
2A.
Includes 2 ways with
limited justification
based on definition
in 2A.
Includes 2 ways with
unclear justification
based on definition
in 2A.
Includes 2 ways with
NO justification
based on definition
in 2A.
Analyze functional
text
Includes 3 ways that
relate to definition in
2A and text.
Includes 2 ways that
relate to definition in
2A and text.
Includes 1 ways that
relate to definition in
2A and text.
Includes NO ways
that relate to
definition in 2A and
text.
Date Created: Feb 17, 2010 08:23 pm (UTC)
LEARNER EVIDENCE--SAMPLE
Reading, Period ______
Date: _________________
Name: _____________________________
1A. In 1 sentence, explain 2 responsibilities of the government in regulating its citizens.
The government should regulate its citizens to protect them and promote their well being.
1B. Analyze the current event in this article.
June 11, 2009
Dear Educators:
As this school year comes to a close, we urge you to begin thinking about the next school year and how we can
work together to keep our students and local communities safe. We also offer our support toward that end. The H1N1
virus has been shown to affect school-aged children disproportionately, and children are known to be highly likely to
transmit flu viruses, especially in school and other group settings. Furthermore, scientists and public health experts are
concerned that the novel H1N1 virus may persist into the fall, potentially as a more severe strain, causing more serious
and life-threatening illness. The Department of Health and Human Services is taking the steps necessary to secure H1N1
flu vaccine for possible use in the fall. If a vaccination program is initiated, however, the vaccine will not be available
until several weeks after the school year begins.
Therefore, it will be critical for schools to begin planning non-pharmaceutical interventions to prevent disease
transmission and protect students and staff, as well as local communities, from infection. Depending on the timing and
severity of a potential fall H1N1 wave, those interventions could include: extra measures to ensure that commonly
touched surfaces are disinfected, strict enforcement of exclusion policies for students and staff with flu-like symptoms, or
extended school closures. In addition, because schools could be used as vaccine distribution locations, schools should
consider how they might accommodate such requests. While all of us want to do all we can to keep students engaged in
learning and maintain a sense of normalcy, we need to be ready for whatever the fall may bring.
Most public schools already are required to have emergency plans, which ideally consider a range of scenarios. The
summer months ahead offer time to prepare and refine school “all-hazards” plans and ensure that parents make their own
contingency plans. To that end, we recommend the following:
 Consider ways to promote good hand hygiene (including teaching proper hand washing technique, and providing
opportunities and appropriate supplies for hand washing), regular cleaning and disinfection of surfaces in schools,
and other infection control measures.
 Develop response and communications plans to ensure that students or staff with fever or flu-like symptoms do
not come to school or are sent home; advise parents of these plans.
 Advise parents to develop contingency plans should their children become sick and need to stay home or in the
event their school is forced to close.
 Consider alternative mechanisms for delivery of education content, leveraging community resources if
appropriate and possible.
 Consider alternative mechanisms for delivery of school meals to at-risk children.
 Work with local and/or state health departments to collect real-time data on school closures and rates of illness
and absenteeism that will be shared with the Department of Education and the Centers for Disease Control and
Prevention.
We are also collaborating with mayors, governors, and state and local public health officials about contingency
plans. Our hope is that the summer months can be used to develop and share a coordinated public health strategy that
aims to protect our children and families and minimize disruptions. We face an uncertain situation. Nevertheless, there
are measures we can all take to meet the potential public health challenges that lie ahead, and your commitment to that
end is critical to the overall effort. We want to work closely with you to ensure you have the support you need to provide
a safe learning environment for our nation’s students. You may call on us and our staffs at any time, and we will check in
with you throughout the summer and the school year.
Again, thank you for all your efforts. We look forward to continuing to work with you.
Arne Duncan
and
Kathleen Sebelius
I.
Based on this letter, explain how the government did or did not meet its responsibilities. Justify
your answer.
This letter indicates that the government is meeting its responsibility of safety. It’s promoting safety by
reducing citizens’ exposure to disease. It’s also promoting general well being, because they want all people to
be healthy.
II.
If the government did not meet its responsibilities, what should they have done? If the
government did meet its responsibilities, what would you change? Explain why.
The government did meet its responsibilities because it worked to keep people safe and help their well being. I
would change this only in that I would have a plan for roping off schools if people got sick, because this
would keep more people safe.
1C.
In Among the Hidden, name 2 things the government regulated? What should the government
have done differently? Why?
In Among the Hidden, the Government regulated the population by not allowing more than 2 children per
family. The Government in the story also regulated food intake. These two things worked together,
because—supposedly—the Government had to regulate the population because it hadn’t regulated the food in
the past. Although the Government regulated the food, they did not do a good job. The Barons continued to
have more food than the average citizen. If the Government had more closely regulated the food supply (to
promote well being), then they wouldn’t have had to regulate the population.
2A. In 1 sentence, explain 2 responsibilities of a citizen to its government and society.
A citizen needs to support the government and society by following laws and helping friends and
neighbors.
2B. Analyze this editorial.
Letter to the Editor: Recycling at Stevens Institute of Technology
By: Anonymous
Posted: 10/17/08
I was relieved to read Brent Caruso's article about recycling at Stevens. For a long time, I thought I was the
only one who noticed and/or cared that Stevens does not recycle. It is an abomination that in this day and age,
at a school that claims to be environmentally responsible, no one takes the basic steps to ensure that all
recyclables get properly handled and disposed of. In the dorm I live in (Jonas) there is a recycling bin for glass
and plastic bottles, which I use regularly. However, I've observed the contents of this can being dumped
together with the trash can adjacent to it. Also, I am not aware of where on campus I can recycle cardboard and
mixed paper, which has been very disappointing to me. What truly puzzles me, though, is that proper recycling
is a legal requirement in Hudson County! All homeowners, businesses and schools are required by law to do
basic recycling. Something needs to be done so that this law is enforced at our school so that this shameful
wasting is put to an end.
Explain 2 ways the author demonstrates his/her citizenship through this article. Justify your answer.
The author is being a good citizen because she is trying to follow the laws and help her friends and
neighbors. The author is trying to follow Hudson County’s laws about recycling. She is also trying to
make sure her friends and neighbors don’t break the law. She wants to protect our biggest neighbor, the
planet Earth.
2C. Analyze this functional text.
Electronics Recycling Information
Electronics Recycling Collection Day
The next Collection Day is scheduled for:
Saturday, May 8th, 2010
7:30 AM - 2:00 PM
9191 E. San Salvador Drive
From 91st Street and Via Linda, follow the signs
Household Hazardous Waste
will not be accepted at this event
Future Collection Dates:
Oct. 9th, 2010
Please DO NOT place these items in your recycling bin.
ITEMS ACCEPTED



Computers/Peripherals: PC's, Printers, Keyboards, Scanners, Mice, Monitors, Circuit Boards and Hard
Drives.
Office Equipment/Products: Telephones, Cell Phones, Answering Machines, Pagers, Typewriters and
Calculators.
Entertainment Equipment: Cameras, Televisions, Recorders (VHS and DVR) DVD Players and Stereo
Equipment.
ITEMS NOT ACCEPTED




No discarded light bulbs will be accepted.
No Batteries
Air Conditioners, Can Openers, Coffee Pots, Microwaves, Stoves & Ovens, Refrigerators, Washers
& Dryers and Hot Water Heaters.
No commercial materials will be accepted.
Collection events are ONLY for residents of Scottsdale. Please be prepared to show proof of residency in the
form of a picture I.D. and, either a City utility bill or a rent receipt.
Electronics have revolutionized our lifestyle with computers, radios, telephones, and cell phones. However, they
also make up the bulk of electronics that threaten the environment, because of the dangerous elements in them.
Recycling and reuse of these electronic items prevent them from reaching landfills, which help to create less
waste, and provide usable items to organizations that need them and recapture valuable resources. As new
products hit the market, relevant information and resources are necessary to ensure old items are properly
discarded.
After reading “Electronics Recycling Information”, what 3 things could you do to support this effort and
meet your responsibilities as a citizen?
To meet your responsibilities as a citizen, you could find out if this is a law. Lots of times you can’t dump
stuff that’s bad for the environment. In that way, recycling is following the law and that helps us be good
citizens. We also have to help our friends and neighbors. I could tell other people about this program, so that
they would use it. I could also carry recyclables to the next recycling day for my sick neighbor—because
she can’t take it herself and would just throw the stuff away. This is how I could be a good citizen.
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