1.Have the beam projector to show the video suggested in the MED section, and as for the second activity, download the file and make copies for students.

2. Show the question “Why is civic education important?” and discuss answers with the class. Encourage them to use information from their class 'Educación Cívica y Ética', and let them use Spanish to talk about. However, present them with expressions they can use to define what that is.

3. This is the summary of the information in the video: “Civic education empowers us to be well-informed, active citizens and gives us the opportunity to change the world around us. It is a vital part of any democracy, and equips ordinary people with knowledge about our democracy and our Constitution. Civic education teaches us what we as individuals can do to protect and support our democracy. We come to understand our role and responsibility as active citizens.”

4. Play the video and make pauses to help with concepts, explanations, and comments.

5. Ask students to take notes.

6. Discus with the class the topics they have studied in ‘Educación Cívica y Ética’.

7. Play the video again and ask students to make a list of the points mentioned in the video.

8. Continue working with the same topic, but this time students are going to learn vocabulary and activate previous knowledge.

9. Ask students to define ‘citizenship’.

10. Distribute the worksheet and ask students to work individually.

11. Go over the vocabulary at the bottom of the page and help with new words and concepts.

12. Set a time limit and when time is up ask students to work in pairs.

13. Students compare their activity.

14.  Discuss with students why immigration is a relevant topic when talking about citizenship.

15. Ask students to divide the vocabulary into actions (verbs) and concepts (nouns) and talk about the words that were not into the categories.

16. What type of words are those? Ask students to use them to describe a situation related to citizenship and immigration.

1. Download the file suggested in the MED section and save it in your computer since there is good information you can use for other classes concerning citizenship. Print and make copies of the second page. As for the second activity, use the beam projector to show the activity or register and print it for students.

2. Ask students the question, “What’s a good citizen?” and discuss answers.

3. List some of those answers on the board to compare.

4. Distribute the worksheet and read with students the answers to the question.

5. How similar are students’ answers to the ones in the worksheet?

6. Ask students to read the example, the poster that represents a good citizen.

7. Ask students to work in pairs and discuss the examples.

8. Ask pairs of students to draw a similar example in their notebooks that represent ways to be a good citizen.

9. Invite students to share their ideas with the class.

10. This is a review of a topic students’ have seen in other classes, "child rights." so take advantage of that and ask students what those rights are and consider obligations as well. If there are rights, there are also obligations.

11. Show the activity and ask students to copy the statements first, then, answer. If you printed the worksheet, students can write in the same page.

12. Check answers with the class.

13. Continue working with exercise 2. Show the page and read the situations for students to match their obligations.

14. Have a class discussion about the last two questions about rights and obligations at school.

1. Have the beam projector to show the videos suggested in the MED section. Both videos offer clear information and examples of citizenship, engagement, and humanitarian aid. Do not forget that students are working with the same topics in Spanish.

2. Show the question “Why is civic engagement?” and discuss answers with the class.

3. Ask students how they help their community and why/why not.

4. Play the video and pause it where the concept of civic engagement is presented.

5. Ask students to draw in their notebooks a table with three categories, problems / institutions / solutions   and ask students to register the information mentioned in the video. You may play that part again for students to get the information.

6. Discuss the students’ answers.

7. Ask students how they can engage and help their community (and country).

8. Play the rest of the video and talks about those ways to help.

9. Discuss with the class what they can do when there’s a crisis in their communities, country, etc.

10. Ask students if they think engaging with the community is optional and why.

11. Play the video and ask students to look for the answer to the previous questions.

12. Make pauses as necessary for students to ask questions and clarify concepts.

13. Ask students to write a 5-question questionnaire about community engagement.

14. Play the video again and monitor the activity.

15. Ask students to ask their questions to other students and challenge them to answer.