essay on how to be a good citizen

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What Does it Mean to Be a Good Citizen?

In this section.

"We don't agree on everything—but we do agree on enough that we can work together to start to heal our civic culture and our country." CPL's James Piltch asked people all over the US what it means to be a good citizen .

How to Be a Good Citizen – 10 Ways to Show Good Citizenship

We should all aspire to be good citizens of our country, and of the world.

The concept of citizenship was born in the city-states of Ancient Greece; specifically, in Athens. Greek education at the time was designed to instruct citizens in the values, intellectual frameworks, and habits-of-mind required to be free men. That is, to actively participate in the political system that shaped their lives and guaranteed their freedoms.

Today, being a citizen means that you’re part of a group, and that you have legal and political rights within that group. It brings with it both privileges and obligations. I would argue that we each have a duty, or an obligation, to be good citizens. After all, a nation is only as healthy as its individual citizens.

Nonetheless, in modern times, people generally aren’t educated on how to be good citizens. Therefore, I asked myself the following questions: “What does it mean to be a good citizen?”, and, “How do you become a good citizen?” In this post I’m going to share with you the answers that I came up with.

Below you’ll find 10 ways to be a good citizen.

1. A Good Citizen is Patriotic.

Patriotism is having and showing devotion for your country. It means having an attachment to certain national cultural values and showing critical loyalty to your nation. Some ways to show patriotism include the following:

Brush up on your country’s history.
Read up on social studies.
Obey the rule of law.
Pay your taxes.
Learn the national anthem.
Fly your country’s flag.
Don’t litter or engage in acts of vandalism that deface your environment.
Travel around your country and talk to your fellow citizens.
Cheer for your country’s team in sports events (World Cup, I’m looking at you).

At the same time, keep in mind that patriotism should not be confused with nationalism. Nationalism is thinking of your nation as being superior to others, and worthy of dominance. Patriots are proud of their country, but they understand that other people are also rightly proud of theirs.

Look at the words of a church hymn written in 1934 by the American Lloyd Stone to the melody of Finlandia by the Finnish composer Jean Sibelius :

This is my song, Oh God of all the nations, A song of peace for lands afar and mine. This is my home, the country where my heart is; Here are my hopes, my dreams, my sacred shrine. But other hearts in other lands are beating, With hopes and dreams as true and high as mine.

A good citizen loves their country—a good citizen is a patriot.

2. Model the Personal Qualities of Good Citizens.

The personal qualities of a good citizen include the following:

Honesty – tell the truth.
Integrity – be morally upright.
Responsibility – be accountable for yourself and your actions.
Respectfulness – treat others how you want to be treated.
Compassion – show fellowship with your compatriots who are down on their luck by volunteering and/or making donations to charities.
Kindness – be friendly.
Tolerance – be tolerant of other races and religions.
Courtesy – be considerate of others.
Self-Discipline – have self-control and cultivate the ability to follow through on what you say you’re going to do.
Moral Courage – stand up for what you consider to be wrong and defend those who cannot defend themselves.
Love of Justice – be fair and ask that others be so as well.

Imagine what your country would be like if all its citizens strived to achieve these personal qualities. Start by adopting them yourself.

There are two ways in which you can develop the characteristics listed above. In my post on How to Develop Your Character – Benjamin Franklin’s Thirteen Virtues , I explain that at the age of twenty Benjamin Franklin resolved to always do right and avoid any wrongdoing.

The way in which he planned to achieve this was by creating a list of 13 virtues. He also created a plan for developing those virtues. I recommend you do something similar.

In addition, in his youth George Washington captured 110 Rules of Civility & Decent Behavior . They were rules for comporting oneself in a way that would be respectful of others, and of the self. Look through the rules and come up with your own set of rules of behavior.

3. Be a Productive Member of Society.

A good citizen contributes to their nation by being productive. They’re productive employees, business owners, artists, public servants, caregivers, and so on. Good citizens share their skills, talents, and abilities with others. They make a positive contribution to their nation.

4. Be Active In Your Community.

A good citizen is active in their community. They participate in the social life of their city or town, and they look for ways to make their communities a better place to live. That is, if they see a problem in their community they look for ways to solve it.

Here are some ways to be active in your community:

Shop locally.
Attend community events – keep your eyes open for events that are happening in your area such as festivals, community theatre, a gallery opening, and so on.
Join a local club that’s devoted to an activity that interests you, such as running, cycling, or kayaking.

Here are some ways to better your community:

Participate in a community-driven cleanup project.
Help plant a community garden.
Organize a campaign to raise money for new playground equipment.
Help out your neighbors.

Instead of being cooped up in your home glued to a technological device, get out there and become an active member of your community. It will make you a better citizen.

5. Keep Yourself Well-Informed.

Read to educate yourself about the important issues facing your nation. In 1761, John Adams implied that one of the reasons to emphasize literacy is that it makes people better citizens. Look at the following quote:

“Every man has in politics as well as religion a right to think and speak and act for himself. I must judge for myself, but how can I judge, how can any man judge, unless his mind has been opened and enlarged by reading?”

If you’re asking yourself what you should read to keep well-informed, here are some suggestions:

Various news sources that cover local, national and global news.
Books on important world issues.
Biographies of people who have helped shape the world.
History books.
Political science books such as Rawls’ A Theory of Justice , Plato’s The Republic , and Mill’s On Liberty .

6. Be Vigilant.

A country depends on a well-informed and civic minded population to safeguard the people’s individual freedoms and political rights. A good citizen remains vigilant in order to ascertain that the government is doing all of the following:

Meeting its obligations to its citizens;
Acting appropriately within its sphere and jurisdiction; and
Adhering to the limits of state action.

To do this, a citizen must have the basic skills necessary to be able to assess arguments logically and critically.

In addition, if a citizen believes that the government is overstepping its bounds or failing in its duties, the citizen must speak up. In the words of Thomas Jefferson:

“All tyranny needs to gain a foothold is for people of good conscience to remain silent.”

7. Participate in Your Nation’s Political Life.

If you want to be a good citizen, you should be politically active. There are many ways to this. Here are some ideas:

Identify an issue you care about and pursue it.
Attend rallies and events.
Go to city council meetings.
Join a political organization.
Volunteer for a political campaign.
Vote! Do your part to elect capable, civic minded leaders.
Run for political office.

As a citizen, you have the right to have your voice heard. Exercise that right.

8. Be a Mentor.

Today’s kids are tomorrow’s citizens. Help shape the citizens of the future by mentoring kids. Some ideas on ways you can mentor kids are the following:

Talk to your own kids about civics and teach them to be good citizens.
Join a school-based mentoring program and tutor kids who aren’t doing well academically.
Get involved in an organization such as Big Brothers Big Sisters.

A while ago I published a post on how to leave a legacy . A great legacy to leave your nation is to play a part in forming good citizens who will contribute to the nation’s well-being.

9. Be Well-Rounded.

The third point in this blog post indicates that a good citizen has to be productive. That is, they need to have the knowledge necesary to produce in today’s world — technical skills, legal skills, medical skills, and so on. However, a good citizen should also be well-rounded.

A well-rounded person is better at creative problem solving and innovation than a person who is not well-rounded. In addition, they can make contributions not only to a country’s GDP, but also to the cultural wealth of their nation.

Here are some of the qualities of a well-rounded person:

They’re well-read .
A well-rounded person is cultured .
They’re well-educated .
They develop not only their mental faculties, but also their emotional, physical, and spiritual faculties.

10. Order Your Corner Of the World

Your home is a microcosm of your country. If you want to live in a clean, healthy, prosperous, happy nation, start by creating these circumstances at home.

The Chinese philosopher Confucius once said the following: “To put the world in order, we must first put the nation in order; to put the nation in order, we must first put the family in order; to put the family in order; we must first cultivate our personal life; we must first set our hearts right.”

Do things like the following:

Keep a clean and organized home environment.
Eat healthy meals.
Keep to a budget and don’t go into debt.
Pay your bills on time.
Don’t waste water or electricity.
Create a list of simple rules for your family to follow.
Set personal development goals and strive to achieve them.

Start small- create order at home. Good homes lead to good neighborhoods, which lead to good cities, which lead to good states, which lead to good countries, which lead to a good world.

I, for one, am making an effort to be a good citizen of Panama, and of the world. How about you? Live your best life by being a good citizen.

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How to Be a Good Citizen

Last Updated: April 8, 2024 Fact Checked

This article was co-authored by Miatrai Brown, Esq. . Miatrai Brown is an Immigration Lawyer based in Washington D.C. With over 10 years of academic and professional experience, her areas of focus include employment-based nonimmigrant and immigrant visas, investment-based immigration, family-based immigration, risk management assessment, and regulatory compliance. She began her legal career exclusively practicing immigration and nationality law as external immigration counsel to large U.S. corporations and fast-moving start-ups. After six years at top immigration firms, she opened her own practice, Direct U.S. Immigration. This move was motivated by her desire to provide more access to a high level of immigration support to clients worldwide. As a thoughtful and strategic advisor on immigration and related matters, Direct U.S. Immigration earned an impressive honor as Immigration Law Firm of the Year 2023 – Washington DC. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 496,568 times.

Being a good citizen is more than simply voting. [1] X Trustworthy Source Pew Research Center Nonpartisan thinktank conducting research and providing information on public opinion, demographic trends, and social trends Go to source Good citizens are actively involved in their community and in the betterment of their fellow citizens. They take pride in where they live and strive to make it a better place. We all want to be known as a good citizen, and with a little thought and effort, anyone can be one.

Being Civically Active

It's also important to vote in local elections. At the state and county level, you'll often vote on things like transportation initiatives, which can affect how people get to work, and other important laws and measures that affect your area.

When you serve on jury duty, make sure you find out the rules you must follow to prevent causing a mistrial, as this is a waste of the court's time and can be distressing to the people who are having their case heard. Sometimes juror misconduct can be as innocent as a juror trying to learn more about the case, although jurors are only supposed to know what is presented in court. [3] X Trustworthy Source Pew Research Center Nonpartisan thinktank conducting research and providing information on public opinion, demographic trends, and social trends Go to source

Step 3 Contact your representative about issues that matter to you.

If you don't know how to contact your representative or who your representative is, you can go to the official website to find out.

Helping Your Community

If you find yourself unemployed, seek out your local unemployment office for help in finding a new job. Googling "unemployment office" and the name of your state should bring up the information, if you don't know it.

Get involved in planning processes too. Have your say in whether new supermarkets, box stores and housing estates have their place in your corner of the world. Find out what environment, social and health benefits these projects promise for the local community (beyond the profit motives) and speak with your representative and at city council meetings to let them know what you think.

Volunteer . You can volunteer with local branches of organizations that mean a lot to you. [6] X Trustworthy Source HelpGuide Nonprofit organization dedicated to providing free, evidence-based mental health and wellness resources. Go to source Try Habitat for Humanity which builds homes for the less fortunate, or Big Brothers Big Sisters, which provides mentorship to at-risk youth.
Help the homeless . You can volunteer at a local soup kitchen or shelter to help homeless people stay safe and healthy.
Donate. You can donate your money to lots of organizations: local, national, and international. Just be sure that whoever you donate to is a good organization that uses their money well. Many charities do not and are really just a money factory for the people that run them. Try using Charity Navigator or the BBB to find out if the organization you want to help is really on the up and up.

Donating blood and plasma is especially important when there's been a major crisis. Massive numbers of injuries often result in serious blood shortages.

Contact your local homeless shelter about finding workers there. Oftentimes, homeless people are simply regular folks who ran on hard times and the small amount of money they earn from your job can be enough to help them get back on their feet.

If you need help with exercise or eating healthy , wikiHow can help.
With many vaccine-preventable childhood diseases on the rise, it may be a good idea to update yours. You aren't yourself at risk, as an adult, but the unvaccinated children around you are.

Protecting Your City's Future

Recycling helps cut down on waste that fills up landfills.

Items you can compost include leftover food, extra pieces of ingredients (like the leaves from carrots), and unbleached paper.
Compost by collecting all of these items together in a large box outside. Turn the mixture every few weeks and add soil, until the whole thing looks like a single mixture. This can often take months.
When the compost is done, it can be sold or it can be used to provide nutrients to your own yard or garden.

You can also join citywide groups that go around the city and pick up litter in the most affected areas. Contact your city hall to locate a group for your city.

Step 4 Watch where and how you wash your car.

At a minimum, move your car onto the grass in order to wash it. This will help keep the chemicals out of your drinking water.
Try to go waterless and simply clean your car with a green window or all-purpose cleaner.

Food is often labeled with where it was produced. Look for products that are organic and as close to where you live as possible.

If you want to water your lawn, use gray water (which is the water left over from preparing food or taking a shower).
Take showers that last 10 minutes or less and wash your hair only every other day.
Avoid having things like swimming pools, which take lots of water out of the system and make it undrinkable.

Turn off lights in empty rooms.
Spend less time on the computer and more time reading books.

Expert Q&A

Expert Interview

Thanks for reading our article! If you’d like to learn more about citizenship, check out our in-depth interview with Miatrai Brown, Esq. .

↑ https://www.pewresearch.org/fact-tank/2019/07/02/what-makes-a-good-citizen-voting-paying-taxes-following-the-law-top-list/
↑ https://www.uscourts.gov/services-forms/jury-service
↑ https://www.pewresearch.org/fact-tank/2017/08/24/jury-duty-is-rare-but-most-americans-see-it-as-part-of-good-citizenship/
↑ https://www.eac.gov/help-america-vote
↑ https://www.css.edu/about/blog/
↑ https://www.helpguide.org/articles/healthy-living/volunteering-and-its-surprising-benefits.htm/
↑ https://cpr.heart.org/AHAECC/CPRAndECC/FindACourse/UCM_473162_CPR-First-Aid-Training-Classes-American-Heart-Association.jsp
↑ https://training.fema.gov/emiweb/downloads/is7unit_5.pdf
↑ https://www.health.harvard.edu/topics/staying-healthy
↑ https://blogs.scientificamerican.com/observations/community-support-for-recycling-pays-off/
↑ https://ilsr.org/wp-content/uploads/2014/07/growing-local-fertility.pdf
↑ https://cfpub.epa.gov/npstbx/files/KSMO_CarWashing.pdf
↑ https://www.uvm.edu/vtvegandberry/factsheets/buylocal.html
↑ https://sciencing.com/ways-communities-government-can-conserve-water-19029.html

About This Article

One way to be a good citizen is to volunteer with organizations that mean a lot to you, like groups that build homes for the less fortunate, mentor youth, or feed the homeless. If donating your time is difficult, then you can donate money, clothing, or other household goods. Additionally, you can donate blood and plasma to help save lives. If you want to be civically active, vote in every election, contact your representatives about issues that matter to you, and offer to help during election times. To learn how to help protect your city’s future, keep reading! Did this summary help you? Yes No

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We Hold These Truths

How to be a citizen: being involved in civic life at a young age.

NPR's Michel Martin speaks with two youth organizers, Calla Walsh and Thomas Chaplain, about how to get involved with civic life when you're too young to vote.

NPR transcripts are created on a rush deadline by an NPR contractor. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR’s programming is the audio record.

Greater Good Science Center • Magazine • In Action • In Education

How to Inspire Students to Become Better Citizens

The political turmoil of the last few years has many of us worried about the future of our country and our planet.

But here’s the good news: Thanks to new trends in education, the next generation may be more engaged, thoughtful, respectful, and compassionate citizens.

Research suggests that the growing emphasis on social-emotional learning (SEL) in schools can lay the foundation for more active civic engagement among our youth. In a 2018 study of almost 2,500 students, researchers found that those with greater emotional and socio-cognitive skills—such as empathy, emotion regulation, and moral reasoning—reported higher civic engagement.

Among this group of eight to 20 year olds, being more empathic (more upset when others are treated unfairly) and more “future-oriented” (more aware of how decisions impact their future) predicted a host of important civic behaviors and attitudes: volunteering; helping friends, family, and neighbors; valuing political involvement (e.g., keeping up with current events and taking part in rallies); engaging in environmentally conscious behaviors; demonstrating social responsibility values; and prioritizing other civic skills like listening and summarizing conflicting views. In other words, students with certain SEL skills also seemed to be more oriented toward social, community, and political issues.

And when students help others and practice civic behaviors, they may feel better, too. In a recent one-week study of 276 college students, participants experienced greater well-being on days when they engaged in certain types of civic activities, like helping friends or strangers and caring for their environment by recycling and conserving resources. According to the researchers, these kind and helpful behaviors also seemed to be meeting young adults’ basic needs for autonomy, connectedness, and competence—to feel free, close to others, and capable.

By its nature, social-emotional learning can support the democratic structures and processes that raise up all voices in our schools, empowering students to be more engaged in their world. So how can we thoughtfully apply these skills in our own classrooms? Here are several research-based ideas and resources to consider.

1. Re-examine your disciplinary practices

Researcher Robert Jagers and his colleagues found that Black and Latino middle school students who perceived more democratic homeroom, classroom, and disciplinary practices had higher civic engagement, particularly when students perceived an equitable school climate.

Similarly, researcher Peter Levine argues that teachers who truly want to educate students about democracy face massive barriers if the school environment is “unjust or alienating.” Harsh, authoritarian, and less-inclusive climates can ultimately weaken their community engagement, turnout in elections, and trust in government .

More and more research suggests that exclusionary discipline (e.g., suspensions and expulsions) can be alienating and counterproductive, and restorative practices (strategies that focus on learning from mistakes and repairing relationships rather than punishing students) may offer a more humanizing, equitable, and respectful alternative. In this context, students come together to learn to navigate conflicts, process their feelings, and collaboratively problem-solve a way forward.

When reviewing disciplinary practices at your school, also consider the following: Who is being disciplined? How often, and why? (If your school is like many others in the U.S., your students of color are disproportionately disciplined for the same or similar infractions when compared to white students. How is your school addressing that difference?) Are preventive strategies your number-one priority (e.g., relationship and community building)? How do you model and practice communication strategies for resolving conflicts ?

2. Facilitate meaningful dialogue among diverse learners

Research suggests that students in an “open classroom climate,” one that grows out of respectful dialogue and exposure to varying opinions, tend to have greater civic knowledge, commitment to voting, and awareness of the role of conflict in a democracy.

But perhaps you don’t feel prepared to teach students how to discuss and resolve tensions—especially around charged topics like racism. You may want your classroom to feel like a “safe space,” but how, exactly, do you foster and sustain one?

Start by preparing yourself. We all have different comfort levels with conversations about race, and being uncomfortable doesn’t necessarily mean that we are unsafe (or shouldn’t venture into that territory). Teaching Tolerance, a project of the Southern Poverty Law Center, has created the free online Let’s Talk handbook that can help you outline some of the vulnerabilities that make you feel less effective as a facilitator (along with your strengths!), and discover specific strategies for addressing strong emotions in your classroom.

More Resources

Not Light, But Fire , a new book by educator Matthew Kay, encourages teachers to be more focused and deliberate when discussing race in high school classrooms. Kay shares personal anecdotes coupled with practical strategies for facilitating meaningful classroom dialogue.

The Let’s Talk! handbook can help you navigate and understand your own uncomfortable emotions during heated conversations. It also features practical steps for leading reflective classroom discussions.

Learn the elements of compassionate listening , and seven ways to teach listening skills to elementary students . You can also adapt our Greater Good in Action Active Listening pair practice for children or teens in your classroom.

 For example, when you sense confusion or denial of racism, this Teaching Tolerance tool recommends that you “ask questions anchored in class content or introduce accurate or objective facts for consideration.” Or, if students respond that they feel blamed, remind them that “racism is like a smog; we all breathe it in and are harmed by it. We may not have created the system, but we can do something about it.”

3. Use advisory time to encourage group cohesion and connectedness

If you value opportunities for meaningful dialogue, but think there isn’t time in your schedule for yet another priority, consider advisory or homeroom time in secondary schools (and classroom meetings in elementary schools). This time in the day or week can be thoughtfully structured for relationship and skill building. In this setting, students can learn how to actively participate in supportive dialogue with their peers over a sustained period of time.

In the Jagers study mentioned above, the featured homeroom routines included establishing social norms and contracts, group problem solving, and fun group activities to build connection and trust. For example, many teachers support their students in jointly creating a group “constitution” or agreement that highlights 1) the group’s values (e.g., responsibility, respect, fairness, and honesty) and 2) the concrete behaviors demonstrating those values. Further, students might lead or assist the teacher in proposing activities, like fostering a small class pet, developing solutions to pressing problems at school (e.g., creating a recycling program), or simply enjoying social time together (yoga in the gym or a “get to know you” game).

Of course, students can also share greetings, personal interests, and feelings with one another. My daughter’s high school “mentor” group (designed to include multiple ethnicities and viewpoints) meets daily and sticks together for four years. Every Wednesday morning, they check in with each other, share how they are feeling, and receive “support” and “resonance” from their peers and teacher-mentor, as needed—a wonderful opportunity for fostering empathy and a sense of belonging.

During advisory or circle time, many students across the country also plan to participate in service activities in their schools and communities, which is a great way to promote volunteerism and civic responsibility.

4. Feature engaging civics lessons, activities, and projects in your curriculum

Of course, there are plenty of opportunities for further civics education in social studies and history classes.

Teaching Tolerance’s website includes quizzes, videos, stories, and lessons for helping children to understand and value the voting process even though they aren’t active voters yet.

Facing History and Ourselves offers a plethora of ready-made lessons and resources for secondary teachers for discussion within the following units: Standing Up for Democracy , Identity and Community: An Intro to Sixth Grade Social Studies , and Universal Declaration of Human Rights . You may also be interested in exploring civic dilemmas .

The Morningside Center for Social Responsibility regularly features lessons on current issues, such as Overcoming Hate: A Circle on the Pittsburgh Synagogue Massacre or Caravan: Why Are People Leaving Their Homes? .

In the Action Civics program, for example, students “ learn politics by doing politics .” They identify an issue they care about (e.g., homelessness, teacher pay, the opioid crisis), research it, and design a plan of action to advocate for that issue at a local level. Project-based learning like this—that is experiential, situated in the real world, and powerfully linked to students’ interests—makes politics come alive for them.

There are a number of different teaching strategies and activities (debates, Socratic seminars , and mock trials, as well as the National Model United Nations ) that give students the opportunity to actively practice civic behaviors, attitudes, and values while learning more about social studies, history, and political science. Many of these approaches help students learn how to paraphrase main ideas, develop an evidence-based argument, and anticipate counter-arguments while they practice conducting themselves respectfully and professionally in a group context.

With these ideas and resources in mind, it’s time to revitalize civic learning in our schools, and SEL skills can help serve as the building blocks. When students actively practice these skills in their schools, they are likely to feel a stronger sense of personal agency in their communities and in the larger world. There may be no more meaningful work right now than supporting a thriving democracy and more informed, responsible, and caring student citizens.

About the Author

Amy L. Eva, Ph.D. , is the associate education director at the Greater Good Science Center. As an educational psychologist and teacher educator with over 25 years in classrooms, she currently writes, presents, and leads online courses focused on student and educator well-being, mindfulness, and courage. Her new book, Surviving Teacher Burnout: A Weekly Guide To Build Resilience, Deal with Emotional Exhaustion, and Stay Inspired in the Classroom, features 52 simple, low-lift strategies for enhancing educators’ social and emotional well-being.

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What Is a “Good Citizen”? a Systematic Literature Review

Open Access
First Online: 01 September 2021

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Cristóbal Villalobos 23 ,
María Jesús Morel 23 &
Ernesto Treviño 24

Part of the book series: IEA Research for Education ((IEAR,volume 12))

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The concept of “good citizenship” has long been part of discussions in various academic fields. Good citizenship involves multiple components, including values, norms, ethical ideals, behaviors, and expectations of participation. This chapter seeks to discuss the idea of good citizenship by surveying the academic literature on the subject. To map the scientific discussion on the notion of good citizenship, a systematic review of 120 academic articles published between 1950 and 2019 is carried out. The review of the literature shows that good citizenship is broadly defined, incorporating notions from multiple fields, although these are mainly produced in Western countries with comparatively higher income levels. Additionally, although there is no single definition of good citizenship, the academic literature focuses on three components: the normative, active, and personal dimensions. This systematic review informs the estimation of citizenship profiles of Chap. 3 using the IEA International Civic and Citizenship Education Study (ICCS) 2016.

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Values Education and the Making of “Good” Citizens in Australia

What are the Qualities of Good Citizenship in Post-genocide Rwanda? High School Teachers Speak Through a Q-Methodological Approach

What Is Citizenship and How Is It Practiced: The Views from Students in Porto Alegre

Citizenship norms
Good citizenship
Systematic review
International Civic and Citizenship Education Study (ICCS)

1 Introduction

The concept of “good citizenship” is part of a long-standing discussion in various academic fields, such as political science, education, sociology, anthropology, evolution, and history, among others. In addition, good citizenship involves various components, including values, norms, ethical ideals, behaviors, and expectations of participation. Finally, the idea of good citizenship is related to diverse contemporary issues, such as patterns of political participation, the meaning of democracy and human rights, the notion of civic culture, equal rights, and the role of technology in the digital era (Bolzendahl and Coffé 2009 ; Dalton 2008 ; Hung 2012 ; Noula 2019 ).

In this regard, the notion of good citizenship can be considered as a concept with three basic characteristics: multidisciplinary, multidimensional, and polysemic. Therefore, the definition of good citizenship is a topic of constant debate and academic discussion. This chapter seeks to discuss the idea of good citizenship, with the aim of contributing to the understanding of this phenomenon and its social, political, and educational implications. In this way, this chapter aims to map the academic discussion and literature regarding the notion of good citizenship, presenting the key debates about the limits and possibilities of this concept in the framework of the International Association for the Evaluation of Educational Achievement (IEA) International Civic and Citizenship Education Study (ICCS) 2016.

In order to organize this complex debate, we start from the premise that any notion of good citizenship is composed of the interaction of two definitions. On the one hand, it involves a certain notion of membership, that is, of belonging to a community. As Stokke ( 2017 ) shows, the definition of who is (and who is not) a citizen is, in itself, a subject of debate, since the definition of citizenship implies political, social, cultural, and legal components. On the other hand, the definition of good citizenship always implies a conceptual position regarding how citizens are expected to act and what they are expected to believe (the “public good” component). In this sense, the debate focuses on the types of behaviors that should be promoted and their ethical-political basis, which is highly dynamic depending on the cultural and historical context (Park and Shin 2006 ). Finally, in order to answer the question about the meaning of good citizenship, it is necessary to first decide who qualifies as a citizen, and how they are expected to behave.

Considering these objectives, the chapter is structured into five sections, including this introduction. The second section describes the systematic review methodology used to select the literature and analyze the discussion regarding the concept of good citizenship. The third and fourth sections describe the results of the analysis, mapping the main trends and characteristics of the academic discussion on good citizenship and exploring its different meanings. Finally, the fifth section presents the conclusions, focusing on the conceptual challenges and methodological limitations to be considered in future research.

2 Methodology

2.1 the systematic review.

We conducted a systematic review to map the academic discussion on good citizenship. This review seeks to identify, evaluate, and analyze the publications in relevant fields of study, in order to determine what has already been written on this topic, what works and what does not, and where new studies are needed (Petticrew and Roberts 2006 ). Through the definition of eligibility criteria, the systematic review is an explicit and reproducible methodology that allows for both an evaluation of the validity of the results of the selected studies (Higgins and Green 2011 ) and the objective valuation of evidence by summarizing and systematically describing the characteristics and results of scientific research (Egger 1997 ). In this regard, the systematic review, unlike other forms of literature review, allows for recognizing “gray” spaces in the literature, describing trends in academic research, and analyzing conceptual and methodological aspects of studies.

2.2 Procedure

The systematic review was conducted using five academic databases, including the main journals in the fields of education, social science, and the humanities. These databases are: (i) Journal Storage, JSTOR ( https://www.jstor.org ); (ii) Educational Resource Information Center, ERIC ( https://eric.ed.gov ); (iii) Springerlink ( https://link.springer.com ); (iv) WorldWideScience ( https://worldwidescience.org ); and (v) Taylor & Francis Group ( https://www.tandfonline.com ). For each search engine, the keywords used were: “good citizen” and “good citizenship.” Additionally, each search engine was tested with other related concepts, such as “citizenship norms,” “citizenship identities,” or “citizen norms.” The results showed that articles containing these latter concepts represented no more than 10% of new articles. For this reason, we decided to concentrate on the two keywords described above.

Considering the importance of these key concepts, the search was limited to those articles that contain these terms in the title, abstract, and/or full text. Of the five search engines, only two had the full-text option in the advanced search and only one allowed searching by keywords, then all results were filtered manually. The search was conducted from May to July 2019, obtaining 693 academic articles.

The search was restricted to those academic articles written in English and published between 1950 and 2019, as a way to study contemporary conceptualizations of good citizenship. We discarded letters to the editor, responses to articles, and book reviews. As a result, we obtained 693 articles to which, based on a full-text review, we applied an additional criterion, excluding those articles about other subjects or from other disciplines. Included in the first search exclusively for having the word “citizenship” in the abstract, there is a wide range of articles including studies on biology, entomology, and film studies. Similarly, with this search strategy we retrieved articles on a related topic but not specifically about citizenship (e.g., leadership, public participation, social values, and immigration), articles on the concept of corporate or organizational citizenship, and articles on social studies in the school curriculum and its contribution to the education of citizens.

After applying the abovementioned selection criteria, we analyzed the abstracts of the articles to verify that they were related to the general objective of the study. As a result, all articles were selected that sought (directly or indirectly) to answer the question, “what is a good citizen?” Specifically, this involved incorporating studies that: (i) study or analyze citizen norms in conceptual, historical, political, educational, or social terms; (ii) generate models or analytic frameworks that define variables or dimensions that should make up the concept of a good citizen; (iii) explore factors on how good citizenship occurs, studying the educational, institutional, and cultural factors that would explain this phenomenon; (iv) relate the expectations (or definitions) of a good citizen with other dimensions or aspects of the political or social behavior of the subjects. The research team, which was comprised of two reviewers, held a weekly discussion (six sessions in total) during which the selection criteria were discussed and refined. This analysis resulted in the selection of a total of 120 articles (see list in Appendix A ).

2.3 Analytical Strategy

The data collected in a systematic review may allow for a wide variety of studies, but the analysis depends on the purpose and nature of the data. Given that the review included quantitative and qualitative studies, as well as both theoretical and demonstrative essays, such heterogeneous literature does not allow for statistical analysis. As a result, the recommended methodology is to carry out a narrative synthesis and an analysis that focuses on relationships between different characteristics and the identification of gaps (Grant and Booth 2009 ; Petticrew and Roberts 2006 ).

The narrative synthesis is a process that allows for extracting and grouping the characteristics and results of each article included in the review (Popay et al. 2006 ), and can be divided into three steps: (i) categorization of articles; (ii) analysis of the findings within each category; and (iii) synthesis of the findings in the selected studies (Petticrew and Roberts 2006 ). The first step towards the narrative synthesis consisted of reading, coding, and tabulating the selected documents in order to describe their main characteristics. A set of categories was designed to classify documents according to four dimensions: general characteristics, purpose, methodology, and results.

To analyze these categories, we transformed data into a common numeric rubric and organized it for thematic analysis, using the techniques proposed by Popay et al. ( 2006 ). The first category was used to summarize the quantity and characteristics of the published studies, while the thematic analysis focused on systematically identifying the main, recurrent, and/or most important concepts of good citizenship.

3 The Concept of Good Citizenship in Academia

Despite being a topic of interest for several decades, academic production on good citizenship tends to be concentrated in the second decade of the 21st century. Since 2009, there has been an explosive increase in the number of scientific papers published on this topic (Fig. 1 ). Although an important part of this growth may be due to the global pressures of academic capitalism to publish in academic journals (Slaughter and Rhoades 2009 ), it could also be the case that academic communities have cultivated a growing interest in studying this issue.

Academic papers by year of publication

Although few in number, the earliest articles published represent a landmark for the discussion. Thus, for example, the text of Almond and Verba ( 1963 ), which analyzes through interviews the perceptions of individuals in communities in five countries (United States, United Kingdom, Italy, Germany, and Mexico) and highlights their different participation profiles, has been repeatedly cited in the discussion with 263 references (as of August 2019), according to Google Scholar. Another classic text is Ichilov and Nave ( 1981 ), which aims at understanding the different dimensions of citizenship by surveying young Israelis. To this end, it generates the following five criteria, which have been widely used in academic discussions: (i) citizenship orientation (affective, cognitive, or evaluative); (ii) nature of citizenship (passive or active); (iii) object of citizenship (political or non-political); (iv) source of demand (mandatory or voluntary); and (v) type of guidance (support principles or behavior).

The selected articles are geographically concentrated in two aspects: by institutional affiliation and by the location of their studies. Considering the institutional affiliation of the authors, 32.77% of the articles were produced in the United States, a figure that rises to more than 60% when the countries of Western Europe and Australia are included. This bias is maintained, although to a lesser extent, when analyzing the countries where the studies were carried out. Moreover, more than 50% of the studies were carried out in the United States, England, and the democracies of Western Europe. Africa (4.24%) and Latin America (2.54%) were the regions least represented in the studies. These characteristics, which tend to be representative of global academic production in the social sciences (Connell 2007 ), may encourage certain notions of good citizenship that are anchored in Anglo-Saxon traditions, such as the liberal conception of citizenship studied by Peled ( 1992 ), or more recently, the conception of active citizenship (Ke and Starkey 2014 ), both of which have had an important influence on academic discussion about good citizenship.

Finally, the third characteristic of academic production is related to the multiple research fields and diverse purposes of the studies that deal with the concept of good citizenship. Research on good citizenship is published in multiple disciplines. Of the articles included in the review, 82.29% are concentrated in three disciplines: education, political science, and sociology. However, there are also articles associated with journals of history, philosophy, anthropology, and law. Additionally, we identified six main objectives from the articles reviewed (Table 1 ). The most common objectives are related to bottom-up research, which seeks to gather information on how diverse populations understand good citizenship, and top-down research, which seeks to conceptualize and/or define the idea of good citizens based on conceptual, historical, or political analysis. In addition, there are a wide variety of studies that seek to explain good citizenship, as well as studies that use the idea of a good citizen to explain other behaviors, skills, or knowledge. In other words, in addition to being multidisciplinary, research on good citizenship has multiple purposes.

In sum, although the academic discussion on good citizenship has been mainly developed during the last two decades in the most industrialized Western countries, the academic research is a field of ongoing and open debate.

4 Understanding the Meaning of “Good Citizenship”

As an academic field with a lively ongoing discussion, the notion of good citizenship is associated with different sets of ideas or concepts. Some keywords were repeated at least three times in the articles reviewed (Table 2 ). Only those articles that used a keyword format were included. The most frequent concepts are related to education, norms, social studies, political participation, and democracy.

This indicates that, first, studies tend to associate good citizenship with civic norms and citizen learning, highlighting the formative nature of the concept. Second, studies that associate good citizenship with other dimensions of citizenship (such as knowledge or civic attitudes) or contemporary global problems (such as migration) are comparatively scarcer.

Another way to approach the concept of good citizenship is by analyzing the definitions proposed by the authors in the articles studied. Most of the articles propose characteristics or aspects of good citizenship (in 43.8% of the cases) that, instead of creating new definitions, are often based on existing political, non-political, liberal, or philosophical concepts. In this regard, many papers define good citizenship based on specific behaviors. In contrast, other authors (18.6%) refer to citizenship rules when it comes to voting or participating in politics, thereby seeking to relate the concept of the good citizen with a specific civic attitude—participation in elections. Finally, a large group of studies define good citizenship in terms of the values, virtues, or qualities of a good citizen (22.6%). Within the group of studies that propose new definitions, it is possible to identify two main categories: studies that propose types of citizenship, such as Dalton ( 2008 ), distinguishing between “duty” and “engaged” citizenship, and works, such as Westheimer and Kahne ( 2004 ), which differentiate between “personal responsible citizenship,” “justice-oriented citizenship,” and “participatory citizenship.”

Finally, the meaning of good citizenship can be analyzed by studying the variables used in the studies. Among the quantitative studies included in the review, only 28.3% use international surveys such as ICCS, the Center for Democracy and Civil Society (CDACS), the International Social Survey Programme (ISSP), the United Citizenship, Involvement, Democracy (CID) Survey, and the European Social Survey (ESS). Each of these surveys contained a slightly different definition of good citizenship and the variables used to measure the concept (Table 3 ).

In general, the indicators used to measure citizenship in the different surveys share certain similarities. Variables associated with rules (such as obeying the law or paying taxes) are present in all surveys. Additionally, variables related to participation also have an important presence, especially (although not only) related to voting in national elections. To a lesser extent, surveys include variables related to solidarity (supporting people who are worse off than yourself) as well as attitudes related to critical thinking and civic culture (knowing the history of the country, thinking critically).

5 Discussion and Conclusions

The concept of good citizenship can be considered an umbrella term, which includes ethical, political, sociological, and educational aspects and discussions about who qualifies as a citizen and how they should act. The systematic review has shown that good citizenship is broadly defined, although these notions are mainly valued in Western countries with comparatively higher income levels.

For this reason, the definition of good citizenship used is, in large part, highly dependent on the research objective of the academic endeavor. In our case, the analysis is based on ICCS 2016, which defines good citizenship in relation to notions such as conventional citizenship, social movement citizenship, and personal responsibility citizenship (Köhler et al. 2018 ). The variables included in ICCS 2016 are related to the three main dimensions of good citizenship: normative, active, and personal. These three components of good citizenship have been essential in the academic discussion in the last seven decades, constituting the central corpus of the concept, although this definition does not incorporate current discussions on good citizenship, which focus, for example, on the notion of global citizenship (Altikulaç 2016 ) or the idea of digital citizenship (Bennett et al. 2009 ). These latter concepts are part of the ongoing debate on good citizenship, although it seems that more work is needed to better understand how these notions of citizenship are related to the ways in which individuals or groups in society relate to power and exercise it to shape the public sphere.

This systematic review has mapped the academic discussion to date on good citizenship. However, despite its usefulness, this review has a number of limitations. Firstly, it summarizes and analyzes the academic discussion, ignoring the gap between the scientific debate on good citizenship and the social discussion related to this subject. Secondly, it focuses on English-language literature, which may result in a bias towards publications produced in Western countries. In spite of these limitations, the review allows us to study the process of defining the concept of good citizenship, and to identify the main debates related to this notion, which is the central focus of this book.

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Acknowledgements

The authors would like to thank their research sponsors, the Center for Educational Justice ANID PIA CIE160007, as well as the Chilean National Agency of Research and Development through the grants ANID/FONDECYT N° 1180667, and ANID/FONDECYT N° 11190198.

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University of Johannesburg, Johannesburg, South Africa

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Villalobos, C., Morel, M.J., Treviño, E. (2021). What Is a “Good Citizen”? a Systematic Literature Review. In: Treviño, E., Carrasco, D., Claes, E., Kennedy, K.J. (eds) Good Citizenship for the Next Generation . IEA Research for Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-030-75746-5_2

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Good Citizenship and Global Citizenship Essay

Introduction, good citizen needed to make a global citizen, global citizenship needed to make a good citizen, works cited.

The 21st Century has witnessed integration and increased cultural interaction among people on a previously unprecedented scale. This frequent interaction between people from varied countries and cultures has risen mostly as a result of the advances that have been made in transport and communication technologies.

As a result of this interaction, there has been the major integration of economies and cultures in a process known as globalization. As a result of globalization, governments are increasingly being required to link together different levels of their activities: national and global. This has resulted in the building of a global citizenry which sees the world as their “country”.

However, the global citizen continues to be heavily influenced by the traditional notion of citizen, a term that is “wrapped up in rights and obligations and in owing allegiance to a sovereign state” (Lagos 1). This paper shall argue that it is hugely necessary for one to be a good citizen so as to become a global citizen. To reinforce this claim, this paper shall analyze the extent to which it is necessary to be a “good citizen” in order to be a “global citizen”, and vice versa.

The world is full of social injustices mostly perpetrated by the stronger members of the society against the weaker ones. A defining characteristic of a good national citizen in such an environment is his/her concern about the injustices that occur within their boundaries.

This concern normally manifests itself in protests and public demonstrations calling for action by the government in place to counter the perceived injustices. A report by the World Bank demonstrates that the global citizen shows the same concern for the welfare of the globe and is moved to free their fellow men from dehumanizing conditions (1). As such, it takes a good citizen to make the global citizen who will be keen to decry social injustices against other human beings.

Core to the agendas of the good citizen is the preservation of peace in his country. A good citizen will strive to preserve peace especially within the boundaries of his/her country. This is mostly because the citizen recognizes the destruction and loss that war culminates in. For this reason, the good citizen seeks to mobilize against all wars through peaceful demonstrations and advocacy against wars.

The United Nations declares that peace is a precondition of global citizenship. The global citizen views war and strife as being contrary to his/her agenda. A good citizen who is committed to preserving peace is therefore needed to make a global citizen.

One of the attribute that a good citizen in any democratic society should possess is an understanding of public policies in his/her country. An understanding of this policies will result in enlightenment on one’s country position on issues such as energy, free trade, agriculture and the environment to name but a few.

It is only by understanding the public policies adopted by one’s country that a person can act so as to shape certain conditions such as protection of natural habitat. A global citizen is also concerned with the protection of the environment and establishment of free trade. It would therefore take a good citizen who is well versed with public policies to make a global citizen.

A good citizen is concerned about the impact that his individual actions and daily personal choices have on the country. This is an ideal that is also desirable in the global citizen since as a global citizen should make his/her decisions bases on an awareness of the impact that the decisions will have on the planet. A good citizen who is aware and conscious of the impact that his actions have on a larger scale is therefore needed to make a global citizen.

The international community is characterized by a rich diversity of cultures among its people. The global citizen is therefore prepared to operate amicably in this intercultural environment. The global citizen realizes that there should be unity in diversity and nobody has the right to impose their ideology on anybody or any group of persons.

An ideal citizen should also demonstrate this values and pay respect to people from different cultures and strives to live harmoniously with them. The good citizen should recognize that differences may exist within members of the country and this should not be a cause of strive. By acting as a global citizen who operates in a multicultural sphere, a person can be a good citizen and exist harmoniously with other citizens of varied backgrounds.

Lagos documents that while globalization is acclaimed for having opened up the world and led to the emergence of a “global village”, the same force has paradoxically resulted in localization and local communities have taken greater and greater importance (9). In such an environment, it is the global citizen who holds the separate entities together and seeks to iron out the differences that the various local communities seek to advance.

For a citizen to pass for a good citizen in such an environment (the environment where local communities have taken great importance), he must have the global perspective of the global citizen. It is only by taking the global perspective that a citizen can give fair consideration to ideas with which they disagree.

Global citizenship is increasingly working towards making the planet sustainable for all people. The efforts directed to this end are mostly in the form of advocacy for conservation of the environment, reduction of pollution and the reliance on renewable sources of power. A good citizen is supposed to work towards the preservation of the country’s resources for future resources. As such, the good citizen has to be a global citizen who is concerned with making the planet sustainable.

As a global citizen, one is expected to be non judgmental and overlook the religious differences that divide humanity. The UN states that the global citizen should have values such as “rights to freedom of thought, conscience and religion”. A good citizen should also have these values enshrined in them. A good citizen should avoid engaging in religious discrimination since this threatens unity among the citizens of the nation.

This paper has demonstrated that being a global citizen is intrinsically connected to being a good citizen. As such, being a global citizenship implies a responsibility to be a good citizen. However, there are instances where being a global citizen may cause one to be a “bad citizen”.

For example, a global citizen is not expected to advocate for war or side with any party during war. Good citizenship calls for one to back their country when it is involved in a war. Acting as a global citizen in such instances can therefore prevent one from being an ideal citizen.

Lagos indicates that a citizen obtains a certain amount of protection from his/her country in return for abiding to some restrictions that the government may impose on him/her (3). A good citizen is therefore required to abide by some laws and allow some bureaucratic control from his/her nation.

A global citizen on the other hand does not have any kind of protection and has some amount of degree from bureaucratic control. Lagos states that the hallmark of global citizen is the lack of allegiance to any body of laws to control the individual. In this light, being a global citizen goes contrary to what being a good citizen entails.

This paper set out to argue that to a large extent, it is necessary to be a “good citizen” in order to be a “global citizen” and vice versa. The paper performed a detailed analysis of how a person may be obligated to be a good citizen so as to qualify as a global citizen and vise versa.

This paper has shown that global citizens borrow most of their rights and obligations from the traditional “citizen” who is defined by a civic engagement to a nation existing in a particular geography. In particular, the paper demonstrates that values such as tolerance, civic education are innate in both the good citizen and the global citizen. However, the paper has also shown that global citizen differs significantly from the citizen and in some instances, being a global citizen may cause one not to fulfill his role as a good citizen.

Lagos, Taso. Global Citizenship- Towards a Definition . 2002. Web.

The World Bank. “Global Citizenship- Ethical Challenges Ahead”. Conference on Leadership and Core Values . 2002. Web.

UN. The Universal Declaration of Human Rights. 2010. Web.

Chicago (A-D)
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IvyPanda. (2019, February 20). Good Citizenship and Global Citizenship. https://ivypanda.com/essays/good-citizenship-and-global-citizenship/

"Good Citizenship and Global Citizenship." IvyPanda , 20 Feb. 2019, ivypanda.com/essays/good-citizenship-and-global-citizenship/.

IvyPanda . (2019) 'Good Citizenship and Global Citizenship'. 20 February.

IvyPanda . 2019. "Good Citizenship and Global Citizenship." February 20, 2019. https://ivypanda.com/essays/good-citizenship-and-global-citizenship/.

1. IvyPanda . "Good Citizenship and Global Citizenship." February 20, 2019. https://ivypanda.com/essays/good-citizenship-and-global-citizenship/.

Bibliography

IvyPanda . "Good Citizenship and Global Citizenship." February 20, 2019. https://ivypanda.com/essays/good-citizenship-and-global-citizenship/.

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Citizen Actions
Instructional Materials

Lesson Plans

Teaching citizenship unit.

The “Teaching Citizenship Unit” provides some structure and materials for parents and teachers interested in teaching young Americans how to be involved and effective citizens. Specifically, getting young Americans used to doing the small things which, when done on a day-to-day basis, keep our democracy strong.

The Unit has 4 Lessons. Each Lesson has multiple topics. In time, the Lessons and supporting materials and activities will be grade-level specific. Currently, they are general in nature but can be used as a starter-kit and modified.

Lesson Plan 1 - Terms & U.S. Democracy Basics

Lesson plan 2 - importance of being involved in our democracy, lesson plan 3 - how to be an effective citizen, lesson plan 4 - performing citizen actions, lesson 1 – terms & u.s. democracy basics.

Ensure students learn the basic terms needed to understand the material in the rest of the Teaching Citizenship Unit.

1 – Terms and Definitions

Citizenship Terms and Definitions Worksheet – ( Word version – PDF version )
Terms & Definitions Wordsearch ( regular – answer sheet ) ( diagonal – answer sheet ) ( diagonal & reverse – answer sheet )
Terms & Definitions Spelling Quiz
Terms & Definitions Vocabulary Quiz – ( Word version – PDF version )

2 – Democracy versus Autocracy

Democracy versus Autocracy Worksheet.

3 – U.S. Constitution Basics

Overview of US Constitution
Constitution for Kids

4 – Public Officials – Roles & Responsibilities

Teaching Points

Handout the Responsibilities of Elected Offficials .
Remind the kids that the country is run on a daily basis by those we elect and and by those who are appointed and hired by those we elect.
Discuss some of the powers and decisions our public officials make and the importance to the country.
Homework – Handout the Elected Officials Worksheet

KEY POINT – Elected officials and the individuals they appoint have a great deal of influence over the laws and direction of the country. Materials

5 – Citizens – Rights and Responsibilities

Specifically citizens responsible for

Understanding heritage of country
Staying involved in democratic process
Promoting a sense of community
Supporting individuals with special responsibility for keeping country strong
Keeping themselves and their families strong
Understanding how our government works

6 – Special Interest Groups

Teaching Point

Ask the kids to identify other organizations they believe might be SIGs. Clarify what their cause is and ask what things each of the SIGs might do that was in their best interest but not in the best interest of the country overall.

KEY POINT – Special interest groups are concerned about their cause and not necessarily the country.

Special Interest Groups – Info Sheet
Matching SIGs to Causes Worksheet

Teaching Citizenship Unit Lesson 2 – Importance of Being Involved in Our Democracy

Help students recognize that:

they are citizens in a democracy,
our democracy is worth keeping, and
their active involvement in our democracy is critical for it to survive.

1 – Appreciating the U.S. Democracy

Ask kids to make a list of the nice things about the United States.
opportunities,
conveniences and comforts,
goods, and services
diverse, generous, and hard-working people
diverse land
Discuss what each category means and add new points. Contrast what we have against other societies.KEY POINT – We are fortunate to live in the United States

Things To Appreciate About the U.S. Worksheet – Ask the kids to pick 1-3 things from the list they particularly appreciate and explain why they are important to them.

2 – Impact of Not Staying Involved

If citizens don’t pay attention to their responsibilities, special interest groups will fill the void.

We make uninformed decision, we don’t elect individuals who have our interests at heart – special interest groups fill the void – they influence our elected and public officials. Elected officials don’t actin our interest, we become disillusioned and less involved and the cycle continues.

In a democracy, the citizens choose those to govern them.

Teaching Citizenship Unit Lesson 3 – How to be An Effective Citizen

Have students:

recognize that taking care of things that are important requires constant vigilance,
understand what a citizen action is and the six types of citizen actions , and
believe in, the impact of a single positive action.

1 – How to appreciate things we value

Ask the kids how one should/can appreciate something they value and make a list of their answers on the board. Then explain/summarize that the way to appreciate things is to “Take Care of Them.
Then for each item they listed, have them describe: a) how to take care of it and b) what happens to it if they don’t take care of it.KEY POINT – One appreciates something by taking care of it.
Pass out the “ Things I Appreciate Worksheet ” and ask the kids to list 5-8 things that are important to them. For example: parents, a bike, their eyes, a sibling or friend, their bedroom, a pet, a special place, etc.

2 – Citizen Actions

Ask students who they think is responsible for keeping the country strong and free. For each group they mention like president, law enforcement, etc. ask them what each group’s role is in keeping the country strong.
If “citizens” didn’t come up in #1, ask the students what each citizen’s role is in keeping the country strong.
Introduce notion of a citizen action using content of the “ 100 Citizen Actions ” section of the site and review 4-6 citizen actions as examples and ask the students to explain how each of the examples helps keep the country strong..
Have the students identify other examples of citizen actions. KEY POINTS – Each citizen is ultimately responsible for the strength of a democracy. Citizens take care of the country by doing small things, called citizen actions , on a day-to-day basis.

3 – Citizen Action Categories

List and explain each of the 6 Citizen Action Categories. Specifically, why the citizen actions in each of the categories help keep the country strong and free.
Help the students organize the various examples of citizen actions into these categories.
Have each student identify 1 or 2 new citizen actions and the citizen action category they fit into..
For each of those citizen actions, have them explain why that action would help keep the country strong.
Email any creative new citizen actions to Good Citizen for possible inclusion on their site.

Complete the “Heritage” and “Democratic Process” Actions Matching Worksheet. Worksheet Answer Key .

Complete the “Special Groups” and “Government” Actions Matching Worksheet. Worksheet Answer Key

Complete the “Sense of Community” and “Individuals and Families” Actions Matching Worksheet . Worksheet Answer Key .

4 – The Impact of a Single Act

Have the kids pick a citizen action (either one from the developed list or a personal one) and write an essay on why and how that action act can make a difference to the country. Have them use a personal story or observation if possible.
Show the kids the movie “Pay It Forward”, if time permits and/or read a few stories from the Individual Stories page in the Pay It Forward website – http://www.payitforwardmovement.org/individuals.html . If computers are available have the kids read them. Another alternative would be to print out a packet of 4-6 of these stories. The stories are inspiring and wonderful!
Complete the “ Matching Citizen Actions to Categories ” worksheet.

Teaching Citizenship Unit Lesson 4 – Performing Citizen Actions

To give students an opportunity to perform a few citizen reactions and share their experiences with the class.

1 – Identify Citizen Actions to Performed

Have each student choose 2-3 citizen actions that they will perform. Do this by going to the Citizen Actions page and selecting the appropriate grade level under “By Grade Level For Younger Americans.”
Read the descriptions of each citizen action to the students.
Discuss each one and ensure the students are clear on how to perform each of these.
Discuss that they will be writing a brief summary of their experiences performing each of the citizen actions. Suggest that they keep notes each time they perform the citizen actions. Suggest that they discuss their assignment with their parents.
Homework: Give the kids a few weeks to complete this assignment – the time should depend on the citizen actions selected.

2 – Write About Each Citizen Action Performed

3 – Share Experiences with Class

100 Citizen Actions
Permissions

EssayBanyan.com – Collections of Essay for Students of all Class in English

Essay on How Can We be Good Citizens

Every nation or society is known because of its people. It is required that every person living in the nation be a responsible and good citizen. How can we be good citizens? What qualities make us good citizens of the nation? I hope many of us have several answers to these questions and many of us would also be curious to know the qualities that make a person a good citizen of a nation.

Short and Long Essay on How can We be Good Citizens in English

This is a commonly asked topic in exams and competitive exams to write an essay on it. Many students find it difficult to understand that what things have to be included in writing an essay on this topic.

10 Lines Essay on How can We be Good Citizens (100-120 Words)

1) A good citizen is a person that understands his duty toward the nation.

2) A good citizen is responsible for a good and healthy nation.

3) We can be good citizens if we follow all the rules and regulations.

4) Helping the poor and needy makes us good citizens.

5) A good citizen will never misuse the rights provided to them.

6) We can be good citizens if we maintain peace and harmony in the nation.

7) A responsible person is considered a good citizen.

8) Good deeds towards other people and the country makes us good citizen.

9) A good citizen will never be a participant in violent activities.

10) Working for the progress of the country will make you a good citizen.

Short Essay – 250 Words

Introduction

The people living in any of the nations in the world are called its citizens. The nation provides rights and freedom to every citizen. Thus, it is the duty of every citizen to be a good and responsible citizen of the nation.

Being good citizens is the real service to the nation

The nation provides us with different types of rights that are essential for the growth and development of a person. It also expects us to be good citizens of the nation. The work of the good citizens is to fulfill the duties and responsibilities that they have towards the nation. If we want to do something for our nation we must become the good citizens of the nation. It will enable us to do the right things, respect and care for other people’s rights, abide by the rules and regulations of the nation, help the old, poor, and needy people, and make the right use of the freedom granted to us. The act of doing good things for the nation will make us good citizens and will be the real service to the nation.

Good citizens are the real strength of the nation

The progress and development of every nation depend upon the deeds of its citizens. If the percentage of good citizens is higher in a nation the country will have good progress and development. We must always try to work in unity, live with peace and harmony, treat everyone equally, foster the understanding of education among people, and be ready to help the nation in its need. When we develop these qualities in us we can be good citizens and the strength of the nation.

Good citizens are those who give priority to the nation and never try to hurt anyone by their words or deeds.

In the same reference, I have also provided a long essay on this topic. I hope it might ease the difficulty of students and give them an idea to write an essay, project, or assignment on this topic.

How can You be a Good Citizen – Long Essay (1100 Words)

There are many people residing in any of the nations in the world. They all are called the citizens of that particular nation in which they live. We get recognition in our society because of our deeds. Every person born in the nation has some duties and responsibilities towards the nation. This act of being a responsible person and doing good deeds make us good citizens of the nation.

What is Meant by a Good Citizen?

Citizens are the real wealth of any of the nations in the world. In democratic countries, every single citizen holds equal importance. For example- India is the biggest democracy in the world. Every Indian citizen’s contribution is important for the development and progress of the nation. As a citizen, every person in India has their liabilities towards the nation. The person who serves the nation by caring about the people of the nation and abides with every rule and regulation in life is stated as a good citizen of the nation. Everybody can be a citizen of any of the nations in the world but to be a good citizen requires doing good deeds and caring about everyone’s rights.

Qualities Required for being a Good Citizen

The people who are good as a person by their deeds help in the formation of a good society and nation. They are called the good citizens of the nation. The special qualities required for becoming a good citizen are enlisted below:

Enjoy the Right and Freedom Sensibly – As a citizen of the nation, every one of us enjoys some rights and freedom. These rights are granted to us by birth and are meant for our development and progress. A good citizen should understand the limitation of freedom and rights and never misuse them.

Respect for others – A good citizen should have respect for everyone in the society either it is rich or poor. He/she must respect and help the older people of the society and take advice from them when needed. He/she must be polite to everyone. He should not hurt anyone because of their look or status. In a democratic country like India, there is the freedom to practice any religion according to our faith. Therefore a good citizen must have respect for every culture and region in the society. He/she must do anything that might create violence or hurt the feeling of other communities.

Help People in Need – If we are born in any of the nations we are ultimately called the citizens of that nation. As the citizens of any nation, it is our duty to helps people in their needs. When we help others in their needs other people also help us in our needs. This makes us a good citizen of society.

Participate in Healthy Politics – A good citizen must give a vote during the elections in the nation. Every single vote is of immense value. This also confirms the views and opinions of every single person. We know that the existence of any nation is only because of its citizens. Therefore it is the responsibility of a good citizen to participate in the political, social, judicial activities of the nation. A good citizen does not give the vote to support a particular party or a group of people but for the welfare of the entire nation and its people.

Abide by Rules and Regulations – A good citizen should follow all the rules and regulations made by the nation. He/she should never break any rule or perform any act by going against the laws. They must understand the importance of the judiciary and laws made by the nation and must pay tax. A good citizen must go through proper procedure meant in the nation for seeking justice for any injustice or crime.

Work for the Betterment of the Nation – A good citizen is only the one who thinks about the progress of the nation. He/she instead of being indulged in nonsense activities should think about some new ideas and ways that might benefit the nation and people. He/she must make others aware of pollution by giving speeches and conducting cleanliness drives. Moreover, a good citizen should make people understand the need for education in their lives.

Never Participate in Violence – A good citizen teaches people in the society to live with peace and harmony. He/she does this by not involving in any of the violent acts that might give rise to fight. In this way, a good citizen becomes an example for other people living in society. A good citizen always tries to make every people in the society become a good person and act in a wise way.

Always be Ready to Serve the Nation – A good citizen must be a true patriot and always be ready to serve the country in need. He/she should be ready for any type of sacrifice for the nation and its people.

Are we Seriously Performing our Duties as Good Indian Citizens?

India is a democratic nation and every Indian is a citizen of this nation. Every citizen of the nation is granted some rights and freedom from birth. This right is granted to every citizen for their progress and development that in turn would benefit the entire nation. Now the great question arises that’ Are we seriously performing our duties as a good citizen?’ Every day we notice different types of heinous crimes, corruption, violent acts, happening in our nation. If we Indians are performing our duties as good citizens then why are these things happening.

We all need to understand our duties and responsibilities as the citizen of India. We must try our best to be a good citizen instead of just being a citizen of the nation. The honest answer to the question stated above is “No”. The fault lies among us as we are not fulfilling our duties as good citizens. Unless and until every citizen understands their duty and responsibility towards the nation it is difficult to bring the change. It is never too late for starting anything and we all know that citizens are the real wealth of any nation. Therefore it is only we who can change the present scenario by acting wisely and understanding our responsibility for the nation.

The citizens are smallest units of the nations that organize to form a family, society, and further a nation. A good citizen will surely give rise to a good family. Several good families will make a good society and finally a good nation. We all must try to become good people in our life. The good person only becomes a good citizen for the nation.

FAQs: Frequently Asked Questions

Ans . Bhutan is the country in the world having the toughest procedure of giving citizenship.

Ans . The virtue of being honest, respectful, responsible, and true love for the nation makes a person to be called a good citizen.

Ans . Educated people can participate in decision making and that is the duty of a good citizen.

Ans . The minimum age of voting is 18 years for a citizen in India.

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The Citizenship In The Nation Merit Badge: Your Ultimate Guide In 2022

As an American involved in Scouting, you’ll need to earn your Citizenship in the Nation Merit Badge to reach the rank of Eagle. This badge will teach you what it means to be a good citizen and give you the knowledge and means to create a positive change in your country. Keep reading, because in this post I’ll be walking you through each of the answers needed to earn your Citizenship in the Nation merit badge!

Citizenship In The Nation was updated to new requirements in 2023 To see my up-to-date guide to the Citizenship In the Nation merit badge, Click Here !

Being an informed citizen is critical, especially in today’s chaotic political climate. By understanding the foundations of our democracy and being a good citizen in your community, you’ll help instill the Scouting spirit in others and guide our country in the right direction!

Before we get started, if you have other Eagle-required merit badges to earn, I’d recommend checking out my Difficulty Ranking Guide to Every Eagle-required Badge . There, you’ll also find the links to my other merit badge guides, as well as a description and summary of each badge’s requirements. I’m certain this resource will be helpful to Scouts on their road to Eagle! Also, remember that ScoutSmarts should just serve as your starting point for merit badge research. In school, we’re taught not to plagiarize, and the same is true for Scouting worksheets. Answer these questions in your own words, do further research, and I promise you’ll gain much more from every merit badge you earn!

Citizenship in the Nation has an equal mixture of knowledge requirements, research, and activities. For the activities you choose, I’ll also be providing some insights and tips from when I completed this badge. Be warned, there are some tricky requirements, so this will take at least 2 weeks to finish. Be prepared!

If you’re up for the challenge, it’s time to get started. Take a few minutes to thoroughly read and understand the requirements you’ll need to complete. Then, you’ll be ready to begin earning your Citizenship in the Nation merit badge.

What Are The Citizenship In The Nation Merit Badge Requirements?

Explain what citizenship in the nation means and what it takes to be a good citizen of this country. Discuss the rights, duties, and obligations of a responsible and active American citizen.
Visit a place that is listed as a National Historic Landmark or that is on the National Register of Historic Places. Tell your counselor what you learned about the landmark or site and what you found interesting about it.
Tour your state capitol building or the U.S. Capitol. Tell your counselor what you learned about the capitol, its function, and the history.
Tour a federal facility. Explain to your counselor what you saw there and what you learned about its function in the local community and how it serves this nation.
Choose a national monument that interests you. Using books, brochures, the Internet (with your parent’s permission), and other resources, find out more about the monument. Tell your counselor what you learned, and explain why the monument is important to this country’s citizens.
Watch the national evening news five days in a row OR read the front page of a major daily newspaper five days in a row. Discuss the national issues you learned about with your counselor. Choose one of the issues and explain how it affects you and your family.
Declaration of Independence
Preamble to the Constitution

The Constitution

Bill of Rights

Amendments to the Constitution

List the six functions of government as noted in the preamble to the Constitution. Discuss with your counselor how these functions affect your family and local community.
With your counselor’s approval, choose a speech of national historical importance. Find out about the author, and tell your counselor about the person who gave the speech. Explain the importance of the speech at the time it was given, and tell how it applies to American citizens today. Choose a sentence or two from the speech that has significant meaning to you, and tell your counselor why.
Name the three branches of our federal government and explain to your counselor their functions. Explain how citizens are involved in each branch. For each branch of government, explain the importance of the system of checks and balances.
Name your two senators and the member of Congress from your congressional district. Write a letter about a national issue and send it to one of these elected officials, sharing your view with him or her. Show your letter and any response you receive to your counselor.

1. Explain what citizenship in the nation means and what it takes to be a good citizen of this country. Discuss the rights, duties, and obligations of a responsible and active American citizen.

Citizenship gives an individual the rights, duties, and legal responsibilities associated with belonging to a nation. In your case, you’re likely a citizen of the United States and are afforded certain privileges like protection under our government and the ability to vote once you’ve reached the age of 18.

However, not everyone can be an American citizen. There are 4 primary ways that a person can gain United States citizenship.

Being born on US soil
Being born of parents who are US citizens
Applying for US citizenship and completing a lengthy immigration process (This is called becoming a naturalized citizen)
Through the completed naturalization of parents if a child is under 18 at the time.

American citizenship is not available for everyone and is actually one of the most sought-after forms of citizenship in the world. In fact, usually, only around 680,000 immigrants are naturalized each year out of a pool of over 6 million applicants. That means that only 10% of people who try to become US citizens actually do!

What Does It Mean To Be a Good Citizen?

At a minimum, a good citizen is one who follows all of a nation’s laws and gives back to their country by paying taxes. Acting as a constructive member of society, you’ll help to fuel our government’s activities and make your community a better place to live in.

Within the US, another measure of a good citizen is their participation in our democracy. By following the news and making an effort to understand our national issues, you’ll become informed and make more educated decisions when voting. In turn, this will help to weed out corruption and form a more honest government.

Voting in elections is just one of the duties of an active US citizen. Every citizen has non-negotiable expectations that are placed on them at birth or when they become naturalized. Some of your duties as a US citizen include:

Making yourself aware of all federal, state, and local laws.
Following all laws and regulations in good faith.
If you witness any crimes, reporting what you’ve seen to the authorities.
Attending jury duty if you are called upon.
Paying all of your taxes honestly and in a timely manner.
Fighting in the military and defending your country, if necessary.
Voting in local, state, and federal elections to strengthen our democracy.

The Bill of Rights outlines many of your basic freedoms as an American citizen (more on this later). As a US citizen, your main rights include:

The right to vote (if age 18 or older).
Freedom of speech, religion, and expression.
The right to a quick, fair trial by jury.
Freedom to apply for employment and work within the country.
The ability to run for a political office.
The right to life, liberty, and the pursuit of happiness.

Basically, the goal of US law is to provide citizens with the right to do or believe almost anything they want, as long as it doesn’t harm anyone else. To put it more elegantly, “Your right to swing your arms ends just where another person’s nose begins. “ (the identity of the speaker is disputed).

To be a good citizen, you should fulfill more than just your duties. You should also make an effort to improve your community and country. Overall, the main principles that should guide your actions, as an active citizen of the USA, include:

Being good to your fellow citizens. Try to follow the Scout Oath and Scout Law at all times.
Staying informed and making an effort to participate in our democracy.
Trying to be active in your community.
Respecting everyone’s rights to voice their own opinions. Even if those opinions differ from your own.
Calling out any injustices and speaking up for the less fortunate.
Donating or volunteering to give back to your community.

2. Do TWO of the following:

During the time I was working on Citizenship in the Nation, I chose to complete options 1 and 4. It was a really cool experience to visit a historic landmark in my state, and I think you’ll enjoy visiting a landmark as well! Afterward, it was a quick process to finish researching my chosen national monument.

When working on this requirement, I’d recommend you complete requirement 4 and choose some sort of national facility to tour. However, if you have the opportunity to visit two locations with your troop, that’d be a fun time too. In the section, I’m going to be guiding you through option 4 and giving you advice on how best to research the national monument of your choosing.

Step 1: Visit the list of national monuments and select a monument to research. For this example, I’ll be showing you my research on the Statue of Liberty.

Step 2: Note the important details, then write out a list of facts about your monument. This can include the date of creation, location of the monument, number of visitors per year, and a brief description of its history. Take the time to write this information down to later discuss with your counselor.

Example of my list after step 2:

Name: Statue of Liberty
Date established as a national monument: October 15, 1924
Location: New York/New Jersey
Description: Approximately 151 feet (46 m) tall, the Statue of Liberty commemorates the signing of the United States Declaration of Independence and is a gesture of friendship from France to the U.S. It receives over 4 million visitors annually.

Step 3: Click your location’s name to visit the full article on your monument. Skim through the information and pick out some interesting details. Note down 3 fun facts from the article to also share with your counselor.

Additions to my list after step 3:

Fun fact 1: Designed by French sculptor Frédéric Auguste Bartholdi and its metal framework was built by Gustave Eiffel (designer of the Eiffel Tower.
Fun fact 2: The Statue Of Liberty was dedicated (officially opened) on October 28, 1886. It was also renovated and rededicated from 1982-2000.
Fun Fact 3: The robed female depicted by the statue represents Libertas, the Roman goddess of freedom.

Step 4: Click one of the government webpage citations at the bottom of the article to find a reputable website to use in your sources. Take 1 fact from that website to also add to your list.

Additions to my list after step 4:

Fact 4: You are able to visit the crown and pedestal of the Statue of Liberty, but availability is limited and must be reserved beforehand. Citation: National Parks Service (nps.gov).

With these 4 steps, you should have more than enough information and reputable sources to speak with your counselor. Be sure to also highlight why your chosen monument should be considered important to our country’s citizens. Additionally, if you’d like to go the extra mile, you can also visit your school or local library to find a book on your national monument.

I know that for some of you this sort of research method may seem obvious, but to those of you who aren’t using it, you really should. Not only will outlining your findings and identifying credible sources in page citations save you time in researching merit badge answers, it’ll also make your school assignments easier.

3. Watch the national evening news five days in a row OR read the front page of a major daily newspaper five days in a row. Discuss the national issues you learned about with your counselor. Choose one of the issues and explain how it affects you and your family.

Surprisingly, I found this to be one of the most fun requirements of this badge. If your parents or any of your siblings watch the news, just join them for a few days. Ask them how they think the issues you’re hearing about would affect your family. It’ll make for a great conversational topic, and you’ll be able to learn more about how they see the world.

This requirement got me to watch the news with my Dad for the first time and was the start of a great ritual. Even after finishing the merit badge, I’d still join him to watch the evening news at least once or twice a week.

If you aren’t able to watch the news on TV, newspapers or even news websites would also be fine. It doesn’t take too long to get a basic idea of some of the current national issues that are taking place. Once you have a few topics in mind, be sure to consider how these ongoing events might impact you and your family.

4. Discuss each of the following documents with your counselor. Tell your counselor how you feel life in the United States might be different without each one.

The declaration of independence, the preamble to the constitution, the bill of rights.

The Declaration of Independence was a formal statement, drafted by our nation’s founding fathers, that asserted the separation of American colonies from the rule of the English crown. From this document, ratified on July 4, 1776, we established ourselves as an independent nation, governed by the people, for the people.

In the famous declaration, the line, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness” is especially important. This sentence promises to oppose tyranny and helped to guide our country on the right path.

If Thomas Jefferson did not write the Declaration of Independence, we might still be a part of England today. Democracies might be much rarer, or may not even exist at all. In any case, there is little chance we would enjoy the same freedoms and rights as we currently do.

The Preamble to the Constitution appears above the Constitution and serves to introduce the Constitution’s purpose, guiding principles, and intended values. Scholars believe that the preamble represents the founding father’s intentions of what the Constitution represents , as well as what they hoped it would achieve.

Since it’s a short passage, take a second to read the entire Preamble to the Constitution:

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

The main messages in the preamble, in order, are ensuring justice, peace of mind, safety, prosperity to all, and continued freedom for ourselves and our children. The preamble helps us to better understand and interpret the Constitution. Without it, we might mistakenly focus on the wrong aspects of the Constitution.

The Constitution is the supreme law of the United States of America. This means that it takes priority over all other federal, state, and local laws. The Constitution essentially serves as a guide to the philosophy and principles that grant citizens of the US certain rights and freedoms.

There are seven articles that make up the United States Constitution. These articles outline our country‘s political, judicial, and civil structure. The Constitution creates a system and process where no part of the government can become too powerful.

The goal of the constitution is to stop dictators and monarchs from coming to power. Without the Constitution, we’d likely not have been able to maintain a stable government for over 200 years. However, the constitution can be changed to better guide justice according to the times (these changes are called amendments).

The Bill of Rights consists of the first 10 amendments to the US Constitution. Simply put, these amendments guarantee the personal rights of US citizens and limit the abuse of government power. In essence, the first 10 amendments making up the Bill of Rights are:

Freedom of religion, speech, and the press.
The right to keep and bear firearms.
Freedom to refuse housing soldiers in your home.
Protection from searches and confiscation of property without a warrant.
Protection from self-incrimination, being tried twice for the same crime, and a guarantee to a fair trial by jury. An individual will also not be deprived of life, liberty, or property without due legal process and will be compensated for any unjust losses they might suffer.
The right to a jury, lawyer, and speedy trial.
Guarantees the right to a jury trial in civil cases. Prevents courts from overturning the prior verdict.
Prohibits ‘cruel and unusual punishments, ‘ as well as excessive fines or bail costs.
If some rights are not mentioned in the constitution, they cannot take away from rights held by the people.
Powers not defined in the Constitution are delegated to the states or the people.

While the Constitution serves as a blueprint for the US government, the Bill of Rights secures the liberties of its citizens. Without the Bill of Rights, the government might exert too much power over its citizens and infringe on their freedom. By immediately adding these amendments to the constitution, our founding fathers helped to preserve the rights of the people for generations to come.

Including the Bill of Rights, the US Constitution has seen a total of 27 amendments. These amendments act as clauses added to the constitution that keep our government up-to-date with the changing times.

The abolition of slavery and the right for women to vote are included in the list of amendments that have been added throughout our country’s history. Currently, because it takes two-thirds support from both the House and Senate to approve a new amendment, the most recent amendment was added almost 30 years ago on May 5, 1992.

Without amending the US Constitution, we wouldn’t have been able to make changes to our laws and become a more tolerant nation. Amendments are a great way to make positive changes over time, but require unity and cooperation within our government.

5. List the six functions of government as noted in the preamble to the Constitution. Discuss with your counselor how these functions affect your family and local community.

To refresh your memory on what we covered earlier, the Preamble to the constitution introduces the Constitution’s purpose, guiding principles, and values. The six functions of government as noted in the Preamble are as follows:

We the people, in order to form a more perfect union : As a nation, we’re open to continual improvement. We’ll continue to make amendments to our constitution in order to improve the unity of our country and the lives of its people.
Establish justice : We will handle disagreements in a fair and just manner. Our laws will be in the interests of all citizens.
Ensure Domestic Tranquility : We’ll make the United States a safe country to live within. Citizens will be protected , and have no need to fear for their lives.
Provide for the Common Defense : Our nation will uphold a strong military to defend against foreign attacks. There will be no need to fear the possibility of an invading nation.
Promote the General Welfare : The United States will use its resources to improve the standard of living for all of its citizens.
Secure the Blessings of Liberty to Ourselves and our Posterity , do ordain and establish this Constitution for the United States of America: These rights and freedoms will be secured, not only in the present, but also for your children and future generations as well.

Each of the functions of the Preamble helps to protect US citizens. By ensuring an acceptable standard of living and peace of mind from outside threats, the Preamble to the Constitution helps to create a safe environment for American families and communities.

6. With your counselor’s approval, choose a speech of national historical importance. Find out about the author, and tell your counselor about the person who gave the speech. Explain the importance of the speech at the time it was given, and tell how it applies to American citizens today. Choose a sentence or two from the speech that has significant meaning to you, and tell your counselor why.

For this requirement, you’ll need to choose a speech of national historic importance to research. You can find a list of significant American historical speeches by clicking the link here . Choose one that you might like. Below, I’ll be using the Gettysburg address as an example of what main points you could cover when reviewing your speech.

Gettysburg Address Example:

Abraham Lincoln gave his famous Gettysburg address on November 19, 1863, during the American Civil War. At the time of his influential speech, Abraham Lincoln was the 16th President of the United States of America. Lincoln is one of the most widely known US presidents, having fought for the emancipation of all slaves during his time in office. Today, Abraham Lincoln is still well respected and remembered, even having his profile carved into the side of Mount Rushmore. In his iconic Gettysburg address, Abraham Lincoln commemorated the fallen Union soldiers and reaffirmed America’s national purpose of liberty and equality for all of its inhabitants. One of the most remembered and quoted lines from his speech is, “This nation, under God, shall have a new birth of freedom – and that government of the people, by the people, and for the people, shall not perish from the earth.” This line still rings true for American citizens today. As a society, we’re always trying to form a more perfect nation, and by creating a government of the people, for the people, our nation will continue to prosper. The significance of this line is that, even 150 years later, we’ve still been able to maintain our democracy and succeed as a nation. More than that, we’ve combated injustices and passed positive laws, making our country a more free and just place for all of its citizens.

Now that you know all about the Gettysburg address, you might be interested in hearing it for yourself! Check out this quick and awesome video (2:52) of a guy reenacting the iconic speech in public.

7. Name the three branches of our federal government and explain to your counselor their functions. Explain how citizens are involved in each branch. For each branch of government, explain the importance of the system of checks and balances.

Our federal government is divided into three separate divisions called the Legislative, Judicial, and Executive branches. This separation is called a system of checks and balances and is done to limit the power of any one group. In the section below, I’ll be breaking down each of the government branches, individually:

The Legislative Branch

The Legislative branch of government is in charge of creating our nation’s laws. This branch is mainly directed by the US Congress, which is comprised of both the Senate and House of Representatives. As citizens of the US, we elect our fellow citizens as congress members, thereby creating a government of the people.

Congress is also in charge of creating an annual budget, approving proposed laws, and keeping the President’s power in check. By representing the people of the United States and creating just laws, the Legislative branch exists to be the main voice for the citizens of the United States.

The Executive Branch

The Executive Branch is in charge of approving and enforcing our nation’s laws. This branch consists of the President, Vice President, the President’s cabinet, and 15 other departments along with many other staffers.

The President is tasked with nominating Supreme Court Justices for the Judicial branch, conducting diplomacy with other countries, and evaluating laws submitted by the Legislative Branch. To maintain a system of checks and balances, the President can also veto legislation created by Congress. However, Congress can overturn this veto with a 2/3rds majority vote.

The Judicial Branch

The Judicial Branch of government interprets the meaning of laws and judges whether any governmental actions violate the Constitution. This branch consists of our Supreme Court and other federal courts. The US President is in charge of nominating our Supreme Court Justices.

The Judicial Branch has the final say in all legal cases that could set a precedent within our country. If there are any questions as to whether the other branches are acting unconstitutionally, the Judicial Branch will be in charge of delivering a verdict.

This system of checks and balances exists to prevent one branch from obtaining too much power. Here are some examples of checks and balances that you can discuss with your merit badge counselor.

The President can veto laws proposed by the Legislative branch.
The President also holds the power to nominate Supreme court Justices for the Judicial branch.
Congress can overturn the President’s veto with a 2/3rd majority vote and also has control over the budget the Executive branch is allowed.
Congress also has the power to impeach (start the process to remove) members of both the Executive and Judicial branches.
Within the Judicial branch, the Supreme court can declare both proposed laws and presidential actions unconstitutional.
Members of the Judicial branch also have no maximum time they’re able to serve.

As citizens today, we’re able to involve ourselves in each branch of government by electing members to Congress, voting for our President, and signing petitions that are reviewed by our courts. Through this complex system of checks and balances, we’ve been able to distribute power evenly throughout the 3 branches of government and keep our nation free.

8. Name your two senators and the member of Congress from your congressional district. Write a letter about a national issue and send it to one of these elected officials, sharing your view with him or her. Show your letter and any response you receive to your counselor.

After following the news for a week and learning about your country‘s history, writing a short message about a national issue should be a breeze for you. Use this website to identify who your two state senators are . Then, click the following link to identify one of the Congress members from your state .

All that’s left to do is to write a short letter to one of these individuals. My letter was about two paragraphs, but yours can be a little shorter or a little longer. Usually, one of their staff will respond to you, but if you’re lucky, your actual representative could get back to you as well!

If you’ve made it to this point in the guide, congratulations! The citizenship merit badges aren’t easy, but will provide you with the skills to better understand the world around you. Now that you’re ready to earn Citizenship in the Nation, you’re one step closer to becoming an Eagle Scout!

If you found this guide helpful, I’ve also written other merit badges walkthroughs, as well as articles helping you to be a better leader in your troop . Check ScoutSmarts often, because I’m constantly uploading new content for Scouts like you. Until next time, best of luck on your Scouting journey!

I'm constantly writing new content because I believe in Scouts like you! Thanks so much for reading, and for making our world a better place. Until next time, I'm wishing you all the best on your journey to Eagle and beyond!

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Good Citizen Essay for Students & Children in English
10 Qualities of A Good Citizen And Ways To Be Good Citizen
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How to Be a Good Citizen
How to be a Good Citizen Essay 50 words
How to be a good citizen paragraph

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How To Be A Good Citizen (Funny)
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Good citizen
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How To Be A Good Citizen Essay
Good Citizens pay taxes - A good citizen always pays taxes. People who do not pay their taxes are considered tax evaders. Tax evasion is illegal in most countries and can result in fines, jail time, or both. Moreover, tax helps to maintain public infrastructure, which is essential for a healthy society. Good Citizens serve on a jury - Jury ...
What Does it Mean to Be a Good Citizen?
Center For Public Leadership. What Does it Mean to Be a Good Citizen? "We don't agree on everything—but we do agree on enough that we can work together to start to heal our civic culture and our country." CPL's James Piltch asked people all over the US what it means to be a good citizen. "We don't agree on everything—but we do agree on ...
How to Be a Good Citizen
7. Participate in Your Nation's Political Life. If you want to be a good citizen, you should be politically active. There are many ways to this. Here are some ideas: Identify an issue you care about and pursue it. Attend rallies and events. Go to city council meetings. Join a political organization.
Qualities of a Good Citizen: Characteristics and Examples: [Essay
Introduction. Good citizenship is a cornerstone of a healthy and thriving society. In this essay, we will explore the characteristics that make up a good citizen and how these attributes can be harnessed to promote both personal growth and social progress.
How to Be a Good Citizen (with Pictures)
Pay attention in school, get good grades, and try to go to college. [5] 2. Work hard. No matter what job you have, working hard is an important part of being a good citizen. When you work hard, you provide services to others and you earn money, both of which contribute to a stronger economy in your area.
Good Citizenship: A Series
A discussion of the distinctions between a good person, a good worker and a good citizen. The application of the Good Work "5 Ds" framework to unpack a dilemma. A discussion of how good citizenship can be achieved through good work. A consideration of the meaning and the achievement of global citizenship.
Good Citizen Essay for Students & Children in English
The first essay is a long essay on the Good Citizen of 400-500 words. This long essay about Good Citizen is suitable for students of class 7, 8, 9 and 10, and also for competitive exam aspirants. The second essay is a short essay on Good Citizen of 150-200 words. These are suitable for students and children in class 6 and below.
Essay on How to Be a Good Citizen
This essay sample was donated by a student to help the academic community. Papers provided by EduBirdie writers usually outdo students' samples. In order to be a good citizen, you have to follow rules, laws, expectations, and responsibilities. We have these rules and responsibilities so everyone can be safe.
How To Be A Citizen: Being Involved In Civic Life At A Young Age
This year, as you may have heard, we are celebrating NPR's 50th birthday. That is half a century of trying to keep you informed so you can do your part as a citizen. But that got us thinking about ...
How to Inspire Students to Become Better Citizens
2. Facilitate meaningful dialogue among diverse learners. Research suggests that students in an "open classroom climate," one that grows out of respectful dialogue and exposure to varying opinions, tend to have greater civic knowledge, commitment to voting, and awareness of the role of conflict in a democracy.
What Is a "Good Citizen"? a Systematic Literature Review
In this regard, many papers define good citizenship based on specific behaviors. In contrast, other authors (18.6%) refer to citizenship rules when it comes to voting or participating in politics, thereby seeking to relate the concept of the good citizen with a specific civic attitude—participation in elections. Finally, a large group of ...
What does it mean to be a good citizen: level 1
Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.
The Importance of Being an Active and Responsible Citizen: [Essay
Therefore, being a good citizen is vital for promoting social harmony and fostering a sense of belongingness among members of society. Secondly, good citizenship leads to an accountable and responsive government. The government is accountable to its citizens, and citizens have the power to vote and influence political decisions.
What does it take to be a good citizen?
As I was coming up with my list, I realized that the basic rules of being a good citizen were taught to me at a young age - in kindergarten, actually. Here's my partial list: Share everything. Play fair. Don't hit people. Put things back where you found them. Clean up your own mess. Don't take things that aren't yours. Don't litter.
Good Citizenship: The Purpose of Education
Learning to be a good citizen is learning to live to the maximum of one's abilities and opportunities, and every subject should be taught every child with this in view. The teacher's personality and character are of the greatest importance. I have known many erudite and scholarly men and women who were dismal failures as teachers.
Essay on Who is a Good Citizen
Conclusion. In conclusion, a good citizen is a valuable asset to any country. They follow rules, respect others, participate actively in their community, behave responsibly, and promote education. They contribute positively to their society and inspire others to do the same. Being a good citizen is not just about enjoying rights but also about ...
Good Citizenship and Global Citizenship
The UN states that the global citizen should have values such as "rights to freedom of thought, conscience and religion". A good citizen should also have these values enshrined in them. A good citizen should avoid engaging in religious discrimination since this threatens unity among the citizens of the nation.
IELTS Essay: Good Citizens
Analysis. 1. Many are of the opinion that the primary role of schools is to create good citizens, instead of simply working towards individual betterment. 2. In my opinion, schools should aim to elevate the individual, not impose conformity. Paraphrase the overall essay topic. Write a clear opinion. Read more about introductions here. 1.
Teaching Good Citizenship Lesson Plans and Materials
The "Teaching Citizenship Unit" provides some structure and materials for parents and teachers interested in teaching young Americans how to be involved and effective citizens. Specifically, getting young Americans used to doing the small things which, when done on a day-to-day basis, keep our democracy strong. The Unit has 4 Lessons.
Essay on How Can We be Good Citizens
1) A good citizen is a person that understands his duty toward the nation. 2) A good citizen is responsible for a good and healthy nation. 3) We can be good citizens if we follow all the rules and regulations. 4) Helping the poor and needy makes us good citizens. 5) A good citizen will never misuse the rights provided to them.
GCSE Business Studies/Citizenship: Minouche Shafik
Former Deputy Governor of the Bank of England Minouche Shafik talks about why we take part in society and give our time and our money to care for those older, younger and needier than us.
The Citizenship In The Nation Merit Badge: Your Ultimate ...
Explain what citizenship in the nation means and what it takes to be a good citizen of this country. Discuss the rights, duties, and obligations of a responsible and active American citizen. Do TWO of the following: Visit a place that is listed as a National Historic Landmark or that is on the National Register of Historic Places.
A good Citizen
Download. Essay, Pages 3 (678 words) Views. 18002. A good citizen is one who properly fulfills his or her role as a citizen. There are many opinions as to what constitutes a good citizen. Theodore Roosevelt said, "The first requisite of a good citizen in this Republic of ours is that he shall be able and willing to pull his weight."
"جہاں غلط ہوں گا چپڑاسی سے بھی سڑک ...
"جہاں غلط ہوں گا چپڑاسی سے بھی سڑک پر کیمرہ لگا کر معافی مانگوں گا۔۔" سینیٹر فیصل واوڈا کا بڑا بیان #ARYNews #Khabar