Adult Citizenship Education
Sample Curriculum
for a Low Beginning ESL Level Course
M-1166 (06/17)
i • Adult Citizenship Education Sample Curriculum — Low Beginning
Contents
Introduction ............................................. 2
Curriculum Abstract ...................................... 4
Scope and Sequence ....................................... 8
Unit 1 ............................................ 8
Unit 2 ........................................... 15
Unit 3 ........................................... 20
Unit 1 Test ........................................ 25
Unit 1 Test Key ..................................... 28
Unit 2 Test ........................................ 31
Unit 2 Test Key ..................................... 34
Unit 3 Test ........................................ 37
Unit 3 Test Key ..................................... 40
Based on NRS Levels—Literacy to Low Beginning ............. 43
Unit 1 ........................................... 43
Unit 2 ........................................... 46
Unit 3 ........................................... 47
Citizenship Course Sample Syllabus ........................ 50
Beginning Level .................................... 50
Course Calendar .................................... 52
1 • Adult Citizenship Education Sample Curriculum — Low Beginning
Units and Lesson Plans
Unit 1
U.S. Geography
American Symbols and Celebrations
George Washington
Executive Branch
Legislative Branch
Judicial Branch
Unit 1 Test
Unit 1 Test Key
Unit 2
Thomas Jefferson
Benjamin Franklin
Bill of Rights
Fighting for Our Rights
Unit 2 Test
Unit 2 Test Key
Unit 3
U.S. Wars of 1800
Abraham Lincoln
Civil War
U.S. History since 1900
Final
Final Key
2 • Adult Citizenship Education Sample Curriculum — Low Beginning
Introduction
The Office of Citizenship within U.S. Citizenship and Immigration
Services (USCIS) developed this sample curriculum to outline the
components, structure, and process involved with creating an adult
citizenship education curriculum. The curriculum is organized around
the beginning level lesson plans and the Adult Citizenship Education
Content Standards and Foundation Skills that are available on the
Citizenship Resource Center website (uscis.gov/citizenship).
This curriculum consists of four main components: the curriculum
abstract, the scope and sequence, the syllabus, and the units and lesson
plans. Please note that this curriculum is offered only as an example
to help guide administrators and teachers as they develop their own
curricula. Each adult education organization has unique strengths,
challenges, and constraints, and should develop a curriculum that best
fits the needs of its students, program, and community.
Curriculum Abstract
A curriculum is more than just the sum of the content, lessons,
activities, and assessments. Although these are certainly central
elements of any course, a curriculum is shaped by the community, the
program, the instructor, and the students. Therefore the curriculum
abstract identifies these broader components that influence a
curriculum, because identifying these factors helps administrators
and teachers to better target their students’ needs when developing a
curriculum. It also outlines the basic structure of the course such as
the dates and times of class meetings, the duration of the course, and
location and description of class meeting space.
Once the influencing and structural components of the curriculum
are understood, it is then possible to establish the course objectives.
Creating course objectives requires identifying three to five learning
goals for students to accomplish by the end of the course. This process
can be easier said than done because the course objectives should be
broad enough to incorporate all of the knowledge and skills included
in the course content, but narrow enough that the objectives are
identifiable and measurable. For Adult Citizenship Education courses,
the objectives will normally identify a basic level of English language
proficiency, civics content knowledge, and understanding of the
naturalization process that students can expect to achieve by the end
of the course. The course abstract builds on the objectives by briefly
describing the course content and the instructional approaches that
will be implemented in the course. The rest of the curriculum abstract
includes descriptions and samples of course materials. Since this is a
sample curriculum, there may be other components that programs
want to add to the curriculum.
Scope and Sequence
The scope and sequence outlines the content that will be taught, the
order it will be taught, and the amount of time spent on each topic.
Although this may sound relatively simple, creating the scope and
sequence often takes the most time. This is for two reasons. First, adult
citizenship education courses involve three distinct types of content:
civics knowledge, English as a Second Language (ESL) skills, and the
naturalization process. Other courses usually only incorporate one
or two content areas, but the nature of adult citizenship education
requires the scope and sequence to outline all three subjects.
However, it is not necessary, nor is it really possible, to organize the
scope and sequence so that civics, ESL, and the naturalization process
perfectly align with each other within each lesson. For instance,
this scope and sequence is organized around the previously existing
beginning level lesson plans available in the Citizenship Resource
Center. It uses a sheltered instructional design to align these lesson
3 • Adult Citizenship Education Sample Curriculum — Low Beginning
plans with an ESL scope and sequence. The scope and sequence of
the Form N-400 lessons is presented sequentially according to the
order of the parts of the form. Those lessons are intended to be taught
during a 30 or 45 minute session during each class meeting devoted
to the naturalization process.
The organization of the scope and sequence presented here is merely
one option. Programs may want to structure the entire curriculum
around an alignment of the parts of the N-400 and ESL skills,
and incorporate the civics instruction separately. Also, programs
may choose to organize the sequence of instruction differently by
rearranging the order in which the civics content, ESL skills, or the
naturalization process are taught. The structure of the scope and
sequence ultimately depends on the needs of the students and ability
of the curriculum designer to connect concepts thematically or
organize content in an accessible manner.
To emphasize the importance of assessment, this curriculum is divided
into three units. Each unit includes a comprehensive exam that covers
all of the material addressed in the course up to that point.
Course Syllabus
The course syllabus is designed to communicate the basic information
about the course to the students. However, it is also designed so that
other teachers, administrators, or visitors can quickly read the course
objectives, content, and calendar. Much of the information in the
syllabus is drawn from the course abstract and the scope and sequence,
but it is reformatted to be more readable. The syllabus is often
interpreted as a contract between teacher and students, but it should
be viewed more as an outline which instructors may need to adjust
based on student performance or other factors.
Lesson Plans, Activities, and Unit Assessments
Lesson Plans and Activities
This curriculum relies on the beginning level lesson plans and
activities already developed by USCIS, and available in the Citizenship
Resource Center. For time considerations, not all of the available lesson
plans are included. As previously mentioned, some programs may
choose to organize and present the content differently, especially those
that have created their own lesson plans.
Unit Assessments
The assessments draw from the Form N-400, the 100 civics questions,
and activities from the lesson plans. They are designed to prepare
students for the format of the naturalization interview and test.
Each test is divided into three parts:
Part 1 assesses students’ English reading and writing skills using
questions from the Form N-400.
Part 2 assesses students’ civics knowledge and English reading and
writing skills by asking them to answer questions from the 100 civics
questions.
Part 3 assesses students’ English reading and speaking skills by asking
them to read civics-related sentences to the instructor
1
. Instructors
can determine what is considered passing and/or mastery level
performance. Each unit test is cumulative in that each test assesses
knowledge and skills of all of the content covered to that point in the
course.
1
The sentences included in the reading test are taken from the activities attached to the lesson plans. They are similar to sentences that applicants are asked to read in the
naturalization interview, but they are not actual sentences taken from an interview.
4 • Adult Citizenship Education Sample Curriculum — Low Beginning
Curriculum Abstract
✔
# Item Description
1 Description of Program
• The Springfield Adult Education Center
2
(SAEC) is a local nonprofit organization
that provides GED, ESL, and citizenship education courses in the area.
• SAEC offers leveled courses for students at the low beginning, high beginning,
and low intermediate ESL levels. Students are tested and placed using the
Comprehensive Adult Student Assessment Systems (CASAS) assessment.
Students who are below the low beginning level are encouraged to enroll in an
adult ESL course.
• SAEC operates on a semester system. Each semester lasts 18 weeks. The first
semester runs from October to February, and the second semester runs from
March through July.
2 Instructor’s Bio
• (Name), who holds a master’s degree in ESL from (university), has been
teaching adult ESL for eight years and adult citizenship education for the past
three years, and previously taught at (school).
3
Predicted Student
Demographics
• The students enrolled in SAEC programs are predominantly Mexican; however,
students from other Latin American, Caribbean, and South American countries
frequently enroll in our programs.
• 68% of students are women, 32% are men.
4
Description of Community
that the Program Serves
• Springfield has a population of about 75,000 people and is located 100 miles
southwest of Houston. It is a rural, agricultural community with a median income
of $30,276. The population is 47% white, 32% African-American, 19% Hispanic
or Latino, and 2% Asian.
2
As previously discussed, this is a sample curriculum. The Springfield Adult Education Center and the data presented in this abstract are fictional. The purpose is to provide
teachers and administrators with examples of the type and scope of information that should be included in the curriculum abstract.
5 • Adult Citizenship Education Sample Curriculum — Low Beginning
✔
# Item Description
5 Course Abstract
• This course is designed to help prepare adult immigrants at the low beginning
ESL level to successfully complete the naturalization process. This preparation
includes developing English language skills and civics content knowledge, and
learning about the Form N-400 and the naturalization interview. The course
will follow a sheltered instruction approach in which civics lessons from the
USCIS Citizenship Resource Center provide the outline for the scope and
sequence. ESL and naturalization instruction are woven throughout the lessons
and activities in the course. Students will build knowledge and skills through
scaffolded instructional activities and they can expect to be speaking, reading,
and writing in English in every class.
6 Course Objectives
• Students will be able to understand and complete the Form N-400.
• Students will be able to speak, read, and write English at the high beginning ESL
level.
• Students will be able to correctly answer at least 90 of the 100 civics questions.
7 Course Structure
• The course starts on (date) and ends on (date).
• There are 15 weeks of instruction.
• The course will meet on Tuesdays from 6:00 - 8:00 p.m. and on Saturdays from
10:00 a.m. - 12:00 p.m.
• The course is structured around the USCIS low beginner lesson plans on the
Citizenship Resource Center website.
• Time will be devoted in each class to addressing the language and requirements
of one part of the Form N-400.
• The course will consist of three units organized thematically based on the civics
content of the naturalization test.
• A unit test will be administered at the end of each unit that will assess students’
English language skills and understanding of the civics content.
• The course includes a comprehensive final exam on the last day of class.
6 • Adult Citizenship Education Sample Curriculum — Low Beginning
✔
# Item Description
8 Student Expectations
• Students are expected to arrive on time to every class.
• Students are expected to communicate with the instructor before class if they
are going to be late or have to miss the class.
• Students with more than two absences will be asked to drop the class.
9 Course Text(s)
• The course will use (textbook).
• The text was selected because it is aligned with the USCIS Adult Citizenship
Content Standards, it is appropriately targeted for low beginner ESL students,
and it most closely follows the scope and sequence of our curriculum.
• Other texts were reviewed but were not selected because they do not logically or
naturally follow our curriculum.
10
Supplemental Instructional
Materials
• Since the course relies primarily on the USCIS lesson plans, most of the
supplementary materials will include handouts that correspond with each
lesson plan. Those handouts are attached with each lesson plan.
• Form N-400
• Other materials may be included based on student needs and assessments.
11
Instructional Space/
Resources
• Description and/or pictures of the facility in which the course is taught.
• Description and/or layout of the classroom in which the course is taught (desks,
tables, stadium/theater style)
• Description of any technological resources available and how they will be used
during instruction.
12
Standardized ESL
Assessments
• CASAS
• Best Plus
7 • Adult Citizenship Education Sample Curriculum — Low Beginning
✔
# Item Description
13 Syllabus
• See attached syllabus
14 Scope and Sequence
• See attached spreadsheet
15 Lesson Plans
• See attached lesson plans
16 All Formal Assessments
• See attached unit assessments
Recommended Materials
3
17 Examples of Student Work
• For existing programs only
• Explanation as to why this work was chosen for submission
• All names and personally identifiable information (PII) should be blacked out
or removed
18
Examples of Student
Learning
• For existing programs only
• Description of instructional strategies used
• Explanation/interpretation of student performance
• All names and PII should be blacked out or removed
19
Examples of Student
Feedback
• Basic quantitative Likert scale date from student evaluations handed out at the
end of each course.
• Examples of qualitative responses from students.
3
Sections 16, 17, and 18 in the abstract are suggestions for programs to include in a curriculum for internal purposes. They can help measure the growth and consistency of
instruction. These are not materials that should be submitted as part of a grant application to the federal government.
8 • Adult Citizenship Education Sample Curriculum — Low Beginning
Scope and Sequence
4
Unit 1
4
This scope and sequence was built for a 15-week course structure. However, it can be easily adapted to fit a shorter course. For instance, this scope and sequence includes
three flex/review days and three assessments. Eliminating the flex/review days and giving only two assessments (effectively a midterm and a final) could cut the course
down to around 12-13 weeks. The course could be cut down to meet an 8-10 week schedule if lessons that are covered over two days are taught in a single class meeting.
Making these adjustments may also require revising the scope and sequence for the N-400 sections.
Week 1 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Syllabus and
Introduction to
the N-400
Nouns —
Singular/plural
Subject pronouns
Articles —
(some/any,
much/many)
Simple present
tense of high
frequency verbs
Part 1 —
Information
About Your
Eligibility
##
4f
4g
Week 1 • Day 2—(Date)
U.S. Geography
Simple wh-
questions: “what”
and “where”
Simple
prepositions of
time and place
Part 2 —
Information
About You
Part 3 —
Accommodations
for Individuals
with Disabilities
and/or
Impairments
##
4h
4i
4j
4k
6r, 11a, 11b, 11c
11d, 11e, 11f
13b, 13c
13e, 13f
13g, 13h
14b
14c
14f
14g
14h
44, 88, 89
90, 91, 92
93, 94
9 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 2 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
U.S. Geography
Present tense of
the verb TO BE
Simple present
continuous tense
Part 4 —
Information to
Contact You
Part 5 —
Information
About Your
Residence
##
4l
4m
4n
4o
6r
11a
11b
11c
11d
11e
11f
13b
13c
13e
13f
13g
13h
14b
14c
14f
14g
14h
44, 88
89, 90
91, 92
93, 94
Week 2 • Day 2—(Date)
American
Symbols and
Celebration
Simple wh-
questions: “why”
and “when”
Possessive
adjectives
Part 6 —
Information
About Your
Parents
##
4p
4q
5a, 7e, 8d, 8e
11g, 12a, 12b,
12c, 12d
13b, 13c, 13d,
13e, 13f, 13g
13h
14b, 14c, 14d
14e, 14f, 14g
14h
52, 64
95, 96
97, 98
99, 100
10 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 3 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
George
Washington
Simple wh-
questions and
response to
“who”
Adjectives
Part 7 —
Biographic
Information
##
4r
4s
6c
8i
11e
11f
12c
12d
13a, 13b
13c, 13e
13f, 13g
13h
14a, 14b
14c, 14d
14e, 14f
14g, 14h
28, 69, 70
93, 94, 100
Week 3 • Day 2—(Date)
Your Government
and You
Past tense of the
verb TO HAVE
(has/have)
Part 8 —
Information
About Your
Employment
and Schools You
Attended
##
4t
4u
5b, 6n, 6o, 6p
6q, 6r, 7a, 7b
7c, 7f, 7g, 7h
7i, 11f
13b, 13c
13e, 13f
13g, 13h
14b, 14c
14f, 14g
14h
41, 42, 43, 44
49, 50, 53, 55
56, 57, 94
11 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 4 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Your Government
and You
Modal auxiliary
verbs (e.g., have
to + verb)
Part 9 — Time
Outside the U.S.
##
4v
4w
5b, 6n, 6o, 6p
6q, 6r, 7a
7b, 7c, 7f, 7g
7h, 7i, 11f
13b
13c
13e
13f
13g
13h
14b
14c
14f
14g
14h
41, 42, 43, 44
49, 50, 53, 55
56, 57, 94
Week 4 • Day 2—(Date)
Executive Branch
Present tense of
the verb CAN
Part 10 —
Information
About Your
Marital History
##
4x
4y
6a, 6c, 6d, 6e
6i, 6j, 6m, 6n
13b
13c
13e
13f
13g
14b
14c
14d
14e
14f
14g
13, 15, 26, 27
28, 29, 30, 31
32, 33, 34, 35
36, 45, 46
12 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 5 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Executive Branch
Modal auxiliary
verbs (e.g., can +
verb)
Part 11 —
Information
About Your
Children
##
4z
4aa
6a
6c
6d
6e
6i
6j
6m
6n
13b
13c
13e
13f
13g
14b
14c
14d
14e
14f
14g
13, 15
26, 27
28, 29
30, 31
32, 33
34, 35
36, 45
46
Week 5 • Day 2—(Date)
Legislative
Branch
Simple wh-
question and
response to
“how”
Present tense of
the verb TO DO
Part 12 —
Additional
Information
About You
(Questions 1–5)
##
4bb
4cc
5b, 6a
6c, 6f
6g, 6h
6i, 6j
6n, 7a
7g
13b
13c
13e
13f
13g
13h
14b
14f
14g
14h
13, 16
17, 18
19, 20
21, 22
23, 24
25, 31
47, 55
13 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 6 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Legislative
Branch
Other common
irregular verbs in
the present tense
Part 12 —
Additional
Information
About You
(Questions 6-9)
##
4bb
4cc
5b, 6a, 6c, 6f
6g, 6h, 6i, 6j
6n, 7a, 7g
13b
13c
13e
13f
13g
13h
14b
14f
14g
14h
13, 16, 17, 18
19, 20, 21, 22
23, 24, 25, 31
47, 55
Week 6 • Day 2—(Date)
Judicial Branch
There is/
There are
Part 12 —
Additional
Information
About You
(Questions
10-15)
##
4bb
4cc
6j
6k
6l
13b, 13c,
13e,13f,
13g
14c
14f
14g
13
37
38
39
40
14 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 7 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Unit 1 Test
4f, 4g, 4h, 4i, 4j,
4k, 4l, 4m, 4n,
4o, 4p, 4q, 4r,
4s, 4t, 4u, 4v, 4w,
4x, 4y, 4z, 4aa,
4bb, 4cc
5a, 5b
6a, 6c, 6d, 6e,
6f, 6g, 6h,6i, 6j,
6k, 6l, 6m, 6n,
6o, 6p, 6q, 6r
7a, 7b, 7c, 7e,
7f, 7g, 7h, 7i
8d, 8e, 11a, 11b,
11c, 11d, 11e,
11f, 11g, 12a,
12b, 12c, 12d
13a, 13b, 13c,
13d, 13e, 13f,
13g, 13h
14a, 14b, 14c,
14d, 14e, 14f,
14g, 14h
13, 15, 16, 17,
18, 19, 20, 21,
22, 23, 24, 25,
26, 27, 28, 29,
30, 31, 32, 33,
34, 35, 36, 37,
38, 39, 40, 41,
42, 43, 44, 45,
46, 47, 49, 50,
52, 53, 55, 56,
57, 64, 69, 70,
88, 89, 90, 91,
92, 93, 94, 95,
96, 97, 98, 99,
100
15 • Adult Citizenship Education Sample Curriculum — Low Beginning
Scope and Sequence
Unit 2
Week 7 • Day 2—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Thomas
Jefferson and the
Declaration of
Independence
Simple past with
high frequency
regular verbs
Part 12 —
Additional
Information
About You
(Questions 16-
21)
##
4bb
4cc
5a
8a
8d
8e
9a
12a
12c
12d
13a
13b
13c
13d
13e
13f
13g
13h
14a
14b
14c
14d
14e
14f
14g
14h
8, 9, 61, 62
63, 64, 71
96, 97, 99
100
Week 8 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Thomas
Jefferson and the
Declaration of
Independence
Demonstrative
adjectives (this/
that, these/
those)
Part 12 —
Additional
Information
About You
(Questions 22-
29)
##
4bb
4cc
5a
8a
8d
8e
9a
12a
12c
12d
13a
13b
13c
13d
13e
13f
13g
13h
14a
14b
14c
14d
14e
14f
14g
14h
8, 9, 61, 62
63, 64, 71
96, 97, 99
100
16 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 8 • Day 2—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Benjamin
Franklin and the
U.S. Constitution
Past tense of the
verb TO BE
Part 12 —
Additional
Information
About You
(Question 30)
##
4bb
4cc
5b
5e
6a
6b
8f
8g
8h
13b
13c
13e
13f
13g
13h
14b
14c
14f
14g
14h
1, 2, 3, 12
13, 14, 65
66, 67, 68
Week 9 • Day 1—(Date)
Benjamin
Franklin and the
U.S. Constitution
Simple frequency
adverbs
(e.g., always,
sometimes,
never)
Part 12 —
Additional
Information
About You
(Question 31-36)
##
4bb
4cc
5b
5e
6a
6b
8f
8g
8h
13b
13c
13e
13f
13g
13h
14b
14c
14f
14g
14h
1, 2, 3
12, 13, 14
65, 66, 67
68
17 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 9 • Day 2—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Bill of Rights
and Other
Amendments
Past Tense of the
verb TO HAVE
Part 12 —
Additional
Information
About You
(Questions 37-
43)
##
4bb
4cc
5b
5c
6n
7a
7c
7d
7g
7h
13b
13c
13e
13f
13g
13h
14b
14c
14f
14g
14h
4, 5, 6
7, 10, 48
50, 51, 54
56
Week 10 • Day 1—(Date)
Bill of Rights
and Other
Amendments
Conjunctions —
and/or
Part 12 —
Additional
Information
About You
(Questions 44-
50)
##
4bb
4cc
5b
5c
6n
7a
7c
7d
7g
7h
13b
13c
13e
13f
13g
13h
14b
14c
14f
14g
14h
4, 5, 6
7, 10, 48
50, 51, 54
56
18 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 10 • Day 2—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Equality and
Freedom
Past Tense of the
verb TO DO
Part 13 —
Applicant's
Statement,
Certification, and
Signature
##
4dd
4ee
5b
7c
9f
10g
12c
12d
13b
13c
13e
13f
13g
13h
14b
14f
14g
14h
6
77
84
85
100
Week 11 • Day 1—(Date)
Equality and
Freedom
Flex day
Part 14 —
Interpreter’s
Contact
Information and
Signature
##
4ff
4gg
5b
7c
9f
10g
12c
12d
13b
13c
13e
13f
13g
13h
14b
14f
14g
14h
6
77
84
85
100
19 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 11 • Day 2—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Unit 2 Test
4bb
4cc
4dd
4ee
4ff
4gg
5a, 5b, 5c,
5e, 6a, 6b, 6n
7a, 7c, 7d, 7g,
7h, 8a, 8d, 8e,
8f, 8g,8h, 9a, 9f,
10g, 12a,12c,
12d
13a
13b
13c
13d
13e
13f
13g
13h
14a
14b
14c
14d
14e
14f
14g
14h
1, 2, 3, 4, 5, 6
7, 8, 9, 10, 12
13, 14, 48, 50
51, 54, 56, 61
62, 63, 64, 65
66, 67, 68, 71
77, 84, 85, 96
97, 99, 100
20 • Adult Citizenship Education Sample Curriculum — Low Beginning
Scope and Sequence
Unit 3
Week 12 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
U.S. Wars in the
1800s
Past tense of the
verb CAN
Part 15 —
Preparer’s
Contact
Information,
Certification, and
Signature
## 4hh
9b
9c
11c
12b
12c
12d
13b
13c
13e
13g
13h
14b
14c
14d
14e
14f
14g
14h
72
73
91
98
100
Week 12 • Day 2—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Abraham Lincoln
Other common
irregular verbs in
the past tense
Part 16 —
Signature at
Interview
##
4ii
4jj
8c
9b
9c
9d
9e
12c
12d
13a
13b
13d
13f
13g
13h
14a
14b
14c
14d
14e
14f
14g
14h
60
72
74
75
100
21 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 13 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Civil War
Subject-verb
agreement
Part 17 —
Renunciation of
Foreign Titles
##
4kk
4ll
5b
6n
7a
7c
8c
9a
9b
9c
9d
9e
13a
13b
13c
13e
13f
13g
13h
14a
14b
14c
14f
14g
14h
48
60
71
72
73
74
75
76
Week 13 • Day 2—(Date)
Civil War
Adjective + noun
Future tense
Part 18 —
Oath of
Allegiance
## 4mm
5b
6n
7a
7c
8c
9a
9b
9c
9d
9e
13a
13b
13c
13e
13f
13g
13h
14a
14b
14c
14f
14g
14h
48
60
71
72
73
74
75
76
22 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 14 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
U.S. History
Since 1900
Flex day
Part 18 —
Oath of
Allegiance
## 4mm
5d
10a
10b
10c
10d
10e
10f
10h
12c
12d
13b
13c
13f
13g
13h
14b
14c
14d
14f
14g
14h
11
78
79
80
81
82
83
86
100
Week 14 • Day 2—(Date)
Review Review Review Review Review Review Review Review Review
23 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 15 • Day 1—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Final exam
4hh
4ii
4jj
4kk
4ll
4mm
5a, 5b, 5c, 5d,
5e, 6a, 6b, 6c,
6d, 6e, 6f, 6g
6h, 6i, 6j, 6k, 6l,
6m, 6n, 6o, 6p,
6q, 6r, 7a, 7b,
7c, 7d, 7e, 7f,
7g, 7h, 7i, 8a,
8b, 8c, 8d, 8e,
8f, 8g, 8h, 8i
9a, 9b, 9c, 9d,
9e, 9f, 10a, 10b,
10c, 10d, 10e,
10f, 10g, 10h,
10i, 11a, 11b,
11c, 11d, 11e,
11f, 11g
12a, 12b, 12c,
12d
13a
13b
13c
13d
13e
13f
13g
13h
14a
14b
14c
14d
14e
14f
14g
14h
1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 14, 15, 16,
17, 18, 19, 20,
21, 22, 23, 24,
25, 26, 27, 28,
29, 30, 31, 32,
33, 34, 35, 36,
37, 38, 39, 40,
41, 42, 43, 44,
45, 46, 47, 48,
49, 50, 51, 52,
53, 54, 55, 56,
57, 58, 59, 60,
61, 62, 63, 64,
65, 66, 67, 68,
69, 70, 71, 72,
73, 74, 75, 76,
77, 78, 79, 80,
81, 82, 83, 84,
85, 86, 87, 88,
89, 90, 91, 92,
93, 94, 95, 96,
97, 98, 99, 100
24 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week 15 • Day 2—(Date)
Lesson ESL N-400 Chapter Speaking Test Civics Test Reading Test Writing Test
Civics
Questions
Post-Interview
and Interview
Practice
25 • Adult Citizenship Education Sample Curriculum — Low Beginning
Name:
Date:
Unit 1 Test
Part 1
Choose the verb from the word bank below that correctly fits with each sentence.
is are do have
1. What your name?
2. How old you?
3. Where you live?
4. How long you lived there?
5. What color your eyes?
6. How many children you have?
7. Where you work?
8. your mother a U.S. citizen?
9. What your phone number?
10. How tall you?
26 • Adult Citizenship Education Sample Curriculum — Low Beginning
Part 2
Use the words from the word bank below to answer the questions.
1. What is the capital of the United States?
2. Where is the Statue of Liberty?
3. When do we celebrate Independence Day?
4. What are the two parts of U.S. Congress?
5. Who is the “Father of Our Country?”
6. When is the last day you can send in federal income tax forms?
7. Who vetoes bills?
8. How many U.S. Senators are there?
Nine
George Washington
The President of the United
States
New York City
100
Congress
Washington, DC
July 4th
The Senate and House of
Representatives
April 15th
27 • Adult Citizenship Education Sample Curriculum — Low Beginning
9. Who makes federal laws?
10. How many justices are on the Supreme Court?
Part 3—Reading Test
Students will be called up individually and asked to read the following sentences out loud to
the instructor.
1. There are 50 states and 5 major territories in the United States.
2. The process required to become a citizen is called naturalization.
3. We elect U.S. Senators for six years.
4. Every year we celebrate Independence Day on July 4.
5. The United States Supreme Court is the highest court in the United States.
28 • Adult Citizenship Education Sample Curriculum — Low Beginning
Name:
Date:
Unit 1 Test Key
Part 1
Choose the verb from the word bank below that correctly fits with each sentence.
is are do have
1. What is your name? (Part 2)
2. How old are you? (Part 2)
3. Where do you live? (Part 5)
4. How long have you lived there? (Part 5)
5. What color are your eyes? (Part 7)
6. How many children do you have? (Part 11)
7. Where do you work? (Part 8)
8. Is your mother a U.S. citizen? (Part 6)
9. What is your phone number? (Part 4)
10. How tall are you? (Part 7)
29 • Adult Citizenship Education Sample Curriculum — Low Beginning
Part 2
Use the words from the word bank below to answer the questions.
1. What is the capital of the United States? (#94)
Washington, DC
2. Where is the Statue of Liberty? (#95)
New York (Harbor)
3. When do we celebrate Independence Day? (#99)
July 4th
4. What are the two parts of U.S. Congress? (#17)
The Senate and House of Representatives
5. Who is the “Father of Our Country?” (#69)
George Washington
6. When is the last day you can send in federal income tax forms? (#56)
April 15th
7. Who vetoes bills? (#32)
The President of the United States
8. How many U.S. Senators are there? (#18)
100
Nine
George Washington
The President of the United
States
New York (Harbor)
100
Congress
Washington, DC
July 4th
The Senate and House of
Representatives
April 15th
30 • Adult Citizenship Education Sample Curriculum — Low Beginning
9. Who makes federal laws? (#16)
Congress
10. How many justices are on the Supreme Court? (#39)
Nine
Part 3—Reading Test
Students will be called up individually and asked to read the following sentences out loud to
the instructor.
1. There are 50 states and 5 major territories in the United States. (US Geography Lesson Plan)
2. The process required to become a citizen is called naturalization.
(Your Government and You Lesson Plan)
3. We elect U.S. Senators for six years. (Legislative Branch Lesson Plan)
4. Every year we celebrate Independence Day on July 4th.
(American Symbols and Celebrations Lesson Plan)
5. The Supreme Court is the highest court in the United States.
(Judicial Branch Lesson Plan)
31 • Adult Citizenship Education Sample Curriculum — Low Beginning
Name:
Date:
Unit 2 Test
Part 1
Choose the verb from the word bank below that correctly fits with each sentence.
is are do
have was were
did had
1. your parents married before your 18th birthday?
2. When you register for Selective Service?
3. What your ethnicity?
4. Has your current spouse more than one previous marriage?
5. you owe any overdue Federal, state, or local taxes?
6. you currently a member of the U.S. Armed Forces?
7. you read and understood every question and instruction?
8. What your previous address?
9. you support the Constitution and form of Government of the
United States?
10. All of the information complete, true, and correct at the time of filing.
32 • Adult Citizenship Education Sample Curriculum — Low Beginning
Part 2
Use the words from the word bank to match the questions to the answers.
What are rights in the Declaration of Independence?
What are two national holidays?
Who wrote the Declaration of Independence?
What are the branches of government?
When was the Declaration of Independence written?
Who fought for women’s rights and civil rights?
What is a change to the Constitution?
How many amendments does the Constitution have?
Who started the first free public library?
How old do citizens have to be to vote for President?
1.
Answer: Thomas Jefferson
2.
Answer: 1776
3.
Answer: Benjamin Franklin
4.
Answer: 18
5.
Answer: Amendment
6.
Answer: Susan B. Anthony
33 • Adult Citizenship Education Sample Curriculum — Low Beginning
7.
President’s Day and Martin Luther King Jr. Day
8.
Answer: life, liberty, and the pursuit of happiness
9.
Answer: executive, legislative, judicial
10.
Answer: 27
Part 3
Students will be asked individually to read the following sentences out loud to the instructor.
1. Thomas Jefferson wrote the Declaration of Independence.
2. Dr. Martin Luther King Jr. was an important leader of the civil rights movement.
3. Benjamin Franklin was the oldest member of the Constitutional Convention: 81.
4. The Constitution was written in 1787.
5. There were 13 original states.
34 • Adult Citizenship Education Sample Curriculum — Low Beginning
Name:
Date:
Unit 2 Test Key
Part 1
Choose the verb from the word bank below that correctly fits with each sentence.
is are do
have was were
did had
1. Were your parents married before your 18th birthday? (Part 6)
2. When did you register for Selective Service? (Part 12)
3. What is your ethnicity? (Part 7)
4. Has your current spouse had more than one previous marriage? (Part 10)
5. Do you owe any overdue Federal, state, or local taxes? (Part 12)
6. Are you currently a member of the U.S. Armed Forces? (Part 12)
7. Have you read and understood every question and instruction?
8. What was your previous address? (Part 5)
9. Do you support the Constitution and form of Government of the
United States? (Part 12)
10. All of the information was complete, true, and correct at the time of filing.
(Part 13)
35 • Adult Citizenship Education Sample Curriculum — Low Beginning
Part 2
Use the words from the word bank to match the questions to the answers.
What are rights in the Declaration of Independence?
What are two national holidays?
Who wrote the Declaration of Independence?
What are the branches of government?
When was the Declaration of Independence adopted?
Who fought for women’s rights and civil rights?
What is a change to the Constitution?
How many amendments does the Constitution have?
Who started the first free public library?
How old do citizens have to be to vote for President?
1. Who wrote the Declaration of Independence? (#62)
Answer: Thomas Jefferson
2. When was the Declaration of Independence adopted? (#63)
Answer: July 4, 1776
3. Who started the first free public library? (#68)
Answer: Benjamin Franklin
4. How old do citizens have to be to vote for President? (#54)
Answer: 18
5. What is a change to the Constitution? (#4)
Answer: An amendment
6. Who fought for women’s rights and civil rights? (#77)
Answer: Susan B. Anthony
36 • Adult Citizenship Education Sample Curriculum — Low Beginning
7. What are two national holidays? (#100)
President’s Day and Martin Luther King Jr. Day
8. What are rights in the Declaration of Independence? (#9)
Answer: life, liberty, and the pursuit of happiness
9. What are the branches of government? (#13)
Answer: executive, legislative, judicial
10. How many amendments does the Constitution have? (#7)
Answer: 27
Part 3
Students will be asked individually to read the following sentences out loud to the instructor.
1. Thomas Jefferson wrote the Declaration of Independence.
(Thomas Jefferson and the Declaration of Independence Lesson Plan)
2. Dr. Martin Luther King Jr. was a one important leader of the civil rights movement.
(Fighting for Our Rights Lesson Plan)
3. Benjamin Franklin was the oldest member of the Constitutional Convention.
(Benjamin Franklin and the U.S. Constitution Lesson Plan)
4. The Constitution was written in 1787.
(Benjamin Franklin and the U.S. Constitution Lesson Plan)
5. There were 13 original states.
(Thomas Jefferson and the Declaration of Independence Lesson Plan)
37 • Adult Citizenship Education Sample Curriculum — Low Beginning
Name:
Date:
Unit 3 Test
Part 1
Choose the verb from the word bank below that correctly fits with each sentence.
lived are name have
to was in when
can did am many
1. I at least 18 years old.
2. Where you employed?
3. How days did you spend outside of the United States?
4. How long have you in the United States?
5. Where have you worked or attended school the last five years?
6. What is your legal ?
7. you ever been arrested, cited, or detained?
8. Do you understand the full Oath of Allegiance the United States?
9. did your marriage to your previous spouse end?
10. you read and write English?
38 • Adult Citizenship Education Sample Curriculum — Low Beginning
Part 2
Place the word or phrase in the correct category.
February 12th The Mexican-American War
Puerto Rico and Guam are U.S. Territories The Great Depression
the North vs. the South freed the slaves
World War 1 Franklin D. Roosevelt
Emancipation Proclamation issued 1861-1865
“The Star-Spangled Banner” written Assassinated
U.S. Wars in the 1800s Abraham Lincoln
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
Civil War U.S. History Since 1900
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
39 • Adult Citizenship Education Sample Curriculum — Low Beginning
Part 3
Students will be asked individually to read the following sentences out loud to the instructor.
1. The Civil War was between the North and the South.
2. The United States had serious economic problems during the Great Depression.
3. Abraham Lincoln was president when the Civil War ended.
4. In 1803, the United States bought the Louisiana Territory from France.
5. Franklin D. Roosevelt became President in 1933.
40 • Adult Citizenship Education Sample Curriculum — Low Beginning
Name:
Date:
Unit 3 Test Key
Part 1
Choose the verb from the word bank below that correctly fits with each sentence.
lived are name have
to was in when
can did am many
1. I am at least 18 years old. (Part 1)
2. Where are you employed? (Part 8)
3. How many days did you spend outside of the United States? (Part 9)
4. How long have you lived in the United States? (Part 1)
5. Where have you worked or attended school during the last five years? (Part 8)
6. What is your legal name? (Part 2)
7. Have you ever been arrested, cited, or detained? (Part 2)
8. Do you understand the full Oath of Allegiance to the United States? (Part 18)
9. When did your marriage to your previous spouse end? (Part 10)
10. Do you read and write English? (General Eligibility Requirements)
41 • Adult Citizenship Education Sample Curriculum — Low Beginning
Part 2
Place the word or phrase in the correct category.
February 12th The Mexican-American War
Puerto Rico and Guam are U.S. Territories The Great Depression
the North vs. the South freed the slaves
World War 1 Franklin D. Roosevelt
Emancipation Proclamation issued 1861-1865
“The Star-Spangled Banner” written Assassinated
U.S. Wars in the 1800s Abraham Lincoln
“The Star-Spangled Banner” written (#98) February 12th
The Mexican-American War (#72) freed the slaves (#75)
Puerto Rico and Guam are U.S. territories (#91) Assassinated
Civil War U.S. History Since 1900
Emancipation Proclamation issued (#75) Franklin D. Roosevelt (#80)
1861-1865 (#72) World War I (#78)
the North vs. the South (#73) The Great Depression (#80)
42 • Adult Citizenship Education Sample Curriculum — Low Beginning
Part 3
Students will be asked individually to read the following sentences out loud to the instructor.
1. The Civil War was between the North and the South.
(U.S. Wars in the 1800s Lesson Plans)
2. The United States had serious economic problems during the Great Depression.
(U.S. History Since 1900 Lesson Plans)
3. Abraham Lincoln was president when the Civil War ended.
(Abraham Lincoln Lesson Plan)
4. In 1803, the United States bought the Louisiana Territory from France.
(Abraham Lincoln Lesson Plan)
5. Franklin D. Roosevelt became President in 1933.
(U.S. History Since 1900 Lesson Plan)
43 • Adult Citizenship Education Sample Curriculum — Low Beginning
Based on NRS Levels—Literacy to Low Beginning
Unit 1
Lesson 1—Syllabus and Introduction to Form N-400
ESL Knowledge and Skills
• Nouns- Singular/plural
• Subject pronouns
• Articles Adjectives – (some/any, much/many)
• Simple present tense of high frequency verbs
Lesson 2—U.S. Geography—covered over 2 classes
ESL Knowledge and Skills
• Simple wh-questions: “what” and “where”
• Simple prepositions of time and place
• Present tense of the verb TO BE
• Simple present continuous tense
Listening Indicators
Follows simple directions in a familiar context
Understands simple questions related to personal
information when spoken slowly and with repetition
Speaking Indicators
Spells some familiar words
Responds to simple questions and requests for repetition
Produces simple statements in routine and familiar
situations
Begins to recognize and practice letter-sound associations
Reading Indicators
Applies sound/symbol relationships to decode familiar
words
Follows simple geographical directions on a simple map
Reads some common sight words
Reads short and simple sentences on a familiar topic
Writing Indicators
Writes familiar simple words and short phrases
Lesson 3—American Symbols and Celebrations
ESL Knowledge and Skills
• Simple wh-questions: “why” and “when”
• Possessive adjectives
Listening Indicators
Listens for key vocabulary words in contextualized
conversations
Recognizes/responds to requests for repetition
Follows simple directions and instructions
Recognizes cardinal numbers
Speaking Indicators
Spells some familiar words
Responds to simple questions in familiar situations
demonstrating some control of grammar
Produces simple statements in routine and familiar
situations
Reading Indicators
Applies sound/symbol relationships to decode familiar
words
Identifies uppercase and lowercase letters of the English
alphabet and numbers 0-100
Reads some common sight words
Reads learned sentences
Reads simple sentences on a familiar topic
Reads and comprehends short paragraphs on familiar topics
Writing Indicators
Copies simple words/phrases
Writes uppercase and lowercase letters and numbers 0-100
Writes lists and simple sentences related to familiar topics
44 • Adult Citizenship Education Sample Curriculum — Low Beginning
Lesson 4—George Washington
ESL Knowledge and Skills
• Simple wh-question and response to “who”
• Adjectives
Listening Indicators
Recognizes letters of words when spelled or dictated
Recognizes/responds to simple questions/statements in
familiar contexts
Recognizes/responds to requests for repetition
Follows simple directions in a familiar context
Recognizes cardinal numbers
Speaking Indicators
Spells some familiar words
Responds to simple questions
Responds to requests for repetition
Produces simple statements in routine and familiar situations
Responds to simple questions in familiar situations
demonstrating some control of grammar
Reading Indicators
Applies sound/symbol relationships to decode familiar words
Reads some common sight words
Reads simple sentences on a familiar topic
Identifies U.S. currency by values
Reads and identifies numbers in dates and prices
Writing Indicators
Spells simple words
Writes dates
Writes money amounts
Copies simple words/phrases
Writes familiar words and short phrases from dictation
Lesson 5—Your Government and You—covered over 2 classes
ESL Knowledge and Skills
• Present tense of the verb TO HAVE (has/have)
• Modal auxiliary verbs (e.g., have to + verb)
Listening Indicators
Recognizes/responds to simple questions/statements in
familiar contexts
Recognizes/responds to requests for repetition
Follows simple directions in a familiar context
Speaking Indicators
Spells some familiar words
Responds to simple questions
Produces simple statements in routine and familiar situations
Reading Indicators
Uses basic phonics to sound out words
Follows simple geographical directions on a map
Reads some common sight words
Reads and comprehends short compound sentences
Writing Indicators
Spells simple words
Writes some simple phrases and simple sentences
Lesson 6—Executive Branch—covered over two classes
ESL Knowledge and Skills
• Present tense of the verb CAN
• Modal auxiliary verbs (e.g., can + verb)
Listening Indicators
Follows simple directions in a familiar context
Recognizes/responds to requests for repetition
Recognizes/responds to greetings and polite expressions
Recognizes/responds to simple questions/statements in
familiar contexts
Listens for key vocabulary words in contextualized
conversations
Recognizes common words when spelled or dictated
Speaking Indicators
Produces and responds to common greetings
Responds to simple questions
Produces simple statements in routine and familiar situations
45 • Adult Citizenship Education Sample Curriculum — Low Beginning
Reading Indicators
Uses basic phonics to sound out words
Reads some common sight words
Reads simple sentences on a familiar topic
Reads short simplified paragraphs on a single topic with
familiar vocabulary
Writing Indicators
Spells simple words
Copies simple words/phrases
Writes some simple phrases and simple sentences
Lesson 7—Legislative Branch—covered over two classes
ESL Knowledge and Skills
• Simple wh-question and response to “how”
• Present tense of the verb TO DO
• Other common irregular verbs in the present tense
Listening Indicators
Follows simple directions in a familiar context
Recognizes/responds to requests for repetition
Recognizes/responds to simple questions/statements in
familiar contexts
Listens for key vocabulary words in contextualized
conversations
Speaking Indicators
Spells some familiar words
Responds to simple questions
Produces simple statements in routine and familiar
situations
Responds to simple questions demonstrating some
control of grammar
Reading Indicators
Uses basic phonics to sound out words
Reads simple sentences on a familiar topic
Reads short simplified paragraphs on a single topic with
familiar vocabulary
Writing Indicators
Writes numbers 0-100
Spells simple words
Copies simple words/phrases
Writes simple sentences
Lesson 8—Judicial Branch
ESL Knowledge and Skills
• There is/There are
Listening Indicators
Follows simple directions in a familiar context
Recognizes/responds to requests for repetition
Recognizes/responds to simple questions/statements in
familiar contexts
Listens for key vocabulary words in contextualized
conversations
Speaking Indicators
Spells some familiar words
Responds to simple questions
Produces simple statements in routine and familiar
situations
Responds to simple questions
Reading Indicators
Reads some common sight words
Reads simple sentences on a familiar topic
Writing Indicators
Spells simple words
Copies simple words/phrases
Writes simple sentences
46 • Adult Citizenship Education Sample Curriculum — Low Beginning
Unit 2
Lesson 1—Thomas Jefferson and the Declaration of Independence—2 classes
ESL Knowledge and Skills
• Simple past tense with high frequency regular verbs
• Demonstrative adjectives (this/that, these/those)
Listening Indicators
Recognizes letters of words when spelled or dictated
Follows directions and instructions in a familiar context
Recognizes/responds to requests for repetition
Listens for key vocabulary words in contextualized
conversations
Recognizes/responds to simple questions/statements in
familiar contexts
Speaking Indicators
Responds to questions in familiar contexts
Produces simple statements in routine and familiar situations
Reading Indicators
Applies symbol relationships to decode familiar words
Identifies U.S. currency by value
Reads and identifies numbers in dates and prices
Reads some common sight words
Reads simple sentences on a familiar topic
Reads short simplified paragraphs on a single topic with
familiar vocabulary
Writing Indicators
Spells simple words
Copies simple words
Writes words and short phrases from dictation
Writes simple sentences
Lesson 2—Benjamin Franklin and the U.S. Constitution—2 classes
ESL Knowledge and Skills
• Past tense of the verb TO BE
• Simple frequency adverbs (e.g., always, sometimes, never)
Listening Indicators
Follows directions and instructions in a familiar context
Recognizes/responds to requests for repetition
Recognizes/responds to simple questions/statements in
familiar contexts
Listens for key vocabulary words in contextualized
conversations
Speaking Indicators
Produces simple statements in routine and familiar situations
Responds to simple questions
Reading Indicators
Reads dates
Reads some common sight words
Reads simple sentences on a familiar topic
Reads short simplified paragraphs on a single topic with
familiar vocabulary
Writing Indicators
Spells simple words
Copies simple words
Categorizes words using simple graphic organizers
Writes simple sentences
Lesson 3—Bill of Rights and Other Amendments—covered over 2 classes
ESL Knowledge and Skills
• Past tense of the verb TO HAVE
• Conjunctions: and/or
Listening Indicators
Follows directions and instructions in a familiar context
Recognizes/responds to requests for repetition
Recognizes/responds to simple questions/statements in
familiar contexts
Listens for key vocabulary words in contextualized
conversations
Speaking Indicators
Responds to questions in familiar contexts
Produces simple statements in routine and familiar situations
47 • Adult Citizenship Education Sample Curriculum — Low Beginning
Reading Indicators
Reads some common sight words
Reads simple sentences on a familiar topic
Reads short simplified paragraphs on a single topic with
familiar vocabulary
Writing Indicators
Spells simple words
Copies simple words
Writes simple sentences
Lesson 4—Equality and Freedom—covered over 2 classes
ESL Knowledge and Skills
• Past tense of the verb TO DO
Listening Indicators
Follows directions and instructions in a familiar context
Recognizes/responds to requests for repetition
Recognizes/responds to simple questions/statements in
familiar contexts
Listens for key vocabulary words in contextualized
conversations
Speaking Indicators
Responds to questions in familiar contexts
Produces simple statements in routine and familiar
situations
Reading Indicators
Reads some common sight words
Reads simple sentences on a familiar topic
Reads short simplified paragraphs on a single topic with
familiar vocabulary
Writing Indicators
Spells simple words
Copies simple words or phrases
Writes simple sentences
Unit 3
Lesson 1—U.S. Wars in the 1800s
ESL Knowledge and Skills
• Past tense of the verb CAN
Listening Indicators
Recognizes cardinal numbers
Recognizes letters of words when spelled or dictated
Follows directions and instructions
Recognizes/responds to requests for repetition
Recognizes/responds to simple questions/statements
Speaking Indicators
Uses cardinal numbers to discuss dates
Spells some familiar words
Produces simple statements in routine and familiar
situations
Responds to questions in familiar contexts
Reading Indicators
Applies symbol relationships to decode familiar words
Reads some common sight words
Reads simple sentences on a familiar topic
Reads and comprehends short paragraphs on a familiar
topic
Writing Indicators
Spells simple words
Writes dates
Copies simple words
Lists information using simple graphic organizers
Writes simple sentences
48 • Adult Citizenship Education Sample Curriculum — Low Beginning
Lesson 2—Abraham Lincoln
ESL Knowledge and Skills
• Other common irregular verbs in the past tense
Listening Indicators
Follows directions and instructions
Recognizes/responds to requests for repetition
Recognizes/responds to simple questions/statements
Speaking Indicators
Spells some familiar words
Responds to questions in familiar contexts
Produces simple statements in routine and familiar
situations
Reading Indicators
Identifies U.S. currency by value
Reads some common sight words
Reads simple sentences on a familiar topic
Reads and comprehends short paragraphs on a familiar
topic
Writing Indicators
Spells simple words
Writes dates
Copies simple words
Lists information using simple graphic organizers
Writes simple sentences
Lesson 3—Civil War—2 classes
ESL Knowledge and Skills
• Subject-verb agreement
• Adjective + noun
• Future tense
Listening Indicators
Follows directions and instructions
Recognizes/responds to requests for repetition
Recognizes/responds to simple questions/statements
Speaking Indicators
Produces simple statements in routine and familiar
situations
Responds to questions in familiar contexts
Reading Indicators
Reads some common sight words
Follows simple geographical directions on a map
Reads simple sentences on a familiar topic
Reads and comprehends short paragraphs on a familiar
topic
Writing Indicators
Spells simple words
Copies simple words
Lists information using simple graphic organizers
Writes simple sentences
Lesson 4—U.S. History Since 1900
ESL Knowledge and Skills
• Flex/review day
Listening Indicators
Follows directions and instructions
Recognizes/responds to requests for repetition
Recognizes/responds to simple questions/statements
Speaking Indicators
Responds to questions in familiar contexts
Produces simple statements in routine and familiar
situations
Reading Indicators
Reads some common sight words
Identifies U.S. currency by value
Follows simple geographical directions on a simple map
Reads simple sentences on a familiar topic
Reads and comprehends short paragraphs on a familiar
topic
49 • Adult Citizenship Education Sample Curriculum — Low Beginning
Writing Indicators
Spells simple words
Copies simple words
Lists information using simple graphic organizers
Writes simple sentences
50 • Adult Citizenship Education Sample Curriculum — Low Beginning
Citizenship Course Sample Syllabus
Beginning Level
Instructor:
Instructor’s Email:
Instructor’s Phone:
Course Structure:
Course Length: 10 weeks, starting mm/dd/yyyy
Meeting Days: Tuesday (Class Day 1) and Thursday (Class Day 2)
Meeting Time: 6:00 – 8:00 p.m.
Location: (Insert Meeting Place)
Number of Class Meetings: 20
Hours per Meeting: 2
Total Course Hours: 40
Textbook:
(Insert Textbook Here)
Supplemental Resources:
Citizenship Resource Center: uscis.gov/citizenship Form N-400, Application for Naturalization: uscis.gov/n-400
Course Abstract:
This course is for lawful permanent residents who
want to become citizens. Students learn about the
naturalization process, including Form N-400, and
get help to improve their English speaking, reading,
and writing skills. Students also learn about the
civics (U.S. history and government) questions
on the naturalization test. Note to educators:
The course uses a differentiated approach with
sheltering and scaffolding strategies to integrate
English language learning and content area
instruction.
51 • Adult Citizenship Education Sample Curriculum — Low Beginning
Course Objectives:
Students will:
• Understand the requirements of the naturalization
process.
• Be able to read in English at the ESL high beginner
level or above.
• Be able to write in English at the ESL high beginner
level or above.
• Be able to respond verbally to naturalization
interview questions at the ESL high beginner level or
above.
• Be able to respond correctly to answers on the civics
exam at 90% competency.
Attendance and Student Expectations:
• Students should be prepared to engage respectfully
with each other, the instructor, and the material in
every class.
• Students are expected to attend every class but are
allowed to miss up to 2 classes. Students who miss
more than 2 classes will need to drop the course and
register for a future course.
• Students should inform the instructor via phone call
or email as soon as possible if they know they are
going to be late to class or if they are going to miss
a class.
• In the event of an absence, students are responsible
for communicating with the instructor to make up
any missed work or tests.
52 • Adult Citizenship Education Sample Curriculum — Low Beginning
Course Calendar
Week Class Day Topics N-400 Chapter
1
1 Syllabus and Introduction to N-400 Part 1 ##
2 U.S. Geography
Part 2
Part 3
##
2
1 U.S. Geography
Part 4
Part 5
##
2 American Symbols and Celebration Part 6 ##
3
1 George Washington Part 7 ##
2 Your Government and You Part 8 ##
4
1 Your Government and You Part 9 ##
2 Executive Branch Part 10 ##
5
1 Executive Branch Part 11 ##
2 Legislative Branch Part 12 (Qs 1-5) ##
6
1 Legislative Branch Part 12 (Qs 6-9) ##
2 Judicial Branch Part 12 (Qs 10-15) ##
7
1 Unit 1 Test
2
Thomas Jefferson and the Declaration of
Independence
Part 12 (Qs 16-21) ##
8
1
Thomas Jefferson and the Declaration of
Independence
Part 12 (Qs 22-29) ##
2 Benjamin Franklin and the U.S. Constitution Part 12 (Qs 30) ##
9
1 Benjamin Franklin and the U.S. Constitution Part 12 (Qs 31-36) ##
2 Bill of Rights and Other Amendments Part 12 (Qs 37-43) ##
53 • Adult Citizenship Education Sample Curriculum — Low Beginning
Week
Class
Day
Topics N-400 Chapter
10
1 Bill of Rights and Other Amendments Part 12 (Qs 44-50) ##
2 Fighting for Our Rights Part 13 ##
11
1 Fighting for Our Rights Part 14 ##
2 Unit 2 Test
12
1 U.S. Wars in the 1800s Part 15 ##
2 Abraham Lincoln Part 16 ##
13
1 Civil War Part 17 ##
2 Civil War Part 18 ##
14
1 U.S. History Since 1900 Part 18 ##
2 Review ##
15
1 Final Exam
2
Post-Interview and Interview Preparation
