write a short essay on good citizenship

• Immigration

The Complicated Truth About What U.S. Citizenship Means Today

T he first time I saw the Statue of Liberty was 25 years ago, from a noisy ferry that brought me and hundreds of other eager tourists across New York Harbor. Back then I was a foreign student, in Manhattan for three days to attend an academic conference on linguistics. I had only one afternoon to devote to sightseeing, and faced with the choice of which landmark to visit, I settled immediately on Ellis Island. The site loomed large in my imagination, likely because of its romantic portrayal in the American movies I had grown up watching. I ambled through the stately inspection room, where original chandeliers cast their pale light, sat for a few minutes on the wooden benches, then went inside the exhibit rooms, filled with artifacts documenting the arrival of immigrants.

I still remember the jolt of surprise I felt when I came across a portrait of three Moroccan men and a little boy, all clad in national dress–cloak, djellaba, cross-body bag, leather slippers. It was a trace of a history I didn’t know existed. After the surprise wore off, I began to wonder about their names, their pasts, their families, their reasons for emigrating. Years later, researching this picture online, I discovered that the photographer, an employee of the Executive Division of Immigration, had scribbled “Arab jugglers” on the back of the print. These were performers, then, seeking fame or fortune here. They forged new identities and became Americans, just like the other 12 million immigrants and refugees who passed through Ellis Island from 1882 to 1954. Or at least, that is how the story goes: America was formed from huddled masses yearning to breathe free.

As I walked around the exhibit rooms at the Ellis Island immigration museum, it never occurred to me that someday I would become an immigrant too, and eventually a citizen. At the time, my goal had been to complete a graduate degree in linguistics and return to Morocco. But my life took an unexpected turn when I met and fell in love with an American. I said yes to him, and yes to staying here. Years passed, during which I learned more about the country I now called home: its charms and foibles, its culture and history, its claims to being a “nation of immigrants.” And I came to understand that, like any origin story, this one leaves out inconvenient details.

The boundaries of Americanness, which seem so elastic in the myth of a “nation of immigrants,” have in fact been very rigid–and always, always contested. At the founding of the United States, American citizenship was available exclusively to “free white persons.” It took decades of struggle, and a bloody civil war, before citizenship was extended to formerly enslaved people and their descendants. Indigenous people, who were members of sovereign nations, did not have full access to citizenship until 1924. And for much of this country’s history, a slew of race-based immigration laws, like the Chinese Exclusion Act, prevented most immigrants from outside Western Europe from coming to the U.S. or claiming U.S. citizenship.

It is tempting to think that this ugly history is behind us. Yet even a glance at current headlines makes it clear how deeply entrenched white-supremacist ideas about Americanness remain. The Trump Administration announced in 2019 that it would cut the number of refugees the U.S. will resettle in 2020 to no more than 18,000, the lowest number since the program was created 40 years ago. These refugees come principally from Asia, Africa and Latin America, which is to say they often come from countries the President has frequently disparaged. Ken Cuccinelli, the acting head of U.S. Citizenship and Immigration Services, has long been an opponent of birthright citizenship and last fall told reporters that he doesn’t believe a constitutional amendment would be needed to end it. And Stephen Miller, the White House aide who has long echoed white-nationalist talking points and who is widely credited with being the architect of the Muslim ban, has pushed for sweeping changes to immigration laws that would favor people who speak English.

There are also rhetorical clues from this Administration and its supporters about who gets to be a “real” American. Last summer, Donald Trump called on Congresswomen Alexandria Ocasio-Cortez, Ilhan Omar, Ayanna Pressley and Rashida Tlaib to “go back” to the “crime-infested places” from which they came. (All but Omar were born in the U.S.) More recently, conservative cable hosts like Laura Ingraham and Brian Kilmeade insinuated that Alexander Vindman–an official at the National Security Council who testified that the President had asked the leader of Ukraine to investigate a political rival in exchange for military aid–might not be entirely loyal to the U.S. because he was an immigrant. It didn’t matter that Vindman was an active-duty officer in the U.S. Army; his allegiance was called into question.

Being American isn’t just a state of being, whether native or acquired. It’s a relationship between an individual and the nation-state. To be an American means, among other things, to have the right to vote in state and federal elections, to have protection from unreasonable searches, to be free to speak or worship or assemble without government interference. In the past, these rights, protections and liberties were not granted equally to all, and they still aren’t today. For instance, millions of formerly incarcerated people in states like Alabama, Kentucky, Florida and Mississippi have lost the right to vote and are therefore shut out of the democratic process. This has vastly disproportionate effects on black men. By comparison, Vermont and Maine, the two whitest states in the union, allow both incarcerated and formerly incarcerated people to vote. Citizenship is supposed to be an equalizer, yet in many ways it still functions as a tiered system that mirrors past racial hierarchies.

Four years ago, while I was visiting New York for a literary event, I took my daughter and niece to see the Statue of Liberty and Ellis Island. It was a cloudy day in June, but the air was thick with humid heat. Both girls were excited about seeing the national landmarks; both undertook ancestry searches at the interactive exhibits. Although neither site was new to me any longer, I felt just as moved as the first time I’d seen them. There is something deeply seductive about these symbols. Even with the awareness of America’s history of colonial expansion and white supremacy, the promise of life, liberty and the pursuit of happiness is still a potent lure.

I live with this contradiction every day, with the knowledge that the bleak past and the better future meet in the present moment. Citizenship is both an idea and an ideal, the journey from one to the other a measure of the nation’s progress. I wish this journey could be taken in a giant leap, even as I fear it will be walked slowly, fearfully, and with many steps back along the way. Yet I keep the faith. Perhaps it’s because I’m a novelist, whose work involves constant use of the imagination. Or perhaps it’s because I’m an immigrant, whose vantage point grants the privilege to look at the country from the inside and the outside. Either way, I know that promise is the best catalyst for progress.

More Must-Reads From TIME

• The 100 Most Influential People of 2024
• Coco Gauff Is Playing for Herself Now
• Scenes From Pro-Palestinian Encampments Across U.S. Universities
• 6 Compliments That Land Every Time
• If You're Dating Right Now , You're Brave: Column
• The AI That Could Heal a Divided Internet
• Fallout Is a Brilliant Model for the Future of Video Game Adaptations
• Want Weekly Recs on What to Watch, Read, and More? Sign Up for Worth Your Time

Contact us at [email protected]

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)
• Chicago (N-B)

IvyPanda. (2024, January 31). Good Citizenship and Global Citizenship. https://ivypanda.com/essays/good-citizenship-and-global-citizenship/

"Good Citizenship and Global Citizenship." IvyPanda , 31 Jan. 2024, ivypanda.com/essays/good-citizenship-and-global-citizenship/.

IvyPanda . (2024) 'Good Citizenship and Global Citizenship'. 31 January.

IvyPanda . 2024. "Good Citizenship and Global Citizenship." January 31, 2024. https://ivypanda.com/essays/good-citizenship-and-global-citizenship/.

1. IvyPanda . "Good Citizenship and Global Citizenship." January 31, 2024. https://ivypanda.com/essays/good-citizenship-and-global-citizenship/.

Bibliography

IvyPanda . "Good Citizenship and Global Citizenship." January 31, 2024. https://ivypanda.com/essays/good-citizenship-and-global-citizenship/.

• Social, Economic and Environmental Challenges of Urbanization in Lagos
• "The Street Life in Lagos": Film Analysis
• Noise Pollution: Environmental Issue in Lagos, Nigeria
• How Is Globalization Impacting Citizenship?
• Humanizing Globalization’ Professional Analysis of Speech
• Defining of Citizenship and Its Aspects
• Dual Citizenship Pros and Cons
• Citizenship History and Development
• Maritime Security in East and West Africa by Siebels
• Fela Kuti: Music Is the Weapon
• Factors of the $787 Economic Stimulus Package
• Medical Marijuana Policy in the United States
• Food and Environmental Hygiene Department
• Why Are Political Parties So Strong in the United Kingdom
• Third World Countries and the Barriers Stopping Them to Escape Poverty

MA in American History : Apply now and enroll in graduate courses with top historians this summer!

• AP US History Study Guide
• History U: Courses for High School Students
• History School: Summer Enrichment
• Lesson Plans
• Classroom Resources
• Spotlights on Primary Sources
• Professional Development (Academic Year)
• Professional Development (Summer)
• Book Breaks
• Inside the Vault
• Self-Paced Courses
• Browse All Resources
• Search by Issue
• Search by Essay
• Become a Member (Free)
• Monthly Offer (Free for Members)
• Program Information
• Scholarships and Financial Aid
• Applying and Enrolling
• Eligibility (In-Person)
• EduHam Online
• Hamilton Cast Read Alongs
• Official Website
• Press Coverage
• Veterans Legacy Program
• The Declaration at 250
• Black Lives in the Founding Era
• Celebrating American Historical Holidays
• Browse All Programs
• Donate Items to the Collection
• Search Our Catalog
• Research Guides
• Rights and Reproductions
• See Our Documents on Display
• Bring an Exhibition to Your Organization
• Interactive Exhibitions Online
• About the Transcription Program
• Civil War Letters
• Founding Era Newspapers
• College Fellowships in American History
• Scholarly Fellowship Program
• Richard Gilder History Prize
• David McCullough Essay Prize
• Affiliate School Scholarships
• Nominate a Teacher
• Eligibility
• State Winners
• National Winners
• Gilder Lehrman Lincoln Prize
• Gilder Lehrman Military History Prize
• George Washington Prize
• Frederick Douglass Book Prize
• Our Mission and History
• Annual Report
• Contact Information
• Student Advisory Council
• Teacher Advisory Council
• Board of Trustees
• Remembering Richard Gilder
• President's Council
• Scholarly Advisory Board
• Internships
• Our Partners
• Press Releases

History Resources

Eleanor Roosevelt on Democracy and Citizenship

By julie baergen, unit objective.

This unit is part of Gilder Lehrman’s series of Common Core State Standards–based teaching resources. These units were developed to enable students to understand, summarize, and analyze original texts of historical significance. Through a step-by-step process, students will acquire the skills to analyze any primary or secondary source material.

In three lessons students will interact with readings of excerpted documents to develop an understanding of First Lady Eleanor Roosevelt as a humanitarian devoted to a strong democracy with educated citizens. Students will work with the teacher and in small groups to deconstruct text for meaning and to construct written responses to higher-level thinking questions.   

• Lesson 1: "Preserving Civil Liberties," Speech, Chicago Civil Liberties Committee, Chicago, IL, March 14, 1940 excerpted. Eleanor outlines the need to preserve all citizens’ civil liberties to preserve democracy.
• Lesson 2: In a letter to the Daughters of the American Revolution (February 26, 1930), Eleanor Roosevelt takes a stand for Equality and resigns her membership in the DAR.
• Lesson 3: "Good Citizenship, the Purpose of Education," Pictorial Review 31 (April 1930) excerpted. In this article, first published in 1930, ER outlines the development of good citizenship.

Teaching the Lessons

The following three lessons around Eleanor Roosevelt are designed for fourth and fifth graders. As you read through the lessons you may be thinking, My kids can’t do that. With the right tools, however, they can! What learning scaffolds will they need? Perhaps more vocabulary support, perhaps more teacher-directed activity for some students, perhaps more than a day for the lesson. You know your kids best, but give them a chance to surprise you.

Students are introduced to Eleanor Roosevelt (ER) through a brief timeline. Students will read excerpts from ER’s speech to the Chicago Civil Liberties Committee (March 14, 1940) and respond to questions regarding ER’s views of civil liberties and citizens’ responsibilities.

Introduction

1–2, 45-minute class periods suggested

Students should be familiar with Eleanor Roosevelt as the First Lady during Franklin D. Roosevelt’s presidency. They should have some awareness of world events at the time the speech was delivered (March 1940) and a working definition of the concept of democracy . A brief biography of ER is included below. For students interested in more information, a detailed biography of ER by Alida Black is available at the Eleanor Roosevelt Papers Project (Department of History, George Washington University, DC).

Anna Eleanor Roosevelt was the longest-serving first lady of the United States (1933–1945). Her husband, Franklin D. Roosevelt, is the only president to have served four terms in office. Before becoming first lady of the United States, Eleanor Roosevelt was the first lady of New York (1928–1932) when FDR was governor.

Even before her public service life, Eleanor Roosevelt was involved in social service work. She became active in politics after her husband was stricken with polio in 1921 and remained active in politics as long as she lived.

Eleanor Roosevelt is remembered for her outspokenness on social issues, particularly race issues. President Harry S. Truman nicknamed her the "First Lady of the World" in tribute to her achievements in human rights (see: http://history1900s.about.com/od/people/a/Eleanor-Roosevelt.htm ).

At the time Eleanor gave this speech—March 1940—FDR was running for his third term as president. World War II had been raging in Europe for six months, although the United States would not enter the war for another twenty months, following the bombing of Pearl Harbor by Japan. The United States was still in an economic depression, known as the Great Depression.               

• Eleanor Roosevelt "Preserving Civil Liberties," Speech to Civil Liberties Committee, Chicago, Illinois, March 14, 1940
• "Preserving Civil Liberties" Note-Taking Sheet for recording student/group responses
• Photograph of Eleanor Roosevelt (with bio)
• Chart paper and markers, or some other way to archive the class’s work
• Projection device

In this protocol the students are expected to encounter vocabulary they do not know. There are words in modern academic texts and eighteenth-century essays that many adults do not know the meaning of as well. It would be overwhelming to give the definition to every unknown word as well as self-defeating when we are trying to create more independent learners. This is one of the reasons for having the students work in groups so that they can reason out the meanings of words in context. If the students are truly stuck, have them write down the words that are hanging them up and open those words up to whole-class discussion. If the word is critical to the passage then provide the meaning, but only as a last resort.

• The teacher will create critical thinking groups (CTG) of three to five students that will work together throughout all three lessons. Give careful consideration to how students are grouped (see Additional Resources for Internet information on grouping students for learning). Tell students they will "read like a detective" in order to analyze documents for clues to Eleanor Roosevelt’s views on democracy and citizenship.
• The teacher will introduce Eleanor Roosevelt and give context to the document by showing a visual(s) of ER. Ask students to talk about what they see in the photo(s). Based on the photo(s), what personality traits do you think ER has? What in the picture(s) makes you think that? Share biographical information for ER and a brief overview of the time period similar to what is found in the introduction. ER is famously known for her work with social issues. To illustrate ER’s views, students will read a speech given to a gathering of the Civil Liberties Committee in Chicago, Illinois, March 1940.
• Hand out the "Preserving Civil Liberties" Note-Taking Sheet and the excerpted "Preserving Civil Liberties" speech. Project the document in such a way that notes can be made on the document for everyone to see (document projector, SmartBoard, overhead, etc.). For this first lesson, the teacher will be doing most of the work with the whole group.
• The teacher then "share reads" the excerpt with the students. "Share reading" is done by having the students follow along silently while the teacher begins reading aloud. The teacher models prosody, inflection, and punctuation. The teacher then asks the class to join in with the reading after a few sentences while the teacher continues to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English Language Learners (ELL). ER’s writing style invites expressive reading. Take advantage of her talent and really dramatize your reading to keep students engaged. The teacher might want to stop after each paragraph and do a "think aloud" with the text. Share with students what you are thinking as you read ER’s words, modeling good reading strategies. (See Recommended Resources: Reading Strategies. )
• The teacher now leads the CTGs in identifying ten words that are critical to the understanding of the document. These Key Words should express the essence of the document. For this first document the teacher should do a "think aloud" as the words are chosen and underline the words in the projected document. Students’ input in discussion of choosing these words is encouraged. (Example: Teacher gives rationale for choosing a word; students invited to agree/disagree and suggest other words and/or rationale.) This would also be a time when the teacher thinks out loud about the meaning of unfamiliar words and takes the opportunity to teach strategies for vocabulary development. The teacher records the chosen words on chart paper or some other way that is visible to the whole group and can be saved as an artifact for future lessons. Students are using the note-taking device suggested, or another form of notes to record the Key Words. Students may need to do this for one or two paragraphs at a time, and summarize as they go. Modify the remaining steps as necessary.
• Once ten Key Words have been identified the teacher crafts a summary statement as a "think aloud" using only the Key Words selected from the document. Again, student input is accepted. (Perhaps a student will have a more efficient way of stating the summary!) The teacher records the process for the whole group and archives the final summary statement on chart paper; students record the final summary statement in their notes.
• The teacher now restates the summary in his/her own words. Key Words may be included, but this step should represent original thinking. This step of the process is a great opportunity to check for understanding. Invite students to offer their summaries. This summary is recorded on chart paper for the class and in the students’ notes.
• To conclude the lesson and check for understanding, students complete a quick write to the following prompt: What is meant by civil liberties? Give one example. Explain Eleanor Roosevelt’s view on why it is important to preserve the civil liberties of an individual.

After reading Eleanor Roosevelt’s letter of resignation from membership in the Daughters of the American Revolution, students will understand how Eleanor Roosevelt served as an example to others by putting into practice her beliefs of civil liberty and democracy.

In 1939 celebrated vocalist Marian Anderson was denied an opportunity to sing at Constitution Hall in Washington, DC, because of the color of her skin. The Daughters of the American Revolution (DAR) owned Constitution Hall. Eleanor Roosevelt, a fan of Marian Anderson’s, was a member of the DAR. In protest of the DAR’s decision, ER publicly resigned from the organization and worked with the newly formed "Marian Anderson Committee" to arrange a concert by Anderson on the steps of the Lincoln Memorial. 75,000 people of diverse origins gathered in the Mall of Washington to hear Ms. Anderson sing. 

• ER’s February 27, 1939 "My Day" syndicated newspaper column, DAR Resignation
• DAR Resignation Note-Taking Sheet
• Image and transcript of letter from Eleanor Roosevelt to DAR, February 26, 1939
• YouTube video of Marian Anderson singing at the Lincoln Memorial
• Chart paper and markers, or some other way to create a record of the class’s work

In this protocol the students are expected to encounter vocabulary that they do not know. There are words in modern academic texts and eighteenth-century essays that many adults do not know the meaning of as well. It would be overwhelming to give the definition to every unknown word as well as self-defeating when we are trying to create more independent learners. This is one of the reasons for having the students work in groups so that they can reason out the meanings of words in context. If the students are truly stuck then have them write down the words that are hanging them up and open those words up to whole-class discussion. If the word is critical to the passage then provide the meaning, but only as a last resort.

• Students sit in their CTGs. In Lesson 2, the teacher and students will be working together to understand the documents. Students will be working more in their small groups, then coming together as a whole group for checkpoints and discussion. Use the artifacts (chart paper) from the previous lesson for review. Tell students that today they will "read like a detective" to discover more about Eleanor Roosevelt.
• Give students the handout of ER’s "My Day" and DAR Resignation Note-Taking Sheet . Project the document in such a way that notes can be made on the document for everyone to see. S hare read the article with students as described in Lesson 1.
• The teacher now asks each CTG to identify ten words that are critical to the understanding of the document and record them on their note sheet. These Key Words should express the essence of the document. As students are working in their groups to identify the  Key Word s, the teacher is traveling from group to group asking guiding questions and answering student questions. Do not hesitate to stop the whole group when a teaching opportunity arises. (For example, if a student in one group remembers to use a vocabulary-building strategy, stop the class and remind students what to do with words they don’t know. Or if students are conflicted over which word to choose, stop the class and ask for input. This is the time when students are still learning and will need lots of support from the teacher and classmates.) Set a reasonable time limit for choosing the words. Stop at the agreed time for a check to see if more time is needed. If it seems students are finished before time is up, go ahead and move to the next step in the process.
• Allow groups to share their words and give rationale for choices. (The teacher may record the words on chart paper during this discussion.) This will help the teacher check understanding and as students listen to each other they will gain more knowledge. CTGs may alter their list of ten words as the discussion progresses. It is more important for the students to have the discussion about the words and what meaning they bring to the text than it is for them to stick with their original ten.
• Once groups have identified their ten  Key Word s from the text, each group will draft a summary statement using their selected  Key Word s from the document. Set time again. When time is up groups will share their summary statements. Record summaries on chart paper. This is a good time to again check for understanding and correct misconceptions. Allow groups to change their summaries based on the discussion, but it is not necessary for all statements to be identical. Allow for different interpretations as long as the essence of the document’s meaning is retained. 
• Groups now restate the summary in their own words—yet another opportunity to check for understanding. Record group summaries. If a summary seems awkward, now is the time for group discussion on how summaries could be revised to be clearer. These statements could become a language arts lesson in grammar, etc.
• Project the digitized letter Eleanor Roosevelt wrote to the DAR. Give students a handout of the letter with the transcription. Share read the letter with the students. Ask CTGs to discuss in their groups why ER thought it was necessary to share her resignation with the public.
• Share the YouTube video of Marian Anderson singing at the Lincoln Memorial. Ask students to write about what they saw. Who was in the audience? How were they seated? What do you notice about the audience? What were people wearing?
• Students individually respond in writing to the following prompt: How does Eleanor Roosevelt’s resignation from the Daughters of the American Revolution reflect her commitment to civil liberty and democracy? Review the responses for use in Lesson 3.

Students wanting to know more about Marian Anderson’s life and concert at the Lincoln Memorial might like Pam Munoz Ryan’s book, When Marian Sang: The True Recital of Marian Anderson (Scholastic Press, 2002).

After reading Eleanor Roosevelt’s article "Good Citizenship: The Purpose of Education," Pictorial Review 31 (April 1930), students will write about Eleanor Roosevelt’s views on citizenship, democracy, and education.

1–2, 60-minute class periods suggested

In the first lesson students learned of Eleanor Roosevelt’s views on preserving civil liberties to preserve democracy. In Lesson 2 we saw how ER put into practice her commitment to civil liberties by standing up for Marian Anderson. In Lesson 3 students will think about what they can do now to become contributing citizens of a democracy. 

" Good Citizenship, the Purpose of Education" was published in April 1930, when Eleanor Roosevelt was the first lady of New York. Franklin D. Roosevelt was the governor of New York.

This document is a bit longer than the documents in the first two lessons. The idea is to build students’ stamina for reading. Allow students the opportunity to grapple with the text, being sensitive to their frustration levels. For some groups of students it might be necessary to break up the text into two or three parts over one or two days. Another idea would be to assign groups a portion of the text and, using a jigsaw method, process their portion as described in the lesson and then report to the class.

• "Good Citizenship, the Purpose of Education," Pictorial Review 31 (April 1930)
• "Good Citizenship, the Purpose of Education" Note-Taking Sheet for recording student responses
• Students are sitting with their Critical Thinking Groups.
• Quickly review the information from Lessons 1 and 2. With students’ permission, share a few of the responses from Lesson 2’s writing prompt. Answer any questions. Tell students that today they will be reading a document Eleanor Roosevelt wrote to express her views on the purpose of education as it relates to citizenship and democracy. At the end of the lesson students will use the notes they have collected as a class and in their CTGs to begin writing a short essay in response to what they have learned from the three lessons.
• Hand out the Note-Taking Sheet for "Good Citizenship, the Purpose of Education." Project the document for everyone to see.
• Discuss the date of the document in relation to the date of the other documents. Tell students that this article was written while Franklin D. Roosevelt was governor of New York State and Eleanor was the first lady of New York. Ask students to figure out how much time has passed between when this document was written and the "Preserving Civil Liberties" speech was given.
• The teacher then "share reads" the article with the students as done previously.
• The teacher now asks students to individually identify ten words that are critical to the understanding of the document and record them on their note sheet as in previous lessons. As students are working in their groups to identify the  Key Word s, the teacher is traveling from group to group asking guiding questions and answering student questions as in Lesson 2. Talk among group members related to the document and word identification is permissible, but students should try to do as much individually as they can.
• Allow students to share their words with group members and give rationale for choices. The teacher is listening to group talk and checking for understanding and as students gain more knowledge as they listen to each other. Students may alter their list of ten words as the discussion progresses. It is more important for the students to have the discussion about the words and what meaning they bring to the text than it is for them to stick with their original ten.
• Once students have identified their ten  Key Word s from the text, each student will individually draft a summary statement using their selected  Key Word s from the document. Set time again. When time is up group members will share their summary statements within their group. Group members discuss their summaries and question each other about their summary statements. Allow for different interpretations as long as the essence of the document’s meaning is retained. Groups may select one summary statement to share with the whole group that is recorded by the teacher.
• Group members now individually restate the summary in their own words—yet another opportunity to check for understanding. The teacher is still travelling around the room helping as needed. If a summary seems awkward, now is the time for group discussion on how summaries could be revised to be clearer. (It might even be possible to carry these summary statements into a language arts lesson on grammar, etc.)
• Students share individual summary statements within their group. Groups select a summary statement to share with the whole group. Add these summaries to those for Lessons 1 and 2.
• Students individually respond to the following prompt: Did Eleanor Roosevelt’s views on citizenship and democracy change from the time the first document was written to the publication of the last document? Explain your answer using evidence from the documents.

Possible Follow-up Essay

1–2, 30-minute class periods suggested

Use this essay activity to assess student understanding of the topic and serve as a springboard for additional writing lessons. Because students have been interacting extensively with the documents and working with the teacher and in groups, the follow-up essay should really write itself, assuming the teacher has been teaching the writing process. Some product will not be really long and in-depth, but provides good meaningful practice in writing five paragraphs. The draft can become the basis of writing lessons around this topic. (See Recommended Resources for essay-writing resources.)

Using evidence from the primary documents and notes taken from the previous lessons on Eleanor Roosevelt, draft a five-paragraph essay using the following prompt:

Explain Eleanor Roosevelt’s views on the relationship between citizens and democracy. What did she believe were the responsibilities of good citizens? What can you do now to be a responsible citizen?

Possible essay organization

Paragraph #1 – Intro

Paragraph #2 – ER’s view on the relationship between citizens and democracy

Paragraph #3 – ER’s view on the responsibilities of good citizens

Paragraph #4 – What can you do now to be a responsible citizen?

Paragraph #5 – Summary

Recommended Resources

Resources for Essay Writing

Tips for Essay Writing: http://www.infoplease.com/homework/writingskills1.html

Writing a Persuasive Essay: http://www.heinemann.com/shared/onlineresources/E03395/SW_Book_Unit4sample.pdf

Organizing the Essay: http://www.brighthubeducation.com/help-with-writing/2999-how-to-write-a-good-five-paragraph-essay/

Quick Write Strategy

This is a versatile strategy used to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in two to ten minutes to an open-ended question or prompt posed by the teacher before, during, or after reading. See: http://nrhs.nred.org/www/nred_nrhs/site/hosting/Literacy%20Website/Literacy%20Strategy%20Templates/Quick_Write__description.pdf

Reading Strategies

As the teacher is reading text, think-aloud modeling strategies good readers use. See: http://ezinearticles.com/?Reading-Strategies-Good-Readers-Use&id=1824654

Student Grouping

"Student Learning Groups: Homogeneous or Heterogeneous?" (B. Johnson, August 2, 2011): http://www.edutopia.org/blog/student-grouping-homogeneous-heterogeneous-ben-johnson

"Cooperative Learning: Students Working in Small Groups , " Speaking of Teaching 10, no. 2 (Winter 1999): http://www.stanford.edu/dept/CTL/Newsletter/cooperative.pdf

Stay up to date, and subscribe to our quarterly newsletter.

Learn how the Institute impacts history education through our work guiding teachers, energizing students, and supporting research.

Background Essay: Rights, Equality, and Citizenship

Directions:

Keep these discussion questions in mind as you read the background essay, making marginal notes as desired. Respond to the reflection and analysis questions at the end of the essay.

Discussion Questions

• Is suffrage a right or a privilege?
• Is suffrage necessary for a person to be considered a citizen?
• Is legal equality necessary for liberty?
• Can a person be free if not equal under the law?

Introduction

What is equality? What is the connection between equality and citizenship? The principle of equality means that all individuals have the same status regarding their claim to natural rights and treatment before the law. Our definition of citizenship has expanded throughout American history, most often through claims to our natural equality. The story of women’s suffrage is an example of the patience, determination, and sacrifice necessary to carry out long term change within a constitutional order. The word, suffrage, meaning “the right to vote,” originated with the Latin suffragium, meaning “a vote cast in an assembly, or influence given in support of a candidate.”

The Declaration of Independence asserts as a self-evident truth that all people were created equal. Something “self-evident” is a plain truth that does not need to be proven through reasoned deduction from other principles. It is apparent immediately (or self-evident) to any reasonable observer that there are no natural differences among people which give one person or group of people (such as kings and queens) the power to rule over others without their consent. All have equal rights and dignity.

In his Second Treatise of Civil Government (1690), as part of an argument against slavery, English philosopher John Locke theorized that all people are born free: “The natural liberty of man [human beings] is to be free from any superior power on earth, and not to be under the will or legislative authority of man [humans], but to have only the law of nature for his rule.”

Almost a century later, Samuel Adams quoted Locke regarding the natural liberty of man, agreeing that all people are created equally free; there are no natural rulers.

Equality and Natural Rights

Further, the Declaration asserts that it was “self-evident” that human beings were “endowed by their Creator” with certain rights. In the Founders’ view, since rights come from God, the creator of our human nature, an individual’s natural rights could be neither given nor taken away. They are, to use the Declaration’s word, unalienable

The term “natural” here refers to human nature. Natural rights are those rights humans have at birth, including life, liberty, freedom of conscience, freedom of speech, and others. No person or government can “give” an individual these rights; they are part of what it means to be human. One can know natural rights are natural because they can all be exercised without requiring anything from others. Natural rights are sometimes called negative rights for this reason. They are also called inherent rights because they inhere in humanity: they are an essential characteristic of human nature.

Painting depicting Thomas Jefferson and his fellow committee members presenting their draft of the Declaration of Independence to the Second Continental Congress. Declaration of Independence by John Trumbull, 1819. United States Capitol.

“Nobody Can Give More Power Than He Has Himself”

The assertion of inherent rights remains the foundation for the principle of equality. In the same argument against slavery, Locke reasoned:

“This freedom from absolute, arbitrary power, is so necessary to, and closely joined with a man’s preservation, that he cannot part with it…for a man, not having the power of his own life, cannot, by compact, or his own consent, enslave himself to any one, nor put himself under the absolute, arbitrary power of another, to take away his life, when he pleases. Nobody can give more power than he has himself; and he that cannot take away his own life, cannot give another power over it.”

In other words, Locke maintained, individual lives and the rights that flow from human nature belong to the Creator

Again, Adams echoes Locke in The Rights of the Colonists (1772):

“It is the greatest absurdity to suppose it in the power of one, or any number of men, at the entering into society, to renounce their essential natural rights, or the means of preserving those rights; when the grand end of civil government, from the very nature of its institution, is for the support, protection, and defense of those very rights; the principal of which, as is before observed, are Life, Liberty, and Property. If men, through fear, fraud, or mistake, should in terms renounce or give up any essential natural right, the eternal law of reason and the grand end of society would absolutely vacate [make void] such renunciation. The right to freedom being the gift of God Almighty, it is not in the power of man to alienate this gift and voluntarily become a slave.”

Because humans are born with inherent rights, these rights are the same under any political system. An unjust government— including a tyrannical majority—may abuse or abridge the people’s inherent rights, but can never remove them, since these rights are essential to human nature.

But not all rights are inherent. Political rights, for example, may vary through times and places, because, unlike natural rights, they are given by government. Many political rights, including voting and serving on juries, have been expanded to more groups of people throughout American history through claims to natural and inherent equality. Although people use the term “rights” to refer to them, these rights conferred by civil society could more accurately be considered privileges—abilities that can be justly given or denied by government under certain conditions. For example, a driver’s license will be granted if a person passes a driving test, but can be revoked for drunk driving or too many accidents. A person can lose the ability to serve on a jury and to vote if convicted of a felony. People have inherent rights by nature, but must have permission in order to exercise a privilege.

Samuel Adams by John Singleton Copley, about 1772; Museum of Fine Arts, Boston.

The U.S. Constitution

The Declaration asserted two more principles that were self-evident: that in order to secure our rights, “governments are instituted among men deriving their just powers from the consent of the governed,” and that when a government repeatedly abuses the peoples’ rights, the people have the power and the duty to “alter or abolish” it and create a new government that will better protect their rights and ensure their safety and happiness.

After a time under the Articles of Confederation, many observers recognized the need for a more powerful central government, giving rise to a convention of the states in 1787. The resulting new Constitution’s opening lines “We the people…ordain and establish this Constitution” outlined a government of limited powers, recognizing the sovereignty of the individual and protecting the natural right of the people to govern themselves.

With this right to self-government come many responsibilities. In fact, it could be argued that citizenship is more about responsibilities than about rights. Individuals are free to make choices about their government and direct their own lives within a system that guarantees the equal right (and responsibility) of others to do the same. The Constitution reflects the sovereignty of the individual, by limiting the national government to certain enumerated powers, leaving everything else to the states and to the people.

Theory vs. Practice

Despite the bold proclamation, the principle of equality was not meaningfully reflected in the lives of all people during the early republic. Enslaved persons and Native Americans were unable to exercise their inherent rights and were not afforded political rights. The Constitution sanctioned slavery both explicitly and implicitly: it gave Congress the power to ban the international slave trade, but mandated a 20-year waiting period before doing so. The Constitution also allowed slave states to count three-fifths of their enslaved population toward the calculation of those states’ representation in Congress. Though this compromise prevented slave states from having even greater power (they had wanted to count their entire slave populations), the policy tolerated the practice of owning and trading in human beings. Though many of the leading Founders were convinced of the evils and injustices of slavery, they did not end it in their lifetimes.

Women also lacked legal equality. Enslaved women and Native American women were denied all of their rights. Among white women, and depending on varying state laws, widows had some political rights and could own property, but married white women had no legal status at all under the traditional doctrine of coverture. The English jurist William Blackstone explained this doctrine in 1765. Through marriage, husband and wife become one person under the law: “the  very being or legal existence of the woman is suspended during the marriage, or at least is incorporated and consolidated into that of the husband; under whose wing, protection, and cover, she performs everything.”

The Constitution left voting requirements to the states, and so states could adopt different policies. Some states did away with property requirements but still required voters to be taxpayers. Some states required a tax to vote, or a poll tax. Vermont became the first state to grant universal male suffrage in 1777. New Jersey allowed property-owning white women and free African Americans to vote for a short time before that right was revoked in 1807.

Extending Equality

The Founding generation did not perfectly live out its ideal of equality. However, it provided a foundation for greater expansion of liberty through time. Through sustained effort and commitment over time, Americans have persistently appealed to Founding documents and their root principles to insist on changes that gradually recognized and protected both natural and civil rights.

The women’s suffrage movement provides a model for implementing social and legal change to better align institutions with principles of liberty, justice, and equality. The pathway for change was long. Seventy-two years passed between the Declaration of Independence assertion of self-evident and equal natural rights and the 1848 Seneca Falls Convention, where women planned to “discuss the social, civil, and religious condition and rights of woman.” In most parts of America in 1848 it was considered improper—even illegal—for women to speak in public meetings. Now they were convening one. It took another seventytwo years of struggle for women to achieve a constitutional amendment—the Nineteenth in 1920—protecting their right to vote, and guaranteeing their opportunity to participate more fully in the political process.

The Constitution contains the means to institute the meaningful changes required to bring it more in line with the governing principles on which it was founded. One of these methods is the amendment process, which is slow but effective. Reformers committed to equality and justice endured hardship and sacrifice to implement the amendment process to end slavery, and to grant the vote to black men, women, and people ages 18-21. Other methods of aligning the law with these principles, particularly equality, result from the system of checks and balances. The Supreme Court in 1954 checked the power of majorities in states when it ruled segregation in public schools was unconstitutional. Congress has also invoked its enumerated powers to protect legal equality with laws such as the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Appeals to equality continue today as Americans debate the meaning of the principle as it applies to undocumented immigrants, the unborn, LGBTQ community members, disabled people, and many others.

REFLECTION AND ANALYSIS QUESTIONS

• On what basis did John Locke and Samuel Adams claim that slavery was unjust?
• List four truths the Declaration of Independence asserts are self-evident.
• What is a natural right?
• Should voting be considered a right or a privilege? Explain your choice.
• Do you agree with Locke that there are limits to what we can consent to? Does consent make any action good? Explain why or why not
• Some say that natural rights do not exist because so many governments have abused them throughout history. (Indeed, the Founders argued that the British King and Parliament were abusing theirs.) They say that if a right cannot be exercised effectively, it does not exist. Evaluate this assertion.
• The Founding generation did not fully live out its ideal of equality. Which ideals do people fail to live up to in modern times?
• Principles: equality, republican/representative government, popular sovereignty, federalism,inalienable rights
• Virtues: perseverance, contribution, moderation, resourcefulness, courage, respect, justice

Citizenship - List of Essay Samples And Topic Ideas

Citizenship refers to the status of being a member of a particular nation or state, encompassing rights, duties, and privileges. Essays on this topic might explore the different dimensions of citizenship, including legal, social, and political aspects, and how they are manifested in various countries. Moreover, discussions might extend to the challenges surrounding citizenship, including immigration, naturalization, and statelessness. We have collected a large number of free essay examples about Citizenship you can find at PapersOwl Website. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

Non Citizenship Voting in the US

Each State in the US is legally allowed to bar non-citizens from voting in any national or state elections. Signed by President Clinton, The Illegal immigration reform and Immigrant Responsibility Act of 1996 makes it a crime when any non-citizen individual votes in any given federal election. According to Stanley Renshon' article, in the United States of America, the linkbetween voting and citizenship is an increasingly established doctrine in the political culture to the extent that it is among the […]

The Aristotle’s Perspective on Freedom Citizenship and PolityImam Subkhan

From Ethics to Politics:The Aristotle's Perspective on Freedom, Citizenship, and PolityImam SubkhanEveryone wants to be happy with their lives. Aristotle contended that the happiness is "something final and self-sufficient, and the end of action" (Ethica Nicomachea, 941) that transcend all the aims of action. The actions or anything we do are intended to something that we consider good. It means there are many goods in our lives, but there is the one good that becomes an umbrella for other goods, […]

Democracy and Education

As President Franklin D. Roosevelt once said, "democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education (Woolley & Gerhard, 1938). Education empowers the people who ultimately should be the ones who determine public policy. Democratic ideals can only be sustained if society learns to adapt to changes; whether they be political, social, technological, economical, or otherwise. Education equips society with the tools to adapt by knowing when […]

We will write an essay sample crafted to your needs.

What is Citizenship?

Citizenship can be described as a state of belonging to a particular nationality or country, where one can practice his or her constitutional rights within the country's jurisdiction. However, citizenship requires more than the sense of belonging to a particular country. It entails several values, roles and responsibilities of a citizen and requires one's commitment to his or her nationality. This paper will study citizenship and what it means for one to be a good citizen to his or her […]

Dual Citizenship

Did you know there are several ways in which you can get dual citizenship? Dual citizenship is having the status of an individual who is a citizen of two or more nations. Ways in which you can obtain dual (or more) citizenship are either by birth, marriage, or naturalization. From my research I have conducted, I believe dual citizenship is a good thing to have and that it is not fair for some countries to not offer this. ""It offers […]

The Civil Rights Era and the Vietnam War for the USA

The Vietnam War was a conflict between North and South Vietnam with regards to the spread of communism. The communist North was supported by other communist countries while the South was supported by anti-communist countries, among them the United States. In South Vietnam the anti-communist forces faced off against the Viet Cong, a communist front. The involvement of the United States in the Vietnam War was ironical by the civil rights movements because despite their fight for democracy abroad and […]

Honors Citizenship

What is the bill's title and description? S. 2464 : Three-Year Border and DACA Extension Act. This bill was to establish a border security enforcement fund and protected immigrants who entered the United States as children. Where was the bill introduced? This bill was introduced to the Senate. Who proposed the bill and why? Mr. Flake introduced the bill to have a temporary fix by beginning the process of improving border security and ensuring DACA recipients will not face potential […]

Implications of America S Decision to Put an End to Birthright or Citizenship

America is a country whose constructs were founded by slaves and immigrants during the early stages of industrialization. However, leaders have recently laid great emphasis on closing America's doors to new migrants, and to deport those who are already within the boundaries of the U.S. For the most part, relinquishing birthright citizenship is unconstitutional under the provisions of the 14th Amendment (Noferi). Similarly, giving the federal government the power to terminate citizenship is akin to placing the citizenship rights of […]

Democracy in Ancient Greece

How did people in Athens and Sparta obtain the right to participate in public life and make decisions affecting the community? To be eligible to participate in government in either Athens or Sparta, one had to be a free male citizen of the polis. Athens had an additional requirement that the individual male be born of Athenian citizens, whereas Sparta had no such requirement. (Brand, 2010). In Athens, there was an additional subclass of people that were disenfranchised known as […]

Birthright Citizenship Shall be Granted to Children Born in America of Legal Immigrants

Birthright citizenship, a principle of America stemming from the fourteenth amendment shall extend to children born in America whose parents are legal immigrants. This right shall not extend to the children of illegal immigrants. Many people believe that no one should be given this right, and some believe that everyone is entitled to birthright citizenship. While people can have their opinions there is a middle ground to be argued for between the two extremes. America was founded on principles of […]

The Meaning of Citizenship

The meaning of citizenship is the position or status of being a citizen of a particular country. Citizenship is gained by meeting the legal requirements of a national, state, or local government. A nation grants certain rights and privileges to its citizens; in return, citizens are expected to obey their country's laws and defend it against its enemies. There are three ways a person can become a citizen in the United States: "derivation citizenship," "acquisition citizenship," and "birthright citizenship." "Derivation […]

The Tyranny of the Majority

The Tyranny of the Majority is explained as a cruel and unfair treatment by leaders with absolute power over civilians. De Tocqueville, Author of Democracy of America states that the main point of democracy was the public having a sort of dedication to having the equality among the citizens in the U.S. The United States offers several examples of equality within the people, and how they express their action in society. By explaining the main power structures between the people […]

Claiming Citizenship

It's almost damming to think that individuals in the race for the most coveted title in the United States of American, the position of president has been built under the foundation of falsehoods and even worse, unachievable promises. The polarizing issue that every hopeful presidential candidate promises their people to reform or eradicate is that of illegal immigration. Illegal immigration is the migration of people from a different a country whom through illegal means, gain entry to the country of […]

DACA Dreamers and the Rocky Road to Citizenship

In 2015, there were approximately five million undocumented children and young adults under the age of 30 living in the U.S. (Cabrera and Patler 7). Unlike their parents, these children did not sign up for the life of an undocumented immigrant. They could not make the conscious choice to face prejudice from their new communities nor to deal with the constant fear of deportation. These children are innocent, yet our government has an extensive history of treating them like criminals. […]

Crossing the Bridge to Citizenship the Struggles of Immigration

The sociology of immigration involves the analysis of immigration, social structure, and assimilation. The road to gaining citizenship in the United States is a hard task itself, but there's also the more challenging task of assimilating to this society once you accomplish receiving a green card. Imagine packing up everything you know and love from your home in a place like Mexico, the Philippines, Greece, India, China, or The Dominion Republic and moving to a place you've probably never even […]

European Citizenship

Introduction The concept of European citizenship originated long before it was formally introduced. The policy of EU citizenship is closely linked with the project of European integration, embedded in the Roma Agreements of 1958. However, the first integration processes didn't proceed until the latter half of the 1960s. They were connected with the concept of the free movement of people within the EU, a policy intended to foster European labour migration. The free movement of people has long been considered […]

Democracy and Development

We can define democracy as a government in which the people participate directly in governance or through their elected representatives. It is also a system of government whereby the citizens of a country are actively involved in decision making, and are ruled by a set of generally accepted norms and laws. Every democratic system has some principles on which they stand, from the old democracy to the modern day democracy. The first of these principles is the citizen rule. This […]

Citizenship and Crime

The lack of research on citizens and non citizen Latinos and crime, is one peculiar developments in social status. This slip is interesting because of commision reports that has been focused on the treatment of Latino immigrants. Studies on border patrol mistreatment of immigrants and abuse of people that look of Latino origin by the state police near the border . there has been misconducts in the police department due to the singling out a group of people because the […]

U.S. Citizenship Issues for Children Born in Foreign Countries

Parents with a United States citizenship or either live in the country having foreign-born children may experience problems early on issues or later when endeavoring to guarantee or get citizenship in the country. It is essential to contact the Immigration offices to decide as to what is the best way to expel the occurrence of the deterrents and ensure the child is protected. Adoption of Foreign-Born Child:- Adoption of a foreign- born child is one such approach to mitigate the […]

CMTY Community Democratic Citizenship Article Summary

A study published in the Journal for Artificial Societies and Social Stimulation (the JASSS) developed and used an artificial intelligence to study whether people are naturally violent, or if environmental factors can lead to violence. The factors tested were religion, natural disasters, and other human encounters. The tests revealed that, as a whole, people are naturally peaceful, but in a wide range of contexts they may become violent. Violence emerged particularly in situations when others went against or threatened the […]

The Contrast between the Concept of Citizenship and the Sense of Belonging in the Israeli Democracy

According to the Democracy Index study, the state of Israel is the only democracy in the Middle East. Besides the Jews who immigrated from the diaspora, making the so-called Aliyah, which represents one of the tenets of the Zionist ideology, as well as their descendants, a considerable Arab minority dwells in the country making up 22 percent of the Israeli population. Despite this Arab minority benefits from the Israeli citizenship and civil rights, they find themselves sidelined by the fundamental […]

Does the Civil Rights Movement have an Effect on the Way Minorities are Treated by Authorities?

Abstract The civil rights movement was a mass popular movement to secure for African Americans equal access to and opportunities for the basic privileges and rights of U.S. citizenship. While the roots of this movement go back to the 19th century, its highlighted movements were in the 1950s and 1960s. African American men and women, along with white American’s and other minority citizens, organized and led the movement at national and local levels nationwide. The civil rights movement centered on […]

Citizenship Responsibility

Every nation in the world has their own choices and ways in determining who will become citizens of their country. A few nations have the method of birthright citizenship, like the United States, where someone's citizenship relies heavily on if their place of birth was located inside the nation, regardless of their parent's citizenship. But, most other nations assign citizenship to a person according to the citizenship of their parents. The foundation for birthright citizenship in the United States comes […]

Birthright Citizenship

All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside… Ratified as a Constitutional Amendment on July 9, 1868 in the aftermath of the Civil War, the Fourteenth Amendment ensured the citizenship of black Americans and thus the preservation of their legal and civil rights. 151 years later, this Amendment is being called into question for its expanded modern usage that the […]

Organizational Citizenship Behavior

Organizational Citizenship Behavior (OCB) is the combination of behaviour of an individual in group system. OCB is a concept about Behaviour of an individual, not directly or explicitly rewarded by a formal system, but it provide the better result for efficiency and effectiveness of the organisation. It is interdisciplinary under the stream of HRM, Psychology and advanced behavioral science...Etc.Behaviourial science is the psychology of studying individual traits and its features that influence in organizational environment. Organizational Citizenship behaviour is one […]

On Birthright Citizenship

I believe President Donald Trump is (probably) correct in his estimation that granting citizenship to the children of illegal immigrants, simply for being born here, is unconstitutional and I mostly find myself in agreement with his reasons for wanting to do so. But does he have the authority to alter this policy all on his own? I would have to lean towards not likely. That is why acting through Congress instead would be the better strategy in dealing with ""birthright […]

The Mysteries of the Criminal Justice System

Abstract This paper covers three points to answer three big questions about the criminal justice system. Firstly, this article will define that the rights of people, free or those awaiting trial, are protected by the same parts of the amendments that guarantee due process. Secondly, the article uses a quote from a congressional committee to explain no matter legal status or where in the borders a person is, they are protected by the criminal justice system. Thirdly, it will be […]

The Naturalization Act of 1790: Forging the Foundations of American Citizenship

Enacted on March 26, 1790, the Naturalization Act of 1790 stands as a seminal piece of legislation in the annals of American history, laying the groundwork for defining citizenship and shaping the fabric of the nation. This landmark law, passed by the first United States Congress, delineated the parameters for acquiring citizenship, marking a crucial step in the nation's early attempts to navigate the complexities of citizenship and immigration. At its core, the Naturalization Act of 1790 sought to codify […]

Natural Born Citizenship

Today in the United States the controversy of illegal immigrants is neverending. One point of view spouts off of the famous Statue of Liberty poem that states: ""Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore, Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door."" This statement is the root of the American culture. Another key view is that immigrants are taking all […]

Illegal Immigrant Population of the United States

As of 2018, according to FactCheck.org there are 12.5 million illegal immigrants living in the US. Immigration is not bad for a country if the country can support the people. Diversity lets us experience different cultures and be more open to different views. However, the problem with immigration is illegal immigration. Illegal immigration is a tough problem because finding the right solution for it can be so hard. Dealing with immigration is hard because you want to help the people […]

Related topic

Additional example essays.

• Analysis of Letter from Birmingham Jail
• The Importance of Professional Bearing in the Military
• Hitler's Rise to Power in History
• Positive and Negative Effects of Imperialism in Africa
• Was J.P. Morgan a Captain of Industry or Robber Baron?
• Leadership and the Army Profession
• Letter From Birmingham Jail Rhetorical Analysis
• Research Paper #1 – The Trail of Tears
• “Allegory of the Cave”
• Why Is Diversity Important in the Army? Uniting Strengths for Tomorrow's Battles
• The Philosophies of W.E.B Du Bois and Booker T. Washington
• Cons Police Discretion

1. Tell Us Your Requirements

2. Pick your perfect writer

3. Get Your Paper and Pay

Hi! I'm Amy, your personal assistant!

Don't know where to start? Give me your paper requirements and I connect you to an academic expert.

short deadlines

100% Plagiarism-Free

Certified writers

Good Citizen Paragraph & Composition

Table of Contents

Duties of a Citizen Essay 300 Words

By: Haque , Words: 300, For class 9-10/SSC

Write an essay/composition about the duties of a citizen. Use the following hints: “meaning of citizen”, “rules and laws”, “lacking in a civic sense”, “your expectation”.

Citizen primary means one who lives in a city. But the term is usually used to mean belonging to a state in a broad sense.

There are certain rules of conduct for the members of every society so that there is peace and harmony among them. Some of these rules are written laws, and anyone who breaks them is punished by the court. But there are many unwritten rules which are no less binding on every member of society. The peace and happiness of the society depend a good deal upon the proper observance of these rules too. A good citizen follows these unwritten rules of conduct in the way he obeys written laws.

It is a pity that many in our country are indifferent to these unwritten rules of humane and social behavior. We often throw banana peels on the road, which can cause serious injuries to anyone who slips. We spit and throw garbage whenever we want. This makes the roads and the environment dirty. We waste filtered water by leaving the taps open. We have also a bitter experience of the use made of loudspeakers without any thought of the sufferings of people nearby.

All these common experiences show that we are lacking in a civic sense. A good citizen not only avoids breaking the rules himself but also tries to make sure that the rules are not broken by others. We wish to see our society peaceful. But we do not fulfill our responsibility to build a peaceful society. Society cannot do much unless we allow it. So, it is our duty to try to correct people whenever we see them doing something wrong. We will encourage everyone to be polite, courteous and to follow social and state norms.

Qualities of a Good Citizen Essay

Words: 330 | for Class 9-10/SSC

A good citizen is someone who actively participates in the community and works to make it a better place. They are responsible, respectful, and engaged members of society who take an active role in the civic life of their community.

One of the most important qualities of a good citizen is responsibility. This means taking ownership of one’s actions and being accountable for their impact on the community. A responsible citizen pays their taxes, follows the laws, and participates in the democratic process by voting in elections. They also take care of the environment and actively work to improve it.

Respect is another crucial quality of a good citizen. This means treating others with kindness and courtesy, and valuing their opinions and perspectives. A respectful citizen listens to and considers the views of others, and actively works to promote understanding and unity in the community.

Engagement is also an important quality of a good citizen. This means actively participating in the community and working to make it a better place. Engaged citizens volunteer in their community, participate in local government, and work to address issues that affect their community. They also stay informed about local and national issues and use their voices to advocate for positive change.

To be a good citizen, one must also possess a sense of civic duty. This means recognizing the importance of contributing to the well-being of the community and working to make it a better place. A good citizen actively participates in the civic life of their community and takes an active role in making it a better place for all.

In conclusion, a good citizen is someone who is responsible, respectful, engaged, and possesses a sense of civic duty. These qualities are essential for promoting the well-being of the community and working towards a better future for all. By actively participating in the community, being responsible and respectful to others, and staying informed and engaged, anyone can strive to be a good citizen.

A Paragraph about a Good Citizen

In 200 words, for class 8 to 12

A good citizen is a person who abides by the rules of his society and country, and fulfills his responsibilities as a citizen. A good citizen is first and foremost a good person. He wants peace for all and never harms others. He doesn’t quarrel with others, but always tries to resolve the conflicts of others. A good citizen wishes good for his country and loves it. If he is eligible to pay taxes, he pays it regularly, and works as hard as he can for the development of the country. He himself doesn’t waste state resources and doesn’t allow others to do so. A good citizen never thinks of earning in a dishonest way. He makes his living honestly . He tries his best to remove bribery and corruption from the society. To build a better society, he tries to help law enforcement agencies prevent drug addiction. After all, a good citizen is a patriot, he never does anything that degrades the dignity of his country. Thus a good citizen is the main asset of a country. Good citizens are very important in building a developed and peaceful society. Therefore, we should all strive to be good citizens.

A Paragraph on a Good Citizen

In 150 words, for class 5 to 10

Write a paragraph about your idea of A Good Citizen. Think of a particular citizen you have known. Describe some of rights and duties to the state.

A citizen is a member of state in which he lives and enjoys some rights. I have known a citizen who is my neighbor . His name is Mr. N. Islam. He lives in the country. He is loyal to the country. He never does anything as against the interest of the country. He obeys the law of the country. He exercises his vote in election honestly. Above all, he is patriotic. He loves his country and his countrymen from the core of his heart. His love is not narrow-minded and selfish. He pays his taxes regularly. He also does some other duties. During the natural calamities, he stands by the people. He has set up a night school to teach the illiterate people. He lives in peace and good understanding with others in the society. He is physically healthy. In fact, he is an asset of our country.

A Good Citizen Paragraph

In 130 words, for class 5 to 8

The prerequisite for building a peaceful country is to create good citizens. The identity of a good citizen is that he is a good man. He is honest and kind. He abides by the rules of religion and the laws of the state. He is an educator because he knows that through education people become aware of their responsibilities and rights. A good citizen wants peace and order in the society. That is why when he sees injustice or irregularity somewhere, he tries to resist and protest. He did his best to promote education, health and justice in his area and protect the environment . As a good citizen, he is always vigilant against corruption and waste of government resources. Indeed, a good citizen is the most valuable asset of a society and country.

Check out: 300+ Essays & Paragraphs in English

About the Author

A teacher, writer and blogger, started allparagraph noting students search online for paragraphs on various topics, short and simple essays , edifying stories and other materials of study . In composing these lessons we have tried to use as simple language as possible, keeping young students in mind. If you find any text inappropriate, please let us know so we can make it more useful through necessary corrections and modifications. Thank you!

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Adblock Detected!

Please help us run the website by disabling your ad blocker..

• Ordering Process

Wrong login or password

• Our benefits
• How it works
• Writing services
• Testimonials
• Free essays

Get a price quote

Contact with us

• Start Live chat

Get in touch

How to Write a Good Citizenship Essay

• Analysis Essay
• College Life
• Essay Writing Help
• Letter Writing
• Student’s Life
• Writing Term Paper

Try Our Discounts

Try our service with huge discounts

Our Advantages

• 300 Words per page
• MBA and PhD Writers
• Relevant and up-to-date sources
• Direct Contact with a Writer
• 24/7 Support
• 100% Confidentiality Guarantee
• Flexible Discount Program
• Any Difficulty Level!

Best Custom Writing Service

Do you have any questions?

Permanent Discounts

Table of Contents

Where to Begin?

• Get a Price Quote

The Meaning of Citizenship

What does it mean to be a good citizen, how to write a global citizenship essay, related blog posts from category "essay writing help".

It may be challenging for students to write an essay on such a broad and complex topic as citizenship. One may wonder where to begin, whether it is needed to define the concept of citizenship, whether it is essential to discuss all the pros and cons of being a citizen of a particular country, etc. All in all, a student may have multiple questions arise in his/ her mind. If you are such a student who is stuck with the topic of citizenship and does not know how to write a good citizenship essay, read on the following article and find some useful tips and hints on how to write a successful paper.

Before you write a citizenship essay, you should conduct a thorough research work on the topic and find credible sources that you could cite. Actually, if the topic is too broad and not specific, you need to narrow it down by focusing on one or only a few aspects of citizenship. As such, your further research and literature review should concern merely these aspects. Keep in mind that it is not possible to cover the whole topic within a limited number of pages, so make sure to maintain a single focus of the subject.

In the introductory paragraph, you may want to introduce the notion of citizenship and elaborate its meaning. Here you may write your own understanding or refer to some expert opinions found in reliable sources. Also, indicate whether the meaning of the word has changed over history: what meaning it had when it was used for the first time and what meaning it has now.

Being a citizen means that one can enjoy certain freedoms and rights, also adhering to some rules and responsibilities according to the legislature of a specific country/ state/ city, etc. Every citizen expects to have convenient public transport, good employment opportunities, clean streets and parks, comfortable playgrounds, and so on. Therefore, it is also one of the responsibilities of a citizen to contribute to all these comforts and care about maintaining these facilities in a good order. If we want something to be provided to us, the question is: what do we do for it? If everyone asks himself/ herself this question and equally contributes to the general well-being, it will be more comfortable to live in the society and interact with the other people. Being compassionate about others and showing care and support are parts of civic consciousness. Moreover, being a good citizen means being supportive and caring of one’s neighbors. It is important to respect and take into consideration people living nearby. Such trivial things as partying at nights or switching on loud music in the early or late hours signify that you do not respect others’ boundaries. Just put yourself in the shoes of your neighbors: would you like your own neighbors to disturb your sleep?

Limited Time offer!

Get 19% OFF

Writing about being a global citizen differs from discussing what it is like to be a citizen of one country. We are more than just citizens of our towns, cities, states, and countries – we are citizens of the world, and it is particularly evident in the modern era of globalization when the borders are erasing and people have endless opportunities to travel, communicate, and cooperate with each other.

Hopefully, you have found these ideas useful and creative for writing your citizenship essay. Good luck!

Get 15%OFF your first order

Digital Citizenship 101: Responsible Online Behavior

Introduction, defining digital citizenship: navigating the online world responsibly, from online behavior to digital citizenship, benefits of being a good digital citizen, protecting yourself and others: cultivating healthy online practices, guarding your digital fortress: the power of strong passwords, the perils of oversharing: embracing privacy settings, think before you post: the lasting impact of online content, standing strong against cyberbullying: promoting respect online, shaping responsible digital citizens: empowering the next generation, education at the helm: strategies for teaching digital citizenship, parental guidance: modeling good digital citizenship, safeguarding your digital sanctuary: a guide to online safety, dodging digital snares: recognizing and avoiding scams, unmasking phishing attempts: building a shield of awareness, downloading with caution: the risks of unknown files, the shield of updates: keeping software and security systems current, into the digital frontier: navigating the future of digital citizenship, emerging trends: shaping the digital landscape, the path ahead: evolving perspectives on digital citizenship, a societal shift: the impact of digital citizenship, additional resources.

“Imagine waking up one morning to find that your personal photos, messages, and private information have been leaked online for the world to see. Your sense of privacy shattered, you’re left feeling violated and exposed. This nightmare scenario is a stark reminder of the importance of digital citizenship.”

In today’s interconnected world, understanding digital citizenship has become paramount. Digital citizenship refers to the responsible and ethical use of technology, particularly in the online sphere. It encompasses a range of behaviors, from respecting others’ privacy to safeguarding personal information.

The online landscape has become a thriving virtual society, filled with opportunities, connections, and information. However, just like in the physical world, there are rules, values, and responsibilities that must be upheld to create a safe and inclusive environment. Digital citizenship serves as the guiding principle for our online conduct, shaping how we interact with others, handle information, and contribute to the digital community.

The Basics of Digital Citizenship

Digital citizenship is not a destination, but a continuous journey. It encapsulates the principles of respect, integrity, and responsibility in our digital lives. Just as we strive to be good citizens in our physical communities, digital citizenship urges us to be active, engaged, and accountable members of the online world.

To navigate the digital landscape responsibly, we must embody these principles. Respect involves treating others with kindness, empathy, and tolerance, both in our words and actions online. Integrity calls us to be honest, transparent, and authentic in our digital interactions. Responsibility compels us to protect our personal information, contribute positively to online discussions, and report any harmful or inappropriate content we come across.

Our online behavior contributes to our digital citizenship. Every post, comment, like, or share has the power to shape the digital landscape. By being mindful of our actions and adhering to the principles of digital citizenship, we can cultivate a positive online presence that fosters respect, empathy, and understanding.

“The virtual world is a reflection of who we are, and our digital citizenship is a mirror that reflects our values, beliefs, and character. It is a call to action, reminding us to be the best versions of ourselves as we navigate the vast expanse of the internet.”

Embracing digital citizenship brings numerous benefits. When we engage responsibly and ethically online, we create meaningful connections with others who share our interests, passions, and goals. We have the opportunity to collaborate, learn, and grow alongside a diverse global community.

As good digital citizens, we also gain access to a wealth of knowledge and resources. The internet offers a vast repository of information that can empower us in various aspects of life. By leveraging the power of digital citizenship, we can tap into this wealth of knowledge and contribute to it, expanding the collective wisdom of humanity.

Moreover, practicing digital citizenship helps us develop critical thinking skills. We learn to navigate the vast sea of information, distinguish between credible and unreliable sources, and become more discerning consumers of digital content. This ability to think critically and evaluate information is invaluable in our increasingly digital and information-driven world.

Developing Good Online Habits

In our digital world, cultivating good online habits is essential to ensure our safety and the safety of others. Let’s explore some key practices that contribute to responsible and secure online behavior.

In the online realm, our passwords are the first line of defense against unauthorized access to our digital lives. Creating strong, unique passwords is crucial to protect our personal information from hackers and cybercriminals.

“A strong password is like a fortress protecting our digital kingdom. It should be long, combining a mix of uppercase and lowercase letters, numbers, and special characters. Avoid using easily guessable information like your name, birthdate, or common phrases. Instead, opt for a passphrase that is memorable to you but difficult for others to crack.”

Furthermore, it’s important to use a different password for each online account. This way, if one account is compromised, the others remain secure. Consider using a password manager, which securely stores and generates complex passwords, taking the burden of remembering them off your shoulders.

In the age of social media and oversharing, it’s crucial to be mindful of the information we divulge online. While sharing moments from our lives can be enjoyable and connect us with others, it’s important to strike a balance between sharing and protecting our privacy.

Consider adjusting the privacy settings on your social media accounts to control who can see your posts, photos, and personal information. Be cautious about sharing sensitive details like your home address, phone number, or financial information. Remember that once something is shared online, it can be challenging to retract or erase completely.

“Take the time to review and understand the privacy policies of the platforms you use. Familiarize yourself with the options available to you, and make informed decisions about what you share and with whom. By being proactive in managing our privacy, we can minimize the risk of identity theft, online harassment, and other potential harm.”

In the digital realm, our words and actions have a lasting impact. What we post online, whether it’s a comment, a photo, or a video, can shape others’ perceptions and influence their emotions. It’s crucial to think before we hit that “send” button, ensuring that our contributions reflect our values and do not harm ourselves or others.

“Consider the potential consequences of your online posts. Will your words uplift and inspire? Will they contribute positively to a discussion? Or do they have the potential to hurt or offend others? Take a moment to reflect on the potential impact of your content and consider alternative ways to express your thoughts or opinions respectfully.”

Engaging in healthy digital conversations involves active listening, empathy, and open-mindedness. It’s important to be aware of our biases and assumptions and to approach online discussions with respect and a willingness to learn from others’ perspectives. By fostering a culture of constructive and empathetic communication, we can contribute to a vibrant and inclusive digital community.

Cyberbullying is a harsh reality in today’s digital landscape, causing immense harm to individuals of all ages. As responsible digital citizens, it is our duty to stand against cyberbullying and promote respect, kindness, and empathy online.

“If you witness cyberbullying, take action. Report the behavior to the platform or website administrators and offer support to the person being targeted. Remember that silence can inadvertently condone such behavior, so speak up and let your voice be heard against cyberbullying.”

Additionally, consider the language and tone you use in your online interactions. Aim to be constructive and empathetic, even when disagreeing with others. Promote healthy conversations and support those who may be facing harassment or mistreatment.

Teaching Digital Citizenship to Children and Teens

Instilling digital citizenship in young people is vital to equip them with the necessary skills and values to navigate the online world responsibly. By providing them with guidance and education, we empower them to make informed decisions, think critically, and engage positively in the digital

In the classroom and at home, educators play a crucial role in teaching digital citizenship. By integrating digital citizenship into the curriculum and providing interactive activities, we can empower students to understand the impact of their online actions and make responsible choices.

“Educators can incorporate digital citizenship lessons across various subjects, such as English, social studies, and technology. By exploring real-life scenarios, engaging in discussions, and participating in collaborative projects, students can develop a deeper understanding of the rights, responsibilities, and ethical considerations that accompany digital citizenship.”

Parents are powerful role models for their children. By demonstrating good digital citizenship themselves and engaging in open conversations about online behavior, parents can guide their children towards responsible and ethical technology use.

“Parents can create a safe and open environment for discussing online experiences and concerns. They should encourage their children to share any instances of cyberbullying, inappropriate content, or suspicious online behavior they encounter. By fostering trust and open communication, parents can provide the support and guidance needed to navigate the complexities of the digital world.”

Staying Safe Online

In our ever-evolving digital landscape, staying safe online is of paramount importance. Let’s explore some key practices that can help protect our digital sanctuaries from cyber threats.

Scammers lurk in the shadows of the internet, ready to exploit unsuspecting individuals. It’s crucial to familiarize ourselves with common scams and stay vigilant to protect ourselves from falling victim to their deceitful tactics.

“Be cautious when encountering suspicious emails, messages, or advertisements. Watch out for requests for personal information, urgent payment requests, or deals that seem too good to be true. Remember, legitimate organizations and financial institutions will never ask for sensitive information via email or social media.”

If you encounter a potential scam, report it to the appropriate authorities or organizations. By reporting scams, you not only protect yourself but also help protect others from falling victim to similar fraudulent activities.

Phishing attempts have become increasingly sophisticated, posing a significant threat to our online security. Phishing is a method used by cybercriminals to deceive individuals into revealing sensitive information, such as passwords or credit card details, by pretending to be a trustworthy entity.

“To shield yourself from phishing attempts, be cautious when clicking on links or downloading attachments, especially if they come from unknown or suspicious sources. Verify the legitimacy of the sender and double-check the URL before entering any personal information. If in doubt, contact the organization directly through their official website or customer support channels.”

Remember that awareness is your strongest defense against phishing attacks. Stay informed about the latest phishing techniques and educate yourself on how to spot and avoid them. By remaining vigilant, you can protect your personal information and preserve your digital security.

Downloading files from untrusted sources can unleash a digital nightmare. Cybercriminals often disguise malware within seemingly harmless files, infecting your devices and compromising your security.

“Exercise caution when downloading files from the internet, particularly from unknown sources or suspicious websites. Stick to reputable platforms and official app stores when downloading software, applications, or files. Always scan downloaded files using reliable antivirus software before opening or executing them.”

Additionally, keep your devices’ operating systems, applications, and antivirus software up to date. Software updates often include security patches that address known vulnerabilities. By staying current with updates, you minimize the risk of falling victim to malware or other cyber threats.

Regularly updating software and security systems is crucial to protect ourselves from vulnerabilities. By staying up to date, we ensure that our digital fortress remains fortified against emerging threats.

“Set your devices and applications to automatically update to the latest versions whenever possible. Updates not only provide new features and improvements but also address security vulnerabilities that may have been discovered since the previous version. Take advantage of this built-in defense mechanism to bolster your online security.”

In addition to software updates, maintaining robust security systems, such as firewalls and antivirus software, is essential. These tools act as sentinels, monitoring your digital environment for potential threats and offering an added layer of protection against malicious actors.

The Future of Digital Citizenship

As technology continues to evolve, so does the concept of digital citizenship. Let’s explore what the future might hold for digital citizenship and how it will shape our online experiences.

New technologies and trends are reshaping our digital landscape. From artificial intelligence to virtual reality, these advancements bring both opportunities and challenges for digital citizenship.

“Artificial intelligence (AI) is revolutionizing the way we interact with technology. As AI becomes more integrated into our daily lives, digital citizens will need to navigate ethical considerations, such as data privacy, algorithmic biases, and the responsible use of AI-powered systems.”

“Virtual reality (VR) and augmented reality (AR) offer immersive experiences that blur the boundaries between the physical and digital worlds. As these technologies become more prevalent, digital citizens will need to navigate new ethical dilemmas, such as virtual harassment, consent in virtual environments, and the impact of extended reality on mental health.”

As digital citizenship evolves, it will continue to intersect with various fields, including cybersecurity, media literacy, and data ethics. Understanding the implications of these emerging trends and equipping ourselves with the necessary knowledge and skills will be crucial in shaping our digital future.

Digital citizenship is an ever-evolving concept. As our understanding deepens and society grapples with the impact of technology, our perspectives on digital citizenship will continue to evolve, shaping the way we engage with the online world.

“Education and awareness will play a vital role in driving this evolution. Integrating digital citizenship into educational institutions, community organizations, and public discourse will help create a shared understanding of the principles and responsibilities of digital citizenship.”

Collaboration between various stakeholders, including governments, technology companies, educators, and civil society, will be essential in defining and promoting digital citizenship. By working together, we can establish frameworks, policies, and practices that uphold the values of respect, privacy, and responsibility in the digital realm.

The ripple effects of digital citizenship extend beyond the individual. As society becomes increasingly connected, the responsible and ethical use of technology has the potential to shape the world we live in. Understanding the impact of digital citizenship is key to fostering a harmonious and inclusive future.

“Digital citizenship empowers individuals to use technology to drive positive change. By leveraging digital tools, platforms, and networks, digital citizens can raise awareness about social issues, advocate for justice and equality, and create meaningful connections across geographic and cultural boundaries.”

Moreover, digital citizenship is intrinsically tied to civic engagement and democracy. In a world where information spreads rapidly and digital platforms serve as hubs for public discourse, responsible digital citizenship becomes essential in ensuring that accurate information prevails, disinformation is debunked, and democratic processes are protected.

“Together, we can build a digital world where respect, empathy, and responsibility thrive. By embracing digital citizenship, we become active participants in shaping a safer, more inclusive

online landscape.”

In conclusion, digital citizenship is not just a concept; it is a call to action. Through this article, we’ve explored the foundations of responsible online behavior, the importance of teaching digital citizenship to young people, and the significance of staying safe online. Let us commit to being better digital citizens, leading by example, and inspiring others to join us on this journey.

“Remember, the power to shape our digital future lies in our hands. Take action now, and let us be the change we wish to see in the online world.”

• The Digital Citizen’s Guide: A Comprehensive Handbook for Responsible Online Behavior
• https://www.amazon.com/Digital-Citizens-Guide-Cybersecurity-Empowered/dp/1956464220
• Cybersecurity 101: Protecting Your Digital World
• Redefining Society Podcast, Hosted By Marco Ciappelli

Take the Next Step

Unlock your digital potential today.

Join Our Newsletter

Loving it?❤️Why stop…

Closing the digital divide 📶.

Jul 26, 2023

Introduction Closing the Digital Divide. As technology transforms how we work, learn, and live, a gap is growing...

Understanding the Digital Landscape: Navigating the Online World with Responsibility

Jul 9, 2023

Introduction Imagine stepping into a vast, dynamic realm where information flows freely, connections are made in an...

Embracing the Digital Era: Your Guide to a Responsible Online Journey

Jul 4, 2023

The digital era has changed our lives in amazing ways. Technology has made things easier and more accessible, but it's...

Tһank you for the good writeup. It in fact was a amusement account it. Lߋok advanced to more added agreeable from you! By the way, һow could we communicate?

my web bⅼog; lusaka

Submit a Comment Cancel reply

You must be logged in to post a comment.

Essay on Global Citizenship

Students are often asked to write an essay on Global Citizenship in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Global Citizenship

What is global citizenship.

Global citizenship means seeing yourself as a part of the whole world, not just your country. It’s about caring for people and the planet, no matter where they are. Global citizens work together to solve big problems like poverty and climate change.

Responsibilities of Global Citizens

Being a global citizen means you have duties. You should learn about different cultures, respect the environment, and help others. It’s about making good choices that don’t hurt others around the world.

Benefits of Global Citizenship

When we act as global citizens, we make the world better. We get to understand different people and can work on making peace. It also helps us to solve big problems that affect everyone, like keeping the earth clean and safe.

250 Words Essay on Global Citizenship

Global citizenship is the idea that everyone on our planet is part of a big community. It’s like thinking of the whole world as one big neighborhood. People who believe in global citizenship care about issues that affect everyone, no matter where they live.

Caring for the Earth

One part of being a global citizen is looking after our planet. This means doing things to protect the environment, like recycling or turning off lights to save energy. It’s about keeping the Earth clean and safe for all of us and the animals too.

Helping Each Other

Global citizens also think it’s important to help people in need. This could be by giving money to charities that work all over the world or by learning about different cultures and understanding people who are different from us.

Another big idea in global citizenship is fairness. This means making sure that people everywhere have what they need, like food, water, and a chance to go to school. It’s not fair if some people have too much while others have too little.

Working Together

Finally, global citizenship is about countries and people working together to solve big problems. This can be anything from fighting diseases that spread across countries to making sure everyone has a good place to live.

In short, being a global citizen means caring for our world and the people in it. It’s about learning, sharing, and working together to make the world a better place for everyone.

500 Words Essay on Global Citizenship

Imagine a big school that has students from every part of the world. These students learn together, play together, and help each other. This is a bit like what global citizenship is. Global citizenship means thinking of yourself as a part of one big world community. Instead of just looking after the people in your own town or country, you care about everyone on Earth.

Why is Global Citizenship Important?

Our world is connected in many ways. What happens in one country can affect many others. For example, if the air gets polluted in one place, it can travel to other places and make the air dirty there too. By being global citizens, we can work together to solve big problems like pollution, poverty, and sickness that can touch people everywhere.

Respecting Cultures and People

Global citizens respect and learn about different cultures and people. Every culture has its own special stories, food, and ways of living. When you are a global citizen, you are curious about these differences and you understand that every person is important, no matter where they come from.

Taking Care of the Planet

Our Earth is the only home we have. Global citizens take care of it by doing things like recycling, saving water, and planting trees. We all share the same air, water, and land, so it’s everyone’s job to look after them.

Helping Others

Global citizens try to help people who need it. This can be by giving money to charities that work all over the world or by being kind to someone from another country who moves to your town. When we help each other, the whole world becomes a better place.

Learning and Sharing Knowledge

Being a global citizen also means learning about the world and sharing what you know. You can read books, watch films, or talk to people from different places. Then, you can share what you learn with your friends and family.

Being Active in Your Community

Even though global citizenship is about the whole world, it starts in your own community. You can join groups that clean up parks, help people who are sick, or raise money for good causes. By doing small things where you live, you are being a part of something much bigger.

Global citizenship is like being a friend to the entire world. It means learning, sharing, and caring for others and our planet. Even if you are just one person, you can make a big difference. When we all work together as global citizens, we make the world a happier, healthier, and more peaceful place.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Indian Tourism
• Essay on Everyday Life
• Essay on Everyone Deserves A Second Chance

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Short Essay on the Responsibilities of a Good Citizen

Leave a reply cancel reply.

You must be logged in to post a comment.