Adult Citizenship Education 

Sample Curriculum

For a High Beginning ESL Level Course

Citizenship Education and Training Branch

office.of.citizenship@uscis.dhs.gov M-1166 (01/22)
Adult Citizenship Education Sample Curriculum 1

TABLE OF CONTENTS 

Introduction............................................................................................... 2

Thematic Units .......................................................................................... 9

Curriculum Abstract................................................................................ 10

Scope and Sequence ............................................................................... 14

Unit 1 .................................................... .................................. 14

Unit 2 .................................................... .................................. 19

Unit 1 Test ................................................................................. 26

Unit 1 Test Key ........................................................................... 31

Unit 2 Test ................................................................................. 35

Unit 2 Test Key ........................................................................... 37

Citizenship Course Sample Syllabus...................................................... 39

Course Calendar...................................................................................... 41
Adult Citizenship Education Sample Curriculum 2

INTRODUCTION

The Office of Citizenship (OoC) within the Office of Citizenship Applicant Information Services (CAIS) under 

the External Affairs Directorate (EXA), U.S. Citizenship and Immigration Services (USCIS) developed this 

sample curriculum to outline the components, structure, and process involved with creating an adult 

citizenship education curriculum. The curriculum is organized around thematic groupings of the U.S. 

Naturalization Civics Test (Civics Test) content. 

This curriculum consists of four main components: 

• the curriculum abstract,

• the scope and sequence, 

• the syllabus, and 

• unit assessments. 

Please note that this curriculum is offered only as an example to help guide administrators and teachers as 

they develop their own curriculum. Each community-based organization has unique strengths, challenges, 

and constraints, and should develop an adult citizenship education curriculum that best fits the needs of its 

students, program, and community. 
Adult Citizenship Education Sample Curriculum 3

CURRICULUM ABSTRACT

A curriculum is more than just the sum of the content, lessons, activities, and assessments. Although these 

are certainly central elements of any course, a curriculum is shaped by the community, the program, the 

instructor, and the students (see the USCIS Adult Citizenship Education Program Development Guide for 

more on this). Therefore, the curriculum abstract identifies these broader components that influence a 

curriculum, because identifying these factors helps administrators and teachers to better target their 

students’ needs when developing an adult citizenship education curriculum. It also outlines the basic 

structure of an adult citizenship education course such as the dates and times of class meetings, the 

duration of the course, and location and description of class meeting space. 

Once the influencing and structural components of the adult citizenship education curriculum are 

understood, it is then possible to establish the course objectives. Creating course objectives requires 

identifying three to five learning goals for students to accomplish by the end of the course. This process can 

be easier said than done because the course objectives should be broad enough to incorporate all of the 

knowledge and skills included in the course content but narrow enough that the objectives are identifiable 

and measurable. For adult citizenship education courses, the objectives will normally identify a basic level 

of English language proficiency, civics content knowledge, and understanding of the naturalization process 

that students can expect to achieve by the end of the course. The course abstract builds on the objectives 

by briefly describing the course content and the instructional approaches that will be implemented in the 

course. The rest of the curriculum abstract includes descriptions and samples of course materials. Since this 

is a sample curriculum, there may be other components that programs may want to add to the curriculum. 

SCOPE AND SEQUENCE

The scope and sequence outlines the content that will be taught, the order it will be taught, and the amount 

of time spent on each topic. Although this may sound relatively simple, adult citizenship education courses 

involve three distinct types of content: civics knowledge, English as a Second Language (ESL) skills, and Form 

N-400, Application for Naturalization (Form N-400) examination. Other courses usually only incorporate 

one or two content areas, but the nature of adult citizenship education requires the scope and sequence 

to outline all three subjects. Therefore, building a scope and sequence for an adult citizenship education 

curriculum may require more time than it would for other courses. 

It is not necessary, nor is it really possible, to organize the scope and sequence so that civics, ESL, and Form 

N-400 Naturalization Examination content perfectly align with each other within each lesson. For instance, 

this scope and sequence is organized around the thematic groupings of the Civics Test items. It uses a 

sheltered instructional design approach to align these lesson themes with the parts of Form N-400. The 

Form N-400 parts are intended to be taught during each class meeting. 
Adult Citizenship Education Sample Curriculum 4

The organization of the scope and sequence presented here is merely one option. Programs may want 

to structure the entire curriculum around an alignment of the parts of Form N-400 and ESL skills and 

incorporate the civics content instruction separately. Furthermore, programs may choose to organize 

the sequence of instruction differently by rearranging the order in which the civics content, ESL skills, 

or the Form N-400 naturalization examination are taught. The structure of the scope and sequence 

ultimately depends on the needs of the students and ability of the curriculum designer to connect concepts 

thematically or organize content in an accessible manner. 

To emphasize the importance of assessment, this curriculum is divided into two units. Each unit includes a 

comprehensive exam that covers all of the material addressed in the course up to that point. 

COURSE SYLLABUS

The course syllabus is designed to communicate the basic information about the course to the students. 

However, it is also designed so that other teachers, administrators, or visitors can quickly read the course 

objectives, content, and calendar. Much of the information in the syllabus is drawn from the course abstract 

and the scope and sequence, but it is reformatted to be more readable. The syllabus is often interpreted as 

a contract between teacher and students, but it should be viewed more as an outline which instructors may 

need to adjust based on student performance or other factors.
Adult Citizenship Education Sample Curriculum 5

THEMATIC GROUPINGS AND UNIT ASSESSMENTS

Thematic Groupings

This curriculum relies on the thematic groupings of the Civics Test questions. As previously mentioned, some 

programs may choose to organize and present the content differently, especially those that have created 

their own lesson plans. 

Unit Assessments

The assessments draw from the Civics Test questions, content and vocabulary that could be included in the 

Speaking and Understanding Test, and the Reading and Writing Test vocabulary lists. They are designed to 

prepare students for the format of the naturalization examination. Each unit test is cumulative in that each 

test assesses knowledge and skills of all of the content covered to that point in the course.

Each test is divided into five parts: 

Part 1 assesses students’ Civics Test knowledge and English reading and writing skills by asking them to 

answer questions from the list of Civics Test questions. 

Part 2 assesses students’ English reading, writing based on students’ ability to provide biographical 

information.

Part 3 assesses students’ English-speaking skills based on students’ ability to respond to biographical 

questions. 

Part 4 assesses students’ English reading and speaking skills by asking them to read naturalization reading 

test-related sentences to the instructor.* 

Part 5 assesses students’ English listening and writing skills by asking them to write naturalization writing 

test-related questions, as dictated by the instructor.*

*The sentences and questions included in the Reading and Writing tests are taken from the reading and 

writing vocabulary word lists, found on the Citizenship Resource Center. They are similar to sentences 

and questions that applicants are asked to read and write in the naturalization examination, but they 

are not actual sentences and questions taken from an interview.
Adult Citizenship Education Sample Curriculum 6

CIVIC INTEGRATION 

An immigrant who files a Form N-400 to become a naturalized U.S. citizen and enrolls in an adult citizenship 

education course is actively engaged in the most comprehensive form of civic integration. Therefore, 

an adult citizenship education course is inherently a vital part of the civic integration process. Students 

learn about U.S. history and government, the rights and responsibilities of citizens, and the naturalization 

process, as well as develop English language skills. Adult citizenship education courses can expand the civic 

integration experience for their students by incorporating instruction and activities into the curriculum that 

address the skills that their students need to become active and engage citizens. 

The Adult Citizenship Education Sample Curriculum incorporates civic integration into the scope and 

sequence in two areas:

1. Civic Engagement

2. Digital Literacy

1. Civic Engagement

Incorporating civic engagement activities and events into the curriculum allows students to apply the 

content they learn in class to real-life scenarios they may experience as citizens of the United States and in 

their local community. Civic engagement activities can teach students how to exercise the rights guaranteed 

in the 1st Amendment, how to register to vote, how to identify and communicate with elected officials, or 

how to participate in local government. Civic engagement activities may include: 

• bringing guest speakers to visit the class, 

• organizing field trips for the class, 

• creating projects or assignments for students to complete individually or in small groups.

Regardless of the specific activity, developing civic engagement in an adult citizenship education course 

requires involvement at the programmatic, instructor, and student level. 

a. Programmatic Involvement: Organizations offering adult citizenship education courses that 

conduct outreach and build partnerships within their communities will create more civic 

engagement opportunities for their students. Building and maintaining relationships with local 

elected officials, police and fire departments, or other community-based organizations provides 

teachers with more options when developing civic engagement activities for their students. 

Since civic engagement activities may require coordinating externally with other organizations or 

agencies, they may require more time for teachers to develop than a regular lesson plan. Therefore, 

maintaining a list of trusted partners who are willing to participate in civic engagement activities 

makes it easier for teachers to quickly reach out as they are planning the activity. 

b. Instructor Involvement: In order to maximize the effectiveness of a civic engagement activity, 

teachers should incorporate time for students to prepare for the activity before and reflect on 

the experience afterward. For example, scheduling an adult citizenship education class to attend 

a city council meeting could be a good civic engagement activity. During the class session before 

attending the city council meeting with the class, the instructor should spend time explaining 

to the student what to expect, answering any questions they may have, and providing as much 
Adult Citizenship Education Sample Curriculum 7

context as possible so the students can better understand the proceedings that they are observing. 

In the class session after the city council meeting, the instructor should provide student the 

opportunity to reflect on the experience and connect the activity to the broader democratic 

principles addressed through the civics and history content. 

c. Student Involvement: The objectives of civic engagement activities are to:

s Teach students in an adult citizenship education course how they can become active and 

engaged citizens of the United States and their community.

s Break down barriers to institutions or experiences that might be intimidating or unfamiliar to 

students. 

Therefore, civic education activities are intended to expose students to new experiences or groups of people 

in their community through a safe and structured learning process. 

There are 3 civic engagement activities included in the Adult Citizenship Education Sample Curriculum. 

• The first 2 activities were designed by Education Program Specialists in OoC, and they can be 

implemented as part of the lesson plan for the day. Both activities align with the civics lesson for 

each day, and they can actually serve as the primary activity for that day. This is intended illustrate 

how civic integration can be incorporated into the curriculum without having to eliminate or reduce 

attention given to other content. 

• The third activity is a field trip that illustrates how a civic engagement activity can be incorporated 

that includes time to prepare and reflect, similar to the sample exercise of attending the city 

council meeting provided above. 

2. Digital Literacy 

Due to increasing reliance on digital platforms to consume and create content, communicate ideas and 

information, and perform basic life skill tasks (e.g. pay bills), digital literacy could be incorporated into 

multiple facets of immigrant integration. However, there are 2 distinct areas in which digital literacy is a 

fundamental component of civic integration: 

• The Naturalization Process: Applying to become a U.S. citizen is a primary objective of the civic 

integration process for LPRs. USCIS has responded to the growing digital needs of stakeholders, 

customers, and applicants by adapting its resources to multiple digital environments, providing 

online filing for the Form N-400, and incorporating tablets into the naturalization interview and 

test. Therefore, developing the digital literacy skills necessary to complete the naturalization 

process is a key component of the civic integration process.

• Online Civic Engagement: The internet and social media have dramatically expanded the 

opportunities for civic engagement. They are the avenues through which many people express 

ideas, debate politics, organize events, find information about policies, and communicate with 

elected officials. Incorporating digital literacy into an adult citizenship education curriculum can 

help students to develop the knowledge and skills to find reliable information online, communicate 

safely and effectively through social media and other digital platforms, and explore new avenues 

for civic engagement online. 
Adult Citizenship Education Sample Curriculum 8

This Adult Citizenship Education Sample Curriculum identifies examples of digital literacy concepts that 

are relevant to applicants preparing for the naturalization examination. The scope & sequences also 

incorporates these digital literacy activities that align with the civics, ESL, and Form N-400 content areas. 

Similar to the civic education activities, this is intended illustrate how civic integration can be incorporated 

into the curriculum without having to eliminate or reduce attention given to other content. The third activity 

is a field trip that illustrates how a civic engagement activity can be incorporated that includes time to 

prepare and reflect. 

Digital Literacy Concepts in Adult Citizenship Education

The concepts that serve as the foundation for ordering and presenting digital skill development tasks in 

the adult citizenship classroom will ensure that students are working on digital skill development through 

a scaffolded approach. By following this approach, students will develop digital literacy skills in order of 

increasing difficulty so that they are fully prepared for the digital aspects of the naturalization process and 

exam. The digital skill concepts used in this curriculum include: 

Digital Skill Concept Description

1. Introduction to digital tools used in course

Spending time during the opening session(s) of the 

course to instruct students on becoming acquainted 

with the digital tools used in the course increases 

student engagement, confidence, and learning.

2. Internet safety

Incorporating instruction on what makes an app 

or website safe to access and what information is 

safe to share online into the curriculum provides 

students with a basic understanding of internet 

safety.

3. Finding information

Teaching students how to find specific information 

in increasing order of difficulty (e.g. articles, 

pictures, videos, study resources, etc.) establishes 

a scaffolded instructional approach that allows 

students to gain greater independence and 

ownership in their learning experience.

4. Evaluating sources

Teaching students how to evaluate apps and 

websites for accuracy and relevance helps students 

develop the skills to independently and efficiently 

identify sources that are reliable and trustworthy.

5. Communicating information

Including instruction on using digital tools to 

communicate information provides students with 

the knowledge and skills to ask questions, find and 

share information, and navigate online resources 

(e.g. MyUSCIS account).
Adult Citizenship Education Sample Curriculum 9

THEMATIC UNITS

Unit 1: U.S. Government and Civics 

• Principles of American Democracy 

• The Legislative Branch 

• The Executive Branch 

• The Judicial Branch 

• Rights and Responsibilities 

Unit 2: American History and Geography 

• Geography

• Colonial North America

• Declaring Independence and the American Revolution 

• Writing the U.S. Constitution 

• The 1800s: Abraham Lincoln and the Civil War 

• The 1900s – Present 

• American Symbols and Holidays 
Adult Citizenship Education Sample Curriculum 10

CURRICULUM ABSTRACT 

Below is a sample checklist of items to include that programs can use as they develop a curriculum abstract. 

ü # Item Description

1 Description of Program

• The Washington County Adult Education Center 

(WCAEC) is a local nonprofit organization that 

provides workforce development, ESL, and 

citizenship education courses in the area.

• WCAEC offers leveled courses for students at 

the low beginning, high beginning, and low 

intermediate ESL levels. Students are tested 

and placed using the BEST Plus 2.0 assessment. 

Students who are below the low beginning level are 

encouraged to enroll in an adult ESL course.

• WCAEC operates on a trimester system. Each 

trimester lasts 15 weeks: September to December, 

January to April, and May to August. 

2 Instructor’s Bio

• (Name), who holds a master’s degree in TESOL 

from (university), has been teaching adult ESL for 

eight years and adult citizenship education for the 

past three years, and previously taught at (school).

3 Predicted Student Demographics

• The students enrolled in WCAEC programs are 

predominantly from Central and South America; 

however, students from other African and Asian 

countries frequently enroll in our programs. 

In addition, trends in refugee resettlement in 

the county show a steady increase. We expect 

enrollment from this population to reflect this 

trend for the foreseeable future. 

• 62% of students are women, 38% are men.

4 Description of Community that the 

Program Serves

• Washington County has a population of about 1 

million people and is located 10 miles northwest 

of Washington, D.C. It is an urban community with 

a median income of $98,000. The population is 

46% white, 19% Hispanic or Latino, 17% African 

American, 14% Asian and 4% other.
Adult Citizenship Education Sample Curriculum 11

ü # Item Description

5 Community Partnerships

• WCAEC has built partnerships with several 

individuals, agencies, and organizations in the area 

that have agreed to participate in civic engagement 

activities and keep us informed of events that 

could offer a positive learning experience for our 

students. These partners include:

• Washington County Public Library

• Washington County Police Department

• Washington County Fire Department

• Washington County Democratic Party

• Washington County Republican Party

6 Course Abstract

• This course is designed to help prepare adult 

immigrants at the high beginning ESL level to 

successfully complete the naturalization process. 

This preparation includes developing English 

language skills and civics content knowledge and 

learning about Form N-400 and the naturalization 

interview. The course will follow a sheltered 

instruction approach in which thematic groupings 

of Civics Test questions provide the outline for 

the scope and sequence. ESL and naturalization 

interview instruction are woven throughout the 

lessons and activities in the course. Students will 

build knowledge and skills through scaffolded 

instructional activities and they can expect to be 

speaking, reading, and writing in English in every 

class.

7 Course Objectives

• Students will be able to understand all the 

information found on Form N-400.

• Students will be able to respond orally to 

naturalization civics and Form N-400 interview 

questions in a meaningful way. 

• Students will be able to speak, understand, read, 

and write English at the high beginning ESL level.

• Students will be able to correctly answer at least 

90% of the Civics Test questions.
Adult Citizenship Education Sample Curriculum 12

ü # Item Description

8 Course Structure

• The course starts on (date) and ends on (date).

• There are 15 weeks of instruction.

• The course will meet on Tuesdays from 6:00 - 8:00 

p.m. and on Thursdays from 6:00 - 8:00 p.m.

• The course is structured around thematic 

groupings of Civics Test content.

• Time will be devoted in each class to addressing 

the language and requirements of one or two parts 

of Form N-400.

• The course will consist of two units organized 

thematically based on the civics content of the 

naturalization test.

• A unit test will be administered at the end of each 

unit that will assess students’ English language 

skills and understanding of the civics content.

The course includes intermittent review lessons. 

9

Student Expectations (See Program 

Development Guide for a sample 

student contract on p. 21)

• Students are expected to arrive on time to every 

class.

• Students are expected to communicate with the 

instructor before class if they are going to be late or 

have to miss the class.

10 Instructional Materials

• The course relies primarily on USCIS lesson 

handouts and instructional materials created by 

Office of Citizenship staff. 

• Form N-400 (Application for Naturalization)

• Other materials may be included based on student 

needs and assessments.

11 Instructional Space/Resources

• Description and/or pictures of the facility in which 

the course is taught.

• Description and/or layout of the classroom in which 

the course is taught (desks, tables, stadium/theater 

style, virtual)

• Description of any technological resources 

available and how they will be used during 

instruction.

12 Standardized ESL Assessments BEST Plus 2.0, CASAS, or TABE CLAS-E
Adult Citizenship Education Sample Curriculum 13

ü # Item Description

13 Syllabus See attached syllabus

14 Scope and Sequence See attached spreadsheet

15 All Formal Assessments See attached unit assessments

Recommended sections to include*

16 Examples of Student Work

• For existing programs only

• Explanation as to why this work was chosen for 

submission

• All names and personally identifiable information 

(PII) should be blacked out or removed

17 Examples of Student Learning

• For existing programs only

• Description of instructional strategies used

• Explanation/interpretation of student performance

• All names and personally identifiable information 

such as A-numbers or Social Security Numbers 

should be blacked out or removed

18

Examples of Student Feedback (See 

Program Development Guide for 

sample on p. 24)

• Basic quantitative data from student evaluations 

handed out at the end of each course.

• Examples of qualitative responses from students.

*Sections 16, 17, and 18 in the abstract are suggestions for programs to include in a curriculum for internal 

purposes. They can help measure the growth and consistency of instruction. These are not necessarily 

materials that should be submitted as part of a grant application to the federal government.

As previously discussed, this is a sample curriculum. The Washington County Adult Education Center and 

the data presented in this abstract are fictional. The purpose is to provide teachers and administrators with 

examples of the type and scope of information that should be included in the curriculum abstract.
Adult Citizenship Education Sample Curriculum 14

SCOPE AND SEQUENCE 

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Prior to Class 

Start Course Intake ESL Pre-Test ESL Pre-Test ESL Pre-Test

Week 1

Day 1

Course 

Overview and 

Orientation

Civics 

Pre-Test

Introduction to 

Digital Tools used 

in Course

Week 1

Day 2

Introduction 

to the N-400

Subjective 

Pronouns

Possessive 

Pronouns

Simple present 

tense of “to be”

Speaking and 

Understanding 

Questions 

Stems:

Are you...

How long...

What is your...

When did you...

Where were 

you...

Do you...

Parts 1 & 2: 

Information 

About Your 

Eligibility/ 

Information 

About You

Introduction to 

Digital Tools:

Overview of Using 

Email

• Setting up 

accounts

• Attaching 

documents

• Using email 

apps on smart 

phones

Accessing Digital 

Resources

• MyUSCIS 

• Form N-400 

PDF 

• USCIS 

Citizenship 

Resource 

Center

1

 Function vocabulary words included on the Reading and Writing Test are not listed in this curriculum. When using ESL instructional strategies in an adult citizenship 

education course, these words would likely be used in every lesson and in multiple contexts. These function vocabulary from the Reading and Writing Tests include: a, 

and, during, for, here, in, of, on, the, to, we

2

 The USCIS Naturalization Test includes a Speaking & Understanding component. The “Understanding” component of the Naturalization Test encompasses what is 

traditionally understood within the field of Adult ESL as “comprehension and listening.” Since this curriculum is intended for use in Adult Citizenship Education classrooms 

that are specifically intended to prepare students for the Naturalization Interview, the content included in the column labeled Speaking & Understanding addresses the 

concepts that are commonly covered under “comprehension and listening.”
Adult Citizenship Education Sample Curriculum 15

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 2

Day 1

Principles 

of American 

Democracy

41, 42, 43, 44, 

49, 50, 53, 55, 

56, 57, 94

Content Vocab:

capital, citizen, 

government, 

President, right, 

Senators, country, 

state/states, America, 

Unites States, U.S., 

one, many most, 

people, taxes

WH-Question:

where, what, who, 

when 

Verbs:

can, do, elects, have, 

vote, is/are, pay, 

name, want

Simple whquestions: 

“what” 

High Frequency 

Simple Present 

Tense Verbs (to 

have, to go, to 

live, to work, etc.)

Speaking and 

Understanding 

Questions 

Stems:

Do you...

What is...

Part 3: 

Accommodations for Individuals with 

Disabilities 

and/or Impairments

Internet safety 

basics:

Trustworthy 

websites and 

what not to 

share online; 

Downloading an 

app safely 

• USCIS Civics 

Study App

Week 2

Day 2

Principles 

of American 

Democracy

41, 42, 43, 44, 

49, 50, 53, 55, 

56, 57, 94

Content Vocab:

capital, citizen, 

government, 

President, right, 

Senators, country, 

state/states, America, 

Unites States, U.S., 

one, many most, 

people, taxes

WH-Question:

where, what, who, 

when 

Verbs:

can, do, elects, have, 

vote, is/are, pay, 

name, want

Simple whquestions: 

“Where” 

High frequency 

simple present 

tense verbs (to 

have, to go, to 

live, to work, etc.)

Form N-400 and 

naturalization 

oral 

conversation 

questions stems: 

What is your...

Where do you...

Where have 

you...

When did you... 

How long have 

you...

How did you... 

Parts 4 & 5: 

Information to 

Contact You 

& Information 

About Your 

Residence
Adult Citizenship Education Sample Curriculum 16

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 3

Day 1

The 

Legislative 

Branch

13, 16, 17, 18, 

19, 20, 21, 22, 

23, 24, 25, 31, 

47, 55

Content Vocab:

Congress, 

government, 

President, right, 

Senators, states, 

many, one, one 

hundred, people

WH-Question:

How, what, who, why

Verbs:

elect, has, is/are, 

name, vote

Yes / No

questions 

High frequency 

Simple Past 

Tense Verbs (live/

lived, work/

worked)

High frequency 

regular and 

irregular verbs 

(to be, to go, to 

do, etc.) 

Speaking and 

Understanding 

Questions 

Stems:

What is...

Is your...

When was

Part 6: 

Information 

About Your 

parents

Finding 

Information 

and Evaluating 

Sources:

Identify elected 

representatives 

(for both U.S. 

and state 

governments 

and the Speaker 

of the House of 

Representatives 

using reliable 

online sources.

Week 3

Day 2

The 

Legislative 

Branch

13, 16, 17, 18, 

19, 20, 21, 22, 

23, 24, 25, 31, 

47, 55

Content Vocab:

Congress, 

government, 

President, right, 

Senators, states, 

many, one, one 

hundred, people

WH-Question:

How, what, who, why

Verbs:

elect, has, is/are, 

name, vote

To be/to have

with selfdescriptions

Adjectives

Speaking and 

Understanding 

Questions 

Stems:

What is...

Part 7: 

Biographic 

Information
Adult Citizenship Education Sample Curriculum 17

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 4

Day 1

The Executive 

Branch

13, 15, 26, 27, 

28, 29, 30, 31, 

32, 33, 34, 35, 

36, 45, 46

Content Vocab:

President, White 

House, United States, 

U.S., November 

WH-Question:

what, who

Verbs:

Can, do/does, has, is/

was, name, vote, elect

Simple past 

tense continued

Prepositions 

of time and 

location (at, in, 

from, to, etc.) 

Speaking and 

Understanding 

Questions 

Stems:

Where do...

Who do...

What do...

What is...

What did...

What was...

Part 8: 

Information 

About Your 

Employment 

and Schools 

You Attended

Finding 

Information 

and Evaluating 

Sources:

Identify the 

current President 

of the United 

States and Vice 

President of the 

United States 

using reliable 

online sources.

Week 4

Day 2

The Executive 

Branch

13, 15, 26, 27, 

28, 29, 30, 31, 

32, 33, 34, 35, 

36, 45, 46

Content Vocab:

President, White 

House, United States, 

U.S., November 

WH-Question:

what, who

Verbs:

Can, do/does, has, is/

was, name, vote, elect

Questions with 

“how many” 

and “how long” 

prepositions of 

time continued

Form N-400 and 

naturalization 

oral 

conversation 

question stems:

How many...

How long...

When did...

When were...

Part 9: 

Time Outside 

of the United 

States

Week 5

Day 1

The Judicial 

Branch

13, 37, 38, 39, 

40

Content Vocab:

Government, United 

States, U.S. 

WH-Question:

how, what, who

Verbs:

Do/does, has, is/are

“If” statements

Other 

prepositions (of, 

with, since, etc.)

Speaking and 

Understanding 

Questions 

Stems:

What is...

When were...

When did...

Is your...

How many...

Are you...

Part 10:

Information 

About Your 

Marital History

Finding 

Information 

and Evaluating 

Sources:

Identify the 

current Chief 

Justice of the 

Supreme Court 

using reliable 

online sources. 
Adult Citizenship Education Sample Curriculum 18

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 5

Day 2

Rights and Responsibilities 

of Citizens

4, 5, 6, 7, 10, 

48, 50, 51, 54, 

66

Content Vocab:

Bill of Rights, 

citizen, Congress, 

government, right, 

freedom of speech, 

America, United 

States, U.S., first, 

many, one, people

WH-Question:

How, what, when

Verbs:

Can, do/does, have/

has, is/are/was/be, 

meets, name, pay, 

vote

Possessive 

adjectives review

Review of whquestions “what” 

and “where”

Imperative 

statements

Speaking and 

Understanding 

Questions 

Stems:

What is...

Where does...

Part 11: 

Information 

About Your 

Children

Finding 

Information 

and Evaluating 

Sources:

Identify local 

election 

information 

(election day, 

voter registration 

and requirements, 

voting locations) 

using reliable 

online sources.

Week 6

Day 1

Rights and Responsibilities 

of Citizens

4, 5, 6, 7, 10, 

48, 50, 51, 54, 

66

Content Vocab:

Bill of Rights, 

citizen, Congress, 

government, right, 

freedom of speech, 

America, United 

States, U.S., first, 

many, one, people

WH-Question:

How, what, when

Verbs:

Can, do/does, have/

has, is/are/was/be, 

meets, name, pay, 

vote

Present perfect 

tense (have + 

past participle) 

any/some

Speaking and 

Understanding 

Questions 

Stems:

Have you ever...

Do you...

Part 12: (1 – 5) 

Additional 

Information 

About You

Civic 

Engagement 

Activity #1:

Rights and 

Responsibilities 

Integration 

Activity

Week 6

Day 2

Review

Week 7

Day 1

Unit 1 Test
Adult Citizenship Education Sample Curriculum 19

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 7

Day 2

U.S. 

Geography

44, 88, 89, 90, 

91, 92, 93, 94

Content Vocab:

Capital, country, 

state/states, 

America, United 

States, U.S. Alaska, 

California, Canada, 

Mexico, Washington, 

Washington, DC, 

many, north, one, 

south, largest, 50

WH-Question:

what, where

Verbs:

has, is/are, name

Review of whquestions “what” 

and “where” 

Imperative 

statements

Speaking and 

Understanding 

Questions 

Stems:

Have you ever...

Do you...

Did you...

Have you...

Part 12: (6 – 9) 

Additional 

Information 

About You

Finding 

Information:

Use interactive 

maps program 

(e.g. Google 

Maps, Waze, Map 

Quest etc.), to 

find out where 

your biometrics 

appointment and 

interview is being 

held.

Week 8

Day 1

Colonial 

North 

America

58, 59, 87 Content Vocab:

America, American 

Indians, freedom, 

September, 

November, many, 

north, one, people

WH-Question:

Who

Verbs:

Is/was, lived

Questions 

beginning with 

do/did

Speaking and 

Understanding 

Questions 

Stems:

Were you ever...

Did you ever...

Part 12: (10 – 

15) Additional 

Information 

About You
Adult Citizenship Education Sample Curriculum 20

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 8

Day 2

Declaring 

Independence and 

the American 

Revolution

8, 9, 61, 62, 63, 

64, 71

Content Vocab:

George Washington, 

Washington, 

American flag, flag, 

free, government, 

Independence 

Day, July, right, 

states, Delaware, 

United States, U.S., 

Independence Day, 

colors, many, one, 

blue, fifty/50, one red, 

taxes, white

WH-Question:

what, when, where, 

who, why

Verbs:

Do/does, has, is/are/

was/be, lived, name, 

want

Past tense 

questions with 

“be” and “do”

Speaking and 

Understanding 

Questions 

Stems:

Were you ever...

Did you ever...

Part 12: (16 – 

21) Additional 

Information 

About You

Finding 

Information:

Find the 

Declaration of 

Independence 

online using the 

National Archives 

website (https://

www.archives.

gov/)
Adult Citizenship Education Sample Curriculum 21

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 9

Day 1

Declaring 

Independence and 

the American 

Revolution

8, 9, 61, 62, 63, 

64, 71

Content Vocab:

George Washington, 

Washington, 

American flag, flag, 

free, government, 

Independence 

Day, July, right, 

states, Delaware, 

United States, U.S., 

Independence Day, 

colors, many, one, 

blue, fifty/50, one red, 

taxes, white

WH-Question:

what, when, where, 

who, why

Verbs:

do/does, has, is/are/

was/be, lived, name, 

want

Present perfect 

continued with 

Part 12 Concepts

Speaking and 

Understanding 

Questions 

Stems:

Have you ever...

Why were you...

Part 12: (22 – 

29) Additional 

Information 

About You

Week 9

Day 2

Writing 

the U.S. 

Constitution

1, 2, 3, 12, 13, 

14, 65, 66, 67, 

68, 69, 70

Content Vocab: 

American, citizens, 

Congress, freedom 

of speech, President, 

country, government, 

right, states, America, 

United States, U.S. 

WH-Question:

what, when

Verbs:

is/are/was, has/have, 

name

Present perfect 

continued with 

Part 12 Concepts

Speaking and 

Understanding 

Questions 

Stems:

Have you ever...

Part 12: (30) 

Additional 

Information 

About You

Finding 

Information:

Find the U.S. 

Constitution 

online using the 

National Archives 

website (https://

www.archives.

gov/)
Adult Citizenship Education Sample Curriculum 22

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 10

Day 1

Writing 

the U.S. 

Constitution

1, 2, 3, 12, 13, 

14, 65, 66, 67, 

68, 69, 70

Content Vocab: 

American, citizens, 

Congress, freedom 

of speech, President, 

country, government, 

right, states, America, 

United States, U.S. 

WH-Question:

what, when

Verbs:

is/are/was, has/have, 

name

Present perfect 

continued with 

Part 12 Concepts

Speaking and 

Understanding 

Questions 

Stems:

Have you ever...

Part 12: (31 – 

36) Additional 

Information 

About You

Communicating 

Information: Use 

a collaborative 

program (e.g. 

Google Docs, 

Microsoft Word, 

etc.) to write 

your own class 

constitution.

Week 10

Day 2

The 1800s: 

Abraham 

Lincoln and 

the Civil War

48, 60, 71, 72, 

73, 74, 75, 76, 

77, 91, 98, 100

Content Vocab:

Abraham Lincoln, 

country, President, 

Presidents’ Day, 

States, United States, 

U.S., Memorial Day, 

free, Civil War, states, 

California, February, 

May, Mexico, United 

States, many, most, 

north, south, one, 

people

WH-question:

Who

Verbs:

come, have, is/was, 

name

Present perfect 

continued with 

Part 12 Concepts

Speaking and 

Understanding 

Questions 

Stems:

Have you ever...

Are you 

currently...

Part 12: (37 – 

43) Additional 

Information 

About You
Adult Citizenship Education Sample Curriculum 23

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 11

Day 1

The 1800s: 

Abraham 

Lincoln and 

the Civil War

48, 60, 71, 72, 

73, 74, 75, 76, 

77, 91, 98, 100

Content Vocab:

Abraham Lincoln, 

country, President, 

Presidents’ Day, 

States, United States, 

U.S., Memorial Day, 

free, Civil War, states, 

California, February, 

May, Mexico, United 

States, many, most, 

north, south, one, 

people

WH-question:

Who

Verbs:

come, have, is/was, 

name

Must/should,

“Are you willing” 

questions 

Part 12 Concepts

Speaking and 

Understanding 

Questions 

Stems:

Are you...

When did...

Do you...

Do you...

Part 12: (44 – 

50) Additional 

Information 

About You

Week 11

Day 2

The 1900s – 

Present

11, 78, 79, 80, 

81, 82, 83, 84, 

85, 86, 100

Content Vocab:

Government, 

President, states, 

United States, U.S. 

November, many, 

people

WH-question:

what, who

Verbs:

have, was

Part 13 

Vocabulary and 

Concepts

Speaking and 

Understanding 

Questions 

Stems:

Can you...

Do you...

Who is..

Have you...

Part 13:

Applicant’s 

Statement, 

Certification, 

and Signature
Adult Citizenship Education Sample Curriculum 24

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 12

Day 1

The 1900s – 

Present

11, 78, 79, 80, 

81, 82, 83, 84, 

85, 86, 100

Content Vocab:

Government, 

President, states, 

United States, U.S. 

November, many, 

people

WH-question:

what, who

Verbs:

have, was

Part 14 and 15 

Summary (to be 

completed by 

someone else)

Speaking and 

Understanding 

Questions 

Stems:

What is...

Who is...

Do you...

Parts 14 & 15:

Interpreter’s 

Contact 

Information, 

Certification, 

and Signature 

& Contact 

Information, 

Declaration, 

and Signature 

of the Person 

Preparing This 

Application

Week 12

Day 2

American 

Symbols and 

Holidays

52, 64, 95, 96, 

97, 98, 99, 100

Content Vocab:

American flag, 

free, states, United 

States, U.S., July 

Columbus Day, 

Independence Day, 

Labor Day, Memorial 

Day, Presidents’ Day, 

Thanksgiving, blue, 

fifty, many, one, 

people, red, white

WH-question:

what, when, where, 

who, why

Verbs:

Has, is/are/was, 

name

Parts 16 and 

17 important 

concepts and 

vocabulary

Speaking and 

Understanding 

Questions 

Stems:

Do you...

Parts 16 & 17:

Signature at 

Interview & 

Renunciation 

of Foreign 

Titles

Civic 

Engagement 

Activity #2:

American 

Holidays 

Integration 

Activity

Finding 

Information and 

Communicating 

Ideas:

Briefly describe 

the history and 

custom of 1 U.S. 

holiday on the 

Civics Test using 

reliable online 

sources.
Adult Citizenship Education Sample Curriculum 25

Week Day

Civics English Language Form 

N-400 and 

Naturalization 

Process

Civic Integration

Lesson Title Civics Test 

Questions

Reading & Writing 

Vocab1 Grammar Speaking & 

Understanding2

Civic 

Engagement Digital Literacy

Week 13

Day 1

American 

History 

Timeline 

Activity & 

Prepare for 

Field Trip

Future tense Civic 

Engagement 

Activity #3:

American 

History Timeline 

Integration 

Activity

Week 13

Day 2

Field Trip Civic 

Engagement 

Activity #4:

Field Trip to 

the County 

Government 

Building

Week 14

Day 1

Field Trip 

Reflection 

Activity 

& Oath of 

Allegiance

Part 18 concepts 

and vocabulary

Speaking and 

Understanding 

Questions 

Stems:

Do you...

Part 18: Oath 

of Allegiance

Watching Videos 

from a Trusted 

Source

Link to Oath video 

from USCIS

Week 14

Day 2

Review: Unit 2 

Test

ESL Post Tests ESL Post Tests ESL Post Tests

Week 15

Day 1

Unit 2 Test Civics PostTest

Week 15

Day 2

Class Potluck 

and Student 

Surveys

*This scope and sequence was built for a 15-week course structure. However, it can be easily adapted to fit a shorter course. For instance, this scope and sequence includes 

four review days and two unit tests. Eliminating the review days could cut the course down to 13 weeks. A flex day has also been included, but programs may decide to 

incorporate a final exam with which to evaluate learning over the entire course. The course could be cut down to meet an 8-10-week schedule if lessons that are covered 

over two days are taught in a single class meeting. Making these adjustments may also require revising the scope and sequence for the N-400 sections.
Adult Citizenship Education Sample Curriculum 26

UNIT 1 TEST

Name: 

Date: 

Part 1: Civics Test Questions 

Read the civics questions below. Write the answer on the line. 

1. What is the supreme law of the land? 

2. What is the “rule of law”? 

3. Who is in charge of the executive branch? 

4. What are the two parts of the U.S. Congress? 

5. We elect a U.S. senator for how many years? 

6. What is the highest court in the United States? 

7. In what month do we vote for President? 

8. What do we show loyalty to when we say the Pledge of Allegiance? 

9. How old do citizens have to be to vote for President? 

10. What do we call the first ten amendments to the Constitution? 

11. Who signs bills to become laws? 

12. What are two rights of everyone living in the United States? 

13. What are two ways that Americans participate in their democracy? 

14. We elect a U.S. Representative for how many years? 

15. What does the judicial branch do? 

16. What does the President’s Cabinet do? 
Adult Citizenship Education Sample Curriculum 27

Part 2: Naturalization Process and Interview

1. Vocabulary: Match the words with their meaning.

1. Employer 

2. Lawful permanent resident 

3. At least 18 years of age 

4. Spouse 

5. Residential address 

6. Military 

a. where you live

b. where you work

c. age required to apply for citizenship

d. person who has a green card

e. husband or wife

f. armed forces (Army, Navy, Air Force, 

Marines, Space Force, Coast Guard)

2. Names: Answer the questions with information about your name. 

Then practice out loud with your teacher.

1. What’s your first name? 

2. What’s your middle name? 

3. What’s your last name? 

4. What’s your full name? 

5. Do you have a nickname? 

3. Dates: Write these dates in short form.

1. November 27, 1999 / / 

2. June 20, 1965 / / 

3. February 2, 2020 / / 

Write these dates in long form.

4. 12/07/2000 

5. 03/01/1977 

6. 09/18/1957 
Adult Citizenship Education Sample Curriculum 28

4. Addresses: Fill in the form with your information.

From to Present Date

Street number and name Apartment number

City State Zip Code

5. Children: Answer the questions about your children (sons and daughters). 

If you do not have any children, write “I don’t have any children.”

1. Do you have any children? 

2. How many sons? How many daughters? 

3. How old are your children? 

4. Where do your children live? 

6. Traveling: Read the paragraph below. Then answer the interview questions about 

Jose’s time outside the United States.

Jose lives in San Diego, California. Last year, he took a trip to Central America. On August 20, he went to 

Panama by plane to see his girlfriend. He stayed in Panama until August 29. Then Jose flew to Costa Rica 

to visit his family. He attended his cousin’s wedding. After that, Jose came back to San Diego by plane on 

September 7. 

At Jose’s Interview:

Officer: What countries did you visit last year? 

Jose: . 

Officer: How many total days were you outside the United States? 

Jose: . 

Officer: Who did you visit? 

Jose: . 
Adult Citizenship Education Sample Curriculum 29

7. Employment and schools: Look at the timeline below and answer the questions about Fatima’s 

employment and school history.

Sandwich Stop

Washington, D.C. 

2010 – 2014

Food Server

Washington County 

Community College

2010 – 2014

Student

Washington County 

Department of 

Transportation

2014-2017

Office Manager

Washington County 

Department of 

Transportation

2017 – 2020

Supervisor

At Fatima’s Interview:

Officer: Did you study at a school in the United States? 

Fatima: Yes, I studied at 

in from to . 

Officer: What was your first job in the U.S.? 

Fatima: I worked at from to . 

I was a there. 

Officer: Ok. Tell me about your most recent jobs.

Fatima: I was an with the Washington County Department of 

Transportation from to . And then I was a there from 

 to . 

Part 3 Speaking: 

Your teacher will select one of the two mock interviews from above. The teacher will act as the officer and 

ask you questions from the interviews.
Adult Citizenship Education Sample Curriculum 30

Part 4 Reading: 

Read the following sentences out loud to your teacher.

1. An amendment is a change to the Constitution.

2. Voting in federal elections is one right of U.S. citizens.

3. Congress makes federal laws.

4. We elect U.S. senators for six years.

5. The president serves for four years.

Part 5 Writing: 

Listen to your teacher read three questions with words from the civics writing vocabulary list. Write down 

what you hear on the lines below. 

1.

2.

3.
Adult Citizenship Education Sample Curriculum 31

ANSWER KEY FOR UNIT TEST 1

Part 3 Civics Test Questions: 

Note: Teachers may accept any correct answer.

1. What is the supreme law of the land?

s The Constitution

2. What is the “rule of law”?

s Everyone must follow the law.

s Leaders must obey the law.

s Government must obey the law.

s No one is above the law.

3. Who is in charge of the executive branch?

s the President

4. What are the two parts of the U.S. Congress?

s Senate and House (of Representatives)

5. We elect a U.S. Senator for how many years? 

s six (6)

6. What is the highest court in the United States?

s the Supreme Court

7. In what month do we vote for President?

s November 

8. What do we show loyalty to when we say the Pledge of Allegiance? 

s the United States 

s the flag

9. How old do citizens have to be to vote for President 

s 18 (eighteen)

10. What do we call the first ten amendments to the Constitution?

s The Bill of Rights

11. What is the name of the Chief Justice of the Supreme Court? 

s John Roberts 
Adult Citizenship Education Sample Curriculum 32

12. What are two rights of everyone living in the United States? 

s freedom of expression

s freedom of speech

s freedom of assembly

s freedom to petition the government

s freedom of religion

s the right to bear arms

13. What are two ways that Americans can participate in their democracy? 

s vote in an election

s join a political party

s help with a campaign

s join a civic group

s join a community group

s give an elected official your opinion on an issue

s call Senators and Representatives

s publicly support or oppose an issue or policy

s run for office

s write to a newspaper

14. We elect a U.S. Representative for how many years? 

s Two (2)

15. What does the judicial branch do? 

s Reviews laws

s Explains laws

s Resolves disputes (disagreements)

s Decides if a law goes against the Constitution

16. What does the President’s Cabinet do?

s advises the President

1. Vocabulary: Match the words with their meaning. 

1. Employer b a. where you live

2. Lawful permanent resident d b. where you work

3. At least 18 years of age c c. age required to apply for citizenship

4. Spouse e d. person who has a green card

5. Residential address a e. husband or wife

6. Military f f. armed forces (Army, Navy, Air Force, Marines, 

Coast Guard)
Adult Citizenship Education Sample Curriculum 33

2. Names: Answers will vary. 

3. Dates: Write these dates in short form. 

a. November 27, 1999 11/27/1999

b. June 20, 1965 06/20/1965

c. February 2, 2020 02/02/2020

Write these dates in long form.

d. 12/07/2000 December 7, 2000

e. 03/01/1977 March 1, 1977

f. 09/18/1957 September 18, 1957

4. Addresses: Answers will vary.

5. Children: Answers will vary.

6. Travel: Read the paragraph below. Then answer the interview questions. 

Jose lives in San Diego, California. Last year, he took a trip to Central America. On August 20, he went 

to Panama by plane to see his girlfriend. He stayed in Panama until August 29. Then Jose flew to Costa 

Rica to visit his family. He attended his cousin’s wedding. After that, Jose came back to San Diego by 

plane on September 7. 

At Jose’s Interview:

Officer: What countries did you visit last year? 

Jose: Panama and Costa Rica.

Officer: How many total days were you outside the United States? 

Jose: 18 days.

Officer: Who did you visit? 

Jose: My girlfriend in Panama and my family in Costa Rica. 
Adult Citizenship Education Sample Curriculum 34

7. Employment and schools: Look at the timeline below and answer the questions about Fatima’s 

 employment and school history. 

Sandwich Stop

Washington, D.C. 

2010 – 2014

Food Server

Washington County 

Community College

2010 – 2014

Student

Washington County 

Department of 

Transportation

2014-2017

Office Manager

Washington County 

Department of 

Transportation

2017 – 2020

Supervisor

Officer: Did you study at a school in the United States? 

Fatima: Yes, I studied at Washington County Community College from 2010 to 2014. 

Officer: What was your first job in the U.S.? 

Fatima: I worked at Sandwich Stop Restaurant from 2010 to 2014. I was a food server there. 

Officer: Ok. Tell me about your most recent jobs.

Fatima: I was an office manager with the Washington County Department of Transportation from 2014 to 2017. 

And then I was a supervisor there from 2017 to 2020. 
Adult Citizenship Education Sample Curriculum 35

UNIT 2 TEST

Name: 

Date: 

Part 1: Civics Test Questions 

Read the civics questions below. Write the answer on the line. 

1. There were 13 original states. Name three. 

2. What group of people was taken to America and sold as slaves? 

3. The Federalist Papers supported the passage of the U.S. Constitution. Name one of the writers. 

4. Who was the first President? 

5. Who wrote the Declaration of Independence? 

6. Name the U.S. war between the North and the South. 

7. What did the Emancipation Proclamation do? 

8. During the Cold War, what was the main concern of the United States? 

9. What movement tried to end racial discrimination? 

10. What happened at the Constitutional Convention? 

11. What did Susan B. Anthony do? 

12. Who was President during World War I? 

13. Who did the United States fight in World War II? 

14. What territory did the United States buy from France in 1803? 

15. Why does the flag have 13 stripes?
Adult Citizenship Education Sample Curriculum 36

Part 2 Have you ever – The following questions begin with “Have you ever...” Remember that this type of 

question means “in your entire life.” Answer the following questions with “Yes, I have.” or “No, I haven’t.” 

1. Have you ever colored your hair red? 

2. Have you ever been a member of a school’s parent-teacher association? 

3. Have you ever taken a vacation outside the U.S.? 

4. Have you ever received a parking ticket? 

5. Have you ever been married ? 

Part 3: Speaking: Your teacher will ask you questions about places where you have:

1. Lived

2. Traveled

3. Worked

4. Gone to school

Part 4: Reading: Read the following sentences out loud to your teacher. 

1. We remember George Washington on Presidents’ Day.

2. We celebrate Independence Day on July 4th.

3. Lincoln was our 16th president.

4. The Civil War was in the 1800s.

5. New York is one of the 13 original states.

Part 5: Writing: Listen to your teacher read three questions with words from the civics writing vocabulary list. 

Write down what you hear on the lines below.

1.

2.

3.
Adult Citizenship Education Sample Curriculum 37

ANSWER KEY FOR UNIT TEST 2

Part 1: Civics Test

Note: Teachers may accept any correct answer or alternate phrasing of a correct answer.

1. There were 13 original states. Name three. New Hampshire

s Massachusetts

s Rhode Island

s Connecticut

s New York

s New Jersey

s Pennsylvania

s Delaware

s Maryland

s Virginia

s North Carolina

s South Carolina

s Georgia

2. What group of people was taken to America and sold as slaves? 

s Africans

s People from Africa

3. The Federalist Papers supported the passage of the U.S. Constitution. Name one of the writers.

s (James) Madison

s (Alexander) Hamilton

s (John) Jay

s Publius

4. Who was the first President? 

s (George) Washington

5. Who wrote the Declaration of Independence?

s (Thomas) Jefferson 

6. Name the U.S. war between the North and the South. 

s the Civil War

7. What did the Emancipation Proclamation do? 

s freed the slaves 

s freed slaves in the Confederacy 

s freed slaves in the Confederate states 

s freed slaves in most Southern states

8. During the Cold War, what was the main concern of the United States? 

s Communism

9. What movement tried to end racial discrimination?

s civil rights (movement)
Adult Citizenship Education Sample Curriculum 38

10. What happened at the Constitutional Convention?

s The Constitution was written.

s The Founding Fathers wrote the Constitution.

11. What did Susan B. Anthony do?

s fought for women’s rights

s fought for civil rights

12. Who was President during World War I?

s (Woodrow) Wilson

13. Who did the United States fight in World War II?

s Japan, Germany, and Italy

14. What territory did the United States buy from France in 1803?

s the Louisiana Territory

s Louisiana 

15. Why does the flag have 13 stripes?

s Because there were 13 original colonies

s Because the stripes represent the original colonies
Adult Citizenship Education Sample Curriculum 39

CITIZENSHIP COURSE SAMPLE SYLLABUS

Level: High Beginning Level

Instructor: 

Instructor’s Email: 

Instructor’s Phone: 

Course Structure: 

Course Length: 15 weeks, starting mm/dd/yyyy

Meeting Days: Tuesday and Thursday

Meeting Time: 6:00 – 8:00 p.m. 

Location: (Insert Meeting Place) 

Number of Class Meetings: 30

Hours per Meeting: 2

Total Course Hours: 60

Instructional Resources: 

Citizenship Resource Center: uscis.gov/citizenship

USCIS Lesson Handouts

Form N-400, Application for Naturalization: uscis.gov/n-400

Course Abstract: 

This course is for lawful permanent residents who want to become U.S. citizens. Students learn about the 

naturalization process, including Form N-400, and get help to improve their English speaking, reading, 

and writing skills. Students also learn about the civics (U.S. history and government) questions on the 

naturalization test. In addition to themes covered in class, students may have assignments and projects to 

complete outside of class, including self-directed learning using online tools. Note to educators: The course 

uses a differentiated approach with sheltering and scaffolding strategies to integrate English language 

learning and content area instruction.
Adult Citizenship Education Sample Curriculum 40

Course Objectives: 

• Understand the requirements of the naturalization process.

• Be able to read in English at the ESL high beginner level or above.

• Be able to write in English at the ESL high beginner level or above.

• Be able to respond verbally to naturalization interview questions at the ESL high beginner 

level or above.

• Be able to respond correctly to answers on the civics exam at 90% competency.

• Be able to use digital tools to carry out tasks related to the naturalization process and for Civics 

Test content learning and practice. 

Attendance and Student Expectations: 

• Students should be prepared to engage respectfully with each other, the instructor, and the 

material in every class. 

• Students should inform the instructor via phone call or email as soon as possible if they know they 

are going to be late to class or if they are going to miss a class. 

• In the event of an absence, students are responsible for communicating with the instructor to make 

up any missed work or test. 
Adult Citizenship Education Sample Curriculum 41

ADULT CITIZENSHIP COURSE CALENDAR

Term Dates

Week Class 

Day Topics N-400 Part

Prior to Class Course Intake

1 

(Dates)

1 

(Day) Course Overview and Orientation

1 2 Introduction to the N-400 Parts 1 & 2– Information About Your 

Eligibility/ Information About You

Unit 1: U.S. Government and Civics

2 1 Principles of American Democracy Part 3 - Accommodations for Individuals 

with Disabilities and/or Impairments

2 2 Principles of American Democracy Parts 4 & 5 – Information to Contact You & 

Information About Your Residence

3 1 The Legislative Branch Part 6 – Information About Your Parents

3 2 The Legislative Branch Part 7 – Biographic Information

4 1 The Executive Branch Part 8 – Information About Your 

Employment and Schools You Attended

4 2 The Executive Branch Part 9 – Time Outside of the United States

5 1 The Judicial Branch Part 10 – Information About Your Marital 

History

5 2 Rights and Responsibilities of Citizens Part 11 – Information About Your Children

6 1 Rights and Responsibilities of Citizens Part 12: 1 – 5 – Additional Information 

About You

6 2 Review

7 1 Unit 1 Test

Unit 2: U.S. History

7 2 U.S. Geography Part 12: 6 – 9 - Additional Information 

About You

8 1 Colonial North America Part 12: 10 - 15- Additional Information 

About You

8 2 Declaring Independence and the American 

Revolution

Part 12: 16 – 21- Additional Information 

About You
Adult Citizenship Education Sample Curriculum 42

Unit 2: U.S. History

9 1 Declaring Independence and the American 

Revolution

Part 12: 22 – 29- Additional Information 

About You

9 2 Writing the U.S. Constitution Part 12: 30- Additional Information About 

You

10 1 Writing the U.S. Constitution Part 12: 31 – 36- Additional Information 

About You

10 2

The 1800s: Abraham Lincoln and the Civil 

War

Part 12: 37 – 43- Additional Information 

About You

11 1

The 1800s: Abraham Lincoln and the Civil 

War

Part 12: 44 - 50- Additional Information 

About You

11 2 The 1900s – Present Part 13 – Applicant’s Statement, 

Certification, and Signature

12 1 The 1900s – Present

Part 14 & 15 – Interpreter’s Contact 

Information, Certification, and Signature 

& Contact Information, Declaration, and 

Signature of the Person Preparing This 

Application

12 2 American Symbols and Holidays Part 16 & 17 – Signature at Interview & 

Renunciation of Foreign Titles

13 1 American History Timeline Activity & 

Prepare for Field Trip

13 2 Field Trip

14 1 Field Trip Reflection Activity & Oath of 

Allegiance Part 18 – Oath of Allegiance

14 2 Review: Unit 2 Test

15 1 Unit 2 Test

15 2 Class Potluck and Student Surveys