Logo: Project Citizen

Lesson 33: What Does It Mean to Be a Citizen?

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Lesson Purpose

Justice Louis D. Brandeis once remarked that "the only title in our democracy superior to that of president is the title citizen." Brandeis was acknowledging one of the oldest principles of American democracy, part of the nation's legacy of classical republicanism. America's experiment in self-government depends foremost not on presidents, members of Congress, or justices, but on each of us as citizens. This unit begins with a discussion of influences of classical republicanism and natural rights philosophy on Americans' ideas about citizenship. It concludes by offering you the opportunity to discuss some of the most fundamental questions of citizenship. This lesson examines the concept of "citizen," how the concept has changed in American history, how one becomes a citizen, and the moral and legal rights and obligations of citizens.

When you have finished this lesson, you should be able to explain the meaning of citizenship in the United States, the ways Americans become citizens, and why all American citizens are citizens both of their states and their nation. You also should be able to identify essential rights and responsibilities of citizens, and why citizenship is particularly complicated for Native Americans. You should be able to describe the process of naturalization, differences between citizens and resident aliens, and how citizenship can be lost. Finally, you should be able to evaluate, take, and defend positions on the legal and moral rights and obligations of citizens.

Lesson Objectives

When you have finished this lesson, you should  be able to
  • explain the meaning of citizenship in the United States, the ways Americans become citizens, and why all American citizens are citizens both of their states and their nation,
  • identify essential rights and responsibilities of citizens, and why citizenship is particularly complicated for Native Americans,
  • describe the process of naturalization, differences between citizens and resident aliens, and how citizenship can be lost, and
  • evaluate, take, and defend positions on the legal and moral rights and obligations of citizens.

Lesson Terms

E pluribus unum
Latin: Out of Many, One.
jus sanguinis
jus soli
alien
citizen
denaturalization
dual national citizenship
enlightened self-interest
naturalization
resident alien

Lesson Biographies

Madison, James (1751-1836 CE)
The "Father of the Constitution" was born to a wealthy Virginia family. He was taught at home and in private schools, then graduated from the College of New Jersey. While deciding whether to become a lawyer or minister, Madison became involved in the revolutionary cause, thereby entering state and local politics. His poor health kept him from serving in the military. In 1780, Madison was chosen to serve in the Continental Congress, where he played a major role. He was one of the most influential voices calling for a constitutional convention. He came to the Philadelphia Convention with a plan for the new government, took extensive notes on the proceedings, spoke more than 150 times, and worked tirelessly on various committees. As one of the authors of The Federalist, Madison was also a key figure in the battle for ratification. Following the convention, Madison served as a member of the U.S. House of Representatives, helping to frame the Bill of Rights and organize the executive department. Under Jefferson, Madison served as secretary of state. He then succeeded Jefferson as president. In retirement, Madison continued to speak out on public issues.

Lesson Court Cases

Worcester v. Georgia (1832)
Case Summary

In September 1831, Samuel A. Worcester and several others, all non-Native Americans, were indicted in the Gwinnett county supreme court in Georgia for "residing within the limits of the Cherokee nation without a license" and "without having taken the oath to support and defend the constitution and laws of the state of Georgia." They were indicted under an 1830 act of the Georgia legislature titled, "an act to prevent the exercise of assumed and arbitrary power by all persons, under pretext of authority from the Cherokee Indians." Worcester argued that the state could not maintain the prosecution because the statute violated the Constitution, treaties between the United States and the Cherokee nation, and an act of Congress titled, "an act to regulate trade and intercourse with the Indian tribes." Worcester was convicted and sentenced to "hard labour in the penitentiary for four years."

Question(s)

Does the state of Georgia have the authority to regulate interactions between citizens of its state and members of the Cherokee Nation?

Answer(s)

No. In an opinion delivered by Chief Justice John Marshall, the Court held that the Georgia act under which Worcester was prosecuted violated the Constitution, treaties, and laws of the United States. Noting that the "treaties and laws of the United States contemplate the Indian territory as completely separated from that of the states; and provide that all intercourse with them shall be carried on exclusively by the government of the union," Chief Justice Marshall argued, "The Cherokee nation, then, is a distinct community occupying its own territory in which the laws of Georgia can have no force. The whole intercourse between the United States and this nation, is, by our constitution and laws, vested in the government of the United States." The Georgia act thus interfered with the federal government's authority and was unconstitutional. Justice Henry Baldwin dissented for procedural reasons and on the merits.

See: The Oyez Project, Worcester v. Georgia, 31 U.S. 515 (1832)

Minor v. Happersett (1874)
Wong Wing v. United States (1896)
United States v. Wong Kim Ark (1898)
Trop v. Dulles (1958)
Kent v. Dulles (1958)
Plyler v. Doe (1982)
Crawford v. Marion County Election Board (2008)

Lesson Primary Sources

Aristotle--Politics, 350 BCE

Aristotle's work on such topics as the political community, economics, property rights, citizenship, leadership, constitutions and the ideal state. He critiques the ideas in Plato's Republic and examines the existing thoughts and types of government, as well as discussing his notions of ideal society.

Access the Material

Tocqueville--Democracy in America, 1835, 1840
Cicero--De re publica (The Republic or On The Commonwealth), 54-51BC
Articles of Confederation
The Meriam Report (1928)
Some Thoughts Concerning Education by John Locke (1693)
Declaration of Independence 1776
Emile, or On Education by Rousseau
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