Promoting Citizen Action and Participatory Democratic Citizenship in US History

1. Promoting Citizen Action and Participatory Democratic Citizenship in US History Todd S. Hawley Kent State University thawley1@kent.edu OCSS Conference March 27, 2009

2. Presentation Goals 1. Examine the purpose of social studies as outlined by NCSS and the ODE. 2. Discuss citizen action as a rationale for teaching US history. 3. Explore definitions of citizen action and participatory democratic citizenship. 4. Examine specific examples from the Social Studies Academic Content Standards. 5. Discuss activities that connect content standards and promote citizen action and the development of participatory citizenship skills.

3. The Purpose of Social Studies According to NCSS • Social Studies is the integrated study of the social sciences and humanities to promote civic competence. • Social studies promotes knowledge of and involvement in civic affairs. • The primary purpose of the social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally-diverse, democratic society in an interdependent world. - National Council for the Social Studies, 1994

4. The Ohio Social Studies Academic Content Standards are designed to… • Help students develop the ability to make informed and reasoned decisions for themselves and for the common good; • Prepare students for their role as citizens and decision makers in a diverse, democratic society; • Enable students to learn about significant people, places, events and issues in the past in order to understand the present; • Foster students’ ability to act responsibly and become successful problem solvers in an interdependent world of limited resources. - ODE Academic Content Standards

5. Participatory Citizenship and Citizen Action as the goal… Rather than stressing the recall of information, the aim of effective social studies education is to encourage students to actively participate in the improvement of society. - ODE Academic Content Standards

6. Think and Discuss #1 • What do you think of when you hear the terms “civic action” and “participatory democratic citizenship”? • Discuss your thinking with at least one other person. • Are either of these terms part of your teaching? Explain.

7. How am I defining Civic Action and Democratic Citizenship? • The ability to recognize and reflect on social problems or issues and to engage in behavior that leads changes that benefit the common good of society. • Democratic Citizenship skills include the ability to listen across difference, to ask questions, to discuss and deliberate, to clarify positions on issues, a willingness to participate, and the ability to put citizenship skills into practice.

8. Civic Action and the Development of Participatory Democratic Citizenship Skills as a Rationale for Teaching US History • Recognize injustice, social problems, and barriers to providing for the common good of all citizens. 2. Discuss and deliberate causes of, and potential solutions for, persistent social problems. • Exert influence within the world as participatory democratic citizens. 4. Reflect on their experiences as citizens attempting to influence their school and community contexts.

9. An Approach to Promoting Citizen Action and Participatory Citizenship in US History 1. Teach specific content that focuses on and examines examples of citizen action and participatory citizenship in US History AND… 2. Provide opportunities for students to develop participatory citizenship skills and to engage in citizen action projects AND… 3. Provide a public forum for students to present their work, projects, ideas and results to school and community officials.

10. A Few Assumptions of this Approach • Students are citizens who already live in the “real world”. • Students of all ages are capable of developing participatory citizenship skills and to examine conceptions of the common good. • School is the perfect place for students to begin to develop their skills in citizen action. • US History content provides numerous examples of citizens who have worked for the common good and the improvement of society.

11. US History Examples • Grade Two: Recognize the importance of individual action and character and explain how they have made a difference in others’ lives with emphasis on the importance of: a. Social and political leaders in the US (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman, Abraham Lincoln, Sojourner Truth, Susan B. Anthony and MLK.

12. US History Examples • Grade Eight: Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British concerning: b. The Boston Tea Party, the boycotts, the Sons of Liberty and petitions and appeals to Parliament.

13. US History Examples • Grade Nine: Explain connections among Enlightenment ideas, the American Revolution, the French Revolution and Latin American wars for independence. • Explain the causes and effects of the Industrial Revolution with emphasis on: c. The changing role of labor and the rise of the union movement;

14. US History Examples • Grade Ten: Analyze the reasons for the rise and growth of labor organizations in the United States (i.e., Knights of Labor, American Federation of Labor and Congress of Industrial Organizations) including: c. Violence toward supporters of organized labor. • Explain the goals and outcomes of the late 19th and early 20th century reform movements of Populism and Progressivism with emphasis on: a. Urban reforms; b. Conservation; c. Business regulation and antitrust legislation; d. The movement for public schooling; e. The regulation of child labor.

15. US History Examples • Grade Ten: Trace social unrest, protest and change in the United States including: a. Antiwar protest during the Vietnam War; b. The counterculture movement; c. The women's liberation movement • Analyze the origins, major developments, controversies and consequences of the civil rights movement with emphasis on: a. Brown v. Board of Education; b. Changes in goals and tactics of leading civil rights advocates and organizations; c . The linkages between the civil rights movement and movements to gain justice for other minority groups.

16. US History Examples • Grade Twelve: Challenge arguments of historical inevitability by giving examples of how different choices could have led to different consequences (e.g., choices made during the Civil War, choices relating to immigration policy, or choices made during the Cuban Missile Crisis). • Analyze cause-and-effect relationships and multiple causation including the influence of ideas, the role of chance and individual and collective action.

17. Think and Discuss #2 • Using the Academic Content Standard you have been assigned brainstorm activities you could use to promote civic action and democratic citizenship skills.

18. Example Activities • Conduct a survey of student attitudes • Improve community hike and bike trails • Improve low income housing conditions • Campaign for a particular candidate • Improve Race Relations at school • Change the school dress code or other policies • Create Resources for Other Schools/Students • Present to the Principal and Teachers • Present at a school board meeting

19. Additional Ideas Generated During Presentation • 10th Grade Example: Examine race within your school setting. Interview students on their perceptions of race; videotape various school settings (cafeteria, library, classes, sporting events); discuss interview data and videos with students as part of developing a plan to improve race relations. • 9th Grade Example: Use History Alive simulation on assembly lines then move into a discussion / examination of labor unions. Interview union members.

20. Additional Ideas Generated During Presentation • 2nd Grade Example: Class discussion about individuals who took civic action as participatory citizens to improve their society. Examine the principles behind their action. As a group discuss how we can act on their principles to work together better. • 2nd Grade Example: Use picture books of citizens who took action to change society; use a role play activities to teach others about participatory democratic citizenship.

21. Additional Ideas Generated During Presentation • 10th Grade Example: Use “what if” scenarios to examine how violence against labor unions might have led to different results. • 10th Grade Example: Examine the Progressive Movement as way to develop ideas/solutions/ways to engage as citizens as part of working to end modern day social issues.