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The Role of Citizens in a Democracy

The Role of Citizens in a Democracy. Ada Chai & Edmund Gyasi ED 200 Analyzing Schools Curriculum Project Proposal May 6 th , 2013. Introduction. Role of Citizens in a Democracy: Educated citizenry who can effectively participate in a democracy

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The Role of Citizens in a Democracy

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  1. The Role of Citizens in a Democracy Ada Chai & Edmund GyasiED 200 Analyzing SchoolsCurriculum Project Proposal May 6th, 2013

  2. Introduction • Role of Citizens in a Democracy: • Educated citizenry who can effectively participate in a democracy • Skills, knowledge, and attitude to work collaboratively with different people • Context: • Target Grade Level : 6th Grade, Social Studies class • Schedule: 5 Super blocks (1 hr 15 mins) over 2 weeks • References: • Robert Slavin : Cooperative Learning (1995) • Cooperative learning groups and methods • Project based learning • James A. Bank : Approaches to Multicultural Curriculum Reform (2004) • Social Action Approach

  3. Standards and Guidelines • Standards set by CT State Department of Education Guidelines for the 6th grade  • Standard 1- Content focuses on knowledge that promotes understanding of “our nation and our world” • Standard 2- Focuses on competency in literacy, inquiry and research skills necessary to analyze, evaluate and present information • Standard 3- Focuses on Civic Engagement (http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/socialstudies/CT_Social_Studies_Curriculum_Framework_2011.pdf)

  4. Objectives Students will … Learn about the structure of a democratic government and the rights and duties of citizens of a democratic nation. Be able to compare and contrast the democratic governments in the Americas to gain a global perspective and analyze the functions of citizens within a given democratic system. Understand the social responsibilities of citizens of a democratic nation and how they can impact their immediate community. Be able engage in their community and act to fulfill their civic responsibility.

  5. Week 1: Monday • Discussion about government and citizenship in a democracy( 15 mins) • KWL chart (Know, Want to Know, Learned) • Overview of democracy in the US and in Brazil (10 mins) • Class Activities:(15 mins) • Video and Role Play : Resource 1 & 2 • Group Assignment: Resource 3 • Library Time : (35 mins) • basic methods of research? • resources available?

  6. Week 1: Wednesday • Group Work: Bill of Rights– Resource 4 (30 mins) • Continued work on poster boards (35 mins) • Preparation for guest speaker from the Hartford Mayor’s office (10 mins) • Background information • Two questions for speaker • Homework: Students must write a one page reflection on the rights that are provided for citizens by the constitution and what this means to them.

  7. Week 1: Friday • Guest speaker from the Hartford Mayor’s office will be brought in to speak about government and citizenship. (20 mins) • Importance of local government in Hartford • How Connecticut residents can participate in the process • Questions and discussion • Students presentations (10 mins each) • Graded collectively based on their presentation • Graded individually based on peer and self-evaluations (Resource 5) • Comparison and Discussion (15 mins)

  8. Week 2: Monday • Focus will shift to social awareness and community action. • Students will be regrouped into teams that have at least one member from each group to discuss how the knowledge they have can be applied to real life situations that people encounter. (30 mins) • Resource 5 (attached) • Articles on social justice issues (20 mins each): • Immigration Rights: “Let Immigrants Get Driver’s Licenses” (Resource 6) • Educational Policy: “ Hartford Schools, CROs Agree on Services for ELLs” (Resource 7) • Group Assignment: Resource 8 • Apply your knowledge: Propose an action plan! (due Friday)

  9. Week 2: Friday • Students will present their topics and plan of action ( 5 mins each) • Reflective free-writing time (10 mins) • In-class letter writing to Mayor Segarra (30 mins) - Resource 9 • Share their findings • Proposed action plan • Returning to the KWL Chart: What have we learned? (10 mins)

  10. Overview

  11. Evaluation • Their project will allow groups to creatively express their understanding of the curriculum in a variety of ways and encourages them to work collaboratively, think critically about key points, and draw on available resources • Group-based evaluations: • How well did they display their knowledge in their creative projects? • How well did they work with group members and contribute to the project? • Individual evaluations: • How were they evaluated by their peers? How did they evaluate themselves? • Persuasiveness, reflectiveness, and clarity of the letter to the Mayor

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