Effective Instruction in Civics & Government

1. Effective Instruction in Civics & Government

2. What is government? This is a question that can be used to begin a unit with students – but can be difficult for them to grasp. They often are not aware of the layers of government – local, state & national (federal) & who does what. Use a comparison to help pull out ideas – What makes good government? What makes bad government?

3. Why do we need government? People have come together in organized groups throughout human history. Some of these groups have been highly organized and have accomplished great achievements. Others have not. What has been the difference?

4. Five Features of Civilization • Basically it comes down to the sophistication of cooperation & organization. • The lasting civilizations have had at least these five features: • Writing system • Organized government • Rise of cities • Job specialization • Religion

5. Like legs of a table www.treadwaygallery.com/.../ACWEB/0275.jpg These features hold the civilization together. If one or more of them start to decline, then the civilization will as well – we’ve seen this patterned repeated numerous times in human history. www.historyking.com/images/Is-Ancient-Greece

6. Types of governments • At the core of government is the idea of power and control. How can humans come together when someone, or a small group is in power, or they can share power among themselves. • There are three kinds of power in the world • Social • Political • Economic Can you think of someone who has all 3?

7. Social, economic & political power • inewriter.files.wordpress.com/2008/12/arnold pollypartisan.files.wordpress.com/2009/01/opr..

8. With an understand of power in the world, then… • How should we best teach students about government? 1 – Focus primarily on how our government is currently organized. 2 – Focus on how our government is organized from its founding while also examining other government systems to develop student understandings & perspectives – from how ours has changed & also how people in other nations live as a point of comparison.

9. Six different types of government organization Totalitarian systems, dictatorships, including communism (unlimited gov’t) Absolute Monarchy (unlimited gov’t) Constitutional Monarchy (unlimited gov’t) Direct Democracy (limited gov’t) Representative Democracy (limited gov’t) Anarchy (no government at all)

10. NCSS Teacher Expectations for Civics and Government Page 276

11. Teach the vocabulary of government & civics www.oapb.cz/skolst/projekt2009/anj/food/kiwi.jpg • Children may struggle in grasping these concepts because the vocabulary can be abstract, rather than concrete. • Pre-teach and take time to explain unfamiliar words. For example: • civilian jury corruption • legislature Parliament Congress • regulations pursuit authority

12. Examine the founding documents to answer these questions Declaration of Independence Preamble to the Constitution Constitution Bill of Rights They are the foundation of citizenship education. Use the U.S. citizenship exam! Discuss why it is important.

13. Our nation is founded on one concept – f r e e d o m neoavatara.com/.../2009/07/eagle-on-us-flag.jpg Our Founding Fathers didn’t just “create a nation”, they were attempting to develop a system that would protect individual freedom. (the Bill of Rights) How does this compare to other systems in the past?

14. Value Systems in Human History • Reward & legitimacy (via wealth, position and social status) can be based upon: • Plutocracy – possession of wealth. • Aristocracy – origin, birth. • Nepotism – family or other connections. • Oligarchy – property, ownership or control of businesses or industries • Cronyism – friendship. • Gerontocracy – seniority. • Democracy – popularity. • Meritocracy – those who show talent or competence as demonstrated by past actions or by competition.

15. Why America is Unique The Founding Fathers knew & understood world history. They studied & debated how to create a government that would allow for maximum individual freedom, and yet provide a rule of law for protection as well. They studied democracies & republics that existed in the ancient world – and had failed. The system they designed in our Constitution was to prevent, as best as possible, our nation from joining the ‘ash heap of history’.

16. Build a solid foundation in the story of our nation’s founding • Students should know and be able to explain: • how the 13 colonies were formed, • why they fought a war for independence from Britain, • who were the Founding Fathers, • how & why the Constitution was written, • That the Constitution is the highest law of the land, and be able to explain its function (three branches, checks & balances, etc.) • what made America unique in the world at its founding, • how America is a “work in progress” and has in our history struggled to live up to the ideals put forth at our founding –of freedom and equality for all.

17. Civic Ideals Organizing Questions www.life.com/image/1322174 What does it mean to be a citizen? What is the purpose of our government? What role/s does it have in our society? What rights do all individuals have within our U.S. democracy? What principles do we as Americans share & value? What responsibilities do individuals have within our democracy? (negative rights) What responsibility does our society have to the individuals living within it? (positive rights)

18. Civic Ideals at the Societal Level • Laws, regulations, educational systems and government itself should reflect the following principles: • Life, Liberty & the Pursuit of Happiness. • We are governed by a Rule of Law. (Constitution- the law give freedom) • Justice – there are logical consequences for breaking the law & no one is above the law. • The Common Good. • Equality. • Celebration of Diversity. (salad bowl) • Freedom of Expression

19. Civic Ideals at the Individual Level Individual responsibility – be responsible for your own actions, working & contributing to society & your own welfare. Civility – treat others respectfully. People of good will often have differing opinions, we should respect their right to live, think and express themselves as they see fit. Following the Law – life would be chaos without them! Citizens are obligated to do their best to follow the letter and spirit of our laws & authority should be respected. Participation – a democratic society is based on the concept of participation – jury duty, staying informed, voting, expressing your opinion peacefully.

20. The Government Process • The process of government can be studied informally & experienced in the classroom by providing students the opportunity to: • Vote on choices within the classroom. • In intermediate grades a classroom council could be elected to make various decisions or organize functions within the classroom. • Students can also participate in a school-wide student council. However, students must have some power to make changes, choices or decisions to be an effective learning experience. (avoid popularity contests)

21. Do we teach world citizenship or global education? Purpose(what’s the goal?)– “so students can develop a sense of themselves as human beings living in a community and sharing the planet with others.” (text) Bring current events into your classroom, although many topics can be complex and not easily “unpacked” for children. (pg. 283) Have students engage in activities that invite them to interact with others from around the world.