Search

Representatives at the school, district and state levels, as well as scholars and researchers, have been working with the Education Commission of the States? National Center for Learning and Citizenship (ECS/NCLC) to define citizenship education in terms of three strands forming "a braid" of civic competencies. Beginning with the rationale and recommendations presented in the Civic Mission of Schools report, this paper: (1) explores existing research and professional work in the area of civics and social studies standards; (2) explains how ECS/NCLC developed these competencies; (3) outlines detailed examples of how these competencies might be used across grade spans; and (4) provides recommendations for state policymakers. The paper is designed to help state policymakers incorporate civic skills, knowledge, and dispositions, along with a developmental approach beginning in the early years of schooling, into state policies that support citizenship education.

This paper presents a structured group intervention for increasing social justice awareness, knowledge, and advocacy skills with upper elementary, middle school, or junior high aged students. The paper presents the "Empowering Students for Social Justice" model and describes a general framework that includes goals and activities for an 8-week program. The paper outlines eight different group sessions, one for each week. Issues processed in the group revolved around oppression, prejudice, and racism social justice themes. (Author/BT)

This paper considers how well today's young adolescents are prepared for their future roles as citizens, noting that the public schools have a unique opportunity to positively affect their students' civic knowledge, values, and behaviors. The paper contends that recent research suggests that the next generation of citizens may lack the knowledge, attitudes, values, and social awareness that were once viewed as crucial. It discusses what civic literacy means and outlines the basic requirements for citizenship. The paper advocates using an interdisciplinary civics curriculum to teach students how to grasp the essential elements of a problem or issue, consider the consequences of various alternatives, and make decisions that are based on a concern for society as well as individual self interest. The paper contends that the educational system and curricula must do a better job of helping students to think critically, resolve conflicts, cooperate, communicate, and gather and synthesize information. Eight recommended curriculum goals are outlined and then discussed in detail. The paper also suggests nine effective instructional strategies to help ensure the success of the civics course. According to the paper, students who complete such a multidisciplinary course should achieve a substantial number of learning goals. For example, they should know the historical foundations and the structure of U.S. political, legal, economic, and social systems; they should understand basic societal goals and values; and they should have improved attitudes toward democracy and their future roles as citizens. Contains 14 references, and 2 lesson plans with student handouts. (BT)

Social development stresses the importance of working together with others in life. The home setting can emphasize social development and its objectives of instruction. How should parents assist the child in quality social development in which good human relations exist? First and foremost, parents should serve as models to children for good human relations. Also, when oral communication takes place, the content discussed should go to all in the group, not the few--it is good practice to have ideas circulate among the group or family members. Respect for others in the home setting is also important. The "feeling dimension" needs to be involved in group work, and being involved in a group may not be adequate unless a person feels rewarded for contributions made. New concepts and vocabulary terms will and should arise in home conversation and discussions, and creative thinking should be emphasized within the discussion. In fact, critical thought should be stressed, and brainstorming may be stressed. This paper also discusses attitudinal development toward others, how to evaluate the quality of human relations in the home setting, citizenship development in the young child, and morality and the child. (NKA)

Congress and the Bush administration tried to reform immigration policy in 2006 and failed. A year later they tried again, with no more success. The truth is that if this nation is going to overhaul immigration policy, it only makes sense to listen to the people who will be most affected by it: immigrants. To craft a just and practical policy, this nation needs to see America through the immigrant's eyes. That's what the authors hope to accomplish with this report, the follow-up to their pioneering 2002 survey of immigrants, "Now That I'm Here". In this report, they have extended their sampling to gain a more detailed view of Hispanics and Muslims. Findings of their survey reveal: (1) Overall, immigrants say they're quite satisfied with life in the United States, for themselves and their children. Discrimination against immigrants doesn't seem to be part of their daily lives, because while majorities say it exists, majorities also say they haven't experienced much discrimination personally. Right now, the biggest concern for immigrants is much the same as for native-born Americans: the economy and their own financial well-being; (2) Most immigrants say that they have become comfortable in the United States quickly, yet ties to their birth countries have become stronger since 2002, particularly among recent immigrants. Most of the immigrants the authors surveyed either were citizens already or were in the process of being naturalized. For most of them, citizenship was a practical step. So is learning to speak English, with most immigrants reporting that it is difficult to get ahead or keep a job without language skills; and (3) Although there are common themes among immigrants, certain groups do have unique perspectives. Mexican immigrants are more likely to say they're happy in the United States, but also significantly more likely to perceive discrimination against immigrants. They're also more likely to be lower-income and perhaps face more language barriers. Muslims, by contrast, are less likely to report discrimination and overwhelmingly more likely to say the United States will be their permanent home. (Contains 13 footnotes.) [This paper was written with Amber Ott and Paul Gasbarra. For the related report, "Now that I'm Here: What America's Immigrants Have To Say about Life in the U.S. Today", see ED473894.]

"Meeting our Needs?" is the third detailed portrait of postsecondary education (PSE) in Canada issued by the Canadian Council on Learning (CCL). As in previous years, this paper's goal is to provide Canadians with the most current information about the sector's capacity to contribute to the achievement of Canada's social and economic goals. "Meeting our Needs?" provides the most comprehensive overview of post-secondary education in Canada to date. It presents the latest available data (up to December 2008) on the sector's performance and progress, drawing on new national and international data sources, and offers an in-depth analysis of the findings. This high-level analytical framework, the only one of its kind in the country, points both to strengths and weaknesses in the sector and draws conclusions about their implications for Canada's long-term welfare. The structure of this report is very different from earlier editions. It retains the eight core chapters that have characterized previous years' studies of Canadian PSE, and reinforces that Canada needs high performance in all eight areas. However, the order of the 2008 report has been re-organized. The first three chapters focus on PSE processes and inputs--the "what" and "who" in PSE. The report begins by examining the link between access and attainment. It then moves on to explore barriers to and gender disparities in PSE, as well as consequences for under-represented groups. This section ends by examining the role of PSE in lifelong learning. The next portion of the report assesses how PSE functions: the affordability and sustainability of PSE, the balance between government and student financial contributions, and the factors affecting institutional capacity. The three chapters that follow this section concentrate on the outputs, or outcomes, of PSE. This part of the report looks at the role of PSE in nurturing an active, healthy citizenry, supporting the creation of an adaptable workforce, and fostering innovation in the economy and in society. The final chapter of the report looks forward and questions what PSE will look like in Canada a decade from now, in light of the emergence of new PSE models. It asks how current high standards can be carried forward so that the next generation can optimize the benefits of PSE. Each chapter of "Meeting our Needs?" begins with an overview of the key findings, identifying areas where Canada enjoys "Positive Performance," as well as "Troubling Trends" with potentially adverse consequences for the country's future. The chapters conclude with a section entitled "Summary: Opportunities and Future Directions," which summarizes Canada's PSE advantages and shortcomings and points to potential solutions to the challenges identified. This analysis is enriched with pertinent findings from the 2008 Organisation for Economic Co-operation and Development (OECD) study, "Tertiary Education for the Knowledge Society," which provide an international perspective. The OECD study includes a compilation of PSE strategies adopted in other countries and makes recommendations for continued improvement. The inclusion of this material provides a benchmark against which Canada can measure its present performance and offers best practices that Canada may borrow as it develops strategies for the future. Ellis Chart is appended. A bibliography is included. Individual chapters contain endnotes. (Contains 79 tables and 52 figures.)

The process of political socialisation of adolescents includes more than the acquisition of knowledge about society, citizenship and the political system. In a democracy, citizens are expected to participate actively in the political process. Active participation, however, requires citizens to believe in their own ability to influence the course of politics, in other words, to feel politically efficacious. Therefore, enhancing control beliefs and the willingness to act politically could be viewed as important areas of civic and citizenship education. This paper examines changes in levels and relationships regarding efficacy and expected participation using data from students at different stages of political socialisation. It uses data collected during the two surveys of the IEA Civic Education Study and comprises two age groups: 14-year-old lower secondary students (grade 8 or 9) and upper secondary students (grade 11 or 12). Data from lower and upper secondary students in ten countries show that levels of political efficacy and expectations to participate politically as an adult change during the process of political socialisation. Self-confidence in dealing with politics increases and so do expectations to participate in elections in later life. However, beliefs in the responsiveness of the political system weaken and older students have lower expectations to become actively involved in politics in adult life. (Contains 9 footnotes, 7 figures and 17 tables.)

Having low literacy skills could impact everything from reading a newspaper and balancing a checkbook to wise consumer decisions and job advancement. This study estimates adult literacy measures for Cuyahoga County, Ohio and its municipalities. It is also important to have a sense of how many children are at risk for developing literacy problems as adults, and these estimates are also generated. Finally, many efforts are already underway in communities across the county to try to help those who do struggle with literacy issues. The last portion of the research analyzes the distribution of literacy service providers. Appended are: (1) Difficulty Values of Selected Tasks Along the Prose, Document, and Quantitative Literacy Scales; (2) Reference Map for Cleveland Neighborhoods, Inner-Ring Suburbs, and Outer-Ring Suburbs; (3) Mean Literacy Proficiencies by Cleveland Neighborhood and Suburban Municipality, 1990 vs. 2000; (4) Percent at Level 1 Literacy by Cleveland Neighborhood and Suburban Municipality, 1990 vs. 2000; (5) Percent at Level 1 or Level 2 Literacy by Cleveland Neighborhood and Suburban Municipality, 1990 vs. 2000; (6) Census Variables Used to Update Reder's Mathematical Literacy Models; (7) Other Regional Literacy Measurements and Comparisons between Cleveland and Other Ohio Cities (Based on results from Jack Miller's Study); (8) Distribution of Births to Mothers Who Did Not Have a High School Degree, 1998-2002; (9) Percentage of 4th Graders and 9th Graders who Passed the Proficiency Tests; (10) Educational Attainment for the Civilian Youth Population Aged 16-19 by Suburban Municipality and Cleveland Neighborhood, 2000; and (11) Estimated Number of Adults and Children with Possible Literacy Problems. (Contains 17 tables, 23 figures and 45 footnotes.) [This paper was prepared for The Greater Cleveland Literacy Collaborative.]

This resource guide is intended to facilitate cooperation and exchange of knowledge among civic educators around the world. The guide is divided into six parts. Part 1 consists of three civic education papers: "Education and Democratic Citizenship: Where We Stand" (Albert Shanker); "Civil Society and Democracy Reconsidered" (Charles Bahmueller); and "Civil Society and the Worldwide Surge of Democracy: Implications for Civic Education" (John J. Patrick). Part 2 features an annotated bibliography of materials about civic education from July 1996 through July 1997 selected from the ERIC database. Part 3 contains nine ERIC Digests on civic education published between 1994 and 1997. Part 4 is an annotated bibliography of books that address key topics about the work of civic educators. Topics covered include comparative politics in democratic societies, Western political philosophy on civil society and democracy, U.S. political/constitutional history, contemporary U.S. civil society, and civic education in the United States. Part 5 is a selective list of Internet resources about international civic education and features information useful to civic educators. Part 6 is an international directory of civic education leaders, programs, organizations, and centers. The entries include names, addresses, telephone numbers, electronic mail addresses, and World Wide Web sites. An appendix concludes the guide and features information about CIVITAS, an International Civic Education Exchange Program and documents and journal articles in the ERIC database. (JEH)

This monograph attempts to familiarize people with their constitutional rights through the use of a playlet presented as a conversation among three people. The conversation points out that many rights stand in conflict with one another and how a balancing act must be achieved to carry out the enjoyment of one's rights. The monograph proceeds on the basis that an appreciation of the obligations that accompany the rights is the key to the balancing act in exercising rights. The paper concludes that in order to enjoy rights fully, it is necessary to promote a culture where citizens respect the rights of others almost naturally. (EH)

Part of a project to assist educators, parents, and community leaders as they develop and implement citizenship education programs, the document identifies and describes citizenship competencies. The document is presented in five chapters. Chapter I introduces the handbook and considers factors influencing citizenship education including social change, diversity of citizenship-related approaches used by educators, and influences of family and community organizations. Chapter II identifies seven basic citizenship competencies--acquiring and using information, assessing involvement, making decisions, making judgments, communicating, cooperating, and promoting interests. Chapter III describes these competencies and suggests activities to help individuals reinforce and evaluate competency attainment. Activities include sketching maps to show space usage in the home (primary grades), interviewing city council members (middle grades), and gathering public opinion data (adult). Chapter IV describes a conception of citizenship useful for educators. It emphasizes that citizenship involves rights, responsibilities, and tasks associated with governing the various groups to which a person belongs. The final chapter provides criteria for evaluating citizenship-related learning experiences. Criteria stress de-briefing by learners and relating content to student experiences. The document concludes with a bibliography and checklist for assessing instructional materials and objectives. (DB)

This teaching guide presents nine lessons containing teaching strategies and learning activities for teaching ethical and moral values, emphasizing a self-directive approach, personal responsibility, peer interaction, and a sound counseling program. It is adaptable for use at all grade levels and is intended to be integrated with existing curricula. The first two chapters offer background information and emphasize the role of and the need for a positive attitude by the teacher. The nine lessons are entitled: Developing a Positive Self-Concept, Respect for Others, Dignity and Value of Work, Improving Citizenship Education and Patriotism, Developing Good Sportmanship, Respect for Private and Public Property, Respect for Law and Order, Honesty, and Reverence. Each contains an introduction to the problem, general teaching strategies, and a wide range of activities such as questioning, doing projects, taking field trips, doing academic units, discussing, and listening to guest speakers. The bibliography includes reference materials, fiction at several grade levels, filmstrips, and recordings. (Author/CK)

Children's literature is a rich source of information for teachers to use in helping elementary school students learn to become knowledgeable and active citizens. Seventy-four children's books are described in terms of their citizenship or law-related content. Lesson ideas and, in some cases, complete lesson plans are offered that creatively focus on the citizenship building potential of each book, and a variety of motivational teaching methods is suggested. The citizenship concepts of authority, justice, responsibility, privacy, property, participation, diversity, and freedom are highlighted; and a table of contents, organized into three grade level groupings (kindergarten through grade 8) and presented in the form of a grid, indicates which concepts appear in each of the 74 selected books. A second table of contents similarly organized shows which of 35 subject areas are covered by the books. A citation, citizenship concepts, subject areas, grade and reading levels, and a synopsis of the story are presented for each book. Specific lesson ideas include use of discussions, films, role playing, and literature reviews. Three cartoon strip illustrations are included. (JHP)

Four essays discuss plans for and experimental stages of a 1965 social studies curriculum development program for grades 4-12, emphasizing rationale and educational objectives, and offering an overview of content and methodology. Chapter I describes the development work as stressing analysis and understanding of a human or social situation using varied methods and interpretations of the social sciences, investigation of the nature and meaning of forces shaping society, development of learning skills, values education, and opportunity for research and development. The program's intent was to emphasize the interaction of the quality of things learned with the quality of the intellectual experience acquired in learning. Chapter II examines the elementary school program. Using the overall theme of man, his nature, and the forces that shaped and continued to shape his humanity, the course focused on five humanizing factors and their interactions (tool-making, language, social organization, management of childhood, and man's urge to explain). Chapter III presents plans for the junior high curriculum. Using the theme "Man as a Political Being", three units are described: (1) Inventing the Western World, (2) From Subject to Citizen, and (3) The Civic Culture. These units stressed concepts of political power and political culture. Chapter IV discusses three parts of the high school social studies curriculum, which dealt with the impact of technology and science on society in the 19th century, the relation between ideology and reality in the 19th and 20th centuries, and a philosophical reflection on the nature of social studies. (CK)

Guidelines for designing and implementing ethnic studies programs and for integrating curriculum with ethnic content are presented in this position statement of the National Council for the Social Studies. The main purposes of the guidelines are to specify proper goals of school reform efforts and to designate the relationship which should exist between the school and the ethnic identities and attachments of students. The boundaries of the guidelines are set upon five basic principles: (1) school sensitivity to ethnic diversity, (2) ethnic pluralism, (3) teacher responsibility to incorporate ethnic material into lessons, (4) modification of curriculum and teaching strategy to reflect ethnic diversity, and (5) the necessity of ethnic studies for all students. The guidelines are divided into three sections. Section I, A Rationale for Ethnic Pluralism, describes society, the nature of the school and the learner in an ethnically pluralistic society, and goals for school reform. Section II, Curriculum Guidelines for Multiethnic Education, describes the ideal characteristics of school environments which are consistent with ethnic pluralism. Section III, Multiethnic Education Program Evaluation Checklist, provides a seven-page checklist for assessing specific school environments. (Author/DB)

This book contains 33 supplementary activities on U.S. history. Although the activities were written for junior and senior high school students, most activities are adaptable for use with elementary school students also. The activities attempt to develop skills in three areas: (1) discovery skills (collecting, analyzing, and evaluating data; hypothesizing; and decision making); (2) values and value analysis (assessing, examining, verbalizing, and acting on values); and (3) knowledge about U.S. history. Section I contains lessons designed to interest students by linking their personal and family histories to U.S. history in general. Section II covers topics such a puritanism, nationalism, immigration, imperialism, and the American Revolution. Section III develops basic social studies skills as interpretation of data, citizenship, and map use. Section IV presents the United States as a multicultural society; students look at different life styles, ethnic groups, and minority groups in the United States. The last section links U.S. and world history with current issues. Issues examined include religion, conflict and power, war and the future of America among nations of the world. Teaching strategies include discovery learning, discussion, data collection, interviews, use of community resources, decision-making games, pictorial-data analysis, role play, and surveys of attitudes about the United States in the community. Teacher instructions and student handouts are included. (Author/JK)