 |
Topics:
Youth
The
Active Citizenship/Youth Citizenship Awards Program
Through the
"Active Citizenship" curriculum, students in grades 7-12 gain
the knowledge, skills, and values that are essential for responsible
citizenship. A vital component is a group project, in which students
identify a real political problem, research related issues, and
propose a solution. Students then compete in the Youth Citizenship
Awards program, which recognizes outstanding problem-solving efforts.
Story and Case study plus.
Contents
Story:
Case Study Plus: Curriculum Summary:
Active Citizenship—Empowering America's Youth
Story:
Youth Citizenship Awards
Story
provided by: John Minkler
John Minkler is a history and civics teacher at Yosemite High
School, Oakhurst, California, the coordinator of an annual Managing
Conflict in Schools Institute, and an instructor at Emerson Institute.
For
information about starting a Youth Citizenship Awards Program
or the Active Citizenship curriculum, call John Minkler at 209-683-2878,
e-mail address: jminkler@cybergate.com.
The goal
of citizenship education is for students to learn the principles
and process of democratic citizenship, the civic values of the
United States, and then apply them to real problems. Charles Haynes,
in Finding Common Ground, has summarized the core civic
values as rights, responsibility, and respect. Not only must students
understand these civic values, they must be guided to practice
them at school, in their community, and beyond. Community service
has a much greater impact on students if they see it as practicing
responsible citizenship.
I have created
a curriculum called Active Citizenship, Empowering America's Youth,
in which students not only learn the meaning of American citizenship,
they participate in a group project, in which students identify
a real political problem, research related issues, and propose
a solution. Community leaders come in for a panel discussion about
problems in their community. Problem solving, collaboration, and
research skills are taught. Groups of students choose a topic
and work with community advisors, such as police, attorneys, political,
religious, and business leaders, etc. to understand the problem
and explore creative solutions. They practice responsible citizenship
and most of them get really excited about their new feeling of
empowerment and connection with their community. The community
leaders and school administrators also get excited about students
demonstrating civic responsibility.
One group
of students addressed the problem of teenagers skateboarding and
loitering in front of stores, interfering with business. They
interviewed store owners and teenagers and the group came up with
the idea of starting a teen center. They organized a campaign,
supported by business owners and community leaders to create a
new recreation center for teenagers in town. Another group, after
a lesson on the meaning of the Pledge of Allegiance, decided that
it was a problem for elementary schools to require students to
recite the Pledge without explaining what it means. Their solution
was to write a coloring book for young students which explains
the Pledge. The local Rotary club sponsored the publishing of
the book to be given to every elementary class in the community.
Other groups researched and proposed solutions for community problems
of racism, fire danger, drunk driving, pollution, endangered species,
and illegal drugs.
The pilot
program last year, with over 300 ninth grade students, was sponsored
by the Eastern Madera County Bar Association and the C.L.R.E.
(Citizenship and Law Related Education) Center. They provided
support services and an awards program to reward the top groups
for community service and problem solving. Our Republican Congressman,
George Radanovich, heard about this and agreed to sponsor a competition
among all the middle and secondary schools in his Congressional
District. It has also been sponsored by Democratic Congressman,
Cal Dooley, and five County Offices of Education. Our Advisory
Board includes representatives from attorneys, educators, police,
political and business leaders, and community organizations. It
seems that supporting teachers to guide students to become active
in demonstrating responsible citizenship is an idea whose time
has come.
The Youth
Citizenship Awards Program has three goals.
- The first
is to encourage teachers and administrators to expand citizenship
education to include skills training and to encourage students
to practice applying the civic values and problem solving skills
to real problems in the school or community.
- Another
goal is to organize community support for teachers and student
groups who get involved in this process. In central California,
police, attorneys, service clubs, and community leaders were
very enthusiastic about supporting these student projects.
- The third
goal is to reward students for serving their community and demonstrating
responsible citizenship. All groups that complete their project
receive a letter of appreciation from their Congressman. Winners
in district competitions get awards, such as plaques, T-shirts,
and cash awards, from local Bar Associations and service clubs.
In our community, this became part of the Law Day celebration
in May. Congressional District winners are invited to an awards
banquet sponsored by the Congressman, who gives the teachers
and each member of the groups a Congressional Award and praises
them as role models for their peers.
The Youth
Citizenship Awards Advisory Board is creating a model for this
Congressional District competition. It could be used in any District
which has an educator willing to organize it and a Congressional
representative willing to sponsor it. We have developed guidelines
and support documents, which are available upon request.
The time
has come to identify active citizenship education and social responsibility
as an essential part of the core curriculum for social studies,
K-12. Teachers must be trained and given support to guide students
to understand the principles and process of American democracy
and to guide students to practice those skills and apply those
civic values to real problems in their class, school, community
and beyond.
Case
Study Plus: Curriculum
Summary: Active Citizenship—Empowering America's Youth
Our democracy
is at risk. There is increasing evidence that students go through
school without learning the knowledge, skills, and values that
are essential to becoming responsible citizens. A fundamental
goal of education is to prepare young people for citizenship with
knowledge of the principles of democracy, of fundamental civic
values and the ability to solve political problems. Increasingly
complex social, political, and economic problems, such as violence,
crime, and poverty, require active participation by informed citizens
working together to solve them.
A vital
component of this curriculum is a group project, in which students
identify a real political problem, research related issues, and
propose a solution. A problem solving model is presented, with
a research guide and a lesson on creative problem solving. Students
learn the responsibilities of citizenship, the civic values of
the United States, and they apply the knowledge and skills in
community service.
A
curriculum unit for grades 7-12
Part
One: Political Problem Solving
1.
The Pledge and the Contract
2. Political Problem Solving
3. Research Methods
4. Creative Problem Solving
Part
Two: U.S. Civic Values
5.
US Civic Values
6. Great Seal of the US
7. Religious Freedom
Part
Three: Current Political Problems
8.
Youth Violence
9. Racial Labels
10. Hate Crimes
11. Gender Equity
12. Economy v. Ecology
Part
Four: Dialogue and Conflict Resolution
13.
Dialogue
14. E Pluribus Unum
Part
Five: The Challenge of Citizenship
15.
Democracy and School
16. Reality or Illusion
17. Wake Up, America!
Sample
Lesson: The Pledge and the Contract
Purpose:
To teach the
meaning of the Pledge of Allegiance and the social contract that
it represents and to challenge students to either agree to the pledge
or explain why not.
Historical
Context:
The Enlightenment
Philosophers of the late seventeenth and eighteenth centuries sought
to define natural laws that would lead to the creation of an ideal
government and promote the fullest development of human potential.
Thomas Hobbes described the "social contract" between a people and
their rulers. John Locke wrote about essential rights for all people
such as life, liberty, and property. Jean Jaques Rousseau and others
described the right of the people to consent to the social contract
or to create a new one. The ideal of democracy, long forgotten since
the ancient Greeks, was revived as the only kind of government which
could guarantee the natural rights of all people. When the Founding
Fathers of our nation met to declare independence from England,
they saw an opportunity to create the first government based on
these Enlightenment principles.
It is important
to acknowledge that the Declaration of Independence made the Founders
traitors and criminals in the eyes of the British king. They knew
that if the revolution failed, they could lose their lives. They
had to create an army from ordinary citizens to fight the greatest
military power in the world. Many times, from 1776 to 1783, it
looked as though they were going to fail. Their strong belief
in the right of people to live under a government that respects
the civic values described in the Enlightenment gave them the
courage to succeed. It's also important to acknowledge the many
other sacrifices of generations since the American Revolution
to protect and improve this nation.
US citizens
make a commitment to respect and serve their country every time
they say the Pledge of Allegiance. Many children are required
to say it every day in school, yet few of them know what it really
means. The Pledge was written by Reverend Francis Bellamy in 1892.
It became the official national pledge in 1945. In 1954, President
Eisenhower signed a law that added the words, "under God."
Lesson:
The Pledge and the Contract:
Brief lecture,
class discussion, then say the Pledge of Allegiance.
Civic values
are the guiding principles that we agree to abide by in our public
life, in resolving conflicts, and in planning public policy. The
Declaration of Independence describes the inalienable rights of
life, liberty, the pursuit of happiness, equality, and the right
of people to establish their own government. The Preamble to the
Constitution states the purpose of the government to be unity,
justice, peace, security, the general welfare, and liberty. The
civic value of liberty was further defined in the Bill of Rights,
which includes freedom of religion and speech, due process, and
many other rights of the people against abuse by the government.
These civil liberties, together with the responsibilities of citizenship,
became the foundation on which our government was based. It is
a social contract between the people and the government of this
nation.
The contract
works in two ways. The government (through our elected representatives
and public employees) provides essential services and protects
our civil rights. The people, in return, must agree to the responsibilities
of citizenship in a democratic society.
Lead a class
discussion of the social contract. On the blackboard, draw a large
rectangle to be a contract. At the top, write "US Social Contract."
Label the top half "Rights," obligations (duties or promises)
of the government and the lower half "Responsibilities," obligations
of the citizens. At the bottom, put a line with "name" under it,
and a line with "date" under it. Elicit suggestions from students
and add your ideas to make a complete list. You should end up
with a list of rights (include freedoms of speech, religion, assembly,
etc., due process, police and fire protection, defense from foreign
invasion and terrorists, and a free education) and a list of responsibilities
for US citizenship (include obeying laws, respect for authority,
paying taxes, serving on a jury, voting, and helping to solve
community/national problems).
Tell the
class that you are going to ask them to sign the contract in a
few minutes. Ask anyone, who would refuse to sign it, to raise
their hand and give a specific reason why not. Be prepared to
deal with objections such as these; political and police corruption,
racism, welfare abuse, etc. It is important to acknowledge that
our government is not perfect. Offer examples such as the way
Native Americans were treated, slavery, and women not being allowed
to vote. Explain that that there have been many times the practice
of government has not been consistent with the civic values and
the civil rights promised to all citizens. Make it clear that
through the democratic process, these mistakes have been corrected.
There are
more problems today, including the national debt, corruption,
poverty, and welfare abuse. Solving these problems becomes the
responsibility of citizens and their elected representatives.
Be sure the students understand that agreeing to sign the social
contract does not mean that they approve of everything about our
government. It means that they accept the fundamental agreement
of the rights promised in the Constitution and laws of our nation
in exchange for the responsibilities of citizenship.
Tell students
that the way to sign the social contract is to stand and say the
Pledge of Allegiance. Have students stand and lead them in saying
the Pledge. "I pledge allegiance to the flag of the United States
of America, and to the republic for which it stands, one nation,
under God, indivisible, with liberty and justice for all." Discuss
what it means. Explain that it is a way of "signing" the social
contract as a citizen promising to be loyal to the government
of the United States, which implies a willingness to meet the
responsibilities of citizenship. The government made its pledge
to the citizens (signed the contract) in the founding documents
and succeeding amendments and laws. The citizens are expected
to "sign the contract" every time they say the Pledge of Allegiance.
Discussion:
1. Should citizens
be willing to sacrifice their self-interests, even their lives,
to preserve and protect the government of the United States as the
Founders and millions of Americans have done since 1776? (You may
want to ask for a show of hands from those who would risk their
lives to defend their country from attack.)
2. What
are some of the achievements of our government in protecting our
rights? (for example, more than 200 years of free elections, winning
two World Wars and the Cold War, a high level of freedom and prosperity
compared to other nations)
3. Are there
examples of the failure of government to protect the "inalienable"
rights of the people? (Native Americans and African Americans
were denied the rights of citizens until this century. Women were
not allowed to vote until 1920. Think of current examples.)
4. What
are ways that people can correct failures by the government to
protect the rights of the people? (elect representatives with
new policies, petition the government through elected representatives
or through the courts, Constitutional amendments, etc.)
5. The social
contract requires a balance between the rights of the citizens
and their responsibilities to support the government. In the minds
and actions of US citizens today, are they balanced or not? What
happens when the people demand rights and services from the government
without the willingness to support that government and help solve
political problems?
6. Why do
schools require students to stand facing the flag and say the
Pledge of Allegiance? Should children in public schools be required
to recite the Pledge if they don't know what it means?
Extensions:
1. Have each
student write the social contract in their own words. Be sure they
know to define the what the government promises to do for the citizens
and what the citizens promise to do for the government. Define the
government to include the founding documents, the amendments, laws
and legal interpretations since then, and the elected representatives
and employees of municipal, county, state and national government
agencies. Emphasize that the government is a representative democracy
(a republic) which reflects the political will of the citizens,
despite occurrences of corruption and special interest manipulation.
2. The following
pledge was written to expand the meaning beyond national to global
allegiance. Read it to the class and discuss similarities and
differences. Consider whether the two could be compatible. "I
pledge allegiance to the earth, and all life which it supports,
one planet, in our care, irreplaceable, with sustenance and respect
for all." (Written by Janina Lamb)
3. Invite
judges, lawyers, or political representatives to talk with the
class about the American social contract and how it works today.
4. Have
students write an explanation of the Pledge of Allegiance to elementary
students who have to say it every school day.
Note:
This is the first of seventeen lessons in Active Citizenship,
Empowering America's Youth, by John Minkler. The other lessons
describe more about the rights and responsibilities of citizenship,
civic values, and especially the opportunity for citizens, including
teenagers, to solve real problems in their school and community.
The program integrates citizenship education, problem solving,
civic values, and community service.
For more
information about this curriculum, including ordering information,
contact John Minkler at 209-683-2878, e-mail address: jminkler@cybergate.com.
Youth Citizenship Awards
A competition
for students in grades 7-12 solving real political problems in
their community
The following
are documents from this year's Youth Citizenship Awards program
in the 19th and 20th Congressional Districts in California.
This new
competition, within the Districts of Congressmen Radanovich and
Dooley,
will encourage and reward the practice of responsible citizenship
by 7-12th graders in groups of 3-12 students. Representatives
from law enforcement, Congressional offices, attorneys, etc. will
help teachers identify opportunities and resources for community
service and problem solving. Teachers will present the challenge
to students and guide their participation, with the help of individuals
and agencies from the community. On April 25, a screening committee
will evaluate the entries, a five page summary of the project,
and select the finalists. The top twelve projects in each District
will be invited to give a ten minute presentation of their project
to a panel of judges in May. The top five projects in each District
will give presentations and receive Citizenship Awards from their
Congressman at an Awards Banquet. All participants will receive
a certificate of appreciation from their Congressman.
"The goal
of education in civics and government is informed, responsible
participation in political life by competent citizens committed
to the fundamental values and principles of American constitutional
democracy."
-National
Standards for Civics and Government, 1994
It is essential
for students to understand the balance of the rights and responsibilities
of citizenship. Increasingly complex social, political and economic
problems, such as violence, crime, pollution, and poverty require
active participation by informed citizens working together to solve
them. Students must have the opportunity and the guidance to practice
community service and political problem solving. Programs that involve
teenagers in these activities create powerful learning experiences
and show other students that they can really make a difference.
"Students
need to understand the importance to a democracy of citizens
who are willing to participate actively in government, think
critically and creatively about issues, confront the unresolved
problems of the society, and work through democratic processes
toward the fuller realization of its highest ideals."
-California
History/Social Science Framework
Youth
Citizenship Awards:
Highlights of Problems and Solutions from Eastern Madera County,
1995
- Yosemite
National Park pollution (proposal for parking lots and monorail-
presented to Congressman Radanovich)
- Welfare
cheating (apartment complex for welfare recipients: monitor
eligibility, share duties- e.g. garden, and provide employment
training)
- Drunk
driving (for convictions: require 2 years of rehabilitation-
A.A., higher fines, breathe analyzer to start car)
- Fire Prevention
(published brochure with prevention guide for local citizens)
- Youth
Recreation (create a teen center with dance hall, miniature
golf, and roller rink; to begin at the Community Center)
- Pledge
of Allegiance (wrote a coloring book on the meaning of the Pledge
for elementary students, published and given to local schools)
- Drugs
on Campus (dog program for illegal drugs- proposed and implemented)
- Environmentalist/logger
conflict (organized a meeting with US Forest Service, lumber
mill owner, and attorneys; proposal to Congressman)
- Food for
the hungry (publicity and implementation of food and clothing
collection drives for local church sponsored distribution center.
Student
Quotes:
- "Today
many of us forget that liberty is the power to change things.
People think liberty is doing what you want to do, but liberty
is more than that; it's also power to choose things and change
them."
- "This
project taught me that, just because I'm only a teenager, it
doesn't mean I can't take action in the community. Political
problem solving was a great way to learn to have some initiative."
- "It is
our responsibility to correct problems."
- "I began
to understand how our community is run."
- "I learned
that the more you work together, the more you will get done."
- "If we
educate people on the values, rights and responsibilities our
country was founded on, then our country could become great
again."
Topics
for problem solving and community service:
- violence
prevention/mediation
- people
in need (e.g. hunger)
- child/spousal
abuse
- transportation
problems
- civil
liberties/legal rights
- school
problems
- multicultural
cooperation
- creating
job opportunities
- health
services
- unfair
laws
- political
corruption
- environmental
issues
- recreational
needs
- agricultural
problems
- prejudice
(e.g. racism or sexism)
- equal
access to services
- community
garden
- and many
more!
Back
to Youth Index
|
