Giving New England: Building Bridges For Charitable Giving teach them to manage money. are rich areas for schoolbased learning in civics, economics,school This curriculum includes lessons and activities about defining http://www.givingnewengland.org/ypcurric.html
Extractions: Parents, grandparents, relatives and teachers have the opportunity to learn and connect with youth around important values through the giving process. Engaging in a giving process emphasizes respect and sharing as well as civic responsibility...and it makes us feel good! There are many reasons to give, just as there are many organizations to give to. Individual/family/group giving accounts for 75% ($152.07 billion) of all giving in the United States, according to Giving USA 2000 figures. Non-profit organizations depend on individual giving. Giving makes us feel good Giving gives us a feeling of value and satisfaction Giving allows us to honor a loved one or friend Giving gives our family or group a purposeful mission Giving gives us a chance to give back to our communities Giving helps people and places in need Giving helps us to live what we believe in and care about Giving gives us more opportunity to connect and grow together
NatureMapping Teacher's Corner out at workshops.) These group activities teach how to These activities are designedto target 7th communication, reading, writing, geography, civics, and arts. http://www.fish.washington.edu/naturemapping/tcorner.html
School Of Education The courses I typically teach include the following Together, the course activities,readings, and interactions economics, geography, and civics, government, or http://www.colorado.edu/education/faculty/briansevier/teaching.html
Extractions: As a former elementary school teacher in the Denver metropolitan area, I had the opportunity to work with students from diverse backgrounds and become part of a community of teachers who actively sought to make their instructional practices relevant and equitable for all students. In addition, I was able to serve on multiple teacher-comprised committees, at the district level, that allowed me to truly participate in collegial curriculum-building activities. These experiences helped form and deepen my commitment to socially aware and justice-oriented forms of education. It was with that commitment in mind that I returned to CU as a teacher educator. I hope to convey to all my students the need for and possibilities of transformative, equitable, and engaging forms of pedagogy. The courses I typically teach include the following: Courses frequently taught This course is designed to enable teacher education candidates to construct social studies curricula that will allow children to understand and to participate in our democratic and multicultural society. To help achieve these goals, the course is oriented around three main objectives for the elementary student:
Making Civics Real: Workshop 3: Teacher Perspectives I teach a course that has a staterequired test and when they go to lecture andgive notes, and I do sometimes, but the hands-on activities, the building http://www.learner.org/channel/workshops/civics/workshop3/teacherperspec/constte
Extractions: Home Workshops 1-8 Tools for Teaching Support Materials ... Other Lessons Teacher Perspectives: Constructivist teaching Leslie Martin: Constructivist teaching is a way to help students be successful in a variety of areas. I have several goals that I have to attend to. I teach a course that has a state-required test and when they go to take the test, they have to know certain concepts, certain vocabulary terms, most of which they have never seen before [this class] or they may not know what they mean in the technical sense. I also have a goal of making my students successful as people. Learning new interpersonal skills, learning new ways of thinking about things, new ways of feeling about things. I can lecture [and] give notes, [and] I do sometimes, but the hands-on activities, the building activities, the activities that make students think about what they feel, what they think, and why they think, give them that internal analytical piece to say who am I and why am I this way and where am I going. I believe that to build on knowledge, to lay groundwork, we need to have hooksthings we already know and understand deeply. Sometimes students come to me and they have many, many hooksa little coat rack of hooksand they can quickly string together the concepts and put them between what they already know, building on their knowledge. Constructivist strategies [help them tie what they learn] to real-life experiences. I believe that part of what teaching is about is reaching your head and your heart, and that once you feel something and experience it, you understand it.
Proposed Academic Standards For Civics And Government Pennsylvanias public schools shall teach, challenge and support every studentto realize his or her maximum potential C. Identify local economic activities. http://www.smasd.org/Chapter4/economics\economicsall.htm
Extractions: Academic Standards for Economics Economic Systems Grade 3 Grade 6 Grade 9 Grade 12 Pennsylvanias public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the and skills needed to A. Describe how individuals, families and communities with limited resources make choices. B. Describe alternative methods of allocating goods and services and advantages and disadvantages of each. C. Identify local economic activities. Employment Output D. Identify examples of local businesses opening, closing, expanding or contracting. A. Describe and identify the characteristics of traditional, command and market systems. B. Explain the three basic questions that all economic systems attempt to answer. What goods and services should be produced? How will goods and services be produced? Who will consume goods and services? C. Define measures of economic activity and relate them to the health of the economy. Prices Employment Output D. Explain the importance of expansion and contraction on individual businesses (e.g., gourmet food shops, auto repair shops, ski resorts). A.
Civic Participation And Citizenship Collection that uses immigration history to teach English to curriculum development processand includes activities, worksheets, and Just in Time civics On the Border http://www.nelrc.org/cpcc/elcivics.htm
Extractions: ASHP seeks to revitalize interest in history by challenging the traditional ways that people learn about the past. Classroom activities primary documents and audio are available with projects such as Heaven Will Protect the Working Girl: Immigrant Women in the Turn-of- the-Century City. Includes information on books videos , and CD-ROMS The Bill of Rights Institute
West Morris Regional High School District continually learning about the content they teach. students volunteering to participatein civic activities. traditional American history, civics and service http://www.wmrhsd.org/superintendentmessage.html
Extractions: A bond referendum will be presented to area voters on March 9, 2004. It provides for additions, renovations and / or repairs to the two public high schools served by one regional district: West Morris Central High School and West Morris Mendham High School. This will be the first building referendum introduced in more than 30 years, when voters approved the construction of West Morris Mendham in 1970. The West Morris Regional High School District Board of Education evaluated a wide range of options and took into account the results of a community opinion survey before taking this significant step. As a result, we believe that the bond referendum that will go before you and other voters in March: is the most fiscally responsible, cost-effective option possible; and is a permanent, long-term solution to the challenges of accommodating growing student populations and meeting current and expanding educational requirements for graduation. So that you can make an informed decision about the referendum, and as part of our continuing quest to communicate with our local communities, in addition to our referendum web page we are also preparing special editions of
Presidential Selection: A Guide To Reform problem around, every state must teach civics education through to participate inlobbying activities and other our national neglect of civics education falls http://www.centerforpolitics.org/reform/report_civics.htm
Extractions: Legislation Contact Home The Report Civics Education "Chapters in every community, committees to study and present in simple terms the laws under consideration, including court decisions, examine the candidacy and fitness of all aspirants for public office to make sure they would advocate and protect the fundamental principles of the Constitution and the Bill of Rights; Overcomes party politics, special interests, and educates voter; would serve to train people for civil service, and train youth; Love of country, the common good, and patriotic devotion to our Constitution and flag, is my ideal of a good citizen." - George Washington on active citizenship. Research indicates that the primary causes for the decline in civic engagement are twofold: First, most Americans-particularly young people-lack essential citizenship skills to properly engage in civic life. Second, many Americans show a significant decline in their level of trust and confidence in governmental institutions, with a specific distrust for politicians and politics.
Social Studies Development Center The Close Up Foundation aims to teach responsible participation The site providessamples of the civics Alive Kids Voting USA and online activities for students http://www.indiana.edu/~ssdc/civlinks.htm
Extractions: Teaching, Research, and Citizen Group Resources Active Citizenship: Empowering America's Youth Features a 17-lesson curriculum unit for grades 7-12; information about citizenship education, civic values, service learning, and in-service programs on all these topics. The American President This is the official Web site for the PBS documentary series by the same name. It features lesson plans based on the series; in-depth information about all 41 U.S. Presidents; learning activities; historical documents; essays on a wide range of presidential topics; a political magazine by and for students; and a section devoted to following and learning about the 2000 election. Anatomy of a Murder: A Trip Through Our Nation's Legal Justice System Visitors to this site can follow the fictional story of a murder trial, complete with legally accurate details. Provided to enhance the educational purposes of this site are an introduction to the legal justice system, a glossary, information on Supreme Court cases, and actual documents filled out during an arrest. Ben's Guide to U.S. Government for Kids
Civics In Action: DC Students Changing The Course Of Public Policy a commitment to embrace and teach First Amendment for the improvement of civic education. offerextracurricular activities that provide opportunities for young http://www.aypf.org/tripreports/2003/tr042903.htm
Extractions: Civic education and community participation are essential to the development of informed and active citizens. Perhaps now more than ever, it is critical that our young people see the connection between school and community. How can schools succeed at this task? What are concrete ways to integrate citizenship into the academic curriculum and the life of the school, fostering the democratic principles of our country and hearing the voices of young people? Cesar Chavez School Chavez is a unique charter school that prepares high school students from the District of Columbia to become active citizens dedicated to influencing the public policies that affect their communities. Since it opened in 1998, the school has served students from all over the District; the current student population is 51percent Hispanic, 45 percent African American, 1 percent Asian, and 2 percent other. Seventy-six percent of Chavez students qualify for the free or reduced lunch program that serves students from low-income families. The school currently serves 250 students in small classroom settings. Chavez is characterized by its focus on serving a diverse population, high academic standards, its small and supportive learning environment, and its focus on public policy. Over the past three years, 11th grade students have worked with over 60 different policy organizations including the White House Office of the Vice President, Leadership Committee on Civil Rights, Heritage Foundation, Urban Institute, Sierra Club, DC Action for Children, Washington Peace Center, United Students Against Sweatshop Labor, DC Agenda, Center for Education Reform, Institute for Policy Studies, and the Senate Democratic Policy Committee.
Extractions: Source: ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Internet Resources for Civic Educators. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The Internet, with its unique capabilities for instantaneous global communication, is rapidly becoming a valuable resource for civic educators, both those involved in K-12 citizenship education and those involved in international civic education for democracy. For K-12 teachers, the Internet is a source of classroom tools and resources such as curriculum guides and lesson plans; the full text of the United States Constitution and other pertinent documents as well as those of other nations; and numerous examples of grassroots civic participation in progress in the United States and other established, authentic constitutional democracies, and in fledgling democracies such as those of Eastern Europe. The following list is an annotated guide to some of the many websites useful to civic educators.
The Hon Dr Brendan Nelson MP - Media Centre resources for all schools to teach values; and. national activities such as partnershipprojects with Continued funding for civics and citizenship education http://www.dest.gov.au/ministers/nelson/budget04/bud12_04.htm
Extractions: MEDIA RELEASE $34.6 MILLION FOR VALUES, CIVICS AND CITIZENSHIP EDUCATION 11 May 2004 MINBUD 12/04 Australian parents more than ever are expecting schools to foster values such as tolerance, trust, mutual respect, courage, compassion, honesty, courtesy and doing ones best. Every Australian child needs to have an understanding of values as part of their schooling. Schools can support our democratic way of life by helping students to be active and informed citizens. A values-free education risks producing values-free adults. To this end the Australian Government is providing $29.7 million to support values education in Australian schools and $4.9 million for civics and citizenship education over four years. The Values Education Study , published by the Australian Government in November 2003, showed that, while many schools in all sectors are doing good work in this area, comprehensive values education is still at an early stage in Australian schools. The Governments values education initiative will help make values a core part of Australian schooling by providing funding for: values education forums in every school in Australia involving parents and the whole school community;
Civics Online - [Re]Envisioning The Democratic Community Teaching activities. Find an Activity Fast!! civics Online hopes to not only provide a rich array of multi and core democratic values. Teaching activities For civics Online. Preface http://www.civics-online.org/teachers/activities.cfm
Extractions: Life Liberty The Pursuit of Happiness Common Good Justice Equality Diversity Truth Popular Sovereignty Patriotism Rule of Law Separation of Powers Representative Government Checks and Balances Individual Rights Freedom of Religion Federalism Civilian Control of the Military Civics Online hopes to not only provide a rich array of multi-media primary sources, but to also give teachers ideas on using those sources in the classroom. Explore the general activities below, or investigate the activities created for specific grade levels and core democratic values Teaching Activities For Civics Online Preface The following strategies are based on the classroom use of primary documents and the incorporation of interactive learning. As far as possible, these strategies should be integrated into the social studies classroom with the goal of placing students in learning situations that will promote critical thinking and application of knowledge. These strategies are intended as a springboard for dialogue and discussion. Teachers are encouraged to adapt and modify the strategies for their own classroom.
Extractions: Do textbooks teach democratic values? A reception study of a ninth grade civics textbook Veronika Kalmus University of Tartu Conference paper, presented at the Sixth International Conference of the International Association for Research on Textbooks and Educational Media (IARTEM) in Tartu on September 20-22, 2001 One of the common problems faced by new as well as established democracies all over the world is political apathy and low levels of participation among the young generation. Young people usually show little interest in social-political topics; also, casting a ballot is a more common among older people (see, e.g., Taru, 1997). The 'life-cycle effects' theory (Conway, 1991) suggests that people tend to become politically more aware and active when they grow older, at least, in the United States of America. In the case of disrupted democracies such as Estonia, the situation is, however, more critical: the prospects of an evolving civic nation and participatory democracy in those societies are not very promising, when a large part of the young generation displays passivity and the lack of interest in any political matters. The role of civic education curricula and textbooks is to prepare pupils for participation in a civic society. Civics textbooks should teach the principles of
Extractions: About Search Forums Newsletter ... Tell-A-Friend Printable Version for your convenience! Native Americans I. Geography 1. Make a map showing the migration routes of various Indian tribes in North and Central America 2. Children identify the different regions where the Indians lived in North and Central America. Each child identifies a tribe on the map and places a push pin in the appropriate region. Each child researches the tribe and writes 5 interesting facts about it. 3. Locate on a map of Mesoamerica: Yucatan Peninsula, Maya Lowlands? Maya Highlands, Copan, Palenque, and Tikal. II. History 1. As a class, discuss important events, places and people in Native American history and have the children draw a picture of a certain event. 2. Construct a timeline of Mayan dominance and note some of their accomplishments.
Index Resources for links to many other great websites for CDV s and civic education. Clickon teachers, activities, then type in the CDV you want to teach and your http://t3.preservice.org/T0401683/
Extractions: Core Democratic Values Fundamental Beliefs This website intent is to assist young students in their comprehension of basic democratic concepts, called collectively, Core Democratic Values. The reason for civic education in a constitutional democracy is that the health of the country (body politic) requires the widest possible participation of its citizens. Not only is it important that citizens understand their own rights, but that they also understand that by acting for the common good, they protect the rights of all individuals from unconstitutional abuses by the government. Responsible and effective civic participation fosters these qualities and constitutes the mission of civic education. Life Diversity Liberty Truth ... Home This site was created for students and teachers to help aid them in their search of the Fundamental Beliefs of the Core Democratic Values. CHECK OUT THESE WEB SITES FOR MORE ON CDV's www.michiganepic.org -a wonderful site for K-6 teachers wanting lessons/activities to teach and reinforce CDV's.
Extractions: the Convention on the Rights of the Child This simulation is based on an Aboriginal Studies role play, The effects of the invasion on the Aboriginal tribes of the Sydney area , developed by a lecturer at the Koori Centre, Sydney University BRIEFING This simulation should be used as a non-threatening activity enabling people to experience what hundreds of millions of children face every minute of every day for all of their lives. It introduces the issue of human rights abuses. Its aim is to teach about the effects of the loss of rights in a more personalised way than does looking at the information from afar. The simulation is an interpretation of real events from a variety of experiences that children face. It may need to be adapted to the groups you are dealing with; sensitivity is required. It will raise many issues, and the issues raised will shock many who participate. It is important that the issues raised are discussed so that there is understanding.
Extractions: Provide Feedback with our online survey. Find Programs Office Title ... Archive Select a Topic Accountability Achievement Gap Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School Flexibility International Ed Learning Resources Math Reading Safe Schools Science Suppl Services Teacher Quality Technology What Works Advanced Search About ED Offices FACES (Foundation for Advancement through Civics Education Services) has developed a curriculum, Living in America, for migrant farm workers tailored to needs, interests, and language proficiency of beginning level adult English Language Learner (ELLs). The project developed a portable curriculum for teachers with 30 non-sequential packets-stand-alone, 2-hours units pairing life skills with corresponding civic responsibilities. Bronx Community College of the City University of New York
Discovering Democracy - Teaching Civics - Featured Resource The Discovering Democracy resources contain a range of materials that canbe used to teach about the role of active participation in a democracy. http://www.curriculum.edu.au/democracy/feature/democratic.htm
Extractions: Other options Home Contacts Links Sitemap Help The Discovering Democracy resources contain a range of materials that can be used to teach about the role of active participation in a democracy. The materials also have examples of where positive actions by citizens have resulted in change and improved government policy. The Discovering Democracy Primary and Secondary Kits contain a variety of activities, background information and photocopiable worksheets for students. Resources from the Discovering Democracy Kits are available online at: http://www.curriculum.edu.au/democracy/ddunits/index.htm Discovering Democracy Primary Kit Units Discovering Democracy Middle Primary Units Joining In This unit introduces students to the purpose and range of community groups and how they function. Health and welfare groups, emergency and safety services, service clubs, environmental and conservation groups, local history groups, sport and recreation organisations, arts groups, and cultural and ethnic groups are covered in this unit. Discovering Democracy Upper Primary Units People Power This unit considers issues where the actions of citizens have contributed to change: the role of the Freedom Riders in escalating the campaign for justice for Aboriginal people, campaigns for improvement in working conditions, the equal pay campaigners who fought for the removal of discrimination against women in employment, and the role of popular movements in achieving change.
Peter Levine's Blog: April 28, 2003 Archives Moreover, in public schools, we cannot teach activities connected to spiritualityor care for family. Therefore, we ought to teach civic engagement (along with http://www.peterlevine.ws/mt/archives/2003_04_28.html
