81. Civics Online civics Online This site supports instruction in the core democratic values at all levels K12. For teachers the site offers teaching ideas; case studies of how Michigan teachers at all levels http://rdre1.inktomi.com/click?u=http://civics-online.org/&y=026F16116CB6503

82. English Literacy And Civics Education For Adult Learners The National Institute for Literacy (NIFL) is an independent federal organization leading the national effort toward a fully literate nation in the 21st century. literacy instruction and civics http://novel.nifl.gov/nifl/policy/esl.html

English Literacy and Civics Education for Adult Learners Special Policy Update Developed by Michelle Tolbert A contractor funded by the National Institute for Literacy through Contract No. ED01P00319. The contract award included all costs associated with the performance of the contractor. August 2001 This Special Policy Update was produced by the National Institute for Literacy, an independent federal organization that is leading the effort toward a fully literate America. By fostering collaboration and innovation, the Institute helps build and strengthen state, regional, and national literacy infrastructures, with the goal of ensuring that all Americans with literacy needs receive the high quality education and basic skills services necessary to achieve success in the workplace, family, and community. Contents Acknowledgements Overview Federal Legislation English Literacy Instruction and Civics Education in the United States ... Recommended Resources Acknowledgements The author would like to thank the directors and coordinators of the EL/CE demonstration projects for responding to the NIFL survey and NIFL follow-up calls. The author would also like to thank the following individuals for generously sharing their time and expertise: Joyce Campbell U.S. Department of Education, Office of Vocational and Adult Education, Washington, DC

83. Unit 2 Web Activity Lesson Plan, Teacher's Corner, Street Law, Social Studies, G to explain how citizens can take part in civic life How can the students take an activerole in keeping from that precinct s gang unit can coteach this lesson http://www.glencoe.com/sec/socialstudies/street_law/teachers_corner/unit_web_les

Unit Web Activity Lesson Plans Unit 2: Criminal Law and Juvenile Justice Gangs in America Overview This lesson is designed to explore the initiatives that various private and government organizations are taking to combat the influence of gangs on America's youth. Correlation to Textbook This lesson correlates to Unit Two, Chapter 7: Crime in America, in the Street Law textbook. Correlation to the National Standards for Civics and Government III.B.1. The institutions of the national government: Students should be able to evaluate, take, and defend positions on issues regarding the purposes, organization, and functions of the institutions of the national government. III.C.3. Major responsibilities of state and local governments: Students should be able to identify the major responsibilities of their state and local governments and explain how those governments affect their lives. V.D. Students should be able to explain what civic dispositions or traits of private and public character are important to the preservation and improvement of American constitutional democracy.

84. Democracy Resources Center for Civic Education http//www.civiced.org teach your students tobuy in to and become This activity will be important to help them understand http://score.rims.k12.ca.us/activity/democracy/

Teacher Notes Y ou are presently on top of the world, having just graduated from the University with a degree in secondary education. After a long and arduous search, you have landed your dream job teaching civics at your old high school. After visiting with the principal, you decide to take a nostalgic walk around campus and you are astonished by what you see. Garbage is on the ground, graffiti covers the walls, windows are broken and you perceive an air of indifference among the students. Coming upon a small group nearby, you ask them why the school grounds are in such a mess and they just laugh at you. They say that it's not their job to keep the school clean. You shake your head in dismay as you walk off and wonder where it all went wrong at Sunnyside High. As you head back into the office you are determined to find out from the principal how the school got to the state it is in. He just smiles and say's, "That's why we hired you. It's your job to teach these kids some respect and build school spirit in this apathetic student body." Later that night it all came to you in a "reality check". Sunnyside High is no different than any other high school in this democracy called the United States. The reason for the sorry state of affairs lies in our approach to democracy. Like a "two-by-four to the head" you realize the answer. What's wrong at Sunnyside is the same thing that is wrong with the rest of America.

85. Abstracts - Online Journal For Social Science Education (OJSSE) 1/2003 study are doing very well in civic knowledge, skills are the school system and schoolactivities are part of The aboutperspective means to teach the students http://www.sowi-onlinejournal.de/2003-1/abstracts.en.html

@import url(http://www.sowi-online.de/nav_css_js/style_modern.css); inhalt Abstracts Christa Händle and Peter Henkenborg: Civic Education Around The World - Reports from the Civic Education Study - How can participation in civic activities be improved? (OJSSE 1-2003) Young people's distance from politics is seen as a central problem of democratic societies. Compared to the first IEA-study in the era of political mobilization during the early seventies the results for today's young Germans are worse. Regarding political knowledge, the results for young Germans are mediocre; conspicuous and alarming is the unwillingness of German youngsters to participate in school, politics and society. These results can be explained by using data and relations found by the international comparative project Civic Education about the specific meaning of conditions and results of political education in different school systems and societies. This paper discusses several results and questions and shows that one-dimensional explanations are hardly possible in the complex field of political education. Rolf Mikkelsen: Conditions for high democratic awareness and participation in Norwegian schools (OJSSE 1-2003) Isabel Menezes, Madalena Mendes, Carla Ferreira, Georgina Marques, Conceiçã Monteiro, Joana Gião, Rosa Afonso, Gertrudes Amaro:

86. Schools For Everything - 59.03 maintained and operated as a community center for recreation and civic activitiesfor both young and old. And then, of course, we have to teach reading, writing http://www.theatlantic.com/issues/95dec/chilearn/hom.htm

Return to the Table of Contents. March 1959 Schools for Everything A native of California and a veteran of World War II, MELVILLE J. HOMFELD graduated from the University of California at Santa Barbara and took his master's degree and his doctorate in education at Stanford. He has taught in grade school and in college, has served as principal of a junior high school, and since 1947 has been superintendent of Menlo Park city school district. by Melville J. Homfeld T here are signs today that the school has become society's dumping ground, that the public school system has become a vast refuse heap for any and every unwanted service or task that other social or governmental institutions and agencies find too tough to handle. The community, the home, and to some extent even the church have used the public schools to relieve their consciences of feelings of guilt by passing on unfinished business which they have found difficult of accomplishment or just burdensome. Can we expect to go on and on in this ever-expanding program, one in which public educators attempt to do all things for all people and do them well? Can we do everything for everybody? If not, by what criterion shall we select those things which we can do, and how shall we say no? The first half of the twentieth century has seen an almost complete metamorphosis of the institution which we call the public school. The grammar school of 1900, which has now become the elementary school, offered as its curriculum reading, writing, spelling, grammar, and numbers, and a few very adventurous souls were teaching some history and geography. The typical high school curriculum consisted of more mathematics, history, a concentrated study of the English language and its literature, and, of course, Latin. Some of the more daring secondary schools were permitting the teaching of German and French, but such frills were generally reserved for girls' finishing schools or for university study in preparation for advanced research.

87. Abcteach abcteach This resource site for teachers, parents, and kids is created by an experienced Michigan elementary teacher. Early elementary and kindergarten teachers will find many useful materials to http://rdre1.inktomi.com/click?u=http://www.abcteach.com/&y=025F4052345E3E25

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